1. A BRIEF STUDY OF EVOLUTIONARY EVIDENCE Theory of Evolution

2. Disclaimer(s) Media will convince you that there is a war between religion and science.

3. No, there is not.

4. Disclaimer(s) There is a war between science literacy and non-science literacy.

5. Overarching Goals of Evolution Study 1. Students understand the evidence that supports evolutionary theory. (4) 2. Students explore modern examples of natural selection. 3. Students analyze statistical graphs of population changes when environments change. 4. Students understand the most current research on the evolution of man and life on Earth.

6. Not Overarching Goals of Evolution Study 1. Students are personally convinced of Evolutionary theory. 2. Students are forced into choosing between their personal beliefs and scientific evidence.

7. Choice

8. Day 1: Goals and Vocabulary Students understand the definition of natural selection and the man who discovered it. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Evolution: The process of population changes over time. Species: A population of organisms that cannot reproduce with other populations. Fitness: The ability to survive in a certain environment. Mutation: A random change in the genetic code to produce a different phenotype.

9. Day 2: Goals and Vocabulary Students reinforce the definition of natural selection and graphical representations of population changes. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Stabilizing Selection: Populations of phenotypes at the middle of the spectrum are more fit. Disruptive Selection: Populations of phenotypes at both ends of the spectrum are more fit. Directional Selection: Populations of phenotypes at one end of the spectrum are more fit.

10. Day 3: Goals and Vocabulary Students build scientific vocabulary on speciation and learn the 4 types. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Geographic Isolation: Different species develop because they spend generations in different locations. Reproductive Isolation: Different species develop because two populations cannot breed together. Temporal Isolation: Different species develop because two or more populations do not follow the same the day schedule. Behavioral Isolation: Different species develop because populations behave differently in terms of breeding/courtship.

11. Day 4: Goals and Vocabulary Students read cladograms—evolution maps created by biologists. Vocabulary Natural Selection: The process of the environment around a population choosing which organisms survive. Theory: A hypothesis supported by experimental evidence from a variety of different scientific fields. Cladograms: Evolutionary maps that track changes in evolutionary traits. Traits: Physical results of certain genetic sequences. Common Ancestor: The older species that two or more other species branched off from.

12. BrainJog #1: Natural Selection 1. White is dominant to black fur color in mice. These mice live in a black lava field. 2. Over several generations, explain how the population of mice will change in terms of fur color. (2 sentences).

13. BrainJog #2: Natural Selection 1. A population of white and black mice are separated by a mountain. On one side, there is a white mountain. On the other, there is a black lava field. 2. Over several generations, explain how the population of mice will change in terms of fur color on either side of the mountain. (4 sentences).

14. BrainJog #3: Natural Selection Review 1. How would you describe Darwin’s theory of natural selection to someone who did not know what it meant? 1. Must use this vocabulary: organism, adaptation, population, environment, phenotype, mutation. 2. How do you think one species of finch gave rise to 14 different finches on the Galapagos Islands?

15. Darwin Finches Activity Goal of Activity Students elaborate on process of natural selection by simulating the selection process. Expectations 1. Play fairly and no pushing/shoving. 2. Read ALL procedures. 3. Record data after every trial. 4. Complete histogram (bar graph) when trials are over. 5. Discuss with group conclusion and analysis. 6. Entire worksheet completed in 20min. Consequences Breaking any rule, incomplete work, or lack of participation will result in a lower grade for the activity.

16. Vocabulary Review for Test 1. Complete the Vocabulary List Chart on (pg. 18) with a definition and a drawing. Refer to the chart below for help: Vocabulary Word Book Definition Own Definition Drawing

17. Exit Slip #1: Natural Selection 1. A population of flamingos experienced a mutation that gave an offspring longer beaks to catch fish. 2. Over several generations, explain using a graph how the population of flamigos will change in terms of fur color. 3. Name the type of stabilization.

18. Exit Slip #3: Natural Selection 1. A population of tapirs experienced all 4 types of isolation from a neighboring population. 2. Over several generations, list the types of isolation that could arise over several generations. 3. Define all 4 types of isolation that cause speciation.