Phenomenal Science Unit Outline

1. Evolution
2. Grades 9-10
3. Approximately 17 days, consisting of 7 lessons
4. NGSS statements:
Disciplinary Core Ideas

LS4.B: Natural Selection

 Natural selection occurs only if there is both (1) variation in the genetic information
between organisms in a population and (2) variation in the expression of that genetic
information—that is, trait variation—that leads to differences in performance among
individuals.

LS4.C: Adaptation

 Adaptation also means that the distribution of traits in a population can change when
conditions change. (HS-LS4-3)
 Changes in the physical environment, whether naturally occurring or human induced,
have thus contributed to the expansion of some species, the emergence of new distinct
species as populations diverge under different conditions, and the decline–and sometimes
the extinction–of some species. (HS-LS4-5),(HS-LS4-6)

Crosscutting Concepts:

Patterns

 Different patterns may be observed at each of the scales at which a system is

studied and can provide evidence for causality in explanations of phenomena.

Cause and Effect

 Empirical evidence is required to differentiate between cause and correlation and

make claims about specific causes and effects.
Science and Engineering Practices

 Science models, laws, mechanisms, and theories explain natural phenomena

 Obtaining, evaluating, and communicating information

5. Learning objectives
a. At the end of this unit, students will be able to:
i. Explain and demonstrate through modeling the processes of speciation
ii. Explain how natural selection drives the formation of new species
iii. Demonstrate through modeling the different selection pressures and
isolation factors involved in speciation
6. Essential Question: Why and how do new species arise?
7. Anchoring phenomenon: The Northern Spotted Owl and the Mexican Spotted Owl are
closely related, but live very far apart. Scientists even claim they were once the same
species.
a. Description:

This is an example of allopatric speciation, particularly geographical isolation. When

a population exists in the same geographical region, gene flow (the movement of
alleles across the range of the species) happens relatively easily because individuals
can move and mate with individuals in their new location. However, the populations
become geographically discontinuous, the free flow of alleles is prevented. When
this geographical separation lasts for long periods of time, the two populations
evolve along different trajectories which causes their allele frequencies to become
more and more different as new alleles arise by mutation in each population and
natural selection will favor divergent adaptations in each group. This type of
speciation happens in a variety of different ways, such as the formation of rivers,
erosion creating cliffs and valleys, island formation, or organisms traveling to a new
location without the ability to return. In the case of the spotted owl, some sort of
phenomenon had to occur where a few individuals inhabited a new area or they
somehow became physically divided over time by a mountain range, desert, etc.
These new areas had differing climates and different organisms so through natural
selection, the owls produced offspring that were best suited for that environment.
As time goes on and distance between them continues to grow, the two owl species
will become increasingly different both genetically and phenotypically.
8. Model

 The first figure shows a population within the same geographical location. The black dots
represent individuals within the population and the lines connecting the dots represent
gene flow. The flow of genes within this population happens relatively easily because the
individuals are all experiencing similar conditions and are able to reproduce offspring
amongst themselves.
 The second figure shows the formation of a geographical barrier. This barrier could be
something that happens over a long period of time, such as the formation of a mountain
range, or it could be something that is relatively short, like the formation of a river or the
flooding of an area. Whatever the barrier is, it separates the individuals of the population
 into 2 (or more) populations. This barrier then reduces or prevents gene flow between the
two populations.
 The third figure shows a further separation between the two populations as time goes on.
The open circles in population 2 represent individuals who, through natural selection,
have acquired certain traits and characteristics that have allowed them to better survive
and reproduce in their new environment. These may have arisen from new mutations,
certain genes may have been lost to accidents of sampling, new phenotypes different
from the parent species could have come from recombination, and there could be
immigration of different genes from other populations. These new genes result in new
traits arising in individuals and some of them are advantageous in this environment and
allow them to reproduce, thus passing along those genes.
 The fourth figure is the final stage of speciation. The population on the right is a
completely different species from that on the left. Those genes that started to establish
themselves in figure 3 have now persisted and there is enough of a genetic difference
from the parent species to establish these individuals as a new species. Species A and
Species B may be quite similar, but they are either unable to reproduce with one another
or they produce infertile offspring. We can think of the example of the mule. A horse and
a donkey can produce offspring (a mule) but mules are infertile. Horses and donkeys are
two different species, but they arose from a common ancestor or parent species. The owls
described above are two different species that share a common ancestor/parent species.
 This model further explains what happens in the third step of the first model.
 First, for natural selection to occur, there must be a variation in traits. This could happen
by genetic mutations through copying and producing new DNA, or it could happen as a
result of some sort of environmental event that alters an individual’s genes.
 Second, there needs to be differential reproduction, which means that not all individuals
of the population will be able to reproduce to their full potential. Some outside factor,
such as a predator, would eliminate the reproductive capabilities of individuals with a
certain trait (in this case, a predator would be more apt to consume individuals with trait
A)
 Thirdly, the new variation of the trait must be able to be passed on to progeny.
Individuals expressing this advantageous trait B will reproduce and pass it on to their
 offspring. Trait A is less likely to be passed on because there are fewer individuals now
who possess that trait.
 Lastly, over time, the population will all possess the advantageous Trait B. Trait A has
been eliminated from the gene pool because the remaining individuals with that trait have
since gone extinct.

Unit Summative Assessment:

Students will create a poster presentation in groups where they model how different species have
been formed through geographic isolation, adaptive radiation, sexual isolation, etc. Their group
will pick a specific species/phenomenon from a list and they will create a galley walk-through
and present to other students their phenomenon

Lesson Sequence:

1. Intro to Speciation (3 class periods)

a. Definition of a species
b. Cladograms
c. Common ancestors and homologous structures
2. Darwin’s Findings in the Galapagos and Natural Selection (2 class periods)
a. Differing beaks of finches, physiological structures of tortoises
3. Theory of Natural Selection (2 class periods)
a. Facts and inferences

Resource for Teacher: “The Finches’ Beaks: Introducing Evolutionary Concepts” –

Kostas Kampourakis

https://www.dropbox.com/scl/fo/jpc28xjk4p44hse9vawgb/AADDOz49Rt1GW-
LYzAsiS8IWa/evolution?dl=0&preview=introducing+evolution.pdf&subfolder_nav_trac
king=1

 Description: This resource is intended for middle school students, but I think it
provides a great starting point for an intro level biology course. It includes an
activity dealing with finch beaks and could easily be expanded on to the high
school level.

Activity: Candy Dish Selection by Carol Tang

http://www.ucmp.berkeley.edu/education/lessons/candy_dish.html

 Description: This is a fun activity to do with students that will give them an idea
of the process of natural selection and what sort of “traits” they selected for when
choosing the candy. I would suggest doing the suggested extension to add more
depth to the activity.
 Resource for student learning: What is Natural Selction? – Stated Clearly

https://www.youtube.com/watch?v=0SCjhI86grU&t=496s

 Description: This is about a 10 minute video explaining natural selection in a very

simple way. I think this is good for students who are struggling to get a grip on
the basics of natural selection.

4. Allopatric Speciation (3 class periods)

a. Gene flow
b. Geographical isolation
c. Adaptive radiation

Resource for Teacher: Formation of New Species by Lumen Learning

https://courses.lumenlearning.com/suny-biology1/chapter/formation-of-new-species/

 Description: This resource gives a very detailed outline of how speciation occurs and
especially on allopatric speciation. A lot of the description of my phenomenon is based
on this.

Resource for Student Learning: Anolis Lizards of the Greater Antilles: Using Phylogeny
to Test Hypotheses (Berkeley.edu)

http://www.ucmp.berkeley.edu/education/lessons/anolis.html

 Description: This is an activity where students explore and discover patterns about Anolis
lizards and how they generated different species based on geographic isolation.

5. Sympatric Speciation (2-3 class periods)

a. Polyploidy and allopolyploid
b. Reproductive isolation
6. Environmental/Habitat influence on speciation (2 class periods)
a. Relate back to Darwin’s findings and natural selection
7. Human Impact on Speciation/Biodiversity (2 class periods)
a. Humans are reducing biodiversity through overpopulation, overexploitation,
pollution, habitat destruction, etc.
b. Effects of humans on extinction levels

Resource for Teacher: “Urban Darwinism: How species are evolving to survive in cities”
– Yale e360.

https://e360.yale.edu/features/urban-darwinism-how-species-are-evolving-to-survive-
in-cities
 Description: This is an article about an interview with biologist Menno Schilthuizen
about how species are adapting to urban environments. He lists examples of mice, birds,
and most notably, Anolis lizards in Puerto Rico that have developed “stickier” feet
allowing them to cling on to smooth, urban surfaces. I believe it is important to discuss
that species can adapt to an ever-changing, urban environment, but there are many
species that do nee isolated, untouched places to survive.

Resource for Student Learning: Khan Academy: Why is Biodiversity Important?

https://www.khanacademy.org/partner-content/cas-biodiversity/why-is-biodiversity-
important-ca

 Description: This is a while unit made by Khan Academy about biodiversity. There are
certain activities included in this that can beneficial for students to go through, such as
the activity where students weigh the pros and cons of sustaining wetland environments
vs creating more farmland. This shows students how decisions are made concerning
natural areas and where stakeholders’ interests lay.