Intro to Evolution (pg400)
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- This is a bundle of all of the lessons, labs, PowerPoints, and worksheets for Unit 4: Evolution. The bundle also includes the Unit 4 Test and its answer key. For a walkthrough of the unit, including pictures and videos, please click here.Price $14.99Original Price $18.00Save $3.01
- This bundle includes an entire year's worth of material. It includes lessons, labs, projects, tests and more. The seven units include are as follows:Unit 1 - Forces and MotionUnit 2 - ChemistryUnit 3 - GeneticsUnit 4 - EvolutionUnit 5- AstronomyUnit 6 - Earth's SystemsUnit 7 - Environmental ScienceTPrice $100.00Original Price $139.00Save $39.00
Sometimes, I like to start off Unit 4 with a simple (and optional) exercise. Students take seven common statements about evolution and try to classify them as either true of false. Then we go through a PowerPoint (posted above) and correct their answers, without going into too much detail.
- Evolution is “just a theory.” False. Evolution is a theory in the same way that the theory of gravity is a theory; it is a widely accepted explanation for scientific observations.
- Evolution explains how humans evolved from gorillas. False. Humans evolved from some sort of ancient forest ape, not any modern-day animal.
- Evolution is incompatible with religion. False. Even the Catholic Pope has softened his stance on evolution in recent years.
- Evolution is not science because it’s not observable or testable. False. We have observed evolution happen in bacteria, elephants, etc.
- Evolution involves organisms trying to adapt. False. Evolution happens naturally, not because of the desires of any plant or animal.
- Evolution happens during an animal’s lifespan. False. Evolution occurs over generations, sometimes taking millions of years.
- Evolution explains how life began on Earth. False. Evolution is an explanation for how life changes, not how life began. The beginnings of life are still a mystery.
Did you catch on yet? I’m hoping the students did. The seven statements above are really “common misconceptions about evolution.” All of them are false. And although they are complicated, my hope is that by the end of Unit 4, my students will be able to explain every one of them!
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to see state-specific standards (only available in the US).
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures. Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers. Assessment does not include the names of individual species or geological eras in the fossil record.
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.
Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. Emphasis is on using simple probability statements and proportional reasoning to construct explanations.