Week 28

2/20-2/23

Agenda 2/20

• Survey: https://bit.ly/3UHyslR (those are lowercase Ls not Is)
• Formative Assessment
• Descent with Modification
• Hot Spots
• Finch Groupings Revision
• Model - process 1 becomes 13

HW - Natural Selection Summative Assessment Thursday, 2/22

How have these cars been modified? (15 min)

Think of at least 3 ways. More importantly, discuss WHY these cars were modified. What type of selection is this most like?

1900s

1950s

2000s

The type of selection for the cars was…?

• What types of things do you modify? Do you ever modify your outfit before you come to school?
• Now think about descendants. Do you have descendants? Who are the descendants of your grandparents?
• Now think about Descent with Modification. How might it be connected to, or dependent on, natural selection?

Record your thoughts in your notebook.

What Darwin Never Knew (4 min)

Take a look at the diagram. Based on your prior knowledge and experience with these diagrams, as well as your discussion about descent and modification, summarize what you think this diagram illustrates.

Why do some lines continue throughout the diagram, and others stop?

Noticing Patterns (10 min)

• Examine the cards of the Galapagos finches.
• Discuss ways to arrange the species into groups based on their characteristics.
• You cannot have fewer than 2 groups
• Each group must have at least 2 finches
• Each group must have a rationale for the grouping
• Write your groupings and rationale in your notebook now (you’ll notice the finches are numbered to make that easier).

Gallery Walk (3 walking + 3 discussing = 7 min)

1 person stays behind to explain rationale

All others leave and look for:

• Similarities and differences in groupings
• Anything you didn’t think of that you might want to add to your own ideas

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After the walk…

Return to your group, and review the above.

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Break

Discussion

How do islands form from hotspots?

Beak of the Finch (stop 5:34)

• What do the different beaks tells us about the different finch species?
• What evidence did scientists use to determine that the 13 species of finches on the Galapagos arose from a single common ancestor?
• What was the alternate explanation?
• How did scientists discount that?

Discussion

Finch groupings revision (10 min)

Working with others in your team, rearrange the bird groupings if necessary, and revise your group names and evidence using information from the film. Answer:

• What did you change?
• What evidence from the film convinced you to make the change?
• What do the different groups of finches that you created represent?

Beak of the Finch (5 min)

• How did one ancestral finch population give rise to 13 species, each with different characteristics?
• What evidence is there to support the statement?
• How did ecology and geography shape the finch?

Summative Assessment

Please put your phone in phone holder on DND, airplane or off.

Desks into rows.

Need a pencil/eraser.

Hold on to test, do not turn in.

Agenda 2/22

• Natural Selection Summative Assessment
• Wrap up Descent with Modification w/ the finches
• Homology Lab
• Homology Lab Debrief

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HW - Descent with Modification Assessment Thurs, 2/29

Discussion

Create a model (15 min)

With your group, create a model of the process that led to 13 different finch species. You may use the cards with the finches to construct your graphic. Use a whiteboard.

Prepare your representation like a museum exhibit, so it will stand alone without you needing to explain it.

However, you can include a written caption, like they do in museums.

Gallery Walk (4 min)

Look for ways to revise your own model.

(Things to add, mistakes you may have made, etc.)

Revise your model. What do you need to add? What do you need to take out?

Record in your notebook.

What is the story this diagram is telling you?

Discuss with your group and record. Do you need to revise your finch groupings?

Revise

Break

Homology Lab

• Visit each station (there are 5).
• Follow the instructions at the station and analyze any data or articles provided.
• Answer the questions on your activity sheet.

Homology Lab Debrief: Discuss & Record

• What is homology?
• What conclusions can you draw from the homology lab?
• Why do different animals have similarities in their DNA sequences?
• Why don’t the amino acid sequences of organisms differ very much?
• Thinking about the cladogram activity, why were there so few differences in the DNA sequence of cytochrome c?

Isaiah’s activity

Elaborate

Write an explanation for how the process of evolution primarily results from competition for limited resources (such as water, shelter, mates, etc.) and differences in the abilities of individuals in a population to survive and reproduce in that environment.

Use evidence you learned in the lab and information from the films.

New Scenario

You are a scientist working on Daphne Major. You have been recording many of the birds’ physical traits, including the length of both wings. You observe that for 80% of individuals measured, the length of the left wing is not significantly different from the length of the right wing (in other words, they are symmetrical). But for about 20% of birds measured, the wing lengths are asymmetrical. This distribution is true from generation to generation. Suddenly, a rare 5-day windstorm takes over the island. After the storm, you spend the next several days netting each bird on the island that survived the storm. You discover that 85% of the birds with symmetrical wings survived the storm, whereas only 5% of the birds with asymmetrical wings did. Construct three graphs showing the proportion of birds with symmetrical and asymmetrical wings in the population of birds before the windstorm and after the windstorm and in their offspring. Explain your reasoning.