The Process of Evolution
The Process of Evolution
Objectives
In this unit, students will be introduced to the principles of natural selection, tying together concepts about ecosystem interactions and genetics. Students will:
- conduct a laboratory investigation on how natural selection can affect allele frequencies of a population.
- describe the mechanisms that lead to the development of new species.
- explain how genetic mutations can result in changes in a population’s genotypes and phenotypes.
Essential Questions
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
- Evolution 101
http://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_toc_01
- Evolving Ideas: Who Was Charles Darwin? (video)
www.pbs.org/wgbh/evolution/library/11/2/e_s_2.html
- Early Theories of Evolution: 17th–19th Century Discoveries That Led to the Acceptance of Biological Evolution
http://anthro.palomar.edu/evolve/default.htm
- Natural Selection Concept Map–Student Handout (S-B-9_Performance Assessment-Natural Selection Concept Map.doc)
Formative Assessment
-
View
Multiple-Choice Items:
1. Based on the theory of natural selection, which statement best explains why some individuals are more likely to survive and reproduce than others living in the same environment?
A
Some individuals produce fewer offspring than others.
B
Useful traits are not used by some individuals who have them.
C
Some individuals are better adapted to the environment than others.
D
Useful traits acquired during an individual’s lifetime may be passed on.
2. Which of the following best explains how variations among individuals of a species are related to natural selection?
A
Variations are always a result of genetic mutations.
B
Small populations have more variations than large populations.
C
Organisms with useful variations are most likely to survive and reproduce.
D
Variations cause increased competition for limited resources.
3. Four hundred years ago there was an outbreak of a highly infectious disease in Europe that resulted in many deaths. Those who survived the disease did so because they had a genetic mutation that protected them from infection. These people went on to reproduce, passing this advantageous gene on to future generations. Which term correctly describes this process?
A
natural selection
B
speciation
C
genetic drift
D
geographic isolation
4. Both Lamarck and Darwin studied how organisms change over time. Which of the following ideas proposed by Lamarck was later proved to be incorrect?
A
Each species has evolved over time.
B
Acquired characteristics can be inherited.
C
Organisms are adapted to their environments.
D
All species were descended from other species.
Use the diagram below to answer question 5.
5. A population of turtles is split into two groups by a newly formed lake, as shown in the illustration. The turtles eat plants. Over time, the two turtle populations become more and more different. Eventually, they become two different species. Which of these characteristics would the species that evolved from Population A most likely have?
A
Long necks
B
Short necks
C
Large shells
D
Small shells
6. Geospiza fortis was the only bird on the Galapagos Island of Daphne Major until twenty years ago when Geospiza magnirostis arrived. The arrival of the new birds resulted in competition for large seeds as a source of food. Geospiza fortis began eating smaller seeds in order to survive. An example of a useful adaptation for Geospiza fortis is the development of
A
brighter feathers.
B
smaller beak.
C
larger wingspan.
D
sharper claws.
Use the diagram below to answer question 7.
Source: http://image.tutorvista.com/content/heredity-evolution/allopatric-speciation.jpeg
7. The diagram shows a population of beetles that is separated by a rising river. After time passes, the river subsides, and the two populations are no longer separated. However, the two populations are unable to successfully reproduce with each other any longer. What has happened?
A
A single population has been split into two populations that will eventually become a single population again.
B
A single species has adapted to several conditions, increasing its genetic variability.
C
Two populations of a single species have adapted to different conditions and have become different species.
D
Two different species have adapted to the same conditions and have become the same species.
8. Which of the following statements concerning inherited traits and acquired traits is true?
A
Individuals can pass both acquired and inherited traits to the next generation.
B
Individuals can pass acquired traits, but not inherited traits, to the next generation.
C
Individuals can pass inherited traits, but not acquired traits, to the next generation.
D
Individuals can pass neither inherited nor acquired traits to the next generation.
9. A regular seasonal drought causes a lake to dry up. Within the lake are several individuals of a species of fish. Some of the fish are better able to withstand the drought than others. Those individuals survive until the rains come again, at which time they successfully reproduce. This is an example of which of the following?
A
Reproduction
B
Genetic variation
C
Competition
D
Natural selection
Multiple-Choice Answer Key:
1. C
2. C
3. A
4. B
5. A
6. B
7. C
8. C
9. D
Short-Answer Items:
10. What is the relationship between evolution and natural selection?
11. How can genetic mutations lead to changes in the genotypes and phenotypes of a population?
Short-Answer Key and Scoring Rubrics:
10. What is the relationship between evolution and natural selection?
Points
Description
2
The student:
- relates evolution and natural selection to one another correctly.
- explains “fitness” or “survival of the fittest” in the answer.
- explains that natural selection is the process by which evolution takes place.
1
The student:
- defines either evolution or natural selection correctly, but does not relate the two concepts correctly.
- includes “fitness” or “survival of the fittest” in the answer, but does not explain the concept.
- does not explain that natural selection is the process by which evolution takes place.
0
The student:
- does not define evolution or natural selection correctly and does not relate the two concepts correctly.
- does not explain that natural selection is the process by which evolution takes place.
11. How can genetic mutations lead to changes in the genotypes and phenotypes of a population?
Points
Description
2
The student:
- uses genotypes and phenotypes correctly in the answer.
- explains how mutations can increase or decrease chances of survival and reproduction.
- explains that individuals with beneficial mutations are more likely to produce offspring, and those mutations are sometimes passed on to the next generation.
1
The student:
- uses genotypes OR phenotypes correctly in the answer.
- explains how mutations can increase or decrease chances of survival and reproduction.
- does not explain that individuals with beneficial mutations are more likely to produce offspring, and those mutations are sometimes passed on to the next generation.
0
The student:
- does not use genotypes OR phenotypes correctly in the answer.
- does not correctly explain that mutations can increase or decrease chances of survival and reproduction.
- does not explain that individuals with beneficial mutations are more likely to produce offspring, and those mutations are sometimes passed on to the next generation.
Performance Assessment: Natural Selection Concept Map
Materials:
- Natural Selection Concept Map–Student Handout (S-B-9_Performance Assessment-Natural Selection Concept Map.doc)
Notes:
In this assessment, students will create a concept map centered on the question, “How do species change over time?” Students will present their work by posting their concept maps on the wall and conducting a gallery walk.
Explain to students that concept maps are graphic organizers that consist of a central concept surrounded by ideas, organized to show how they are related. Model how to create a concept map on the board. Review the student handout (see S-B-9_Performance Assessment-Natural Selection Concept Map in the Resources folder) and rubric with students before they begin the performance assessment so that they understand how they will be assessed. The assessment should take two periods—one period to complete the concept map, and one period for the gallery walk.
This project is flexible enough to be adapted for students of varying abilities. For students who may need opportunities for additional learning, consider helping them get started by providing a partially completed concept map for them. It may also be helpful for students to keep a sample concept map on their desks for guidance. Consider also allowing them the option of using illustrations to explain relationships between levels of the concept map. For students who are performing above and beyond the standards, consider having them add a few more concepts to their concept maps that are not included in the student handout (e.g., theory, genotype, phenotype, diverge, genetic drift, founder effect, migration, geographic, and isolation).
To set up the gallery walk, arrange students’ concept maps on the wall or on desks around the classroom. Allow adequate space for student viewing. Before the gallery walk, explain that the purpose is for students to look at other students’ ways of connecting ideas in a concept map. Have students visit the concept maps on display, and write their responses or comments on sticky notes, including their own name next to the comments. Students may respond to other students’ comments or write their own. Encourage students to write thoughtful comments that show their understanding of the material.
Performance Assessment Scoring Rubric:
Points
Description
5
The student completes all five of the requirements:
- presents in an accurate and clear manner how structures or behaviors help organisms survive and reproduce in different environments.
- presents in an accurate and clear manner the role of limited resources and genetic variation in the survival and reproductive success of individuals in a population.
- presents in an accurate and clear manner how speciation and mutations relate to natural selection.
- organizes the concept map in a clear, logical way, using linking terms to connect the basic principles of natural selection.
- uses related vocabulary terms correctly.
4
The student completes four of the requirements.
3
The student completes three of the requirements.
2
The student completes two of the requirements.
1
The student completes one of the requirements.
0
The student demonstrates lack of understanding or does not attempt to complete the assessment.
DRAFT 05/26/2011
