Group 2: Evolution Fordham University: Rose Carlson Evon Hekkala Gerard Iwantsch Yale University: Tiffany Tsang Andy Phillips Facilitators: Marvin O’Neal III and Carl Hashimoto

Framework of Teachable Unit (Evidence for evolution) Evolution teaching tidbit 1 Who? How many? Introductory biology for majors (freshmen) students. Background? Co-requisites of chemistry and calculus. Some understanding/knowledge of nomenclature from high school biology (expected to vary among students) hours of class time Teaching Tidbit Core Terminologies, Concepts, History 2 1 Concluding Remarks

Learning Goals for the teaching unit : In this unit, students will: 1.Understand that variation exists within a population. 2.Understand the concept of selection. 3.Understand that organisms evolve over multiple generations (i.e. time). 4.Be able to evaluate evidence for evolution. 5.Dispel the misconception that individuals evolve. Framework

Learning Objectives: 1. Be able to construct a concept map using the terms evolution, variation, time, selection, and reproduction. 2. Be able to identify and then describe the steps that one would take to domesticate a wild species. GOAL: Understand that natural selection acts on existing variation in a population.

Use your clickers to choose one answer: A = Yes B = No Do Individuals Evolve?

The idea that an individual changes in response to natural selection is a common misconception in evolutionary biology. Lamarck lots of time short-necked individual stretches its neck and passes this change on to its offspring long-necked individuals

The idea that an individual changes in response to natural selection is a common misconception in evolutionary biology. lots of time Darwin original population showing variation in neck length natural selection favors longer necks lots of time descendent population with, on average, longer necks Lamarck short-necked individual long-necked individuals stretches its neck and passes this change on to its offspring

How did we get a Maltese from a wolf? Trivial Pursuit factoid: this only took about years…

intentional breeding (by humans) of animals or plants for certain traits. Artificial selection

wolf ancestor Artificial selection: wolves to many breeds of dogs.

Artificial selection: Brassica to broccoli.

Construct a concept map with a partner using the following terms: time, evolution, reproduction, variation, and selection. Activity (5 minutes) Remember how to draw a concept map?

variation selection One possible concept map… on reproduction evolution/ +/- Δ variation time

artificial selection is the selective force in domestication Domestication a process by which a population of organisms becomes adapted to the captive environment, occurring over generations

Which of these images is an example of domestication? (Use your clickers to select one answer). A. B. C.D.

THINK (for 1 minute) From wild foxes to domesticated foxes in 30 generations flat! Describe how the Russian scientists domesticated the foxes.

THINK (for 1 minute) PAIR, and SHARE From wild foxes to domesticated foxes in 30 generations flat! Describe how the Russian scientists domesticated the foxes.

A population with existing (heritable) variation A human-induced selective force Multiple generations (i.e. time) REVIEW: the key elements required for domestication.

The two types of selection are similar. However, artificial selection works much more quickly because the selective forces are stronger and the changes tend to be directional Natural vs. artificial selection

Homework: Based on today’s material, think about which features of a species might make it easier or more difficult to domesticate.