1. Activating Strategy
Watch the short video clip below [32 seconds]
Does the video illustrate how evolution or changes in organisms occur?
Instructional strategy – Watch video clip and discuss whether or not this answers the question.

2. Essential Question: How does natural selection affect the evolution of species on earth?
Standards:
S7L5a. Explain that physical characteristics of organisms have changed over successive generations (e.g. Darwin’s finches and peppered moths of Manchester).
S7L5b. Describe ways in which species on earth have evolved due to natural selection.
Instructional strategy - The teacher should review the essential question and the standards that align to the essential question

3. Use the Natural Selection Notes sheet to record information
Instructional strategy – Distribute notes sheet to students.

4. Evolution is the process through which species change over time.
In the previous activities, you learned about evidence to support the theory of evolution.
What is evolution?
Evolution is the process through which species change over time.
Turn to a partner and discuss some of the evidence that supports the theory of evolution.
Instructional strategy – Present information on the slide. Have students copy the definition of evolution onto their notes sheet. With an elbow partner, have the students review supporting evidence. NOTE: Darwin’s Finches are specifically mentioned in the standard. Other resources than those mentioned in the following slides are linked in the content map.

5. The basis for the theory of evolution came from observations by Charles Darwin.
Instructional strategy – Present information in the slide. Have students use the information to fill in the first part of #2 on the notes sheet.

6. Darwin’s observations were made when he visited the Galapagos Islands, a chain of volcanic islands off the South American coast.
Instructional strategy – Present information on the slide. Have students use the information to finish #2 on their notes sheet.

7. One of Darwin’s most famous observations involved Finches, a type of bird.
Watch the video clip below of finches on the Galapagos Islands. Write down observations you make about the finches such as size, type of beak, what they eat, where they live, etc.
Instructional strategy – Play the video clip. The students may not be able to get all of the information to complete #3 on their notes sheet, so sharing with their partner is essential. Have students share their information with the class.
Share your observations with a partner and be prepared to share your observations with the class.

8. Darwin observed many similar-looking birds with very different beaks
Darwin observed many similar-looking birds with very different beaks. But how since they are were on an island?
Instructional strategy – Allow students to hypothesize how the differences ocurred. Note: Darwin’s finches are specifically mentioned in the standards.

9. Darwin’s observations made him wonder if the finches had evolved from similar species.
Instructional strategy –Review common ancestors. Have a brief discussion on the similarities of the finches

10. After years of analyzing his observations, Darwin proposed that the birds were closely related finch species that were suited to different environments.
Instructional strategy – Present information in the slide. Students will use the information to fill in #4 on their notes sheet.

11. Darwin proposed that evolution could be explained through a process he called natural selection.
Instructional strategy – Present information in the slide. Students will use the information to fill in the first part of #5 on their notes sheet. (The process will be explained in upcoming slides)

12. Natural Selection
A process through which species that are best suited to their environment survive and reproduce at a higher rate than other members of the species.
Instructional strategy – Present the information on the slide. The students will use the information to fill in the second part of #5.

13. Natural Selection
Instructional strategy – Use the diagram to follow the changes in both the crab and the snail. Students will need to answer #6 from their notes sheet in their notebook.

14. Instructional strategy – This is a series of slides
Instructional strategy – This is a series of slides. Have students hypothesize what made the brown beetle population increase whereas the green beetle population decreased. (Possible answers: camoflage, bad taste to birds) “Breeding Bunnies” (linked in the content map) may be used here.

15. Natural Selection Practice
Instructional strategy – Distribute sheet to students. The teacher should use Part A as guided practice. Allow the students to attempt part B as independent practice. (May also be used to place students into groups for differentiation.)

16. One of the key ideas of natural selection is variation among species.
Instructional strategy – Present the information in the slide. Students will use the information to fill in #7 on their notes sheet.

17. Within a species there are natural differences, or variations, in traits.
Instructional strategy – Present information in the slide. Have students hypothesize what causes the variations.
Look at the images of the butterflies above. What causes these variations?

18. Many of the differences among individuals results from differences in the genetic material of organisms.
Instructional strategy – Present information in the slide. Students will use the information to fill in the first part of #8 on their notes sheet.

19. Which organisms can have a greater variation in genetic material? Why?
Those who reproduce sexually have greater variation in genetic material because the organism receives genetic material from both parents.
Instructional strategy – Present information in the slide. Students will use the information to answer the last part of #8 on their notes sheet.

20. Natural Selection and Genetic Variation
Instructional strategy – Present material in the slide. Have students use this slide to finish the second part of #8.
Successive Generations

21. Sometimes the genetic material itself within organisms changes, causing a new variation (mutation).
Instructional strategy – Students do not have to know ACT&G, but should be able to note a difference in the sequencing between the original and the mutation. Students will use this information to answer #9 in their notes sheet.

22. Transition slide

23. What serious illness currently in the news has underwent a mutation
What serious illness currently in the news has underwent a mutation? How has it affected us?
The Flu. The Flu shot is not as effective this year because the flu virus mutated; therefore, the vaccine does not cover all strands of the virus.
Instructional strategy – Remind student of the flu outbreak during the last year, and how the flu shots did not prevent the flu like it was supposed to. The flu mutated, therefore making it resistant to the vaccine.

24. Look at the example to the right of how the Avian Flu mutated a few years ago.
Instructional strategy – Present information in the slide. A BrainPop video illustrates the mutation of the avian flu (linked in content map)

25. Sometimes the environment contributes to genetic variation such as the diagram to the right shows.
Instructional strategy – Present information in the slide. Follow illustration to show how the river influences genetic variation. Students will use information to fill in #10 on their notes sheet.

26. Genetic variations are passed on from generation to generation (successive generations).
Pesticide Activity
Instructional Strategy – Pesticide Activity linked in content map.

27. With a partner, discuss what is meant by the image below and explain why it does not happen this way.
Instructional Strategy – Allow students to discuss. (Natural selection is a result of variation over a long period of time).

28. Activities for Natural Selection
Modeling Natural Selection
Natural Selection Activity
Breeding Bunnies
Which Beak is Best?
Instructional Strategy – Slide for teacher use. Suggestions have been made as to other times these may be used.

29. An adaptation is any inherited trait that gives an organism an advantage in its particular environment.
Turn to an elbow partner and identify a few examples of an adaptation in organisms.
Instructional Strategy – Present information on the slide. Students will use this to fill in #11 on their notes sheet. Take 3-4 minutes to have students share their examples.

30. Instructional Strategy - present information on the slide, noting that each adaptation helped the animal survive.

31. Candy Adaptation [see resources]
Instructional Strategy – Activity linked in ppt.

32. Camouflage
Camouflage is a type of adaptation in which organisms appear to “blend” into their environment.
Instructional Strategy – Present information in slide. Students will use the information to fill in #12 on their notes sheet. Ask students to give other examples of camoflage.

33. How does camouflage help an organism survive?

34. Where Am I?
Instructional Strategy – Slide is in two parts. Allow a little bit of time (if needed) for students to find the organism. Click to bring up the red overlay.

35. Where Am I?
Instructional Strategy – Slide is in two parts. Allow a little bit of time (if needed) for students to find the organism. Click to bring up the red overlay.

36. Where Am I?
Instructional Strategy – Slide is in two parts. Allow a little bit of time (if needed) for students to find the organism. Click to bring up the red overlay.

37. Hidden Organism Activity
Instructional strategy – Activity linked in content map.

38. This is really a caterpillar
Mimicry
An adaptation where an animal or plant resembles another creature or inanimate object, either for defense or to gain other advantages.
This is really a caterpillar
Instructional strategy – Present information in the slide. Ask students which animal the caterpillar is trying to mimic and why. Students will use this slide and the following two slides to fill in #13 on their notes sheet.

39. The King Snake resembles the Coral Snake so that predators will think it is poisonous.
Instructional strategy – Present information in slide.

40. Which one is using Mimicry? How do you know?
Instructional strategy – Viceroy butterfly is using mimicry to appear to be poisonous.

41. Did the King Snake and the Viceroy Butterfly decide to mimic the more dangerous animals?NO
Turn to a seat partner and discuss how the King Snake and Viceroy Butterfly came to mimic the more dangerous animals.
Instructional strategy – Slide is in two parts, with the question showing first (mimicry is not a decision, it is genetic, which should be brought out during the discussion).

42. Organisms do not “decide” or make a decision to evolve
Organisms do not “decide” or make a decision to evolve. The process of natural selection allows for organisms with more desirable traits to survive, reproduce, and pass the desired traits to their offspring over successive generations.
Instructional strategy – Present information on slide. Students will use the information to fill in #14 on their notes sheet.

43. Camouflage and Mimicry
Instructional strategy – show both video clips.

44. Venom is another adaptation that has evolved over time.
Instructional strategy – Present information in the slide. Note: Venom is listed as a specific example as well as camouflage and mimicry in the Content Descriptors from the state. Students do not need to understand the specifics of the slide, just that the development of venom allows them to survive, reproduce, and pass along the traits. Students may want to use this information to help fill in #15 on their notes sheet.

45. Over time, venom in snakes has evolved through natural selection to be more effective.
Instructional strategy – Present information in the slide. Students will use this information to fill in #

46. Songs and Videos about Evolution and Natural Selection [select one or two]:
Adaptation:
Charles Darwin and Natural Selection:
Mr. Durand’s Natural Selection Song:
Mr. Parr’s Evolution Song:
Instructional strategy – select one or two video clips to show. All are not necessary.

47. Influence of Humans on Evolution:
Complete one of the Peppered Moths of Manchester Activities
Instructional strategy – choose one, but both are good. If both are shown, it works best if you show them in the order given. Students will use the information to fill in #16 on their notes sheet. Note: Peppered Moths of Manchester are specifically mentioned in the standard. The “Peppered Moth Activity” and “Peppered Moth Online Simulation” my be used here.

48. Natural Selection Summarizer
Instructional strategy – Distribute summarizer to students. May also be used to group students for differentiation.