Critical Analysis of Evolution – Grade 10

Ohio Standards Lesson Summary:

Connection: This lesson allows students to critically analyze five
Life Sciences different aspects of evolutionary theory. As new scientific
data emerge, scientists’ understandings of the natural world
Benchmark H may become enhanced, modified or even changed all
Describe a foundation of together. Using library and Internet sources, groups of
biological evolution as the students will conduct background research for one of the
change in gene frequency
of a population over time.
aspects of evolution in preparation for a critical analysis
Explain the historical and discussion. Students also will listen to, and take notes on,
current scientific their classmates' critical analyses of evolution theory.
developments, mechanisms
and processes of biological Estimated Duration: Four to six hours
evolution. Describe how
scientists continue to
investigate and critically
analyze aspects of Commentary:
evolutionary theory. (The This lesson should be used midway or toward the end of a
intent of this benchmark unit on evolution. This will allow students to “carry over”
does not mandate the their knowledge of basic evolutionary concepts into this
teaching or testing of lesson. The strength of this lesson lies in having students
intelligent design.)
research topics that interest them about evolutionary
Indicator 23 biology. Students are encouraged to consider the research
Describe how scientists and discuss their findings with fellow students.
continue to investigate and
critically analyze aspects of
evolutionary theory. (The Pre-Assessment:
intent of this indicator does
not mandate the teaching • The following items can be used to stimulate dialogue
or testing of intelligent with the students.
design.) • Instruct students to copy the following items from the
chalkboard in their science lab notebook.
Scientific Ways of 1. Describe what constitutes an anomaly.
Knowing
2. Why do anomalies exist in science?
Benchmark A 3. Are there any benefits to exploring scientific
Explain that scientific anomalies?
knowledge must be based 4. How do scientists critically analyze conflicting data?
on evidence, be predictive,
5. Define the following terms in your own words:
logical, subject to
modification and limited to • Theory
the natural world. • Critical analysis
• Natural selection
Indicator 2
Describe that scientists
• Biological evolution
may disagree about • Macroevolution
explanations of • Microevolution
phenomena, about • Direct students to respond to the questions in their science
interpretation of data or
about the value of rival notebook in as much detail as possible leaving space to
theories, but they do agree record information from the ensuing dialogue to add to
that questioning, their notes.

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 Critical Analysis of Evolution – Grade 10
response to criticism and Scoring Guidelines:
open communication are Collect pre-assessments and evaluate for indication of
integral to the process of
science.
prior knowledge and/or misconception. Sample definitions
for question five in the pre-assessment include, but are not
Indicator 3 limited to, the following:
Recognize that science is a
systematic method of • Theory
continuing investigation,
based on observation, A supposition or a system of ideas intended to explain
hypothesis testing, something, especially one based on general principles
measurement, independent of the thing to be explained.
experimentation, and • Critical analysis
theory building, which
The separation of an intellectual idea into its
leads to more adequate
explanations of natural constituent parts for the purpose of a careful, exact
phenomena. evaluation and judgment about those parts and their
interrelationships in making up a whole. (This
definition combines the definition for critical and
analysis.)
• Natural selection
The principle that in a given environment, individuals
having characteristics that aid survival will produce
more offspring, and the proportion of individuals
having such characteristics will increase with each
succeeding generation.
• Biological evolution
Changes in the genetic composition of a population
through successive generations.
• Macroevolution
Large-scale evolution occurring over geologic time
that results in the formation of new taxonomic groups.
• Microevolution
Evolution resulting from a succession of relatively
small genetic variations that often cause the formation
of new subspecies.

Post-Assessment:
• Describe why scientific critical analysis of evolution is
important.
• Describe three major pieces of evidence used to
support evolution and explain why these pieces are
important.

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Critical Analysis of Evolution – Grade 10

• Describe three major pieces of evidence used to challenge

evolution and explain why these pieces are important.
• Compare and contrast the supporting and challenging
information regarding the aspect of evolution you studied.
• Evaluate the scientific data supporting and challenging
areas of evolution in light of the scientific method. In other
words, is the data that is used to support or challenge
evolution consistent or inconsistent with the scientific
method? Are there any limitations? (NOTE: steps of
scientific method: Observation, hypothesis, test, retest and
conclusion)

Instructional Procedures:
Instructional Tip:
Scientists make a distinction between two areas of evolutionary
theory. First, scientists consider mutation, natural selection,
genetic drift and gene flow (immigration and emigration) as the
processes that generate evolutionary changes in organisms and
populations. Second, the theory of universal common descent
describes the historical pattern of biological change. This
theory maintains that all living forms have descended from
earlier living forms and ultimately from a single common
ancestor. Darwin envisioned the theory of universal common
descent as a necessary result of evolutionary changes in
organisms and populations, and represented it in his branching
tree of life. Students will investigate and analyze these two
areas of evolutionary theory in this lesson.

In addition to the distinctions between different areas of

evolutionary theory, scientists also find it helpful to distinguish
amounts of biological change or evolution. Microevolution
refers to evolution resulting from a succession of relatively
small genetic variations that often cause the formation of new
subspecies. Macroevolution refers to large-scale evolution
occurring over geologic time that results in the formation of
new taxonomic groups. These terms are helpful distinctions in
the course of analyzing evolutionary theory. These terms have
appeared in OhioLink research databases, numerous Internet
sites, and biology and evolution textbooks. Though “micro”
and “macro” are prefixes, it is quite clear that the scientific
community recognizes and acknowledges the distinction
between the words. There is more research on microevolution

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Critical Analysis of Evolution – Grade 10
than there is on macroevolution. To help ensure academic
clarity, this lesson distinguishes between microevolution and
macroevolution. Teachers may need to provide support to
students to help them understand this distinction throughout the
lesson.

Student Engagement
1. Write the following statement on the chalkboard or
overhead:
Anomalies are ideas in science that depart from the general
consensus of the time. Many anomalies occur in science. In
an effort to determine the cause of this deviation, scientists
conduct research to collect data that will explain the
phenomena. As the evidence mounts by careful analysis of
the data, original ideas may change from one scientific
understanding to another.
2. Ask students to think through the following science topics
and discuss where anomalies led to the collection of data
that further explained the phenomena and contributed to
changing scientific understandings.
• Spontaneous generation versus biogenesis
Several pieces of data could be used. One
example is Francesco Redi’s observation that
flies must contact meat in order for maggots to
appear on the meat.
• Geocentric versus Heliocentric
Several pieces of data could be used. One
example is the observed phases of Venus.
• Global warming versus non global warming
Several pieces of data could be used. One
example is the observed increasing size of the
hole in the ozone layer.
3. Ask students to cite additional areas where critical analysis
is needed by the scientific community.

Teacher Presentation
4. Present supporting and challenging information for five
aspects of evolution found in Attachment A. This will give
students background information concerning both
supporting and challenging evidence. Students can use this
information to focus their research.

Instructional Tip:

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Critical Analysis of Evolution – Grade 10
Alternative strategies for beginning this lesson could be to
engage students in a Socratic discussion or a mini-lecture. See
the Web site for student research at the Los Alamos National
Laboratory for guidelines on the Socratic method. The Web
address is listed in the Technology Connections section.

Student Research

5. Form groups consisting of two to four students. Assign

each group a number to help monitor their activities and
assignments during the lesson.
6. Allow the groups to pick (or assign) one of the five aspects
of evolutionary theory. Assign two groups to research each
aspect. The aspects are:
Aspect 1: Homology (anatomical and molecular)
Aspect 2: Fossil Record
Aspect 3: Anti-Biotic Resistance
Aspect 4: Peppered Moths
Aspect 5: Endosymbiosis
7. Distribute Attachment B, Investigative Worksheet, to help
guide research. Allow time for the two groups assigned the
same aspect to research their topic by answering questions
on the Investigative Worksheet. Have groups use the
worksheet as a guide to help them research supporting and
challenging data on their particular aspect of evolution. The
worksheet will help students organize their ideas and
facilitate their critical analysis.

Instructional Tip:
Attachment B, Investigative Worksheet, has questions that can
be applied to all five aspects. This will help students become
familiar with the data, and therefore be able to critically
analyze the evidence for either the supporting side or the
challenging side. As they complete the worksheet, the group
members may all work together on each question, or divide the
questions among themselves and then share their findings as a
group.

8. After the groups have completed their research, collect the

Investigative Worksheets and review them. Return the
worksheet to them prior to the next step of the instructional
procedures; the critical analysis activity. The Investigative
Worksheet is a formative assessment which will enable the
teacher to check the student work and if necessary, assist in any

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Critical Analysis of Evolution – Grade 10
way to help ensure student success on his or her critical
analysis activity.
Critical Analysis Activity
9. Allow the students to spend time researching and preparing
for the critical analysis activity on both the supporting and
challenging information. Prior to the activity, randomly
determine which of the two groups will present supporting
information and which will present challenging
information. You may have groups draw cards to help
objectively determine if they will research the supporting or
challenging information.

Instructional Tip:
Encourage all students to participate in the critical analysis
activity because the experience will be a learning opportunity.
Be prepared, however, to distribute alternate assignments to
students who do not want to participate.

10. Hand out Attachment C, Critical Analysis Rubric, to help

students understand the materials they need to prepare and
how they should conduct their presentations.
11. Ask each group to write out their introduction, outline their
presentations and write their conclusions. Have students
practice their presentations to be sure that they are concise.
12. Have two pairs of students address each aspect. Have one
group present the data that support an aspect and the other
group present the data that challenge the aspect. Flip a coin
to decide which group begins the critical analysis activity.
Instruct each side to present its research. The teacher will
serve as facilitator to assure that the groups remain on task
and on time. There are no winners or losers in this critical
analysis activity. This is a sharing of the results of their
research concerning evolution.
13. Encourage students to actively participate as they critically
analyze their assigned aspect. To ensure that they remain
engaged as they watch and listen to the other groups,
distribute copies of Attachment D, Critical Analysis
Worksheet, and have them take notes. At the conclusion of
the lesson, this worksheet will be turned in for a grade.
14. Use Attachment C, Critical Analysis Rubric, to evaluate
each group's presentation.
15. Proceed to the post-assessment to evaluate students'
understanding.

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Critical Analysis of Evolution – Grade 10

Differentiated Instructional Support:

Instruction is differentiated according to learner needs, to help
all learners either meet the intent of the specified indicator(s)
or, if the indicator is already met, to advance beyond the
specified indicator(s).
• Make a copy of the post-assessment available to all
students at the beginning of the lesson. This will allow
students to clearly understand what is expected from them.
• Have students submit an outline of their presentation,
including introductory remarks and conclusion, to assist in
their organizational skills. This allows the teacher to give
feedback to the students and to help prepare them for the
critical analysis activity.

Extension:
Have students consider other aspects of evolutionary biology
that are critically analyzed by scientists. Possible topics
include:
• Hox (homeotic) genes
• Biogeography
• Vestigial organs
• Four winged fruit fly
• Galapagos finches

Interdisciplinary Connections:
Social Studies Skills and Methods Standard
Benchmark A Evaluate the reliability and credibility of
sources.
Indicator 1 Determine the credibility of sources by
considering the following:
a. The qualifications and reputation of the
writer;
b. Agreement with other credible sources;
c. Recognition of stereotypes;
d. Accuracy and consistency of sources;
e. The circumstances in which the author
prepared the source.

English Language Arts Research Standard

Benchmark B Evaluate the usefulness and credibility of
data and sources.

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Critical Analysis of Evolution – Grade 10
Indicator 3 Determine the accuracy of sources and the
credibility of the author by analyzing the
sources’ validity (e.g., authority, accuracy,
objectivity, publication date and coverage,
etc.).

Benchmark C Organize information from various

resources and select appropriate sources to
support central ideas, concepts and
themes.
Indicator 2 Identify appropriate sources and gather
relevant information from multiple sources
(e.g., school library catalogs, online
databases, electronic resources and
Internet-based resources).
Indicator 4 Evaluate and systematically organize
important information, and select
appropriate sources to support central
ideas, concepts and themes.

Materials and Resources:

The inclusion of a specific resource in any lesson formulated
by the Ohio Department of Education should not be interpreted
as an endorsement of that particular resource, or any of its
contents, by the Ohio Department of Education. The Ohio
Department of Education does not endorse any particular
resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site
to find the specific information required for a given lesson.
Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain
the specific information related to a given lesson. Teachers are
advised to preview all sites before using them with students.

For the teacher: attachments, resource materials such as the

Internet, World Wide Web, library resources
For the student: attachments, resource materials such as the
Internet, World Wide Web, library resources

Vocabulary:
• Biological evolution
• Critical analysis
• Evolutionary theory
• Macroevolution

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Critical Analysis of Evolution – Grade 10
• Microevolution
• Natural selection
• Theory
Technology Connections:
• Have students use the Internet to search for resources on
evolutionary biology.
http://www.stephenjaygould.org
http://www.arn.org
http://www.objectivityinscience.org
http://www.origins.org
http://genetics.nbii.gov
http://www.ucmp.berkeley.edu/history/evolution.html

• Access the Web site for student research at the Los Alamos
National Laboratory, at http://set.lanl.gov, for guidelines to
the Socratic Method. From the homepage, navigate to
Programs, and then Critical Issues Forum.

Research Connections:
Marzano, R. et al. Classroom Instruction that Works:
Research-Based Strategies for Increasing Student
Achievement. Alexandria: Association for Supervision and
Curriculum Development, 2001.

• Identifying similarities and differences enhances students’

understanding of and ability to use knowledge. This
process includes comparing, classifying, creating
metaphors and creating analogies and may involve the
following:
• Presenting students with explicit guidance in
identifying similarities and differences.
• Asking students to independently identify
similarities and differences.
• Representing similarities and differences in graphic
or symbolic form.
• Summarizing and note taking are two of the most powerful
skills to help students identify and understand the most
important aspects of what they are learning.

General Tips:
• Students should use school library resources such as
InfOhio's Access Science and EBSCO to locate information
on aspects of evolutionary theory.

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Critical Analysis of Evolution – Grade 10

• See the following resources for information that supports or

challenges different aspects of evolution.

1. Ayala, Francisco, "The Mechanisms of Evolution."

Scientific American, 239:3 (1978): 68.

2. Brickhouse, Nancy. "Diversity of Students’ Views about

Evidence, Theory." Journal of Research in Science
Teaching. 37:4 (2000).

3. Carroll, Robert L. (1997/98). “Limits to Knowledge of the

Fossil Record”. Zoology. 100 (1997/98): 221-231.

4. Carroll, Robert L. “Towards a New Evolutionary

Synthesis.” Trends in Ecology and Evolution 15 (2000):
27-32.

5. Cherfas, J. "Exploring the Myth of the Melanic Moth." New

Scientist. (1986): 25.

6. Chinn, Clark. "An Empirical Test of a Taxonomy of

Responses to Anomalous Data in Science." Journal of
Research in Science Teaching. 35:6 (1998).

7. Chinn, Clark. "The Role of Anomalous Data in Knowledge

Acquisition: A Theoretical Framework and Implications for
Science Instruction." Review of Educational Research.
63:1 (1993): 1-49.

8. Darwin, Charles. On the Origin of Species: A Facsimile of

the First Edition. Cambridge: Harvard UP, 1975.

9. Denton, Michael. Evolution: A Theory in Crisis. Bethesda:

Adler and Adler, 1986.

10. Doolittle, W. Ford “Uprooting the Tree of Life,” Scientific

American (2000): 90-95.

11. Erwin, Douglas. “Macroevolution is More Than Repeated

Rounds of Microevolution,” Evolution & Development 2
(2000): 78-84.

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12. Erwin, Douglas. “Early Introduction of Major
Morphological Innovations,” Acta Palaeontologica
Polonica 38 (1994): 281-294.

13. Evans, Margaret E. "The Emergence of Beliefs About the

Origins of Species in School-Age Children." Merrill-
Palmer Quarterly. 46:2 (2000): 221-253.

14. Faust, David. The Limits of Scientific Reasoning.

Minneapolis: University of Minnesota Press, 1984.

15. Fitch, W., and E. Margoliash, "Construction of

Phylogenetic Trees." Science 155 (1967): 281.

16. Gilbert, Scott F., et al. “Resynthesizing Evolutionary and

Developmental Biology,” Journal of Developmental
Biology 173 (1996): 357-372.

17. Gould, Stephen J. "Abscheulich (Atrocious), Haeckel’s

Distortions did not Help Darwin. Natural History. (2000).

18. Jeffares, D. “Relics from the RNA World.” Journal of

Molecular Evolution 46 (1998): 18-36.

19. Lee, Michael. “Molecular Phylogenies become Functional”

Trends in Ecology and Evolution. 14 (1999): 177-178.

20. Levinton, Jeffrey S. “The Big Bang of Animal Evolution.”

Scientific American 267 (1992): 84-91.

21. Lewin, Roger. "Evolutionary Theory Under Fire." Science.

210 (1980): 883.

22. Lowenstein, J. and A. Zihlman. “Unreliable trees.” Nature,

355 (1992): 783.

23. Mahoney, Michael. "Publication Prejudices: an

Experimental Study of Confirmatory Bias in the Peer
Review System." Cognitive Therapy and Research. 1:2
(1977): 161-175.

24. Margoulis, L., and D. Sagan. "Bacterial Bedfellows."

Natural History 96 (1987): 26-33.

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25. Martin W., and M. Muller. "The Hydrogen Hypothesis for
the First Eukaryote." Nature 392 (1998): 37-41.

26. Mikkola, K. "On the Selective Forces Acting in the

Industrial Melanism of Biston oligia Moths." Biological
Journal of the Linnean Society 21 (1984): 409-421.

27. Monastersky, Richard. National Geographic (1998): 58-81.

28. Mynatt, Clifford. "Confirmation Bias in a Simulated

Research Environment: An Experimental Study of
Scientific Inference." Quarterly Journal of
ExperimentalPsychology. 29 (1977): 85-95.

29. National Academy of Science. Teaching About Evolution

and the Nature of Science. Washington: National Academy
Press, 1998.

30. National Academy of Science. National Science Education

Standards. Washington, National Academy Press, 1996.

31. Pennisi, E. “Direct descendants from an RNA world.”

Science 280 (1998): 673.

32. Philippe, Herve, and Patrick Forterre. “The Rooting of the

Universal Tree of Life is Not Reliable.” Journal of
Molecular Evolution 49 (1999): 509-523.

33. Plous, Scott. The Psychology of Judgment and Decision

Making. New York: McGraw Hill, 1993.

34. Richardson, Michael K. “There is no Highly Conserved

Stage in the Vertebrates: Implications for Current Theories
of Evolution and Development,” Anatomy and Embryology
196 (1997): 91-106.

35. Samarapungavan, Ala. "Children’s judgment in theory

choice tasks: Scientific rationality in childhood."
Cognition. 45 (1992): 1-32.

36. Shubin, Neil H. and Charles R. Marshall. “Fossils, Genes,

and the Origin of Novelty.” Deep Time (2000): 324-340.

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37. Smith, John M., and Eörs Szathmáry. The Major
Transitions in Evolution. Oxford: Oxford UP, 1995.

38. Smith, Mike U. "Counterpoint: Belief, Understanding, and

Teaching of Evolution." Journal of Research in Science
Teaching. 3:5 (1994): 591-597.

39. Sokal, R., and P. Sneath. Principles of Numerical

Taxonomy. San Francisco: Freeman, 1963.

40. Thagard, Paul. Mind, Society, and the Growth of

Knowledge. Philosophy of Science. (1994): 61.

41. Thomson , Keith S. “Macroevolution: The Morphological

Problem,” American Zoologist 32 (1992): 106-112.

42. Thomson, Keith S. "The Meanings of Evolution.”

American Scientist. 70. (1982): 529-531.

43. Towe, Kenneth M. “Environmental Oxygen Conditions

During the Origin and Early Evolution of Life.” Advances
in Space Research 18 (1996): 7-15.

44. Wells, Jonathan. Icons of Evolution. Washington: Regency

Publishing, 2000.

Attachments:
Attachment A, Five Aspects of Evolution
Attachment B, Investigative Worksheet
Attachment C, Critical Analysis Rubric
Attachment D, Critical Analysis Worksheet

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 Critical Analysis of Evolution – Grade 10
Attachment A
Five Aspects of Evolution

Aspect 1: Homology
Citations #8, 9, 15 and 39 in the General Tips Section may provide a starting point for
student research. It is suggested that students employ additional resources in their research.

Brief Supporting Sample Answer: Different animals have very similar

anatomical and genetic structures. This suggests that these animals share a common
ancestor from which they inherited the genes to build these anatomical structures.
Evolutionary biologists call similarities that are due to common ancestry
“homologies.” For example, the genes that produce hemoglobin molecules (an
oxygen carrying protein) in chimps and humans are at least 98% identical in
sequence. As another example, bats, humans, horses, porpoises and moles all share a
forelimb that has the same pattern of bone structure and organization. The
hemoglobin molecule and the “pentadactyl limb” provide evidence for common
ancestors. Also, the genetic code is universal, suggesting that a common ancestor is
the source.

Brief Challenging Sample Answer: Some scientists think similarities in

anatomical and genetic structure reflect similar functional needs in different animals,
not common ancestry. The nucleotide sequence of hemoglobin DNA is very similar
between chimps and humans, but this may be because they provide the same function
for both animals. Also, if similar anatomical structures really are the result of a shared
evolutionary ancestry, then similar anatomical structures should be produced by
related genes and patterns of embryological development. However, sometimes,
similar anatomical structures in different animals are built from different genes and
by different pathways of embryological development. Scientists can use these
different anatomical structures and genes to build versions of Darwin family trees that
will not match each other. This shows that diverse forms of life may have different
ancestry.

Aspect 2: Fossil Record

Citations #8, 10, 11 and 29 in the General Tips Section may provide a starting point for
student research. It is suggested that students employ additional resources in their research.

Brief Supporting Sample Answer: The fossil record shows an increase in the
complexity of living forms from simple one-celled organisms, to the first simple
plants and animals, to the diverse and complex organisms that live on Earth today.
This pattern suggests that later forms evolved from earlier simple forms over long
periods of geological time. Macroevolution is the large-scale evolution occurring over
geologic time that results in the formation of new taxonomic groups. The slow
transformations are reflected in transitional fossils such as Archaeopteryx (a reptile-

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like bird) and mammal-like reptiles. These transitional fossils bridge the gap from one
species to another species and from one branch on the tree of life to another.

Brief Challenging Sample Answer: Transitional fossils are rare in the fossil
record. A growing number of scientists now question that Archaeopteryx and other
transitional fossils really are transitional forms. The fossil record as a whole shows
that major evolutionary changes took place suddenly over brief periods of time
followed by longer periods of “stasis” during which no significant change in form or
transitional organisms appeared (Punctuated Equilibria). The “Cambrian explosion”
of animal phyla is the best known, but not the only example, of the sudden
appearance of new biological forms in the fossil record.

Aspect 3: Antibiotic Resistance

Citations in the General Tips Section may provide a starting point for student research. It is
suggested that students employ additional resources in their research.

Brief Supporting Sample Answer: The number of strains of antibiotic

resistant bacteria, such as of Staphylococcus aureus, have significantly increased in
number over time. Antibiotics used by patients to eliminate disease-causing bacterial
organisms have facilitated this change. When some bacteria acquire a mutation that
allows them to survive in the presence of antibiotics, they begin to survive in greater
numbers than those that do not have this mutation-induced resistance. This shows
how environmental changes and natural selection can produce significant changes in
populations and species over time.

Brief Challenging Sample Answer: The increase in the number of antibiotic

resistant bacterial strains demonstrates the power of natural selection to produce small
but limited changes in populations and species. It does not demonstrate the ability of
natural selection to produce new forms of life. Although new strains of
Staphylococcus aureus have evolved, the speciation of bacteria (prokaryotes) has not
been observed, and neither has the evolution of bacteria into more complex
eukaryotes. Thus, the phenomenon of antibiotic resistance demonstrates
microevolution.

Aspect 4: Peppered Moths (Biston betularia)

Citations #5, 26 and 44 in the General Tips Section may provide a starting point for student
research. It is suggested that students employ additional resources in their research.

Brief Supporting Sample Answer: During the industrial revolution in

England, more soot was released into the air. As a result, the tree trunks in the
woodlands grew darker in color. This environmental change also produced a change
in the population of English peppered moths (scientifically known as

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Biston betularia). Studies during the 1950s have suggested a reason for this change.
It was observed that light-colored moths resting on dark-colored tree trunks were
readily eaten by birds. They had become more visible by their predators compared to
their dark-colored counterparts. This different exposure to predation explained why
the light-colored moths died with greater frequency when pollution darkened the
forest. It also explained why light-colored moths later made a “comeback” when air
quality improved in England. This whole situation demonstrates how the process of
natural selection can change the features of a population over time.

Brief Challenging Sample Answer: English peppered moths show that

environmental changes can produce microevolutionary changes within a population.
They do not show that natural selection can produce major new features or forms of
life, or a new species for that matter—i.e., macroevolutionary changes. From the
beginning of the industrial revolution, English peppered moths came in both light and
dark varieties. After the pollution decreased, dark and light varieties still existed. All
that changed during this time was the relative proportion of the two traits within the
population. No new features and no new species emerged. In addition, recent
scientific articles have questioned the factual basis of the study performed during the
1950s. Scientists have learned that peppered moths do not actually rest on tree trunks.
This has raised questions about whether color changes in the moth population were
actually caused by differences in exposure to predatory birds.

Aspect 5: Endosymbiosis (formation of cellular organelles)

Citations #24, 25, 31 in the General Tips Section may provide a starting point for student
research. It is suggested that students employ additional resources in their research.

Brief Supporting Sample Answer: Complex eukaryotic cells contain

organelles such as chloroplasts and mitochondria. These organelles have their own
DNA. This suggests that bacterial cells may have become established in cells that
were ancestral to eukaryotes. These smaller cells existed for a time in a symbiotic
relationship within the larger cell. Later, the smaller cell evolved into separate
organelles within the eukaryotic ancestors. The separate organelles, chloroplast and
mitochondria, within modern eukaryotes stand as evidence of this evolutionary
change.

Brief Challenging Sample Answer: Laboratory tests have not yet

demonstrated that small bacteria (prokaryotic cells) can change into separate
organelles, such as mitochondria and chloroplasts within larger bacterial cells. When
smaller bacterial cells (prokaryotes) are absorbed by larger bacterial cells, they are
usually destroyed by digestion. Although some bacterial cells (prokaryotes) can
occasionally live in eukaryotes, scientists have not observed these cells changing into
organelles such as mitochondria or chloroplasts.

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Attachment B
Investigative Worksheet

Name: __________________ ________

This activity will help you to prepare for the critical analysis activity. Complete the following
table by addressing the following points when you record supporting and challenging data for
one aspect of evolution. Record your responses on the appropriate space on the chart.

• Write a brief summary of what you have read and discovered regarding your
particular aspect and how it supports evolutionary theory.

• Write a brief summary of what you have read and discovered regarding your
particular aspect and how it challenges evolutionary theory.

• Were any scientific tools, instruments or other forms of technology used by scientists
to support this evidence and how it supports a key aspect of evolutionary theory?
Briefly explain your answer.

• Were any scientific tools, instruments or other forms of technology used by scientists
to challenge this evidence and how it challenges the key aspect of evolutionary
theory? Briefly explain your answer.

• How do scientists critically analyze this aspect of evolution?

• Is the information you found supported by using the scientific method? Are there any
limitations?

• Are there any other type(s) of research that scientists need to do in order to critically
analyze evolution? Briefly explain your answer.

DRAFT 329
 Critical Analysis of Evolution – Grade 10
Attachment B (cont'd)

Aspect of
Supports Challenges
Evolution

What comparisons can be made between the supporting and challenging information
you have found? Briefly explain.

DRAFT 330
 Critical Analysis of Evolution – Grade 10
Attachment B (cont'd)

A. In the space below, write your introduction for the critical analysis activity.

B. In the space below, outline the body of your informational presentation.

C. In the space below, write your conclusion.

DRAFT 331
 Critical Analysis of Evolution – Grade 10
Attachment C
Critical Analysis Rubric

1. Group was able to articulate and demonstrate knowledge of the aspect of evolution they
presented.

3 2 1 0

2. Students were courteous and respectful toward their fellow students.

3 2 1 0

3. Students were able to effectively use research (scientific data) to support their
presentation.

3 2 1 0

4. Students were logical in presenting their information.

3 2 1 0

5. Students used visual aids (e.g., graphs, tables, pictures, etc. displayed on posters,
transparencies, chalkboard or presentation software) effectively.

3 2 1 0

6. Provide an opportunity for all group members to speak. Allowing for all group members
to speak is very important for it will enable the students to verbally engage in the analysis
of evidence.

3 2 1 0
.
18 – 16 = Excellent (mastery)
15 - 13 = Good (acceptable)
12 - 9 = Poor (needs revision)
8-0 = Not acceptable (remediation required)

DRAFT 332
 Critical Analysis of Evolution – Grade 10
Attachment D
Critical Analysis Worksheet

Directions: Fill in the following worksheet with information you have learned from the
groups.

Aspects of
Supports Challenges
Evolution

DRAFT 333
 Critical Analysis of Evolution – Grade 10

Attachment D (cont'd)

Student Reflection:
1. Why is it important for scientists to critically analyze evolution?

2. How has the information presented by the various groups added to your understanding of
evolutionary theory? Cite examples.

DRAFT 334