Subject: EARTH LIFE SCIENCE

Grade Level: Grade 11

Objective: Explain how populations of organisms have changed and continue

to change over time showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed today.

Learning within the curriculum:

1) Evolutionary Theory: This topic explores the mechanisms of evolution, including

natural selection and genetic drift, and how these processes contribute to the
diversity of life on Earth. It connects to the current lesson by providing a framework
for understanding how populations evolve over time.

2) Fossil Record: This topic examines how fossils provide evidence of past life forms
and their evolutionary transitions. It connects to the current lesson by illustrating
patterns of descent and modification through time, showing how ancient organisms
relate to modern species.

Learning across the curriculum:

1) History: The Industrial Revolution and its impact on society can be tied to the
concept of change over time, demonstrating how societal evolution parallels
biological evolution. This connection helps students understand that change is a
constant factor in both human history and natural history.

2) Mathematics: Statistics in biology, such as population genetics and allele

frequency calculations, can enhance students' understanding of how populations
change over time. This interdisciplinary approach reinforces the objective by
applying mathematical concepts to biological data.

Review Motivation:

[Teaching Strategy:] Interactive Quiz

[Instructional Materials:] Quiz sheets, whiteboard

Engaging Activity 1 - K-W-L Chart: Students will fill out what they Know, Want to
know, and Learned about evolution and populations.

Engaging Activity 2 - Picture Analysis: Show images of different species and their
ancestors, prompting students to discuss changes over time.

Engaging Activity 3 - Real-Life Scenario: Present a scenario of a population

adapting to environmental changes, encouraging students to think critically about
evolution.

Activity 1: Evolutionary Timeline Creation

[Teaching Strategy:] Project-Based Learning

Materials - Poster paper, markers, rulers, access to research materials

Significance - Helps students visualize the timeline of evolutionary changes and

understand descent with modification.

Instructions -

1) Research key organisms and their evolutionary changes.

2) Create a timeline showcasing these changes and their common ancestors.

3) Present your timeline to the class.

Rubric

- Creativity and Presentation - 10 pts.

- Accuracy of Information - 10 pts.

- Clarity and Organization - 10 pts.

Assessment Questions:

1) What are the key events in the timeline that illustrate evolutionary changes?

2) How does your timeline show descent from common ancestors?

3) What challenges did you face while creating the timeline?

Activity 2: Natural Selection Simulation

[Teaching Strategy:] Experiential Learning

Materials - Colored beads (representing different traits), containers, data sheets

Significance - Demonstrates natural selection and how traits can influence survival in
a population.

Instructions -

1) Divide students into groups and provide each group with different colored beads.

2) Simulate a natural environment where certain colors are more visible to predators.

3) Count the surviving beads after each round and discuss the outcomes.

Rubric

- Participation and Teamwork - 10 pts.

- Data Collection and Analysis - 10 pts.

- Discussion and Reflection - 10 pts.

Assessment Questions:

1) What traits were favored in this simulation?

2) How did the environment affect survival rates?

3) What did this activity teach you about natural selection?

Inclusive Activity 3: Storytelling of Evolution

[Teaching Strategy:] Cooperative Learning

Materials - None

Significance - Engages students in storytelling to convey evolutionary concepts,

allowing for creative expression.

Instructions -

1) In small groups, create a story that illustrates the journey of a species through
evolution.

2) Include key concepts such as adaptation, natural selection, and descent with
modification.

3) Share your stories with the class.

Rubric

- Creativity and Engagement - 10 pts.

- Inclusion of Key Concepts - 10 pts.

- Clarity of Presentation - 10 pts.

Assessment Questions:

1) What adaptations did your species develop and why?

2) How did your story reflect the concept of descent with modification?

3) What was the most interesting part of your group's story?

ANALYSIS:

Activity 1 - The timeline activity allows students to synthesize information about

evolutionary changes and understand the concept of descent with modification. By
presenting their findings, they reinforce their learning through teaching.

Activity 2 - The natural selection simulation provides hands-on experience,

illustrating how environmental factors influence survival and reproductive success,
directly connecting to the objective.

Activity 3 - Storytelling fosters creativity while reinforcing key concepts of evolution,

making the learning process inclusive and engaging, which enhances understanding.
ABSTRACTION:

The objective emphasizes the dynamic nature of populations and how they evolve
over time due to various factors, including environmental changes and genetic
variations. Understanding these processes helps students appreciate the diversity of
life and its historical context.

Supporting Material 1 - "On the Origin of Species" by Charles Darwin: This

foundational text explores the principles of natural selection and descent with
modification.

Supporting Material 2 - "The Beak of the Finch" by Jonathan Weiner: This book
illustrates real-time evolution through the study of finches in the Galápagos Islands,
providing a contemporary example of evolutionary processes.

Promote further discussion with online references using the following:

Objective: Explain how populations of organisms have changed and continue

to change over time showing patterns of descent with modification from
common ancestors to produce the organismal diversity observed today.

Populations of organisms have changed and continue to change over time through
descent with modification from common ancestors, leading to the organismal
diversity observed today. Evolution occurs when there is a change in gene frequency
within a population over time, resulting in heritable genetic differences being passed
on to the next generation. This process of descent with modification has led to the
accumulation of diverse adaptations that allow organisms to survive and reproduce
in specific habitats. Charles Darwin's observations, such as variations in finch beak
shapes and adaptations to different food sources, provided evidence for the concept
of descent with modification.

PDF

All organisms are related through descent from a common ancestor that lived in the
remote past. Over evolutionary time, the descendents of that common ancestor have
accumulated diverse modifications, or adaptations, that allow them to survive and
reproduce in specific habitats. Over long periods of ...

Source:
https://www.etsu.edu/uschool/faculty/tadlockd/documents/22_detaillectout.pdf

Descent with Modification: Darwinian View of Life - CourseNotes

All organisms are related through descent from a common ancestor that lived in the
remote past. Over evolutionary time, the descendents of that common ancestor have
accumulated diverse modifications, or adaptations, that allow them to survive and
reproduce in specific habitats. Viewed from the persp...

Source:
https://course-notes.org/biology/outlines/chapter_22_descent_with_modification_dar
winian_view_of_life

Mechanisms of Evolution - Environmental Biology

Descent with modification. We've defined evolution as descent with modification from
a common ancestor, but exactly what has been modified? Evolution only occurs
when there is a change in gene frequency within a population over time. These
genetic differences are heritable and can be passed on to th...

Source: https://pressbooks.umn.edu/environmentalbiology/chapter/mechanisms-of-
evolution/

12.3: Darwin and Descent with Modification - Biology LibreTexts

Summarize the prior work and new evidence Darwin used to develop the idea of
"descent with modification". Figure 1. Darwin observed that beak shape varies
among finch species. He postulated that the beak of an ancestral species had
adapted over time to equip the finches to acquire different food sou...

Source:
https://bio.libretexts.org/Courses/Lumen_Learning/Biology_for_Non_Majors_I_(Lume
n)/12:_Theory_of_Evolution/12.03:_Darwin_and_Descent_with_Modification

Darwin and Descent with Modification | Biology for Majors I

Summarize the prior work and new evidence Darwin used to develop the idea of
"descent with modification". Figure 1. Darwin observed that beak shape varies
among finch species. He postulated that the beak of an ancestral species had
adapted over time to equip the finches to acquire different food sou...

Source: https://courses.lumenlearning.com/wm-biology1/chapter/reading-darwin-
and-descent-with-modification/
Objective:

To determine if a source is reliable, consider the following factors: 1. Verify the

author's credentials and expertise. 2. Check for bias or hidden agendas in the
information provided. 3. Evaluate the authority and appropriateness of the source. 4.
Look for primary documents when examining historical events. 5. Consider the
currency and depth of coverage in the source. Remember to always critically
evaluate sources before using them in your research to ensure credibility and
accuracy.

How to Tell if a Source is Credible? - researcher.life

It is important to double check and verify the information and the plausibility of the
sources cited in a source to determine if it is credible. Research has always been
based on accurate and reliable information, but it can be hard to know how to find
credible sources. We hope the tips provided abo...

Source: https://researcher.life/blog/article/how-to-tell-if-a-source-is-reliable/

How to Know if a Source Is Credible - Purdue University Global

1. Identify Who Provided the Information. Source credibility often hinges on the
expertise and reputation of its provider. Author credentials: A source is only as
reliable as its author. When comparing multiple sources, check every author's
academic and professional background....

Source: https://www.purdueglobal.edu/blog/online-learning/credible-academic-
sources/

Evaluating Sources - Evaluating Information - Guides at Johns Hopkins ...

In addition, library databases index more permanent and reliable information. All
information, whether in print or by byte, needs to be evaluated by readers for
authority, appropriateness, and other personal criteria for value. If you find
information that is "too good to be true," it probably is. N...

Source: https://guides.library.jhu.edu/evaluate/sources

Evaluating Sources: General Guidelines - Purdue OWL®

Note also that the difference between an opinion and propaganda is that propaganda
usually has a specific agenda attached—that is, the information in the propaganda is
being spread for a certain reason or to accomplish a certain goal. The more familiar
you become with your topic, the easier it will...

Source: https://owl.purdue.edu/owl/research_and_citation/conducting_research/
evaluating_sources_of_information/general_guidelines.html

Evaluating Sources | Harvard Guide to Using Sources - Harvard University

You should always determine the qualifications of the author, the purpose of the
source (that is, in what context it was created), the scope of the source (what it
covers and in what depth), and, where relevant, the currency of the source. A
Publication of the Harvard College Writing Program Harvar...

Source: https://usingsources.fas.harvard.edu/evaluating-sources-0

APPLICATION:

[Teaching Strategy:] Inquiry-Based Learning

Task 1 - Conduct a mini-research project on a specific organism and its evolutionary

adaptations. Present findings to the class.

Task 2 - Engage in a role-playing activity where students represent different

organisms facing environmental changes, discussing their adaptations and survival
strategies.

ASSESSMENT:

[Teaching Strategy:] Differentiated Instruction

[Instructional Materials:] Assessment sheets, peer review forms

Question 1 - What is descent with modification, and how does it relate to evolution?

Question 2 - Describe how natural selection can lead to changes in a population over
time.

Question 3 - Provide an example of a species that has undergone significant

evolutionary changes and explain why.
H.O.T.S.:

Question 1 - Analyze how climate change might affect the evolution of a specific
species.

Answer 1 - Climate change can alter habitats, leading to shifts in available

resources, which may select for certain traits over others, ultimately driving
evolutionary changes.

Question 2 - Evaluate the role of genetic mutations in the process of evolution.

Answer 2 - Genetic mutations introduce variation in populations; beneficial mutations

can become more common through natural selection, contributing to evolutionary
changes.

Question 3 - Compare and contrast artificial selection with natural selection.

Answer 3 - Artificial selection is human-driven and often focuses on desirable traits,

while natural selection is based on survival and reproduction in a natural
environment, leading to different evolutionary outcomes.

Assignment:

Assignment 1 - Research Paper on an Endangered Species

[Guiding Overview for Teacher:] Instruct students to explore the evolutionary

history and adaptations of an endangered species, emphasizing conservation efforts.

Assessment Question: Discuss how natural selection has influenced the

adaptations of the species you researched.

Assignment 2 - Evolutionary Change Presentation

[Guiding Overview for Teacher:] Have students prepare a presentation on how a

specific environmental change has impacted a population over time.

Assessment Question: Describe the changes observed in the population in

response to the environmental shift.

END OF REFERENCES
REFERENCES:

PDF https://www.etsu.edu/uschool/faculty/tadlockd/documents/22_detaillectout.pdf

Descent with Modification: Darwinian View of Life - CourseNotes https://course-

notes.org/biology/outlines/chapter_22_descent_with_modification_darwinian_view_o
f_life

Mechanisms of Evolution - Environmental Biology

https://pressbooks.umn.edu/environmentalbiology/chapter/mechanisms-of-evolution/

12.3: Darwin and Descent with Modification - Biology LibreTexts

https://bio.libretexts.org/Courses/Lumen_Learning/Biology_for_Non_Majors_I_(Lume
n)/12:_Theory_of_Evolution/12.03:_Darwin_and_Descent_with_Modification

Darwin and Descent with Modification | Biology for Majors I

https://courses.lumenlearning.com/wm-biology1/chapter/reading-darwin-and-
descent-with-modification/

How to Tell if a Source is Credible? - researcher.life

https://researcher.life/blog/article/how-to-tell-if-a-source-is-reliable/

How to Know if a Source Is Credible - Purdue University Global

https://www.purdueglobal.edu/blog/online-learning/credible-academic-sources/

Evaluating Sources - Evaluating Information - Guides at Johns Hopkins ...

https://guides.library.jhu.edu/evaluate/sources

Evaluating Sources: General Guidelines - Purdue OWL®

https://owl.purdue.edu/owl/research_and_citation/conducting_research/
evaluating_sources_of_information/general_guidelines.html

Evaluating Sources | Harvard Guide to Using Sources - Harvard University

https://usingsources.fas.harvard.edu/evaluating-sources-0

IMAGES:
END OF REFERENCES: