TE 408: Unit Plan Guide

Name: Wm. Eric Janshego Mentor Teacher: Ms. Bara Partner: Ian Durkee School: Lansing Eastern

Part I: Information about the Lesson or Unit

Topic: Ecology Type of Class
Choose the appropriate descriptors from the lists or substitute your own descriptions. Grade level(s): 9 High school basic Type of school: Urban Tracking level: Untracked Lower track College bound Inclusion

Abstract
This unit will cover the theory of natural selection, and how individuals contribute to the evolution of a population. By this point the students have previously covered DNA replication, transcription and translation, and this will be revisited to help explain how mutations can arise. This unit will introduce the ideas of survival of the fittest, occupation of a niche, allopatric speciation and biotechnology. In order to help our students understand the material, we will focus on a species of panama geckos, and how they have evolved into two separate species. We will also focus our attention on the bead bug activity, as a model of natural selection.

Part II: Clarifying Your Goals

Big Ideas
Throughout the environments there is a constant struggle for existence. This struggle was brought to light by Charles Darwins Theory of Natural Selection. This theory helps to show how different organism in various communities and populations compete for resources. Many species have evolved to become more adapt to their environments, by fulfilling specific niches. A niche refers to how a population responds to the unequal distribution of resources. A niche can come in many forms one example, in humans, is the ability to breathe air through our respiratory system. These niches are unique to each species, and can be the reason why they survive compared to others. Not only do these niches help the individual survive, but they can be passed onto future generations. By being able to survive and reproduce, these individuals can help their population to eventually evolve. When these populations become isolated, this can cause an allopatric speciation event. This occurs when populations are physical isolated, and are unable to breed with each other. When this occurs, changes in the populations can arise, effecting both the phenotype and genotype of the species. Many times when these species are reintroduces they have become so different that they are unable to mate with each other.

As we have discussed previously during our DNA Transcription and Translation unit, small alterations in the genetic code can result in mutations. The majority of these mutations are harmful, but a few can be very beneficial. When these beneficial mutations arise in a population, they can become selected in favor, if they help a species better fulfill a niche. Not all natural selection occurs on its own; food manufacturer will alter the genetic code, in order to grow animals, fruits and vegetable larger. By altering this genetic code, they are able to allow for the survival of more individuals.

Examples
For each why or theory in your Big Ideas section, write the following: 1. Why/theory (cause or mechanism): Only the fit individual will be able to survive and reproduce. These individuals are only able to survive because of their individual niches. These niches provide them with the ability to out compete others. How/supporting patterns in data: When an individual is able to survive to the age of reproduction, they are able to contribute to the gene pool. Once these individuals have contributed to the gene pool, their individual niches can be passes onto future generations. Over time the change in this gene pool, will allow for the evolution of the population Whats/observations, experiences, data, or examples: To show this to students, I would use the bead bug simulation. This will show how the populations vary over time due to predation. I would also want to perform a genetic drift M&M demonstration, to show the differences between genetic drift and natural selection. Students could also complete a search and find, where they will try to find camouflaged insects and animals in pictures. After finding theses camouflaged animals/insects, the students will discuss why and how these traits have arisen over time. 2. Why/theory: Variation in a population results from mutations and alterations in the genetic code. The majority of these mutations are detrimental, but a few are beneficial and can later be passed on to children. How/supporting patterns in data: When there is a mismatch in the genetic code this can result in a mutation. This occurs when the mismatched portion of code is not detected by the DNA polymerase 3, during the inspection stage. When this occurs, the new DNA sequence may result in the formation of a different amino acid during translation. This newly formed amino acid can cause a substitution that could be either helpful or harmful to the individual. Whats/observations, experiences, data, or examples: Students will have already covered DNA transcription and Translation in a previous unit. Now I will show them how a change in the DNA will affect the amino acid. To do this I will have the students start with a strand of Health DNA and have them follow it all the way

through DNA transcription and translation. Once they have done this they will start with the Mutated DNA strand, and see how this can cause the formation of a different amino acid. For a second activity, I will have the students research a form of body cancer. The students will be able to see how these forms of cancer result from mutations showing a harmful mutation. The students could also read a story about mutations in animals, and how they have helped them to better adapt to a niche. 3. Why/theory: When a population becomes isolated, for example on an island, the two populations will begin to evolve separately. This change in the evolutionary process, for each population, is due to the limited gene pool. This form of evolution is referred to as an allopatric speciation event, and will result in two different species. How/supporting patterns in data: When a population becomes isolated, by a physical barrier, there is a decrease in the number of potential mates. This small breeding pool, will work to increases the rate of speciation, and the need to fill a new niche. If one of these populations was placed into a new area, they will have to compete against new predators, and different traits maybe favored. Whats /observations, experiences, data, or examples: To show how populations change when there is an allopatric speciation event, I will have the students preform the bead bug activity again. This time it will be a little different, and the students will start with one large population. From here students will select ten individuals to move to an island. The students will continue to pull bead bugs, and see how the populations differ after numerous generations. The students will also read an article about how different types of lizards, near the Grand Canyon, show the process of allopatric speciation. 4. Why/theory: The process of natural selection can be sped up through the use of biotechnology. This is due to the fact that humans alter the genetic code, of our food, in order to produce more. These alterations in the genetic code can result in bigger, animals, fruits and vegetables, which allow us to feed more people. Biotechnology is the way in which humans alter their environment to better fit their niches. How/supporting patterns in data: This process occurs through the alteration of the genetic code. When scientists alter the DNA sequence it will later be translated into new amino acids, which will benefit the animal. For example these alterations have resulted in larger fruits, vegetables, and animals. This is the reason many home grown fruits, are much smaller than store bought. Whats /observations, experiences, data, or examples: To help the students understand this information, I would want the class to grow strawberries. When strawberries are grown at home, they are much smaller compared to store bought. This experiment will help the students to see how biotechnology affects our food.

The students could also have a guest lecturer come into the classroom, and answer their questions about biotechnology. This would provide the students with the experience to meet someone that works in the field of biotechnology, and have them answer their questions.

Students Prior Knowledge

A. Accurate examples or ideas you can build on At this point students have probably heard of Natural Selection, and Survival of the Fittest. Though they may not know the exact way in which it occurs, they do know that species compete for food and resources.

The students have previously covered the transcription, and translation unit. This will help the students to understand how mutations can arise, when there is a problem in the DNA code. This will also help the students when they are creating their altered amino acid chains. B. Common misconceptions remember to cite any resources you use to learn about these. Individual organism can evolve during a single lifespan. Humans cannot influence natural selection.

Humans are not currently evolving. (http://evolution.berkeley.edu/evolibrary/misconceptions_teacherfaq.php) Michigan Objectives

1. Predict what would happen if the variables, methods, or timing of an

Type
Content Inquiry Content Reflection

investigation were changed. 2. Explain how natural selection acts on individuals, but it is populations that evolve. Relate genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population. 3. Describe the role of geographic isolation in speciation. 4. Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms. 5. Explain how evolution through natural selection can result in changes in biodiversity. 6. Explain how changes at the gene level are the foundation for changes in populations and eventually the formation of new species.
7. Demonstrate and explain how biotechnology can improve a population and species.

Content Reflection Content Reflection Content Reflection Content Reflection

Synthesized Unit Objectives

1. Students will be able to explain how some organisms better fulfill a niche, and how this can affect the population. 2. Students will be able to describe how changes in genetic code (mutations) and environmental factors can lead to variation within a population. 3. Students will be able to predict what will happen to a population if it were to becomes isolated.(ex: on an island) 4. Students will be able to explain biotechnology and its role on our farm raised food.

Part III: Assessment and Activities

Synthesized Unit Objectives Students will be able to explain how some organisms better fulfill a niche, and how this can affect the population.

Summative Assessment

Formative Assessment The students will have Students will write a an exam question that short paper relates to this subject explaining why they believe their matter. individual was the 1.) If you were an best at fulfilling their animal that lived in niche. the woods, what type of traits would you need to help you better fulfill a niche in this environment, and why? The students will have an exam question that will check for their understanding. 1) What changes in the DNA cod for HIS would you have to make in order to form GLN? The students will have an exam question that will check for their understanding. 1) One species of gecko has lived for years in panama, but DNA-RNA-Amino Acid Work Sheet this will show the students how mutations can arise when there is a change in the DNA code. (replication to transcription to translation) Students will graph the results of their bead bug activity, and explain what trends they see between the two populations.

Major Activity (Inquiry or Application) Students will create their own species, based off of a camouflaged background. Then the class will vote on the one that better fits its niche.(Inquiry)

Students will be able to describe how changes in genetic code (mutations) and environmental factors can lead to variation within a population.

Telephone Activity Students will pass a spoken message between each student, and we will show how the message has changed by the end. We will then see how the DNA message would have been changed.(Inquiry)

Students will be able to predict what will happen to a population if it were to becomes isolated.(ex: on an island)

Students will begin by preforming the bead bug activity. After they have completed the Bead bug activity once, they will perform it a second time. This time after four rounds they will move ten individuals to an island and continue running the bead bug simulation simultaneously.(Inquiry)

due to the creation of the panama canal they have been separated. What type of speciation event does this describe, and what can we expect to happen to the two separated populations? Students will be able to explain biotechnology and its role on our farm raised food. Students will give an oral presentation, on the food they researched. This will involve a PowerPoint presentation and a question and answer portion. Students will research a different type of food (ex: fruit, vegetable, meat) and write a paper on how it has been genetically altered. Students will grow strawberries in the classroom, and see their size difference compared to the store bought brand.(Inquiry)