Adaptation and Speciation Lesson Plan

Kristen Berberich, Amanda Lotts, Rachael Reeves

Topic: Adaptation and Speciation

Date: November 3 and 4, 2010

Subject: Advanced Biology, Lafayette High School

Grade level: 9th and 10th

Daily Question: How does adaptation lead to speciation?

NSES: Content Standard C: As a result of their activities in grades 9-12, all students should develop understanding of the cell; molecular basis of heredity; biological evolution; interdependence of organisms; matter, energy, and organization in living systems; behavior of organisms.

SOL: BIO.8 The student will investigate and understand how populations change through time. Key concepts include

a)  evidence found in fossil records;

b)  how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;

c)  how natural selection leads to adaptations;

d)  emergence of new species; and

e)  scientific explanations for biological evolution.

Procedures for Learning Experience / Guiding Questions / Materials Needed / Evaluation (Assessment) / Approximate Time Needed
Engagement:
Show series of pictures:
1.  Two animals that look very similar but are actually two different species
2.  two different looking animals that are actually the same species.
3.  collage of different human faces
For each set, ask students to put their thumbs up if they think the images are the same species or thumbs down if they think they are different species.
Tell students to keep these in mind as we go through the day. Tell them we are going to talk about what species are and how new species emerge. / What is the meaning of the term “species?” / Photos (in Presi)
Computer with
Internet access
Projector / Student answers and discussion / 5 minutes
Exploration: Teddy Graham Activity
Split students into pairs by seating location. Give each pair a worksheet and a bag of Teddy Grahams Tell students they are NOT allowed to eat their T.G.s now, but they will be given some in a few minutes to eat.
Give students their TG descriptions.
Tell the students “The TGs we just gave you are a population of TGs that live in New Zealand, where the climate is very extreme. We are going to give you a set of conditions, and we want you to place your TGs where you think they will survive best”
Condition 1: Place your bears in the ecosystem you think they will live in.
Ask a few pairs to explain why they put their bears where they did
Condition 2: A predator with good eyesight has discovered it likes to eat bears. Remove the bears you think it will eat.
Ask students if they see any patterns emerging. / What patterns do you seen in your Teddy Grahams?
Can you give an explanation for the distribution patterns of your T.G.s? / Teddy Grahams
Worksheet / Student placement of Teddy Grahams and their explanation of placement / 25 minutes
Explanation: Presi Presentation
Use Teddy Graham activity to transition into Presi by showing students that they just created 2 different Teddy Graham species
Presentation Outline:
·  Two methods of categorizing species:
1.  biological
2.  morphological
·  Go back to the images shown during engagement- what can you say about them now that you understand how species are defined? Are there morphological or biological differences between each species type?
·  Although there are more than just one way to create a new species, we are going to talk about two methods:
o  physical barriers
o  accumulation of adaptations / How are species defined?
How does speciation occur?
What happens if a species is physically barred from reproducing?
What is the role of adaptation? / Graphic Organizer
Presi
Computer with internet access
Projector / Attentiveness
Notes / 25 minutes
Extension: Shipwreck Scenario
Students split themselves into groups of 5-6 and given the following scenario: “You and your pack of dogs are sailing in the middle of the Pacific Ocean when you are caught in a tropical storm. After trying your best to remain a float, the boat begins to sink forcing you and your dogs overboard. The waves are so harsh that the pack is separated, but luckily each dog is able to swim to different Pacific Islands and survived.”
Each group will be given a different island scenario and asked to draw what their dog will look like after 10,000 years onto an outline of a dog. Groups will be instructed to write a short explanation/rationale for the adaptations they chose.
A small prize will be given to the “best” group based on creativity, working together as a group, justification, and scientific concepts (see rubric). / How does the dog adapt to the environment of its island?
What environmental characteristics are important to adapt to?
What adaptations arise from different environments? / Dog outlines
Rubric
Instruction sheet
Island Descriptions / Rubric
Blank dog outlines / 35 minutes

Notes:

This lesson will be taught in Miss Nunleys 3rd and 4th block General Biology classes at Lafayette High School. The lesson will not be given in sequence (they are currently starting a unit about genetics), and instead will serve as a “preview” for topics that will come later in the semester.

Attachments:

·  Teddy Graham Activity Worksheet and Instructions

·  Graphic Organizer for Presi

·  Presi

·  Shipwreck/Island Descriptions

·  Rubric

TEACHER INSTRUCTIONS:

1.  Split students into pairs by seating location. Give each pair a worksheet and a bag of Teddy Grahams Tell students they are NOT allowed to eat their T.G.s now, but they will be given some in a few minutes to eat.

2.  Give students their TG descriptions:

  1. For this activity, pretend TGs are the size of normal bears. All other properties (color, build, etc.) are the same as the crackers they were given
  2. TGs with their arms in the air cannot lower their arms below their waists.
  3. TGs with their arms down cannot lift their arms above their belly buttons
  4. TGs are omnivores
  5. These TGs live in New Zealand, where the climate is very extreme. This group of TGs lives near the Fox Glacier, where a glacier has carved its way down through the mountains and rain forest on its way to the ocean. In the small area your TGs live in, there are three distinct ecosystems that are illustrated above: rainforest, floodplain, and highlands

3.  Tell the students “The TGs we just gave you are a population of TGs that live in New Zealand, where the climate is very extreme. We are going to give you a set of conditions, and we want you to place your TGs where you think they will survive best”

4.  Condition 1: Place your bears in the ecosystem you think they will live in.

5.  Ask a few pairs to explain why they put their bears where they did

6.  Condition 2: A predator with good eyesight has discovered it likes to eat bears. Remove the bears you think it will eat.

7.  Ask students if they see any patterns emerging.

Presi Link: https://prezi.com/secure/ee7bc5ed4cfbafbc4bb9f5a4db8947de4ec09f05/

Shipwreck Scenario

You and your pack of dogs are sailing in the middle of the Pacific Ocean when you are caught in a tropical storm. After trying your best to remain a float, the boat begins to sink forcing you and your dogs overboard. The waves are so harsh that the pack is separated, but luckily each dog is able to swim to different Pacific Islands and survived.

Directions:

Using the dog picture provided please draw what your dog will look like after 10,000 years in this new habitat. On the bottom of the page or the back, please write a short paragraph describing the adaptations and why they would occur. While your adaptations must be scientifically sound, creativity will be awarded.

Island 1: Abominable Snowman Island

This mountainous, snow-covered island is the home of the Abominable Snow-man. The vegetation of the island consists of tall evergreen fir trees. The island temperature ranges from

-20 to 10 °F, with occasionally blizzards in the winter.

Island 2: Swamp Island

This island is covered in swamp land including quicksand which will engulf you if you are not careful. The island is mainly in habited by alligators, and other amphibian animals. Tall mangrove trees surround the area living in brackish water (fresh and salt water combined). It rains 8 out of the 12 months a year with drastic thunderstorms devastating the island every night. The temperature of the island always remains above 70°F; however, during the summer, the temperature can get as hot as 110°F.

Island 3: Desert Island

This island is covered with sand and tall sand dunes. Temperatures in the desert make it hard for animals to live there.All the animals that do live there have to be able to dig into the ground because of theextremetemperatures. The main flora in the desert is a cactus. Many types of other animals live in the desert including the carnivorous coyote which hunts its prey at night during the cooler temperatures.

Island 4: Purple Loosestrife Island

This island is covered in grassy, rolling hillsides of purple loosestrife. The temperature of the island remains warm throughout the entire year. The viscous carnivore groundhog digs through the land popping up out of the ground unexpectedly for its prey. However, the groundhog is frightened by purple which is why it lives underground except for gathering prey.

Island 5: Rock Island

This is one huge volcanic island! Sulfurous gases explode from underground gas pockets and sharp black volcanic rocks cover most of the island. There are also active lava flows that will burn you if you're not careful! The climate is very warm, although spontaneous rainstorms often disrupt sunny afternoons. A few weeds and grasses have colonized the island, but there is little animal life besides birds.

Making A Poster : Adaptation and Speciation Activity
Teacher Name: Ms. Berberich
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Use of Class Time / Used time well during the class period. Focused on getting the project done. Never distracted others. / Used time well during the class period. Usually focused on getting the project done and never distracted others. / Used some of the time well during the class period. There was some focus on getting the project done but occasionally distracted others. / Did not use class time to focus on the project OR often distracted others.
Creativity / Several of the adaptations used on the organism reflect a exceptional degree of student creativity in their creation and/or display. / One or two of the adaptations used on the poster reflect student creativity in their creation and/or display. / The adaptations are made by the student, but are based on the designs or ideas of others. / No adaptations made by the student are included.
Scientific Concepts / Illustrates an accurate and thorough understanding of scientific concepts underlying the activity. Appropriate justification is given for each adaptation. / Illustrates an accurate understanding of scientific concepts underlying the activity. Appropriate justification is given for most adaptations. / Illustrates a limited understanding of scientific concepts underlying the activity. Appropriate justification is given for some adaptations. / Illustrates a inaccurate understanding of scientific concepts underlying the activity. Appropriate justification is not given for adaptations.
Working as a Group / The group almost always listens to, shares with, and supports the efforts of each other. Tries to keep people working well together. / The group usually listens to, shares, with, and supports the efforts of each other. Does not cause "waves" in the group. / The group often listens to, shares with, and supports the efforts of each other, but sometimes does not work well together. / The group rarely listens to, shares with, and supports the efforts of each other. Often does not work well together.