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Understanding by Design Unit Plan: Evolution

Teachers Name: Kelsie Honda

School: Moanalua High School

Grade: 9-12

Content Area: Science

Course Name: Biology

Complex: AieaMoanalua-Radford
Period: 2 & 3

Essential Vocabulary: evolution, natural selection, adaptation, population, survival of the fittest, selective pressure,
microevolution

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to

Big Idea(s):
Students will understand that
(Declarative statement

1. Develop a cause and effect model for the process of natural selection:
Species have the potential to increase in numbers exponentially
Populations are genetically variable due to mutations and genetic recombination.
There is a finite supply of resources required for life.
Changing environments select for specific genetic phenotypes
Those organisms with favorable adaptations survive, reproduce and pass on their alleles.
The accumulation and change in favored alleles leads to changes in species over time.
2. Explain how natural selection influences the changes in species over time.
3. Compare organisms on a phylogenetic tree in terms of relatedness and time of appearance in
geologic history.
4. Explain how various disease agents (bacteria, viruses, chemicals) can influence natural
selection.
5. Summarize and analyze the survival and reproductive success of organisms in terms of
behavioral, structural, and reproductive organs.
a) Evolution is a theory supported by evidence that explains the change of characteristics over
generations of time within a population to better adapt to their environment.
b) Natural selection is the basis of the theory of evolution and occurs when the environment
determines which organisms are best suited to survival and reproduction.

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describing concept that
transcends grade levels in the
content area and is related to the
learning goal.)
Essential Question(s):

c) A population evolves due to genetic drift, gene flow, mutations, and natural selection.
d) Survival of the fittest is about surviving to pass the genes that encode traits and behaviors onto
offspring.

Standards/Benchmarks:
HCPS III or Common Core

Common Core:
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
CCSS.ELA-LITERACY.RL.11-12-7
Analyze multiple interpretations of a story, drama, or poem evaluating how each version interprets
the source text.

a) How did organisms become so diverse?

b) What causes populations to change?
c) How is behavior an adaptation?

HCPS III:
BS.5.1
Explain the theory of evolution and describe evidence that supports this theory.
BS.5.2
Explain the theory of natural selection.
Next Generation Science Standards:
HS-LS4-1
Communicate scientific information that multiple lines of empirical evidence support common
ancestry and biological evolution.
HS-LS4-2
Construct an explanation based on evidence that the process of evolution primarily results
from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic
variation of individuals in a species due to mutation and sexual reproduction, (3) competition for
limited resources, and (4) the proliferation of those organisms that are better able to survive and
reproduce in the environment.

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HS-LS4-3
Apply concepts of statistics and probability to support explanations that organisms with an
advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4
Construct an explanation based on evidence for how natural selection leads to adaptation of
populations.
HS-LS4-5
Evaluate the evidence supporting claims that changes in environmental conditions may result in: 1)
increases in the number of individuals of some species, 2) the emergence of new species over time,
and 3) the extinction of other species.
Standards/Benchmarks:
General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards
(INTASC Standards)

STAGE 2: Assessment Evidence

-Self-directed Learner
-Community Contributor
-Complex Thinker
-Quality Producer
-Effective Communicator
-Learner Development
-Learning Differences
-Learning Environment
-Content Knowledge
-Application of Content
-Assessment
-Planning for Instruction
-Instructional Strategies

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Summative Assessment/
Performance Task:

a) Project: Students will make a book that incorporates their comprehensive knowledge of
classification and diversity, evolution, and ecology. They will create a survival of the fit enough
book that demonstrates their understanding of the evolution of a particular animal.
b) Written test: multiple choice and free response

Rubrics for Summative

See page 39 44
Assessment/Performance Task
Formative Assessments:
a) Worksheets
b) Homework assignments
c) Classwork/quality of conversations among group members
d) Informal observation - class participation
e) Quizzes (2)
Other Evidence:
Pre-assessment:
a) Students will complete a pre-test on evolution and will be given the same test at the end of the
speciation section
Self assessment:
a) At the end of the unit, the evidence of evolution activity, students will be given an opportunity to
reflect on the process of science and how that ties into the big picture (connecting what we did on
the first day of the unit to that day).
b) Self-assessment of summative assessment using the rubric
c) Students will be given the opportunity to white board their ideas and defend their thinking. If
they agree with another group, they will be given an opportunity to change their answer.
STAGE 3: Learning Plan
Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital literacy tool(s), and
resources used
Day 1: Overview/Natural Selection at Work
Purpose: Overview of what they will be learning, natural selection simulation
Pre-Lab Questions: What makes something living? On the board, draw the concept map of living things. What have we noticed from
looking at different organisms? What kind of factors might influence the variety of organisms? Do these factors affect traits of the
organisms? What type of traits would be affected by the factors? How would you test these factors?

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Activities: Pre-assessment (misconceptions about evolution worksheet), pre-lab questions, group activity that demonstrates natural
selection, K-W-L discussion and journal (Richardson et al, 2012, p. 63).
Key terms: natural selection, population, adaptation, mutation
Day 2: Natural Selection at Work
Purpose: Natural selection simulation Define evolution and adaptation.
Post-Lab Questions: Ask students to predict future spoon populations and bring out in discussion: is there a need for variation in a
population? What is the effect of competition when there is variation? When do you see a change in the population? Do any traits ever
completely disappear? Develop a consensus through summary boards: If a trait helps an organism survive to reproduce then the trait is
passed on, if a trait does not affect an organisms ability to survive then the frequency varies, if a trait hurts an organisms survival then
it decreases, populations change not organisms.
Activities: Group activity, student investigations, class discussions, individual reflection/post lab questions, Using the scientific
process to encourage and build critical thinking skills (Richardson et al, 2011, p. 112)
Key terms: genetic change, population, natural selection, gene flow, genetic drift, mutation, evolution, adaptation
Day 3: How does a population evolve over time?
Purpose: Reinforce concept of natural selection, discuss Darwin and his discoveries, and discuss how a population evolves over time.
EQ: What causes populations to change?
Activities: Genetic drift reading, class discussion, Natural Selection Worksheet (students individually complete and then white board
their results)
Key terms: natural selection, selective pressure, acquired traits
Day 4: Evidence of Evolution Part I
Purpose: Reinforce concept of natural selection, discuss Darwin and his discoveries, and discuss how a population evolves over time.
Pre-Activity Question: What evidence do we have that organisms have changed? How do we know what they looked like in an earlier
time?
Post-Activity: Lead students to the idea that DNA can be used to demonstrate relatedness. Ask: What do you know about DNA? How
is it used to show who is the daddy or who committed the crime? Is DNA passed on? Is it exactly the same for all creatures that are
related? Tell students that they will compare a small sequence of DNA for hooved mammals and whales. This will be a DR-TA
strategy, when creating the Eocene timeline. Upon final discussion, I will ask students for analogies to reinforce concepts that they
have learned and relate it back to the big picture (Richardson et al, 2012, p. 75, 87)
Activities: Pre-activity discussion, Becoming Whales Part I
Key terms: Fossils, Eocene timeline, cladogram
Day 5: Evidence of Evolution Part II
Purpose: Use DNA analysis to show the relatedness between animals.
Post-Activity Discussion: Ask students to individually reflect by listing the elements of the process of science reflected in this lesson

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and give examples of each recognition of a problem, hypothesis formation, predictions based on hypothesis, searching for evidence.
Activities: Becoming Whales Part II, Prior knowledge of DNA analysis to assist with the purpose of the lesson
Key terms: cladogram, DNA analysis
Day 6: Speciation
Purpose: Understand how new species arise and the barriers associated with it.
EQ: How do species become so diverse?
Activities: In class reading of How new species arise in Exploring the way Life works, Speciation Worksheet (individually complete
and then have students defend their thinking on a white board in a group) Guided reading (Richardson et al, 2012, p. 92).
Key terms: convergent & divergent evolution, directional/stabilizing/disruptive selection, geographic isolation, reproductive isolation
Day 7: Spotlight on Speciation
Purpose: Introduction and start on project, finish white boarding of speciation.
EQ: How do organisms become so diverse?
Activities: Class discussion, small group discussion, reading Using the process of science to improve critical thinking skills
(Richardson et al, 2012, p. 112)
Key terms: directional/stabilizing/disruptive selection, speciation, isolation
Day 8: Tie it all in Behavior and Natural Selection
Purpose: To understand survival of the fittest
EQ: What does survival of the fittest mean?
Post-activity discussion: When it comes down to crickets, what does fitness mean? Give some examples of selection at work in this
cricket story. Is calling good or bad for a crickets fitness? How does selection favor calling? How does selection favor not calling?
How does selection favor sneaking? How does selection not favor sneaking? What kind of characteristic is Sneaking? How is this
example different from other examples? What other behaviors could be advantageous for organisms? Adaptation is behavior.
Activities: Role play reading
Key terms: comparative anatomy, convergent & divergent evolution, directional/stabilizing/disruptive selection, punctuated
equilibrium, fossils, Primordial soup, speciation, extinction, etc.
Day 9: Behaviors are adaptations too!
Purpose: Understand that behaviors are adaptions that can be passed on.
Activities: Research behaviors, white board and present, Jigsaw activity.
Students will choose behaviors and have student groups research. At the end, have students sort the list of behaviors into innate and
learned categories, organizational job chart to help solidify vocabulary for days 1-12 (Richardson et al, 2012, p. 98)
Key terms: reflex, instinct, biological clocks, territoriality, social hierarchy, mating behaviors, social behaviors, and learned behaviors.
Day 12: Summative, Project due
Purpose: Use the summative to measure a students growth.

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Activities: Test (Attached)
Materials and Supplies Needed:
Promethean Board, 30 sporks, spoons, and forks, mung beans, yarn/marshmallow (for prey), 8 white boards + 30 expo pens, 30
invidual cups that act as a mouth
Results and Reflection:
To my advantage, I have recently just completed this unit with my students and upon reflection there were parts that I have modified
to ensure better success for next time. I have internalized the concept of the backwards design, such that I have changed some lessons
to be geared towards meeting a specific standard. For example, I spent a lot of time emphasizing one part of a standard (natural
selection) and not too much time on the actual theory of evolution. Students seemed to be confused and were getting confused on the
difference between the two. To fix this, I have cut down on the natural selection part so that the time spent on each is equal between
the two. In addition, I have also added more opportunities for students to self assess their work. I thought this was a great addition
because not only does it promote critical thinking and better quality work, it promotes a growth mindset in my students. Overall, this
unit ran smoothly because of my preparation before hand. I began this unit with a journal prompt of what they know and what they
would like to know about evolution, as well as a class discussion about exactly they were curious about. This prepared them well and
helped them keep an open mind when going through the various activities and scenarios. In my period 2, 23 out of 26 students and in
my period 3, 20 out of 24 students met the standards.
When I first approached this unit, I was not excited to teach this concept because I felt that I had a poor understanding of evolution.
The week before teaching the topic, I read the textbook, watched online videos, and even reviewed my college notes. I found that it
was a lot easier for me to understand the topic after doing this because I had actually put together the existing concepts and tried to
make sense of it that way. The best part of coming to this realization was that it justified the purpose of my unit plan. I thought to
myself that if I can understand it this way, my students can as well and I can communicate and better address misconceptions for my
students along the way.
Furthermore, literacy played a large part in this unit and many of the strategies I have used were successful. For example, when my
students had read a prompt and completed an Eocene timeline, I used the DR-TA strategy in which I had my students fill in the blanks
and predict what the evolved organism would look like. This fit in perfectly with the evolution unit because the theory of evolution is
based on hard facts and comparisons between analogous and homologous structures. I have also used role-play in which I had students
read and act different parts. This helped them understand and address the misconceptions they had with survival of the fittest. Prior to
this lesson, they thought that the strongest and most fit individual survived but they quickly learned that survival of the fittest
referred to producing fertile offspring. Another strategy that worked well was the organization jot chart when teaching the vocabulary.

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Some of the vocabulary in this unit can be used vaguely and incorrectly so having a chart that allows students to see what the word
means helped reduce some of the misusage of the words such as adaptation and evolve.
One of the biggest challenges that I have faced during this lesson was not identifying all student misconceptions. Many of the times
while having class discussions, my students posed questions that I was unsure of. I do not tell them the answer but instead I will
usually have them work through the problem. Luckily, if I do not know the answer to the question I will ask the class and have them
discuss possible answers. I will now be more aware of what I did not know and change my lesson such that it is more clear to my
students. One thing that I would like to change for next time is to group my students homogeneously. I believe in heterogeneous
grouping but I think more students would meet the standard if they were grouped with the same academic level as other students. That
way, the students who were lower than the rest did not have an opportunity to sit back and let others do the work.
One thing that I am going to keep up for next time is the idea of white boarding. During the white boarding activity, my students had a
chance to defend their thinking. When they did this, it sparked conversations that were not planned but I could tell that they were
thinking on a bigger level.
*Modified from Chaminade University Field Services 2014-2015 Understanding by Design Unit Plan Temp
References
AmericanModelingTeachersAssociation.(2014).Unit3:Evolution.
Burton,S.Dobson,C.(2009).Spork&Beans:AddressingEvolutionaryMisconceptions.TheAmericanBiologyTeacher,71(2),89
91.
EvolutionofNaturalandScienceInstitute.(1999).Retrievedfromwww.indiana.edu/~ensiweb
Richardson,J.S.,Morgan,R.F.,&Fleener,C.E.(2012).Readingtolearninthecontentareas(Eighthed.).Belmont:Wadsworth.
Spork and Beans. (2008). Retrieved from http://www.beslter.org/msp/RET2010/readings/Spork%20and%20Beans.pdf

Misconceptions
Transmittedcharacteristicsareacquiredduringthelifetimeoftheorganism.
Individualscanadapttoachangingenvironment.Theseadaptationsareheritable.
Evolutionisgoaldirected.
Naturalselectionisatheory,notafact.
Naturalselectionrequiresaverylongtime.
Organismschangeintentionally(anorganismtries,needs,wantstochangeitsmorphologyorphysiology).
Changesinpopulationsoccurthroughagradualchangeinatraitofallmembersofpopulation.

Spork and Beans Activity

Retrieved From http://www.beslter.org/msp/RET2010/readings/Spork%20and%20Beans.pdf
*I have changed the assessment and created a worksheet to better help my students.

SporksandBeans(Yarn)Results
PartI:Spoonvs.Spork
Predict
1.

Person
1
2
Average

#preyforspoon
6
10
8

#preyforspork
11
16
13.5

Whichphenotypewillbethebetter
predatorandwhydoyouthinkthis?
a. Thesporkwouldbethe
betterpredatorbecause
thesporkscaneatmore

preythanthespoonsduetotheirclawingnature.
Data:

2.

Generation
1
2
3
4

Spoons
9
6
3
1

Sporks
4
3
5
5

Forks
0
0
1
4

theaverageamountofpreytheyateweregreaterthanthespoon.

Conclusion:
Whichphenotypewas
thebetterpredator?
a. Sporks
because

3. Thinkofadolphin,tuna,andshark.Whattraitsdotheyhaveincommonthatareusefulinanaquatic
environment?
a.
PartII:PopulationCompetition
Predict:
4. Inapopulationthatcontains75%spoonsand25%sporks,whichphenotypewilleatmorepreyandwhy
doyouthinkthis?
a. Sporkswouldeatmorepreythanspoonsbecausetheaverageofpreysporksateis13.5andthe
spoonsaveragewas8.
Data

Drawyour

punnettsquareshere:

Generation1:

Generation2:

Generation3:

Conclusion:
5. Whichphenotype(spoon,spork,orfork)wasmoresuccessfulinthepopulationandwhy?

PartIII:Microevolution
Predict
6. Whatwouldhappentotheutensilpopulationiftheyarnwentextinctandtherewerenowbeansinsteadof
theyarn?

Data:
Gen.

#Spoon

#Spork

#Fork

#Us
Allele

#UF
Allele

Frequency
of#Us
Allele

Calculations:
7.HowwouldyoucalculatethetotalnumberofAlleles?

8.HowwouldyoucalculatethefrequencyofUsAlleles?

9.HowwouldyoucalculatethefrequencyofUFAlleles?

Conclusion:
10.Whatactuallyhappenedtotheallelefrequencieswhenthefoodsourcechanged?

Freq.of
#UF
Allele

11.Whatismicroevolution?
12.ExplaintheprocessofNaturalSelection.Howdoesnaturalselectioncausemicroevolutionintheutensil
population?

13.Howdoesapopulationevolve?

14.Defineadaptationinyourownwords.

15.Defineevolutioninyourownwords.

NaturalSelection,Microevolution,&AdaptationQuiz
Directions:AnswerthefollowingquestionsbasedontheNaturalSelectionLabactivity.Makesuretoprovide
sufficientevidencetoeachprompt,answeringthemwithdataanddetail.
1. Thenumberofindividualsinsuccessivegenerationsofthreedifferentutensilpopulationsispresented
below.Determinewhichpopulationsunderwentmicroevolutionandexplainhowyouknow.(HSLS4
3___)
Population1

Population2

Population3

gen. spoons

sporks

forks spoons

sporks

forks spoons

sporks

forks

13

10

14

10

12

12

10

10

12

13

20

10

12

2. Howdidnaturalselectioncausemicroevolutioninourutensilpopulation?(HSLS44___)(BS.5.2___)

3. Explainthestatementthatindividualsaresubjectedtonaturalselection,butitispopulationsthatevolve.
(HSLS44___)(BS.5.2___)

4. Usingtheutensilpopulationasanexample,explainthestatementthatevolutionisnotgoaloriented.(HS
LS44___)

Genetic Drift
Genetic driftalong with natural selection, mutation, and migrationis one of the basic mechanisms of
evolution.
In each generation, some individuals may, just by chance, leave behind a few more descendants (and genes, of
course!) than other individuals. The genes of the next generation will be the genes of the lucky individuals, not
necessarily the healthier or better individuals. That, in a nutshell, is genetic drift. It happens to ALL populations
theres no avoiding the vagaries of chance.

In this hypothetical cartoon genetic drift affects the genetic makeup of the population but, unlike natural selection,
through an entirely random process. So although genetic drift is a mechanism of evolution, it doesnt work to
produce adaptations.

Effects of Genetic Drift

Through sampling error, genetic drift can cause populations to lose genetic variation.
Decreasing variation:
Imagine that our random draws from the marble bag produced the following pattern: 5:5, 6:4, 7:3, 4:6, 8:2, 10:0,
10:0, 10:0, 10:0, 10:0... Why did we keep drawing 10:0? Because if the green marbles fail to be represented in just
one draw, we cant get them backwe are stuck with only brown marbles. The cartoon below illustrates this
process, beginning with the fourth draw.

The same thing can happen to populations. If the gene for green coloration drifts out of the population, the gene is
gone for goodunless, of course, a mutation or gene flow reintroduces the green gene.
The 10:0 situation illustrates one of the most important effects of genetic drift: it reduces the amount of genetic
variation in a population. And with less genetic variation, there is less for natural selection to work with. If the
green gene drifts out of the population, and the population ends up in a situation where it would be advantageous
to be green, the population is out of luck. Selection cannot increase the frequency of the green gene, because its
not there for selection to act on. Selection can only act on what variation is already in a population; it cannot
create variation.
The impact on small populations:
The marble-drawing scenario also illustrates why drift affects small populations more. Imagine that your bag is
only big enough for 20 marbles (a tiny bag!) and that you can only draw four marbles to represent gene
frequencies in the next generation. Something like this might happen:

Notice how quickly and drastically the marble ratio changed: 1:1, 1:3, 0:1.

The same process operates in small populations. All populations experience drift, but the smaller the population
is, the sooner drift will have a drastic effect. This may be a big problem for endangered species that have low
population sizes.

Evolution Natural Selection

Exercise 1

1) In England, the trunks of trees were blackened for many years by soot from factories. After
passage of the Clean Air Act in 1959, the trunks became lighter. Scientists in England studied
the peppered moth (Biston betularia) which rests on these trees and is preyed upon by birds.
They noticed the following change in frequencies over a period of time.

Environmental Factor

Whiter Tree Trunks/Birds

1959

Light colored moth

Dark colored moth

a. Addressing all the elements that we developed in the postlab model, write a verbal
representation of the events depicted in these storyboards:

b. Do you think natural selection is occurring during this time period? Provide a written
justification of your answer.

c. How would the scenario have changed if there were no birds to eat the moths?

d. Compare and contrast this scenario to the one we did in the lab.
Similarities

Differences

e. England has continued to maintain the quality of air that it had in 1995, what distribution of
moths would you expect to see now, in 25 more years, in 75 more years? Justify your
answer.

f. While realistically impossible, suppose there was no change in the environmental

conditions for a population of organisms for thousands of years, what would you expect to
happen to Evolution by Natural Selection? Justify your answer by citing evidence from
the lab, or the text, or this worksheet.

2) In the story The Elephants Child, Rudyard Kipling suggests that elephants have long trunks today
because one curious elephant (Loxodonta africana) had his nose stretched by a crocodile (Crocodylus
niloticus). The elephant then found that his stretched trunk allowed him to get food more readily than
his short-nosed relatives. Suppose that a curious elephant did get his trunk stretched by a crocodile.
Finish the storyboard shown below. The frequency of the trait after the curious elephant got his trunk
stretched is shown. You need to show the frequency of the long trunk in his childrens generation, and
finally, 50 generations after the stretching.
Environmental Factor

Curious Elephants Generation

Key: Short Trunk:

Environmental Factor

His Childrens Generation

50 Generations Later

Long Trunk:

a. Write a verbal representation of your storyboards in the space below.

b. What scenario (if any) that we did in the lab does this remind you of? If it does not, come up
with a modification of the lab to simulate this scenario. Justify your answer.

c. What key concept does this scenario illustrate that may have been left out of the original
model of evolution by natural selection? Explain your answer and explain why it is important
that we add this element to our model.

3) The American Chestnut Tree in the Appalachian region has very little variation in its population. In
the early 1900s the chestnut blight (a lethal fungal disease) was accidently introduced to the region via
the Chinese Chestnut Tree.
a. Complete the storyboards to show what might happen to this population over the course of time
when this quick spreading lethal disease was introduced.
Environmental Factor

Environmental Factor

Lethal fungus

Lethal fungus

Present: Infected with fungus

1 generation later

10 generations later

Key: infected with fungus

b.

Explain and justify your storyboards in the space below.

c.

What scenario from the lab (if any) does this scenario remind you of? If it does not, come up with a
modification of the lab to simulate this scenario. Justify your answer.

4) Following a cold spell, the distribution of body sizes in a cliff swallow (Hirundo pyrrhonota) population
shifted as shown in the figure below.

1978

1976

Distribution of body sizes in cliff swallow

a.

Storyboard the process of natural selection shown in the graphs.

Environmental Factor

Before

After

Key:
b.

Provide a verbal description of the process of natural selection shown in the graphs.

WHALES IN TRANSITION - Fossils

1. For many years, we have been finding a number of fossils of various primitive whales between 25
and 45 million years old (for which time frame no fossils of strictly modern type whales have been
found). Examples of these early whales would include Dorudon, Prozeuglodon, and Zygorhiza.
Place the fossil picture strip #1 at about 36 mya on your timeline (actual range about 40-36 mya)
2. As more fossils have been discovered from the early Eocene epoch (55-33 mya), scientists searched
for a land mammal from which whales would have most likely evolved. The group of animals that had
the most features common to the earliest primitive whales found was called the Mesonychids. A
typical example of these animals (e.g. Pachyaena, or Sinonyx) looked something like a wolf or hyena,
with a large head, but with tiny hooves on all its toes! These are considered closely related to the
even-toed hooved animals of today known as artiodactyls, with many branches evolving into modern
deer, cattle, pigs, and hippos. Place the mesonychid strip (#2) at about the 55 mya level on your
timeline (mesonychids lived from 60-35 mya). Whale specialists generally agreed that features such
as teeth and various other skull features placed the now extinct mesonychids as the most likely group
of land animals from which all whales of today evolved.
3. This picture of whale evolution was about all we had until 1983, when the first of a series of
discoveries began to fill the empty gap between land animals and whales. That first discovery
(reported by whale specialist Philip Gingerich and others) was Pakicetus. Place the Pakicetus
strip (#3) on the timeline. It was a fragmented skull, with lots of teeth, found in Pakistan in
sediments about 50 my old. Some of its teeth were very similar to those in mesonychids, while other
teeth resembled those found in the later archaeocetes. Some of its other skull features (including its
shape) were also similar to late Eocene whales like Dorudon. It was found in river sediments near
what was once a shallow sea.
4. In 1990, in Egypt, Gingerich and others reported the discovery of the fossilized hind limbs of a
large, slender previously known primitive whale known as Basilosaurus, around 37 my old (actually
lived from 46 to 36 mya). Its hind limbs were proportionally very tiny (about 35 cm of foot and lower
leg), and clearly unable to support any movement on land, but they were better developed than those
found embedded in the hip region of some modern whales today. Add Basilosaurus (#4) to your
timeline.

5. In early 1994, Gingerich and others found the remains of Rodhocetus, with well-developed hip
bones, (and about 9 million years older than Basilosaurus). Rodhocetus is about 46 my old. From
what we have of its skeleton, we conclude that its hind legs were at least somewhat functional.
However, its vertebrae suggest powerful tail muscles, suggesting typical whale-like swimming, possibly
with tail flukes. Its skull possessed certain whale-like features, including placement of nostrils further
back on the head (toward the blowhole position), and enlarged ear capsule bones, typical of whales.
Place Rodhocetus (#5) on the timeline.

6. At this point, notice the critical gap between 50 and 46 mya. Although there are some apparently
related fossils from those gaps, there are none showing clearly what the limbs or bodies were like for
that period. Since Rodhocetus clearly had somewhat functional hind limbs (as indicated by the fairly
robust pelvic bones), they were considerably reduced as compared with mesonychids. Discuss with
your teammates what traits you would expect to find (in the head, limbs, tail, and body) in a fossil
from that period which would be an intermediate stage of an animal evolving from a mesonychid into
an animal like Rodhocetus. Describe those traits, then illustrate your predictions by making a
sketch on the whiteboard. Predict what region of the world, and in rocks of what age, would you
expect to find this intermediate stage?
7. Show your teacher what your team predicted, and you will be handed the next discovery.
8. In late 1994, Hans Thewissen (formerly one of Gingerichs students), and his team, reported the
discovery in 48 million year old deposits in Pakistan of a nearly complete fossil with teeth similar to
mesonychids and early whales. He called it Ambulocetus. Place the Ambulocetus strip (#6) on
the timeline. It was about the size of a large sea lion. Its tail was long and slender, with no evidence
of use for swimming. However, it had rather short, strong hind limbs, with huge feet (each toe with a
tiny mesonychid-type hoof!). The head had a long snout with no blowhole. It probably walked on land
like a sea lion, and swam with an undulating up and down motion of its hindquarters (like a sea otter),
getting most of its propulsion force from its large feet. It was clearly a 4-legged cetacean.
DISCUSSION QUESTIONS
(Discuss these with your team, record your answers, and be prepared to share with the class)
1. Which typical whale traits were the earliest to appear?
2. Which whale traits evolved much later?
3. What age sediments, and in what region of the world, would you search now to get the fossils which
would shed more light on whale origins, and what specific traits would you expect to find?
4. How closely did your predicted traits (expected for an intermediate between mesonychids and
Rodhocetus) match the Ambulocetus fossil found? Does Ambulocetus seem to fit fairly well into the
sequence between mesonychids and Rodhocetus?
5. As each new intermediate fossil was found, filling a gap, how many new gaps were formed?
6. Several species of modern whales have well-developed rear limbs while embryos. As the embryo
continues to mature, these limbs atrophy (shrink) and become nonfunctional. Why do you suppose
this happens? (Why do the limbs form, and then why do they atrophy?)
7. What are some common traits of the earliest whale ancestors?

WHALES IN TRANSITION - DNA Activity

The plot thickens. We have narrowed the search for the origin of whales to a close connection with hooved
mammals. The next question is: which one of the diverse members of that group are whales most closely
aligned?
DNA to the rescue! As we learn the DNA sequences of more and more organisms, we can compare
corresponding sequences to see which living species have DNA that is most alike. The more time that has
passed (the more distant the ancestry) the more differences we will find.
You will be provided with eleven DNA segments from the gene for beta-casein, a milk protein found in all
mammals. The segment is 60 base pairs (bp) long, from bp 141 to bp 200 in the gene. That same
corresponding segment is presented for 11 species, including 3 Cetaceans: Right Whale, Sperm Whale, and a
Porpoise; 7 Artiodactyls: a Giraffe, a Hippo, a Cow, a Camel, a Deer, Domestic Pig, and a Peccary; and one
Perissodactyl: the Indian Rhino.
PROCEDURE:
Align the DNA segments from two species and count the number of places where the bases differ. For each
pair of species compared, place the number of differences in the proper space on the grid below.

RESULTS:
S.Whale
Porpoise
Giraffe
Hippo
Cow
Camel
Deer
Pig
Peccary
Rhino
R.Whale S.Whale Porpoise Giraffe Hippo

Cow

Camel

Deer

Pig

Peccary

WHALES IN TRANSITION - DNA Discussion

You will find that the numbers sort into two groups: Pairs with 2-4 differences, then pairs with 7-18 differences.
1. List the pairs of species with only 2-4 differences in their DNA (show number of differences for each pair)
2 Porpoise - Sperm Whale

2. Of the pairs of the answer above, there are 4 species that are found in all possible combinations (between
the Cetaceans and Artiodactyls) with each other. What are those species? (Give common names, as
used on the strips):
3. What does this suggest about how close those 4 species are related (or how relatively recent they branched
from a common ancestry?
4. Then there are 3 species that are found within the Artiodactyles category. What are those 3 species?
5. What does this suggest about how close those 3 species are related (or how relatively recent they branched
from a common ancestry?
6. Notice that there is a gap in the number of differences between pairs of DNA segments, showing none with 56 differences, and only one with 7 differences. What two species show 7 differences?
7. What does that suggest about when those two species branched from each other relative to the other two
groups previously discussed?
8. The remaining pairings all range between 8 and 18 differences in this segment of DNA. What are the 2
remaining species that were not listed already?
9. How do the 2 species in question 8 compare in common ancestry with,
A) Species in question 2? More recent, about the same, or earlier?
B) Species in question 4? More recent, about the same, or earlier?
C) Species in question 6? More recent, about the same, or earlier?

10. As for our original question, to which species are cetaceans (whales) most closely related?
Comparing the specific numbers of differences between these last 4 species and those previous 7 species can be
a little tricky, mainly because differences of 1-3 dont seem very significant, and the range is fairly wide (from
8 to 18, with no real gaps in the continuum). However, for our purposes, this isnt important.
11. Using the analysis youve made above, try drawing a family tree with all the species weve looked at here.
Show short branches for closely related (recently branching) species, and longer branches for the more
distantly related species. Label the common name for each species at the end of each branch Most
people find it easier to draw the tree as if its lying on its side, with the trunk end to the left, and the
shorter branches on the right. You might want to practice before drawing it in neatly in lower box.
Heres a sample tree, using groups of carnivores:

House cat
Leopard
Lion
Tiger
Dog
Wolf
Coyote
Seal
Bear
Skunk
Bat

Family Tree for Cetaceans and Artiodactyls:

Speciation
2) On certain islands in the Caribbean, the hummingbirds (Calliphlox evelynae)
have beaks which match the length of the flowers which are available so that
hummingbirds with long beaks exist on islands with long flowers and
hummingbirds with short beaks exist on islands with short flowers. If ONE
hummingbird with a long beak was blown to an island with short flowers,
storyboard what you predict will happen over time. Be sure to include a key,
indicate the environmental factor (selective pressure).
Assumptions:
Long beaked hummingbird can get more food from the short flowers than the
short beaked hummingbirds.
Long beaked and short beaked hummingbirds cannot mate and produce
offspring.
a. Are the long beaked and short beaked hummingbirds separate species?
Justify your answer.
Environmental Factor

Initial (when long beaked hummingbird first arrives)

50 generations later

Environmental Factor

150 generations

b. In the storyboards below, show what might have happened over time to
produce the two hummingbird populations.
Env.
Factor

Env.
Factor

40 generations later

80 generations later

160

Environmental Factor
Earthquake splits island into two parts

Initial: Population on 1 island with medium length flowers

Env.
Factor

40 generations later

Key: Short-beaked hummingbird

Long beaked hummingbird

Provide a verbal interpretation:

Env.
Factor

80 generations later

160

3) Bacteria divide to produce two new bacteria. They dont need to find a mate.
There is a population of bacteria (probably Streptococcus pneumoniae) causing
an infection in your ear. The doctor gives you an antibiotic which will kill the
bacteria. There is one bacterium in the population which is resistant (not killed)
by the antibiotic.
a. Storyboard what will happen to the population over time. Be sure to
include the environmental factor (selective pressure) and a key.
Environmental Factor

Initial

50 generations later

Environmental Factor

150 generations later

Key:

b. How do your predictions differ from your predictions in the initial

hummingbird scenario? Explain.

c. Propose a way in which the bacteria could become two different species.
Explain.

i. How would you know that the bacteria had become two different
species? Does this suggest a problem with the standard definition?
Explain.

4) Plants can self-pollinate which means that the pollen from the plant can meet
with an egg from the same plant to produce offspring. Plants can also crosspollinate with nearby plants of the same species to produce offspring. There is a
population of plants which are identical. A change occurs in one of the plants so
that its pollen can only match up with the egg from the same plant but cant
fertilize the eggs from the other plants, storyboard what might happen.
Assumptions: White and black plants cant mate with each other.

Environmental Factor

Initial (pollen changed in one plant)

Key:

50 generations later

Environmental Factor

150 generations later

Plant with pollen change, can only mate with like plants or itself
Plant with no pollen change, can only mate with like plants or itself

a. Has a new species been produced? Explain your answer. If so, when?

b. Compare and contrast this scenario with both the hummingbird scenario in
problem 1 and the bacteria scenario in problem 2 (a similarities/differences
chart might help).

5) What conditions seem to be necessary to produce a new species from the

process of natural selection? Explain.

6) What do you think is the biggest problem with experimentally testing speciation
by the process of Natural Selection? Justify your answe

Cast of Characters for classroom reading of the Sneaky Cricket

Narrator
Human male
Human female
Male Singer Cricket
Female in love Cricket
Male sneaky cricket
Bat
3 Children
Arguing sneaky crickets

What about fitness?

Biologists use the word fitness to describe how good a particular genotype is at leaving
offspring in the next generation relative to how good other genotypes are at it. So if
brown beetles consistently leave more offspring than green beetles because of their
color, you'd say that the brown beetles had a higher fitness.

The brown beetles have a greater fitness

relative to the green beetles.
Of course, fitness is a relative thing. A genotype's fitness depends on the environment in
which the organism lives. The fittest genotype during an ice age, for example, is
probably not the fittest genotype once the ice age is over.
Fitness is a handy concept because it lumps everything that matters to natural selection
(survival, mate-finding, reproduction) into one idea. The fittest individual is not
necessarily the strongest, fastest, or biggest. A genotype's fitness includes its ability to
survive, find a mate, produce offspring and ultimately leave its genes in the next
generation.

Caring for your offspring (above

left), and producing thousands of
young many of whom won't
survive (above right), and sporting
fancy feathers that attract females
(left) are a burden to the health
and survival of the parent. These
strategies do, however, increase
fitness because they help the
parents get more of their offspring
into the next generation.
It might be tempting to think of natural selection acting exclusively on survival ability
but, as the concept of fitness shows, that's only half the story. When natural selection
acts on mate-finding and reproductive behavior, biologists call it sexual selection.

Sexual selection
Sexual selection is a "special
case" of natural selection.
Sexual selection acts on an
organism's ability to obtain
(often by any means
necessary!) or successfully
copulate with a mate.
Selection makes many
organisms go to extreme
lengths for sex: peacocks (top
left) maintain elaborate tails, elephant seals (top right) fight over territories, fruit flies
perform dances, and some species deliver persuasive gifts. After all, what female
Mormon cricket (bottom right) could resist the gift of a juicy sperm-packet? Going to
even more extreme lengths, the male redback spider (bottom left) literally flings itself
into the jaws of death in order to mate successfully.
Sexual selection is often powerful enough to produce features that are harmful to the
individual's survival. For example, extravagant and colorful tail feathers or fins are
likely to attract predators as well as interested members of the opposite sex.

EVOLUTION TEST
1. In 1889, August Weismann, a German biologist, conducted an experiment
attempting to produce mice without tails. He cut the tails off adult mice and then

permitted them to mate. All offspring had long tails. He repeated the experiment
many times, always with the same results. This experiment helped to disprove
the concept of
a. Inheritance of acquired traits
b. Survival of the fittest
c. Overproduction in a species
d. Struggle for existence
2. The structural changes that occur in certain plants over time, enabling them to
thrive in dry habitats, are examples of
a. Energy flow relationships
b. Succession
c. Nutritional relationships
d. Adaptations
3. Which of the following best characterizes natural selection?
a. survival of the biggest and strongest organism in a population
b. elimination of the smallest organism by the biggest organism
c. survival and reproduction of the organism that occupies the largest area
d. survival and reproduction of the organisms that are genetically best
adapted to the environment.
4. How does the overuse of antibiotics lead to resistant strains of bacteria?
a. Antibiotics kill the bacteria that arent resistant leaving the more fit
resistant bacteria
b. Antibiotics genetically isolate too many bacteria to a population at one
time.
c. Antibiotics provide a breeding ground in which bacteria can flourish.
d. Antibiotics change the structure of bacteria, making them resistant.

5. The cladogram below shows the phylogeny of seven animals. Which two animals
are the least closely related? (B.S.3.4____)
a. the hagfish and the chimp
b. the lizard and the perch
c. the mouse and the chimp
d. the mouse and the salamander

6. Look at the diagram again. Which two animals are the most related? (B.S.3.4____)
a. the hagfish and the chimp
b. the lizard and the perch
c. the mouse and the chimp
d. the mouse and the salamander
7. Which of the following is a true statement about evolution? (B.S.5.1____)
a. populations evolve quicker than individuals
b. individuals evolve, populations dont
c. populations evolve, individuals dont
d. individuals evolve by changing the gene pool
8. In the statement survival of the fittest, survival means (B.S.3.4____)
a. having a stronger, healthier life
b. outlasting other organisms in the population
c. producing offspring
d. passing genes to the next generation that can compete
9. Islands are the habitats of many of the worlds rare species. Which of the
following factors contributes most to this situation? (B.S.3.4____)
a. small land area
b. geographic isolation
c. limited food source
d. fewer predators

Use the following figure to answer question

Human A-G-C-S-G-G-C-A-T-S-S
Dog

A-G-C-A-A-G-T-G-G-S-S

Cat

A-G-C-A-A-G-G-T-T-S-S

Bird -

A-G-G-G-S-A-A-G-G-S-A

Amino acid sequences of

common organisms. I
made up this information!

10. Which organism is most closely related to the human? (B.S.5.1____)

a. Dog
b. Cat
c. Bird
d. I dont know
11. Individuals within a population have developed two ways of escaping an
abundant predator. One has become fast and sleek and uses great amounts of
energy escaping the predator. The other digs holes in advance into which it
escapes and waits for the danger to pass. Which organism is more fit? Explain
why you think so. (B.S.3.4____)

12. Using a storyboard (with three boxes), show how evolution could have occurred
by the process of natural selection to produce these organisms. Dont forget to
include a key, your assumptions and the environmental factor. (B.S.5.2____)

13. Addressing all the elements that we developed in the model, write a verbal
representation of the events depicted by the storyboards created in question 13.
(B.S.5.2____)

14. The moth pictured below has adapted to his environment in various ways.
During his day, he travels around looking for food. His bright yellow color
reminds predators of other foul-tasting prey not to mention the false eyes on his
wings makes life a lot easier. At night time, he spends a lot of time being
watchful for owls. He takes in sensory information in his eardrums that tells him
how far away the owl really is. To help the predatory situation, he hangs out with
members of his same species on a tree when it is hard to see in the dark.

Pick a moth behavior from the paragraph above for each category. Explain how
you know that this behavior fits into this category. (B.S.5.1____)
a. Learned
b. Innate
c. Social
15. Pick one behavior of the moth and explain how this behavior helps him survive
and lead to successful reproduction. (B.S.5.2____)

16. The Animal Kingdom has a variety of organisms within it as depicted below.
Looking at the chart below:
a. Identify the organisms that are closely related. (B.S.4.6____)

b. How do you know they share a common ancestor? (B.S.4.6____)

c. What evidence would you use to prove they have a common ancestor?
Why? (B.S.4.6____)

d. Create a scenario that explains how speciation occurred between the two
organisms? (B.S.4.6____)

Kingdom
Phylum
Class
Order
Family
Genus
Species

Organism 1
Animalia
Chordata
Mammalia
Carnivora
Canidae
Canis
familiaris

Organism 2
Animalia
Chordata
Mammalia
Carnivora
Canidae
Canis
lupus

Organism 3
Animalia
Chordata
Mammalia
Primates
Hominidae
Homo
sapiens

Organism 4
Animalia
Arthropoda
Insecta
Diptera
Culicidae
Culex
pipiens

Survival of the fit Summative Assessment

Every organism is specifically adapted to its specific niche. In this booklet, you will explore the specific adaptations
of 1 organism (can be plant or animal) and how that organism is best suited to survive in their habitat. By comparing
the structures and functions of organisms you will gain a better understanding of the evolutionary progression of
adaptations.
Step 1: Choose a plant or animal as your organism to study
Step 2: Include at least one picture for each page
Step 3: Include a lot of color throughout your booklet
Reqd
Description
Points Possible
1

Display is aesthetically pleasing (colorful, neat, etc.)

/5 pts

Citations in MLA

/5 pts

3
4

Scientific name
Phylum characteristics
Kingdom->Species chart
Ecosystem description
*Climate?
*Abiotic and biotic factors?

/10 pts
/10 pts

What is the organisms niche?

What is the organisms habitat?

/10 pts

Adaptations for ecosystem (at least 3)

-Must be an adaptation that natural selection can act on
-Why does that adaptation make it suited to that ecosystem?

/10 pts

Construct a cladogram including at least 6 similar organisms,

one of which is your selected organism

/10 pts

References
Evolution. 2013. American Modeling Teachers Association. Retrived from modelingstruction.org
Dobson, C. 2012. The American Biology Teacher. Retrived from
https://www.gvsu.edu/cms3/assets/F5F9AA28-E81C-4D3736C155BE668D1E1F/spork_and_beans.pdf