Focus Plan Texarkana Independent School District

GRADING Biology – 4th, Chemistry – 2nd, PLAN CODE: PERIOD: WRITER: L. Petty COURSE/SUBJECT: 10th grade science

GRADE(S): 10th TIME ALLOTTED 1-1/2 hours FOR INSTRUCTION:

TITLE: I See You

LESSON TOPIC: How natural selection can cause changes within a population.

TAKS OBJECTIVE: Objective 3 The student will demonstrate an understanding of the interdependence of organisms and the environment. FOCUS TEKS AND STUDENT 10.7 The student knows the theory of biological evolution. The student is EXPECTATION: expected to: (B) illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction. SUPPORTING TEKS AND 10.1 The student, for at least 40% of instructional time, conducts field and STUDENT EXPECTATIONS: laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations 10.2 The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; (B) collect data and make measurements with precision; (C) organize, analyze, evaluate, make inferences, and predict trends from data; and (D) communicate valid conclusions

CONCEPTS ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES The student will understand that Variations Genetic combinations cause variations in all organisms.

Types of variations There are many types of variations, including color, behavior and physical.

Survival of the fittest Some variations make part of a population better able to survive than others.

Reproduction The organisms that are better able to survive live to reproduce.

Evolution These changes may occur over a long period of time and cause the evolution of an entirely new species of organism. Extinction The inability of an organism to adapt to change situations may cause the extinction of that species. I. SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)

A. Focus/connections/anticipatory set

Once students are seated, put a transparency of a single zebra against a background setting on the overhead. Explain that zebra stripes are unique for each zebra, that zebra foals must spend their first day alone with their mother so that they can distinguish their mother’s stripe pattern from all other zebra patterns in the herd. Say that the stripes are a protective coloration for the zebras to confuse predators. Point to the transparency and question how that can be a protective measure since the zebra obviously sticks out against the background.

Put a transparency of zebras running in a herd. Ask the students where each zebra begins and ends. Explain that the zebra form of camouflage is not to blend into the background, but to blend into each other. This makes it harder for the predator to focus on one animal so that it is harder to find a vital spot.

B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Lecture

Before 1845, there was a species of moth called the peppered moths in Manchester, England. The moths were a light color with black specks. But variations existed in the genes of the moths and there were also some born that were black and some born that were white. The moths were preyed on by birds as they rested on the light gray bark of trees. As with most predators, the birds would pick off the first moth they saw.

2. Demonstrate

Demonstrate to students how the birds “hunt”. Spread two pieces of newspaper on the floor. Stand on the floor, just off the paper and face away from the paper. The “collector” should be sitting in front of the bird in this position, facing the field. Explain that the timer will say “go” and that the bird will turn around and pick up the first moth that it sees. The hunter may only pick up one moth at a time and must completely turn around to hand the moth to the collector. Hunting will continue in this manner until the timer signifies that 30 seconds have passed.

C. Guided activity or strategy

Instruct the “birds” to face away from the hunting field while the collector or timer distributes the moths in the field. (They should be spread out over the paper, but may be planted any way the distributor wants.)

Have students run the activity independently for 30 seconds. While the data is recorded, have the students pick any remaining moths off the newspaper and pick up the paper. Read them the following information.

“By 1845, the Industrial Revolution was in full swing in England. The coal-burning factories in Manchester released so much smoke and soot that the trees in the surrounding forests became darkened. The peppered moths continued to reproduce with the usual variations, some peppered, some black and some white.”

Have the distributor lay down the black paper and redistribute the moths. (The birds should be facing away from the field during the distribution.)

Have students repeat the test and record the data under “black background”.

D. Accommodations/modifications

Students requiring accommodations should be assigned a peer tutor. They also do extremely well being the “birds”.

E. Enrichment

Students requiring enrichment should be assigned as peer tutors. II. STUDENT PERFORMANCE

A. Description

Students should complete their data table as the guided activity is conducted.

B. Accommodations/modifications

Students requiring accommodations should be assigned a peer tutor. Students may be told not to answer questions 9-13 if instructor feels they are too difficult.

C. Enrichment

Students requiring enrichment may serve as peer tutors.

III. ASSESSMENT OF ACTIVITIES

A. Description

Grade Lab Worksheet: I See You

B. Rubrics/grading criteria

Each question is worth 4 points. Each data table space is worth 2 points. Any blanks should be counted as incorrect.

C. Accommodations/modifications

Students requiring accommodations should not be held accountable for questions 9-13, they are higher-level questions.

D. Enrichment

Students requiring enrichment should be able to thoroughly answer questions 9-13 and demonstrate a thorough understanding between the theories of Darwin and Lamarck.

E. Sample discussion questions

Go over the “Data Summary” questions on the student answer sheet.

IV. TAKS PREPARATION

A. Transition to TAKS context

1. Soot from the burning of coal was rarely found on trees prior to the Industrial Revolution. The “peppered moth” lived in the forest on the light-colored bark of trees in England. The majority of the peppered moths were also light in color and easily camouflaged. Dark-colored peppered moths were rare. They were easily seen against the light-colored bark and were the first to become prey. The tree bark began to darken from layers of smoke and soot during the Industrial Revolution. What effect did natural selection have on the population of peppered moths? (a) More dark-colored moths were eaten and more light-colored moths survived to reproduce. The majority of individuals in new generations of peppered moths were light-colored. (b) More light-colored moths were eaten and more dark-colored moths survived to reproduce. The number of light-colored and dark-colored individuals in new generations of peppered moths became equal. (c) More light-colored moths were eaten and more dark-colored moths survived to reproduce. The number of light-colored and dark-colored individuals in new generations of peppered moths became equal. (d) More peppered moths were eaten. The peppered moth nearly became extinct because none of the moths had effective camouflage to allow for survival and reproduction. 2. A small group of animals becomes isolated from the larger population when rising sea levels create an island separated from the mainland. The population of isolated animals contains normal-sized and dwarf individuals. There are fewer predators and increased competition for food in the smaller, limited habitat. Many years pass, and several generations of animal reproduce. What is the most likely effect of natural selection on offspring in the isolated population of animals? (a) Dwarf animals are better adapted to the limited island environment. Natural selection increases their chances of reproducing and passing their genetic information for dwarfism on to new generations. The population of dwarf animals increases faster than the population of normal-sized animals. (b) Normal-sized animals are better adapted to the limited island environment. Natural selection increases their chances of reproducing and passing their genetic information for normal size on to new generations. The population of normal-sized animals increases faster than the population of dwarf animals. (c) Dwarf and normal-sized animals are equally adapted to the limited island environment. They have an equal chance of reproducing and passing the genetic information for size on to new generations. The ratio of dwarf animals to normal-sized animals remains constant. (d) Dwarf and normal-sized animals are equally adapted to the limited island environment. They have an equal chance of reproducing and passing genetic information for size on to new generations. The populations of dwarf and normal-sized animals grow by an equal amount each year.

B. Sample TAKS questions

Spring 2003

1. Which of the following is most likely to cause increases in a predator population? (a) Fewer prey (b) A reduction in competition (c) More parasites (d) A period of drought

Spring 2004

1. The maps below show the geographic ranges of four species of the order Lagomorpha, which includes rabbits and hares. In which range would developing white fur in winter most likely not be an advantage for a member of this order?

V. KEY VOCABULARY

Camouflage Predator Evolution Speciation Extinction Variations Natural selection

VI. RESOURCES

A. Textbook

None needed B. Supplementary materials/equipment

Moth pattern Lab Worksheet: I See You Instructor’s Copy – Lab Worksheet I See You Transparency master – Zebra Transparency master – Zebra Herd

C. Technology

VII. FOLLOW UP ACTIVITIES (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

A. Reteaching

Go over the answers to the lab questions with the students.

B. Next lesson in sequence

Biology – continue explanations of evolution leading to speciation Chemistry – Biology objective 6 dealing with DNA and DNA processes

VIII. TEACHER NOTES

Before lab: 1. Using the supplied moth pattern, cut out 15 white moths, 15 black moths and 15 newspaper moths for each group. 2. Also for each group, cut 2 pieces of black and 2 pieces of white bulletin board paper that are each about 3 feet long. Gather enough newspaper pieces (classified sections work best) that each group can have 2 double sheets each. 3. Dim the room to represent twilight. 4. Set the class up in 3-4 person groups. Have students designate a time, a “bird”, and a keeper/counter/recorder for the moths. (If 4 person groups are being used, the keeper/counter/recorder position can be separated into keeper/counter and recorder.)

During lab: 5. Make sure the “birds” are following the proper procedure for hunting. 6. As a possible discussion activity, write a “total of moths caught” on the board and discuss that this data is more accurate since it includes more “bird” data.