1. Team Evolution Bianca Romino Mothè Denise Garcia George Vourlitis Kate Loudon Nancy Aguilar-Roca

2. Teachable Unit for Evolution Learning goals Understand the role of variation in evolution To understand the role of evolutionary processes across all levels of biological organization Apply the scientific method to evolutionary processes

3. From our previous classes, you should know…. 1)Evolutionary mechanisms including Natural selection Genetic drift 2)How to calculate and convert between Allelic frequencies Genotypic frequencies

4. Teachable Tidbit Instructions (formative assessment for goal 1) Each cup has 20 marked and 20 plain seeds representing an allelic frequency of 50% each in our gene pool. 1) Without looking, randomly remove two alleles from the cup (=1 individual). Record the identity of the alleles on the data sheet. Put the alleles back into the cup. 2) 3) Calculate the percentage of each allele in this new generation and record those numbers. Use the new calculated percentages to restock the population with 40 alleles (20 individuals). 4) Repeat steps 1 to 3 two additional times to simulate 3 generations. Be sure to record the data for each generation. 5) Graph the change in allele frequency over time for your population and put your graph on the board. For blue groups Repeat step 1 until you have data for a total of 20 individuals. These 20 individuals represent the next generation. For red groups Repeat step 1 until you have data for a total of 5 individuals. These 5 individuals represent the next generation.

5. With your group, discuss the following questions: 1.What happened to genetic diversity during the 3 generations? 2.In what ways were the results from the blue and red tables similar or different? 3.Given these trends, hypothesize what might happen to genetic diversity over multiple generations. 4.Discuss an underlying evolutionary mechanism for the observed results. Teachable Tidbit Discussion

6. OutcomesSummative assessmentFormative assessment Students will be able to graph the effects of natural selection on a trait over time Students will be able to compare and contrast evolutionary mechanisms (e.g. natural selection vs genetic drift). A population is split so that population A is larger than population B. Compare and contrast the different potential evolutionary forces on these populations. Today’s activity. Goal 1: Understand the role of variation in evolution

7. OutcomeSummative assessmentFormative assessment Students will be able to predict how a mutation that changes protein function may affect a population. In the original population, there were 3 alleles for a protein associated with desiccation resistance. Predict changes in protein frequency that would result from global warming after 100 generations. (see figure). Modification of today’s activity. Goal 2: To understand the role of evolutionary processes across all levels of biological organization Experimental Data Protein frequency after split

8. OutcomeSummative assessmentFormative assessment Given the geographical distribution of species, students will be able to formulate a hypothesis that explains how this occurred. Hypothesize a mechanism by which these two populations can become two different species. Brilliant idea to follow….. Goal 3: Apply the scientific method to evolutionary processes

9. Thanks!! Clarissa & Summer Institute The Evergreen State College Chris Tubbs for helping us become an awesome group and calling us out on all of our anti-group behaviors. Summer Institute participants for their feedback.