1. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

2. 10/18 Bell Work tell the story of the peppered moth
Before industrial revolution
during industrial revolution

3. We begin our search for the answer with 3 stories.
Do changes in population size play a role in species change? In the next model we will investigate this by exploring how changes in population size affect the traits in a population over time...
We begin our search for the answer with 3 stories.
Created by L. Coleman
Edited by J. Cook 2016

4. The story of the peppered moth:
1850: mostly speckled;
a few dark
1900: mostly dark;
a few speckled
2000: mostly speckled;
a few dark

5. Peppered moth change Explanation
in your group:
do round of talking sticks to share your explanation.
Get white boards and write the most complete explanation for your group.
Be ready to share

6. Peppered moth change Explanation

7. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

8. 10/19 Bell Work: What are advantageous and disadvantageous traits
10/19 Bell Work: What are advantageous and disadvantageous traits? Give examples for each other.

9. Advantageous Variation: A trait that ____________ the chance of an organism’s survival
increases
Students volunteer answer, and then paraphrase a version for their own glossary
Example : blending in the environment

10. Disadvantageous Variation: A trait that _______________ the chance of an organism’s survival
decreases
Students volunteer answer, and then paraphrase a version for their own glossary
Example: being not able to blend in the environment

11. Two more interesting stories...11

12. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

13. 10/20 Bell Work: which of these organisms have the advantageous variation trait? What will they be able to do? 1 2
#1; So…if you have an advantageous variation you get to survive - and if you survive you get to reproduce.

14. Lab Hints
Rules
Be gentle with beaks
No pecking other birds
Play with one hand behind back
Pick up only one worm at a time
Carefully count and record the number of worms you eat each round

15. Write the name of your beak shape here
Write the number of worms you capture here 11
Forky
Forktunis
Write the name of your beak shape for the second generation here. If you survived the 1st generation you’ll play the same beak. If you died the 1st generation you will play the offspring of the beak that caught the most worms

16. Per. 2 Class Data TOTAL 4 14 7 After 5 generations FORKY SPOONY
SPORTICUS
FORKTUNIS
ISLAND 1
ISLAND 2 3 1
ISLAND 3
ISLAND 4
ISLAND 5
ISLAND 6 2
ISLAND 7
ISLAND 8
ISLAND 9
TOTAL 4 14 7

17. Table 3 Per. 3 Class Data TOTAL 6 7 13 After 5 generations FORKY
SPOONY
SPORTICUS
FORKTUNIS
ISLAND 1 1 3
ISLAND 2 2
ISLAND 3
ISLAND 4 4
ISLAND 5
ISLAND 6
ISLAND 7
ISLAND 8
ISLAND 9
TOTAL 6 7 13

18. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

19. 10/23 Bell Work: What happened with the birds that were able to get the most worms during the lab?
They were able to survive and reproduce!

20. 8 10 9 12 10
Sporticus (2)

21. Wormeaters Lab discussion
in your group:
do round of talking sticks to share your lab discussion questions.
Get white boards(large) and write the most complete assigned question for your group.
(writer)
3. Be ready to share(speaker)

22. On the model sheet, make a list of our model ideas.
How might the variation that naturally exist within a population affect the survival of individuals?
Variation influences survival of species
Population Change
Wormeater lab
Tell students they will be asked to write an explanation that incorporates all the model ideas for a future assessment. As the model is revised the ideas should be placed on a poster in the room. This students’ chance to write down all of these final model ideas on a “cheat sheet” that they will be allowed to use when they write their explanations. (The poster will come down during the assessment.)
MAIN MODEL IDEAS:
Populations sizes change over time (even in the absence of migration).
The size is determine by a relationship between birth and death rates.
If death rate exceeds birth rate the population declines.
If birth rate exceeds death rate the population increases.
Some factors that affect death rate include: availability of resources, predation, disease, and environmental conditions such as climate change.
Birth can be affected by the same factors and can also be affected by other factors such as the availability of a mate, fertility, parenting strategies, survival of the mother etc.
Changes in the environment can affect populations in different ways.
We claim that…..
The evidence is…..
The reason is ………

23. Claim Evidence Reasoning
Purpose Question: How might the variations that naturally exist within a population affect the survival of individuals?
As a group write your Claim, Evidence, Reasoning on your whiteboard. When finished, transfer CER to paper for grading.
CLAIM: What is your answer to our purpose question?
EVIDENCE – What is the evidence from the lab to support your claim? (Raw evidence… don’t infer.)
REASONING – Explain why the evidence supports your evidence.

24. Post LAB CLAIM: What is your answer to our purpose question?
EVIDENCE – What is the evidence from the lab to support your claim? (Raw evidence… don’t infer.)
REASONING – Explain why the evidence supports your evidence.

25. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

26. 10/24 Bell Work: Which beak is more suitable for its food?
Suitable: appropriate for a particular purpose or function/ 2 3 4

27. Resistant bacteria https://www.youtube.com/watch?v=znnp-Ivj2ek
On your notebooks write ten important facts about bacteria during the video. 1 2 3
etc

28. The story of bacteria Explanation
Take a couple minutes to Think individually what could be the reasons for bacteria stories
do round of talking sticks to share your explanation in your group.
Get white boards and write the most complete explanation for your group.
Be ready to share

29. The story of the bacteria:
1. Fred becomes very ill and the doctor prescribes 10 days of antibiotics. After 4 days Fred feels great so he stops taking the medicine. Within a week though he is just as sick as he was before.
So…the 1st round of antibiotics killed most, but not all of the bacteria.

30. 2nd round kills some but not most bacteria.
2. Fred knows he messed up so he takes the rest of the medicine. He starts feeling better but never gets back to normal. After finishing all the antibiotics though he gets very sick again almost immediately.
2nd round kills some but not most bacteria.

31. 3rd round kills almost none of the bacteria.
3. Fred goes back to the doctor who prescribes 10 more days of antibiotics. This time Fred never starts feeling better – in fact he soon starts feeling even worse.
3rd round kills almost none of the bacteria.

32. Story of bacteria
Students present

33. Bacteria becoming resistant!

34. The sneeze

35. 10/26 Bell Work: What are CAFO’s
From reading Article paragraph 5

36. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

37. 10/27 Bell Work
What is antibiotic resistant bacteria? And how can you prevent it?

38. 1 Get only doctor prescribed antibiotics
2 Always finish the whole prescription, even when you feel better
3 Never used leftover or someone’s else antibiotics
4 Prevent infections by washing hands frequently, avoid contact with sick people& keep vaccination current.

39. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

40. 10/30 Warm-up: What is the advantage of this snowshoe hare’s seasonal color change?
Color change allows hare to….
Blend in their environment, survive and reproduce passing on their traits to their offspring.

41. The Theory of Evolution

42. Charles Darwin https://www.youtube.com/watch?v=6GNUlZhE_jE
Write 10 notes on notebook

43. Add to notes: Darwin’s key ideas
population has variations
Some variations are favorable
More offspring are produced than survived
Those that survive have favorable traits
A population will change over time

44. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

45. 10/31 Bell work: who was Charles Darwin
10/31 Bell work: who was Charles Darwin? explain his theory of evolution
Darwin was an English naturalist. He said that all species of organisms arise and develop through natural selection. (variations that increase the individual's ability to compete, survive, and reproduce.)

46. Poster Presentation Students complete their poster.
Students present to the class
Each student in group describe or answer one of the questions assigned
The audience take notes to compare their answers.

47. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

48. 11/1 Bell Work

49. Kahoot!!!
Get a kahoot application )its free) Sign in Look for: natural selection quiz /24 questions Adaptation /natural selection /

50. 11/2 Bell Work Use your pocket Darwin
Handout to explain situations in scenarios 1 , 2 and 3.

51.
Evolution by natural selection WS

52. POCKET DARWIN STORIES

53. Silence Please be courteous, And put away Detention! Thanks! And avoid
Your mobile devices in class
And avoid
Detention!
Thanks!

54. 11/6 Bell Work: Is this natural or artificial selection?

55. Question: Is the development of antibiotic resistance in bacteria an example of species change that could be explained by the model you developed in class? Explain why or why not.
Yes, the bacteria have developed certain traits to survive.
Yes, the bacteria are developing new traits to survive.
Yes, the finches were able to change and develop larger beaks, just like the bacteria can change and have resistance.
Yes, because the bacteria were able to learn how to resist the antibiotic.
Yes, the bacteria is changing and adapting its traits against the antibiotics.
Yes, the bacteria is learning how to resist the antibiotic – it is adapting and getting stronger.
Yes, the finches were able to change and have bigger beaks and the bacteria were able to change and have resistance.
Yes, because the species is changing to survive.
Yes, because the bacteria are changing themselves to stay alive.
Yes, because like the finches, the bacteria are doing what they need to do to survive.
Yes because the stronger bacteria survive the antibiotic and pass their genes through to the next generation of bacteria.

56. NS Assessment #5
Place phones OFF AND AWAY to avoid canceling your test.
1-18 multiple choice (1 pt.)
19-21 written description to identify 5 Darwin’s points. Be very descriptive to explain Natural Selection Process.(5 pts. Each)
Leave notebooks in group boxes. Place last glossary on last page.
Remain Quiet, & no phones allow until everyone is done with test.

57. The story of the bacteria:
1st round of antibiotics:
most bacteria die
2nd round of
same antibiotic: some die
3rd round of
same antibiotic:
very few die

58. So our conclusion about variation in species. Is variation the norm
So our conclusion about variation in species? Is variation the norm? Is there a pattern?
Show only after variation lab is complete

59. Revised model statement:
How can we incorporate these ideas into your original model statement about population? Do we need to make revisions?
Variation among members of the same species occurs naturally in the population. Most members are in the average range, but there are a few members at extreme ends of the range

60. Another example:
How many flies would there be by the end of one summer if all offspring of a mating pair survived and reproduced?

61. Potential population growth in elephants
Elephants are one of the slowest breeders on the planet.
One female will produce 6 young over her 100 year life span.
How many elephants could result from one male and one female in 750 years?
It isn’t necessary to use this but it’s a fun one – and it was actually used by Darwin as an example. It’s a fun way to start the second day.

62. 19,000,000 elephants!!!

63. Wormeaters

64. 8 10 9 12 10
Sporticus (2)

65. What is going to happen to:
C. the wormeater that got the most food?
B. the wormeater with the disadvantageous variation?
Hopefully get that the ones with the most food got to survive AND reproduce

66. Per. 1 Class Data TOTAL 8 15 After 5 generations FORKY SPORKY SPOONY
SPORTICUS
FORKTUNIS
ISLAND 1 5
ISLAND 2 2 3
ISLAND 3 1
ISLAND 4
ISLAND 5
ISLAND 6 4
ISLAND 7
TOTAL 8 15

67. Per. 2 Class Data TOTAL 5 13 After 5 generations FORKY SPORKY SPOONY
SPORTICUS
FORKTUNIS
ISLAND 1 1 4
ISLAND 2 3
ISLAND 3
ISLAND 4
ISLAND 5
ISLAND 6
ISLAND 7 2
TOTAL 5 13

68. Per. 3 Class Data TOTAL 6 17 After 5 generations FORKY SPORKY SPOONY
SPORTICUS
FORKTUNIS
ISLAND 1 1 4
ISLAND 2 5
ISLAND 3 2
ISLAND 4
ISLAND 5
ISLAND 6
ISLAND 7
TOTAL 6 17

69. Per. 4 Class Data TOTAL 6 7 12 After 5 generations FORKY SPORKY SPOONY
SPORTICUS
FORKTUNIS
ISLAND 1 3 2
ISLAND 2 5
ISLAND 3 1 4
ISLAND 4
ISLAND 5
ISLAND 6
ISLAND 7
TOTAL 6 7 12

70. Per. 5 Class Data TOTAL 11 17 After 5 generations FORKY SPORKY SPOONY
SPORTICUS
FORKTUNIS
ISLAND 1 4 1
ISLAND 2
ISLAND 3 3
ISLAND 4
ISLAND 5 2
ISLAND 6
ISLAND 7
TOTAL 11 17

71. So…if you have an advantageous variation you get to survive - and if you survive you get to reproduce.
Are we happy with the way this idea is represented in our model, or do we want to add to or modify it?

72. Revised model statement:
How can we incorporate these ideas into your original model statement about population? Do we need to make revisions?
Individuals with favorable variations have a survival advantage.
Survival allows for reproduction.

73. When someone with an advantageous trait (beak size or whatever) reproduces, what trait is the offspring most likely to have?
Is the idea that offspring often resemble parents (traits are often inherited) in our model – or do we need to add it?

74. D. If more individuals with advantageous variations survive and reproduce, what do you predict will happen to the # of individuals born with the advantageous variation in the next generation?
What about the # of individuals with the disadvantageous variations?

75. We expect the # of individuals with advantageous variations to increase in each new generation and the # with disadvantageous traits to decrease.
Is this idea important?
Is it in our model, or do we need to add it or modify it?
How can we incorporate these ideas into your original model statement about population?
The number of members within the population that have the advantageous variation increase while the number with the disadvantageous variation decrease.