Evolution. Teacher's Guide. INSTITUTION WGBH-TV, Boston, MA

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AUTHOR Bershad, Carol TITLE Evolution. Teacher's Guide. INSTITUTION WGBH-TV, Boston, MA. PUB DATE 2001-00-00 NOTE 45p.; "Premiering fall 2001 on PBS." Guide produced by the Educational Programming and Outreach Department of the WGBH Educational Foundation. Film co-produced by the WGBH/NOVA Science Unit and Clear Blue Sky Productions. AVAILABLE FROM WGBH, Educational Programming and Outreach, 125 Western Avenue, Boston, MA 02134. Web site: http://www.pbs.org/wgbh/evolution. For full text: http://www.pbs.org/wgbh/evoluation/educators/teachstuds/ guide.html. PUB.TYPE Guides Classroom - Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Biology; *Evolution; High Schools; Inquiry; *Science Activities; *Science Curriculum; Science Education; Teaching Guides

ABSTRACT This teacher's guide was developed to assist teachers in the use of multimedia resources for the Public Broadcasting System (PBS) program, "Evolution." Each unit uses an inquiry-based approach to meet the National Science Education Standards. Units include: (1) "What is the Nature of Science?";. (2)"Who Was Charles Darwin?"; (3) "What is the Evidence for Evolution?"; (4) "How Does Evolution Work?"; (5) "How Did Humans Evolve?"; (6) "Why Does Evolution Matter Now?"; and (7) "Dealing with Controversy." (yDs)

Reproductions supplied by EDRS are the best that can be made from the original document. Teacher's Guide

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U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) PERMISSION TO REPRODUCE AND kis documenthas been reproduced as DISSEMINATE THIS MATERIAL HAS received from the person or organization originating it. BEEN GRANTED BY El Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this document'do not necessarily represent official OERI position or policy. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Premiering fat( ow on PBS clear blue sky POP,./C7/0114

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Dear Teacher,

As a naturalist, and scientist, I am deeply committed to fostering an for both the natural worldand science, among young people. That'sone of the reasons I founded n "Roots & Shoots,''a global andhumanitarianprogram for young people that combines classroom learning with localprojects that benefit people, animals,and the

That's also why I an, dehghted to lend my supportto the Evolution project, one of the most public televifion science initiatives ever undertaken. In addition to an eight-hour broadcast series, the Evolution team hasput together an nultirnedia resources set of For high school teachers acrossthe country to hielp them expand and strengthen students' of evoMtion. I believe that teaching evolution is critical to a that is not only scientifically literate, but also and caring and that values the natural world.I hope you7/ take advantage of the Evolutiou project'smany resources for yearsto come.

Sincerely,

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we're from Dr, Jane Goodall, CBE into where we're going a journey and where

fromscience. to emerge our own DearTeacher, ideas ever powerful key tounderstandingwholives, of themost and the is one ofbiology helpsdeterminethe next Evolution foundation ofevolution ontraits to widely the very to pass the most BO. Bax 14890 Silver Spring, Aiwyland 209114 It is Themechanism one of origins. opportunityranks as human gets the and who time,evolution today. who dies, same inAmerica of At the principles (producer generation. Boston scientific WGBH misunderstood documentary publicbroadcasterandacclaimed have leading NOVAT41) Productions this, series Blue Sky project Toaddress science Clear companyThisgroundbreakingeducational theaward-winningproduction extensive film youEvolution. and nationwide. andfeature to bring Web site, your classroomsdeepen joinedtogether content-richguidefor and PBSseries, enhance includes a thisteacher'sto helpyou today. relevance resourcesincludingwithactivities and its guide ispacked ofevolution dedication The for your teachers, guide and understanding biology this students' school you'll use single high We hope regard asthe America's evolution. salute you, teaching what many We to illuminate commitment to and resourcesconceived. all ourEvolutionidea ever scientific greatest

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CONTENTS

ABOUT THE EVOLUTION PROJECT 2

ORDERING EVOLUTION PROJECT VIDEOS AND MATERIALS 3

USING THIS GUIDE 4

CURRICULUM LINKS AND ACTIVITY PLANNING GRID 5

UNIT 1: WHAT IS THE NATURE OF SCIENCE? 6 Introduces the nature of science and the scientific process, the difference between scientific and everyday meanings of words, and the importance of inference and interpretation

UNIT 2: WHO WAS CHARLES DARWIN? 10. Offers a close-up look at Darwin, his adherence to the scientific process, the development of the theory of natural selection, and his contributions to science

UNIT 3: WHAT IS THE EVIDENCE FOR EVOLUTION? Examines evidence for evolution across many scientific disciplinespaleontology, molecular biology, anatomy, and physiologyand how this evidence is helping to determine evolutionary relationships between species

UNIT 4: How DOES EVOLUTION WORK? 18 Explores how natural selection produces adaptations in populations over time and the importance of sexual reproduction in organisms' variability

UNIT 5: How DID HUMANS EVOLVE? 22 Reviews the fossil and molecular evidence for early hominid evolution and the adaptations of bipedalism and larger brains

UNIT 6: WHY DOES EVOLUTION MATTER Now? 26 Looks at natural selection's role in the development of antibiotic resistance, and the applications and implications of evolutionary principles in modern medicine, agriculture, conservation, and society at large

UNIT 7: DEALING WITH CONTROVERSY 30 Offers effective strategies for respectfully addressing controversies around evolution

ASSESSMENT RUBRICS 34

GLOSSARY 36

EVOLUTION SERIES INDEX 38

NATIONAL SCIENCE EDUCATION STANDARDS 40

4 The Evolution projecta groundbreaking public television series, content-rich and St f I were to give an award for easy-to-navigate Web site, and extensive educational resourcesexplores a simple yet remarkable theory that ranks as one of the greatest breakthroughs in the annals the single best idea anyone of science, and one of the most misunderstood scientific principles in America today. has ever had, I'd give it to Darwin, ahead of Newton and Produced by public broadcaster WGBH Boston and documentary and feature film producer Clear Blue Sky Productions, the Evolution project aims to help biology teachers Einstein and everyone else. In a nationwide enhance and deepen their students' understanding of evolution and the single stroke, the idea of evolu- nature of science. tion by natural selection unifies the realm of life, meaning, and TELEVISION SERIES purpose with the realm of space This seven-part, eight-hour PBS series premiering fall 2001 travels around the world to and time, cause and effect, examine evolutionary science and its profound effect on our lives and our planet. mechanism and physical law. Darwin's Dangerous Idea (two hours) But it is not just a wonderful Why does Charles Darwin's "dangerous idea" matter more today than ever, idea. It is a dangerous idea." and how does it explain the past and predict the future of life on Earth? This show combines drama and documentary filmmaking to explore Darwin's life Daniel Dennett, and the key concepts of evolution. Darwin's Dangerous Idea, p. 21 Great Transformations (one hour) What underlies the incredible diversity of life on Earth? How have complex organisms evolved? The journey from water to land, the return of marine mammals to the sea, and the emergence of humans suggest that species, past and present, are all members of a single tree of life. Extinction! (one hour) Programs can be videotaped and used Five mass extinctions have occurred over the life of the planet. Are we for up to one year after broadcast. Check humans causing the next one? And what does evolutionary theory predict your TV listings or call your local public for the world we will leave to our descendants? television station to confirm broadcast The Evolutionary Arms Race (one hour) dates and times. "Survival of the fittest" is raw competition or a level of cooperation indis- pensable to life? Interactions between species are among the most powerful evolutionary forces on Earth, and understanding them may well be the key t our own survival.

Why Sex? (one hour) In evolutionary terms, sex is more important than life itself. Sex fuels evolutionary change by adding variation to the gene pool. The drive to pass on our genes has shaped not only our bodies, minds, and lives, but the rich and complex fabric of human culture. The Mind's Big Bang (one hour) Fifty thousand years ago, something happenedthe modern human mind emerged, triggering a creative, technological, and social explosion. What forces contributed to this breakthrough and where might the power of the human mind ultimately lead us?

What About God? (one hour) Of all species on Earth, humans alone attempt to explain who we are and how we came to be. This final show explores the struggle between science and religion. The personal stories of scientists, teachers, and students support the view that the two are compatible.

2 EVOLUTION WEB SITE ORDER TODAY Visit pbs.org/evolution for an engaging, comprehensive educational experience. The site is packed with interactive features that allow users Free Evolution Teacher's Guide to test evolutionary principles in action. WGBH Educational Programming & Outreach 125 Western Avenue RESOURCES FOR TEACHERS AND STUDENTS Boston, MA 02134 Order online at pbs.org/evolution Evolution Library Direct Web access to hundreds of multimedia evolution resources, including Series Videos, Videos for Students, Case Study Videos video, photographs, interviews, articles, and annotated Web links. 1. The entire seven-part Evolution series is available Available at pbs.org/evolution. for $99.95 (WG1158) Online Lessons for Students: Learning Evolution 2. Single program videos are available for $19.95 Produced in tandem with the Evolution Teacher's Guide, these inquiry- "Darwin's Dangerous Idea" (WG1219) based, teacher-assigned lessons provide students with online activities "Great Transformations" (WG1220) to enhance their understanding of the nature of science and evolution. Available at pbs.org/evolution. "Extinction!" (WG1221)

Videos for Students: Evolving Ideas "The Evolutionary Arms Race" (WG1222) Seven short videos (streamed online at pbs.org/evolution and available "Why Sex?" (WG1223) for purchase through WGBH Boston Video) combine storytelling and science to explore the concepts of evolution and spark students' interest. "The Mind's Big Bang" (WG1224)

Teaching Evolution Case Studies "What About God?" (WG1225) Four 15-minute videos (streamed online at pbs.org/evolution and available 3. Learning and Teaching Evolution, a compilation for purchase through WGBH Boston Video) highlight a range of strategies of the videos for students and case study videos, is for teaching evolution in classrooms across the country. available for $19.95 (WG1302) Online Course for Teachers: Teaching Evolution Contact WGBH Boston Video at 1-800-949-8670 to This eight-session course for high school teachers draws on the broadcast place an order, or to request more information about series, Web features, case study videos, and the Evolution Library to provide other videos and DVDs. a vibrant learning experience. The course will deepen your understanding of evolutionary concepts and help you address obstacles to teaching evolution. Available at pbs.org/evolution. Explore the sessions for your N. own enrichment or take the whole course for credit through a local college (contact local institutions for availability). /

Book \Companion Award-winning journalist Carl Zimmer tells the compelling story of_the theory of evolutionfrom Charles Darwin to 21st century, science , in Evolution: The Triumph of an Idea. Published by HarRerCollins, this companion book to the Evolution series features ari inb4odirction by renowned paleontologist Stephen Jay Gould-nc-i---a iorwlar\d fb-cr-Ev-----olution )Executive Producer Richard Hutton. ------' OVVIII li his guide is designed to The guide is divided into six four-page units, each one framed by an essential question help you take full advantage designed to spur inquiry-based learning and to meet National Science Education TIof the Evolution project's Standards (see p. 40). Each unit includes: vast multimedia resources. Many of the lessons and activities are built around dynamic video segments, Evolution Web features, articles, images, and more...all easily accessible by going to pbs.org/evolution and clicking on Teachers and Students. Then go to the Evolution Teacher's Guide, where you'll find the Teacher's Guide Web Resources organized by unit. Teaching high school biology will never be the same!

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4GO1 7,0G3C)V hi2 VOW committed riteachingevolution, Eiggwom about aill(3controversy 055a O Evolution TV show O "Background" content to help build your EtikA eNtUa raD NACW 654 thi;949 knowledge of evolution Gwav NO& religion doctrinally MIpports O "At a Glance" learning goals O "Know More" offering Web, video, and 62teachingCeevolutionrffflam 2@ p, O Quick Clicks: Teacher's Guide Web Resources print-based resources outside the Evolution "IDealing Controversy, special Access all the Web resources project universe sectioncreatedaO OA) yOMsuccessfu referenced in this guide... respectfu addressdtGcontroversy O "Activities" to support students' exploration O Handouts of the subject surrounding teachingCeevolution. 0 Video resources O "Online Lessons for Students: Learning Evolution" o Evolution Web features

0 Online Lessons for Students: O "Videos for Students: Evolving Ideas," short videos for students, each one focusing on a Learning Evolution core question that serves as a springboard 0 Online Course for Teachers: for discussion Teaching Evolution O "Take It Further" box with Evolution project O Videos for Students: Evolving Ideas resources/Web features and "Extensions" 0 Teaching Evolution Case Studies (activities outside the Evolution project universe) to deepen your students' learning O External Web links experience

...by going to pbs.org/evolution, clicking (1)"In-depth Investigation" for students, on Teachers and Students, and then going providing detailed learning objective, to the Evolution Teacher's Guide, where materials, and procedures (Assessment you'll find the resources organized by unit. Rubrics on pp. 34-35)

4 7 CURROCULUM HARMS GugoE Evolution is the cornerstone of biology and we hope you'll use this guide to fortify and amplify your evolution lessons. But there also are many ways Time to Learn!0 0 you can creatively integrate the units in this guide into your yearlong Each clock represents approximately one 45-minute class- curriculum. Here are a few suggestions. room session. Use these clock icons as a guide to the amount of classroom time (not homework time!) needed to complete o Use "Unit 1: What Is the Nature of Science?" at the beginning of your the activity or in-depth lesson. course to introduce the processes of science. SC/ o Use "Unit 2: Who Was Charles Darwin?" to enhance your lessons LINKS. SciLinks00=qp=0. focusing on scientists and how they do their work. SciLinks allow you to access activities, news articles, and o Use "Unit 3: What Is the Evidence for Evolution?" to fortify your lessons other Web resources collected and annotated by NSTA on how scientists seek multiple lines of evidence to support or refute (National Science Teachers Association). Simply go to hypotheses. www.scilinks.org and enter the keyword number referenced in the SciLinks boxes included in each unit of this guide. ') Use "Unit 4: How Does Evolution Work?" when you're covering genetics as well as biodiversity. It's in the Glossary This guide includes a glossary of key terms on pp. 36-37. o Use "Unit 5: How Did Humans Evolve?" as part of your lessons on Glossary terms appear in bold within the units for easy human biology. reference.

o Use "Unit 6: Why Does Evolution Matter Now?" in your lessons on microbes, antibiotic resistance, biodiversity, and ecology.

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Follow the units in this guide sequentially or choose those activities that complement your lesson plans and match your students' interests, aptitudes, and learning styles. Our Activity Planning Grid offers you several ways to navigate the material. Whatever path you choose or create, we suggest you review the background section of the particular unit before presenting the activity, and that you use the unit's introductory vignette to engage your students.

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1 Activity: "Scientists in Action" (p.8) UNIT 1 Activity: "Observe This" or "Different Points of Activity:"Scientists in Action" (p. 8) UNIT 5 Activity: "Watch Your Step" (p. 24) View" (p. Activity: "Observe This" or "Different Points Video 5 for Students: "Did Humans In-depth Investigation: "Solving the Puzzle" (p.9) of View" (p. 8) Evolve?" and discussion questions (p. 24) UNIT 2 Video 2 for Students: "Who Was Charles UNIT 2 Online Student Lesson 5, Activity 1: "Fossil Darwin?" and discussion questions (p. 12) Online Student Lesson 2, Activity 2: "Darwin's Great Voyage of Discovery" Finding" and Activity 2: "A Tree Full of UNIT 3 Video 3 for Students: "How Do We Know Ancestors" Evolution Happens?" and discussion questions In-depth Investigation: "Seeds at Sea" In-depth Investigation: "Fossils and (p.16) (P. 13) Dispersal Patterns of Early Hominids" UNIT 3 UNIT 4 (P. 25) Video 4 for Students: "How Does Evolution Video 3 for Students: "How Do We Know UNIT 6 Really Work?" and discussion questions (p.20) Evolution Happens?" and discussion questions (p. 16) Video 6 for Students: "Why Does Evolution Online Student Lesson 4, Activity 2: Matter Now?" and discussion questions "Flashy Fish" Activity: "A Whale of a Change" (p. 16) (p. 28) UNIT 6 UNIT 4 In-depth Investigation: "Big Decisions" In-depth Investigation: Read introductory Video 6 for Students: "Why Does Evolution (P. 29) Matter Now?" (p.28) or watch the entire broad- vignette, and then go to In-depth cast of "The Evolutionary Arms Race" (how Investigation,"Birds, Beaks, and Natural science works with medicine) Selection" (p. 21) Activity: "When an Apple a Day Isn't Enough" Activity: "Darwin's Finches" (p. 20) (p. 28)

5 "1.1 WHAT Is THE NATURE OF SCIENCE?

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ior a hundred years, scientists have studied the symbiosis between sty: tropical leafcutter ants and the fungi they cultivate for food. But it

.00 took the fresh eyes of a young graduate student, Cameron Currie, to make an astounding discovery. Currie had questioned how leafcutter ants could grow their fungal gardens free of pests. Seasoned scientists Alfa GIAI'CIE had concluded that ants maintained their gardens pest-free, probably by meticulous weeding. Currie decided to delve deeper. To test his Learning Goals hypothesis that there were parasites in the ants' gardens, he collected Understand the processes of science 1,5oo ant colonies and isolated the fungal gardens to search for Distinguish between scientific and everyday meanings of key wordstheory, hypothesis, invaders. There he found a common culpritthe Escovopsis fungus. law, factand use in context Curious about why this parasitic fungus didn't overtake the gardens,

Recognize the variables that affect observation, he experimented by removing the worker ants. Within days, sometimes data collection, and interpretation even overnight, the parasitic fungus overran the ants' gardens. Recognize the importance of inference and This phenomenon raised a new question for Currie: What did the ants interpretation do that kept the parasitic mold in check? Currie began to focus on a Understand that explanations often change white substance on the worker ants' exoskeleton. Earlier researchers as new evidence is found had assumed this white, waxy substance was inert and lifeless. Currie scraped off the white bloom and examined it under a microscope. To his CMCK CLOCXS surprise, he found a tangled mass of Streptomycesthe same kind of bacteria that produces half of the antibiotics iisd in medicine. With Teacher's Guide Web Resources further tests, Currie found that the ants' Strelitomyces bacteria Access the Web resources referenced in this \7--r----..-- guidefrom handouts to video segments to specifically targeted the pathogenic fungus in the ants' garden. Web featuresby going to pbs.org/evolution The simple evolutionary partnership of two orgainsrns-rthe ants and the and clicking on Teachers and Students, and I N ___...,-----9 fungushad beA comea complex party of fourate;Jungus, parasitic then going to the Evolution Teacher's Guide, / where the material is presented by unit. fun gu.',--andbacteii

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Cameron Currie's story of leafcutter ants is an example of science at its best. Currie looked at the findings of veteran researchers and asked ICki.ows important new questions. With healthy skepticism, careful observations, Web Sites and persistence, Currie discovered a complex symbiosis of four organisms. www.botany.utoronto.ca/ Science is an equal opportunity venture with clearly defined processes. It H-paper_2/index.htm also is a human endeavor, and the assumptions that scientists make can (Cameron Currie's article on influence the questions they ask and the observations and interpretations leafcutter ants) they make. Currie used the following scientific processes in his search for www.nap.edu/readingroom/ answers: asking a question; making careful observations and collecting books/evolution98/ precise data; creating a testable hypothesis; doing experiments and (Online version of NAP publication, collecting evidence to test the hypothesis; analyzing and interpreting Teaching about Evolution and the data to accept or reject a hypothesis; revising a hypothesis based on new Nature of Science) evidence and retesting; creating explanations that describe patterns and www.indiana.edu/ensiweb/ interrelationships and link evidence to pre-existing knowledge; and lessons/chec.ins.html (Includes presenting research for review by scientific peers. many lesson ideas on the nature Scientific inquiry often begins with an observation that leads of science and evolution) to a question. Careful observations are the foundation of Books scientific inquiry. But, science is far more than a collection Aicken, Frederick. The Nature of observations and evidence. The ultimate goal of scientists of Science. Portsmouth, NH: is to develop a deeper understanding of the natural world. Scientists make Heinemann Educational Books, connections between disparate facts, find patterns, and determine cause Inc., 1991. and effect to create the most logical explanations. Scientific explanations Gardner, Martin. Science: Good, must be consistent with the available observational and experimental Bad, Bogus. Prometheus Books, evidence, use only natural forces and processes (never supernatural), 1990. and allow scientists to make accurate predictions about the natural world. Moore, John. Science As a Way Since not all phenomena are directly observable, science also relies on of Knowing: The Foundations of inference and interpretation. This has been true in understanding the Modern Biology. Cambridge, MA: nature of atoms as well as in determining the mechanism for evolution. Harvard University Press, 1993. National Academy of Sciences. Science is built on the principle that the same natural laws we observe Teaching about Evolution and today have been operating over space and time. We know that the planets the Nature of Science. Washington, orbit the Sun today, as they did in Copernicus's time, and we assume that DC: National Academy Press, 1998. they did before that. What changes is the depth of our understanding of Videos the natural world. Each discovery leads to new questions, new experiments, "Creatures in Crime," 1995. and eventually, new discoveries. One way we can add to our knowledge is (Available from Carolina by developing tools and techniques that will extend this frontier. For Biological) instance, the scanning electron microscope enabled Currie to identify "Galileo: The Challenge of Reason" Streptomyces bacteria. As we learn more, we can challenge previous (Available from Phoenix Learning assumptions, as Curry challenged the idea that ants were just very careful Group, 1-314-569-0211) gardeners. While scientific ideas are always open to challenge, some ideas withstand the test of time, are supported by an increasing amount of pbs.org/evolution evidence, and become well-grounded theories. Currie and other scientists are pursuing new questions that have been SC/ raised by his research. If leafcutters are part of a four-way symbiotic LINKS. relationship, how many other organisms are part of more complex systems? ercrimxt= www.scilinks.org How have leafcutter ants used antibiotics to check the pests in their gardens Topic Keyword for 50 million years without antibiotic resistance developing? And what can leafcutter ants EG07A we learn from this to reduce antibiotic resistance in human pathogens? In scientific method EG07B the time-honored tradition of science, each new discovery paves the way for new research and revelation.

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Scientists in Action 0 Observe This C) 0 C) Different Points of View 0

1. Discuss why observations, as demonstrated "A scientist, however gifted, can be compared EACHER'S GUIDE WEB RESOURCES EE by Cameron Currie's lealcutter research, are with a fly crawling on the inside wall of a Video Resources the foundation of science. What we observe cathedral; if it could draw what it sees, the "Red Queen," Bob Vrijenhoeck's and how we observe it determines the fly's picture of the cathedral would be as crude as early maps of the world; if it could minnows questions we ask. Provide a soupspoon and voice its speculations about the size, invite students to describe the difference in "Tale of the Peacock," Peacock study appearance and purpose of the cathedral, with Marion Petrie reflections in the inner and outer side of the the fly's opinions would be received even curved surfaces. How many students noticed "Ancient Farmers of the Amazon," more guardedly." this difference before? Leafcutter ant studies with Mueller, Frederick Aicken, Schultz, and Currie 2. Now ask students to keep a five-day log The Nature of Science, pp. 29-30. of observations about one aspect of their 1. Read the above quote to students. 1. Before showing the three video clips, daily life (e.g., classmates' attire, the temper- have students brainstorm a list of scientific ature at different times of day, the behavior 2. Have students carefully observe a natural processes. of a pet, etc.). Have them choose one thing object in their environment from at least to observe before they leave class. Discuss three different perspectives (e.g. up close, 2. Show students the video clips of scientists different ways to record observations, a few feet away, etc.). at work and ask them to notice the scientific including detailed descriptions, measure- processes used. 3. Ask them to write down three observations ments, and sketches. from each perspective and hypotheses for 3. Ask students to write a paragraph describ- 3. After the first day, ask students to review what they see. Discuss how the observations ing the scientific processes used by each each other's observations to determine if were affected by perspective and how the scientist. Then ask: they are making specific enough observations, explanations changed with the addition of How do the processes of science used by and then provide feedback to encourage information. each scientist compare? careful descriptions. What are the scientists' assumptions and 4. When they have finished their observa- TAKE [IT FURTHER how do they affect their observations and tions, students should create at least two Online Course for Teachers experiments? hypotheses about why the things they Session 1: "What Is the Nature of Science?" observed are the way they are. (You could Extensions frelrA'' create a log handout for students with a skok Ago For another observation activity, see the VIDEO I FOR place for them to describe their daily obser- ENSI lesson "Palpating Pachyderms" at STUDENTS vations and write the two hypotheses.) www.indiana.edu/ensiweb/lessons/ paippach.html Isn't Evolution lust a Theory? 5. At the end of the observation period, have When we use the word theory in everyday students share their logs and hypotheses. To further explore the ability to form life, we usually mean an idea or a guess, Discuss what factors and assumptions predictions based on evidence, see: but the word has a much different mean- influenced the kind of information they "Activity 1: Introducing Inquiry and the ing in science. Have your students watch collected and what other information they Nature of Science" in Teaching about this short video to learn the vocabulary would want to test their hypotheses. Evolution and the Nature of Science, essential for understanding the nature of pp. 66-73. You can print the activity from science and evolution. www.nap.edu/readingroom/books/ evolution98/ Discussion questions: How does the scientific meaning of a term like theory differ from the way it is uset1 in everyday life?

Carlihe "facts" of science change over time? If so, how?

1 1 8 Solving the Puzzle 0 3Po.

Darwin formulated his theory of evolution by observing nature and analyzing evidenceor using the scientific process In this activity, student teams use evidence (jigsaw puzzle pieces) revealed over time to experience the nature of science and understand its limitations11._ Objective Give students practice using evidence to make inferences Materials O One 300-500 piece jigsaw puzzle (interesting picture with different scenes in different parts of puzzle) O 6 large envelopes O 6 pieces of cardboard (large enough to support team's puzzle pieces)

Procedures Preparation: Remove all edge pieces from the puzzle. Divide the remaining pieces of the jigsaw puzzle evenly into the six envelopes. Be sure to put the puzzle box out of students' sight.

1. Group students into six teams. 2. Introduce the activity by telling students they will explore the nature of science, using evidence (jigsaw puzzle pieces) to develop a series of tentative hypotheses to explain the scene represented by the puzzle pieces. 3. Give each group an envelope containing the puzzle pieces and piece of cardboard. Ask them to begin by pulling 20 puzzle pieces out of the envelope. Have each group propose a hypothesis about the complete puzzle scene based on the pieces (evidence) they have. Ask them to assemble their puzzle pieces in the order they think they belong on the cardboard, as they will need to move it later. Have them write down their puzzle scene idea as Tentative Hypothesis #1.

4. Then ask groups to pick out 20 more puzzle pieces from the envelope. Ask them to refine their first hypothesis or to create Tentative Hypothesis #2. (Note that their hypothesis may remain the same.)

5. Have the groups draw five more puzzle pieces from the envelope and proceed as before. 6. After a couple of minutes, have them share their partially completed puzzle with other groups. Tell them any unused pieces must remain in the envelope. After about five minutes of group visits, have each team choose a representative to report their final hypothesis to the class. 7. After each group has reported, use the following questions to lead a discussion: 0 What kinds of information from the pieces were valuable to your team in formulating a hypothesis? O How did the personal biases of people in your group affect your hypotheses? O How did your initial hypothesis compare to your final hypothesis and how did collaboration with other teams affect your final hypothesis? O Did different groups have different hypotheses based on similar evidence? How is this possible? O Is your final hypothesis "correct"? Explain. What degree of certainty do you have about your hypothesis? O How does this simulation compare to the process of science in the real world? O How does not having the "edges" of the puzzle relate to the nature of science?

See Assessment Rubrk on p. 34. 12 9 I

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..From my early youth I have had the strongest desire to understand or explain whatever I observedthat is, to group all facts under some general laws. These causes combined have given me the patience to reflect or ponder for any number of years over any unex- plained problem....I have steadily endeavoured to keep my mind free, so as to give up any hypothesis, however much beloved (and I cannot resist forming one on every subject), as soon as facts are shown to be opposed to it. Indeed I have had no choice but to act in this manner, AT A GLANCE for with the exception of the Coral Reefs, I cannot remember a single

Learning Goals first-formed hypothesis which had not after a time to be given up or Understand how Darwin used the processes greatly modified." of science to support his theory "I...followed a golden rule that whenever a published fact, a new obser- Distinguish between artificial and natural vation or thought came across me, which was opposed to my general selection results, to make a memorandum of it without fail and at once; for I had Recognize Darwin's contribution to science found by experience that such facts and thoughts were far more apt to escape from memory than favorable ones." QUICK CLICKS "During some part of the day I wrote my Journal, and took much pains Teacher's Guide Web Resources Access the Web resources referenced in this in describing carefully and vividly all that I had seen; and this was good guidefrom handouts to video segments to practice....Everything about which I thought or read was made to bear Web featuresby going to pbs.org/evolution directly on what I had seen and was likely to see; and this habit of mind and clicking on Teachers and Students, and was continued during the five years of the voyage. I feel sure that it was then going to the Evolution Teacher's Guide, where the material is presented by unit. this training which has enabled me to do whatever I have done in science." Charles Darwin, An 044NA The AutobiographWaffharles Darwin (Nora Barlowdi., pp. 141,123, 78) \1

10 BACKGROUND

Charles Darwin's life represented the essence of science. He was riaturally curious and reflective and a keen observer who was always gatherin KNOW MORE evidence to explain the world around him.Eyen before Darwin stepped onto Web Sites Darwin, Charles. The Origin of the Beagle, he was an experienced natur-al.,He spent much of his early www.literature.org/authors/ Species. New York: The Modern life outdoors observing nature and during &Alegre hcl-many scientists as darwin-charles/ (Online versions Library, 1993. mentors who engaged in long conversatiOns with himatiout science. of Darwin's books The Voyage Darwin, Charles. The But the voyage of the Beagle was the turning point in CharlesDarWin's of the Beagle, The Origin of Autobiography of Charles Species, and The Descent life. It gave a breadth and depth to his experience that was invaluablbsto Darwin. New York: W.W. Norton of Man) his later thinking. During the five-year journey of the Beagle (1830-836), and Company, Inc., 1958. Darwin spent only 18 months at sea. His curiosity, coupled witl#§% http://www.inform.umd.edu/ Desmond, Adrian, and James frequent bouts of seasickness, inspired him to take long expeditions EdRes/Colleges/LFSC/life_ Moore. Darwin: The Life of sciences/.plant_biology/ exploring the natural history and geology of South America, the Galapagos a Tormented Evolutionist. darwin/darwindex.html (The Islands, Tahiti, and Australia. Darwin made careful obse-rvations-and New York: W.W. Norton and Darwin-Wallace paper of 1858) looked for patterns wherever he went. His key observations abourt Company, Inc., 1994. diversity and distribution of species spurred his thinking for On the Origin- Books Jones, Steve. Darwin's Ghost: Barrett, Paul, ed. The Collected of Species by Means of Natural Selection. The Origin of Species Updated. Papers of Charles Darwin. New York: Random House, 2000. Darwin wrote letters to his mentors and sent his collections home through- Chicago: University of Chicago Mayr, Ernst. The Growth of out his journey. By the time Darwin stepped off the Beagle, he was already Press, 1977. Biological Thought: Diversity, recognized by the scientific community for his expertise. Browne, Janet. Charles Darwin: Evolution, and Inheritance. Upon Darwin's return, he spent eight years studying barnacles Voyaging. Princeton, NJ: Cambridge, MA: Harvard Princeton University Press, 1995. and believed that his in-depth knowledge in this one area University Press, 1982. sparked his thinking in others. In the years following his Burkhardt, Frederick, ed. Charles Ridley, Mark, ed. The Darwin Beagle voyage, Darwin began to develop his revolutionary Darwin's Letters: A Selection Reader. New York: W.W. Norton theory of natural selection that explained a mechanism for evolution. He 1825z859. Cambridge, UK: and Company, Inc., 1996. Cambridge University Press, carefully explored different lines of evidence, experimenting and gathering White, Michael, and John 1998. information to support his case for evolution. Gribbin. Darwin: A Life in Darwin, Charles. Voyage of One of Darwin's interests, pigeon breeding, played a significant role in the Science. New York: Penguin the Beagle. New York: Books USA, 1997. development of his theory of natural selection and in the way he presented Penguin Putnam Inc., 1839 his argument in'On the Origin of Species. Darwin wanted to understand (reprint 1989). how new species cduld be created from a common ancestor by the accu- mulation of small changes over generations and believed that studying breeding by artificial selection of animals like pigeons would offer clues. pbs.org/evolution Darwin spent 20 years gathering evidence and writing about his theory before he published it. He anguished over the contrdversy it would create in Victorian England. And, if the naturalist Alfred Wallace hadn't come to similar conclusions and written to Darwin for help in presenting them, it SC/ LINKSwww.scilinks.org Topic Keyword might have been even longer before the world heard about On the Origin Charles Darwin EGnA of Species. "Even without evolution, Darwin would have been one of the great nine- \ teenth-century biologists; even without biology, he would have gone down \ in history as a great geologist. It is a measure of the importance of the theory of evolution that thdse other achievements seem modest in comparison to it."

(From Michael White and John Gribbin, Darwin: A Life in Science, p. 173.)

11 ONLINESTUDENTLESSON Crocien3CharlesDarwin Studentsguleg owalobehind bheory,atriaGlibvoyage,atd how CTIVITIES observationsLC° 06theory (fiadmIlseleeition.

Darwin Makes 0 0 Darwin Goes 0 to 0 0 the Front Page to the Dogs...

TEACHER'S GUIDE WEB RESOURCES TEACHER'S GUIDE WEB RESOURCES

Video Resources Image Resource 3 It "Darwin: Reluctant Rebel" "Dog Evolution" 1 O

Reading Resources I . 1. Read the following excerpt to students and "Depart Indefinitely from the Original I discuss the questions below: Type" by Alfred Russel Wallace 1 "1 I 11 1 It is wonderful what the principle of II IIII Introduction to On the Origin of Species Selection by Man, that is the picking out S. 3 f 3 f f 11' Audio Resources of individuals with any desired quality, "James Moore: Darwin and and breeding from them, and again picking Victorian Culture" out, can do. Even Breeders have been I 0 astonished at their own results....Man by BOOKS this power of accumulating variations :to The Autobiography of Charles Darwin adapts living beings to his wantshe may I I / Charles Darwin's Letters: A Selection be said to make the wool of one sheep I 3 o . I 1825-1859 good for carpets and another for cloth.... Charles Darwin in a letter to Asa Gray The Collected Papers of Charles Darwin (Botanist at Harvard University), September 5,1857 (From Charles Darwin's 1. Explain that students will work in teams Letters: A Selection 1825-1859, p. 178.) to produce a newspaper describing the times in which Darwin introduced his theory of What kinds of animals have been TAKE IT FURTHER natural selection, reporting the public reaction domestically bred? Online Course for Teachers to his theory, and comparing Darwin and What characteristics have been selected Session 2: "How Does Darwin's Theory of Evolution Illustrate the Process of Science?" Wallace's theories. in different animals? Evolution Web Features 2. Ask students to bring copies of different 2. Using the Evolution Library, the school newspapers to class to use as models. "Darwin's Diary" library, and the Web as resources, have "Evolution Revolution" Within each team, assign roles for different students work in teams of two to three to parts of the paper. Sections might include research different dog varieties. Have each Evolution Library Charles Darwin's Lettersexcerpts feature articles, editorials, letters to the team identify which characteristics were Charles Darwin's Journal of Researches editor, lifestyles, editorial cartoons, a religionselected for and what the genealogy (family excerpts page, and book review. Help them identify tree) is for their breed. Have one team the unique characteristics of each part of research the domestication of dogs from the paper. wolves. ,

3. Have students use resources in the 3. Now,discuss these questio'ns: Evolution Library, books, and Web sites to What are the differences/similarities determine the subject and angle of their /between artificial selection)and natural stories, editorials, and cartoons. selection?

4. Have students combine their work to Why do you think Darwin started On the create a newspaper for their team. Origin of Species with a/chapter called "Variation under Domestication"? How did Darwin"s'knowledge about artificial selection influence his theory of nattiral selection?

12 Seeds at Sea to

Darwin puzzled for a long time over how plant species from the mainland could colonize islands. He wondered whether seeds could survive being carried by ocean currents. To test that assumption he experimented enthusiastically, 11, filling his home with soaked seeds and germinating plants and regularly asking for advice from readers of Gardener's Chronicle journal. In this activity, students recreate Darwin's experiments. Objective: Students test Darwin's hypothesis that seeds could be immersed in sea water and still germinate. Materials: a Sea water (if sea water is not available, 0 Copy of Darwin's article "Does Sea-Water Kill make a solution of 35 g table salt (NaCI) Seeds?" Gardener's Chronicle, May 26, 1855 per liter of water; instant ocean mix may be (see TEACHER'S GUIDE WEB RESOURCES) available in aquarium/pet supply stores) o A selection of fast-growing seeds, including0 Glass containers for soaking seeds different varieties of the same species (beakers, jars, etc.) (radish, lettuce, cabbage, beans, mustard,0 Containers for growing seeds (pots, trays, carrot); note germination time on package paper cups, etc.) 0 Tap water 0 sterile potting soil Procedures Preparation: Gather enough materials for teams and make copies of Darwin's article. 1. Introduce this activity by reading Charles Darwin's letter to the Gardener's Chronicle and Agricultural Gazette, April 14, 1855. I have begun making some experiments on the effects of immersion in sea-water on the germinating powers of seeds, in the hope of being able to throw a very little light on the distribution of plants, more especially in regard to the same species being found in many cases in far outlying islands and on the mainland. Will any of your readers be so kind as to inform me whether such experiments have already been tried?And, secondly, what class of seeds, or particular species, they have any reason to suppose would be eminently liable to be killed by sea-water? 2. Have students work in teams to design and conduct a controlled experiment that tests the effect of saltwater immersion on seed germination. Some factors that teams should consider are types of seeds; number of days seeds will be immersed; a control group of seeds; planting and growing of seeds/watering; water temperature; and so forth. 3. After waiting for the required germination time, have teams analyze their data and draw conclusions, create a visual display explaining their experiment, and present their experimental research to the class. Have students compare data and interpret any differences by considering the following: O Which plant species survived saltwater immersion the best? Did the length of time immersed affect seeds? If so, how? If you used different varieties of the same species, did all seeds respond the same? O Does the class data help explain the colonization of islands by plant species? Why or why not? O Is there any evidence that refutes the hypothesis that seeds are carried by ocean currents to islands? O What other ways might seeds be dispersed to islands besides being carried by ocean currents? How might you test those hypotheses? 4. Finally, give students a copy of "Does Sea-Water Kill Seeds?" and have them compare their results with Darwin's. Ask them to identify and discuss other questions Darwin raises in his article. 13 See Asseetiiient Rubric on p. 34. 1 6 Rkou Ngma Lt-JDOE MWOMEM TM BM UMW aceution Shows "GreatVransformation

aud691,E-29netion

ammals evolved on land over 200 million years ago. So how did the world's largest mammals, whales, end up back in the water? That's the question Dr. Philip Gingerich, a paleontologist at the University of Michigan, would like to answer. Gingerich became intrigued when he found what looked like the fossil skull of an early wolf in Pakistan in 1978. But when he closely examined this wolf-like skull, he found the ear of a whale! This was the first fossil ever found that supported one of Darwin's most controversial ideasthat za EL&zcz whales had descended from land mammals.

Learning Goals Whales are anatomically so different from any other mammals that they're Understand the importance of evidence in a separate branch of mammal evolution. Had Gingerich found the begin- supporting Darwin's theory of evolution ning of that branch? The skull he found was among land mammal fossils, Understand that the fossil record shows not in a marine layer of rock. Gingerich named the creature Pakicetus, increasing diversity and large scale changes whale from Pakistan. Was Pakicetus the land mammal whose descendants over time became modern whales? Recognize why gaps in fossil evidence exist

Know how different lines of evidence are used Gingerich wanted to return to Pakistan to find the animal's legs. War to determine evolutionary relationships nearby kept him from returning. Instead, he went to a place called between different species Zeuglodon Valley, Valley of the Whales, in Egypt. Here in the middle of the Sahara Desert hundreds of whale skeletons lie buried in sandstone. Caucci CuicKo Gingerich's excitement turned to disappointment when he found that most of the skeletons were Basilosaurus, an already known aquatic Teacher's Guide Web Resources whale ancestor. But Gingerich kept on digging. A few days later he Access the Web resources referenced in this guidefrom handouts to video segments to made a new discovery Basilosaurus had legs. Even though Basilosaurus Web featuresby going to pbs.org/evolution was fully aquatic, it still had vestiges of its terrestrial past. Ten million and clicking on Teachers and Students, and years of whale-evolution had passed between Pakicetus and Basilosaurus, then going to the Evolution Teacher's Guide, and yet whales still-Fiad-hind legs and feet. Now the challenge for where the material is presented by unit. Gingerich and his colleaguwas to fill in the fossil gaps of whale history. 0

17 'ZACK'S MEDIU' M 'AK cm lapnE

Phil Gingerich and his colleagues have unearthed a drove of fossil evidence nab Sites Zihlman, Adrienne. The Human http://www.indiana.edu/ensi Evolution Coloring Book, Second that describes transitional steps in the evolution of whales. Since Gingerich's web/lessons/c.bkgrnd.html Edition. New York: HarperCollins early discovery in Pakistan, a series of transitional fossils have been (Source of information on transi- Publishers Inc., 2000. found including 55-million-year-old land-dwelling mesonychids, walking tional fossils in vertebrates) whales called Ambulocetus that could also swirri, and Rodhocetus, mostly Zimmer, Carl. At the Water's Edge. aquatic animals that could probably walk a little qnand. www.ucmp.berkeley.edu/help- New York: Touchstone Books,1999. topic.html (Source on fossils, Articles It is very unusual to find transitional fossils because'only a small propor- phylogenetics, etc.) Berta, Annalisa. "What is a tion of organisms ever become fossils. Forthis reason it is very unlikely www.ucmp.berkeley.edu/fosrec/ Whale?" Science 263 (14 Jan. that every transition in the evolution of,azspecies will b'e recovered. Also, ("Learning from the Fossil Record" 1994): 18o-181. many fossils may represent dead ends in evolutionary branches. Often collection of the museum) Blackburn, Daniel G. what we find are fossils from different branches, "closousins" in the www.ZoomDinosaurs.com/ "Paleontology Meets the family tree. It is very unlikely to ever find the common ancestor, but close subjects/dinosaurs/ (Site on Creationist Challenge." Creation/ cousins, bearing intermediatetraits, suggest a likely path followed by fossils, including fossilization, Evolution 36 (July 1995): 30-31 a direct ancestor. dating of fossils, and fossils (back issues available from In addition to fossirevideve, paleontologists depend on found on all the continents; National Center for Science 4 useful for students as well) Education/NCSE at ncseweb.org/). anatomical evidence to determine evolutionary relationships. For example, the front fin of a whale sharN es.homologous\ Whale Evolution: Gingerich, Philip D. "The Whales structures, including the humerus, radius, a\ nd\ulna\ bones, www.neoucom.edu/Depts/Anat/ of Tehthys." Natural History whaleorigins.htm (Comprehensive Magazine (April 1994). with the front limbs of other mammals such as humans, wolv4s, and sea site on Eocene Cetacean evolution lions, indicating common ancestry. Gould, Stephen Jay. "Hooking by paleontologist Dr. Hans Leviathan by Its Past." Natural Molecular evidence also contributes to the picture of how whale evolution Thewissen) History Magazine (May 1994). and other evolution has occurred. Molecular biologists are able to www.ucmp.berkeley.edu/ Landau, Matthew. "Whales: Can determine and compare the DNA base sequences and the amino acid mammal/cetacea/cetacean.html Evolution Account for Them?" sequences of the same proteins from different animals. The less closely (Cetacean evolution) Creation/Evolution, (Fall1982): related species are, the more differences there are in their DNA base or Geologic Time Scales: 14-19. (back issues available amino acid sequences, as there would be more time for mutations to geology.er.usgs.gov/paleo/ from NCSE) accumulate. Conversely, the more closely related species are, the fewer geotime.shtml (USGS short Novacek, Michael. "Genes Tell a differences there are. version of time scale) New Whale Tale." Nature 361 (28 Molecular and anatomical studies have been conducted to determine the Books January 1993): 298-299. Darwin, Charles. The Origin of whale's relationship to other living mammals. The phylogeny determined Wilford, John Noble. "How the Species. New York: The Modern by each line of evidence is then compared. Current molecular studies of Whale Lost Its Legs and Returned Library, 1993. DNA sequences strongly suggest that whales are most closely related to to the Sea" (1994). In The Science the hippopotamus. This suggested relationship is still being studied as it Lewin, Roger. Patterns in Times Book of Fossils and Evo- doesn't precisely match the phylogeny created using anatomical evidence. Evolution: The New Molecular lution, ed. by Nicholas Wade,1998, Just as Darwin presented different lines of evidence to support his theory View. New York: Scientific The New York Times: 143-148. American Library, 1999. of evolution, scientists today rely on finding new and multiple lines of Zimmer, Carl. "Back to the Sea" evidencefossil, anatomical, molecular, and biogeographicalto determine Moore, John. Science As a Way of Discover Magazine (January the evolutionary relationships of different species. Knowing: The Foundations of 1995): 82-84. Modern Biology. Cambridge, MA: Software Harvard University Press, 1993. Fossil Dating Timeliner, 5.0 (A program for creat- Wade, Nicholas, ed. The Science ing, illustrating, and printing time- Paleoanthropologists have several ways to determine the age of fossils. Times Book of Fossils and lines available from Tom Snyder The simplest, relative dating, relies on the fact that older deposits are found Evolution. New York: The Lyons Productions,1-800-342-0236) below more recent geological layers in places where geological activity has Press, 1998. not disturbed the original orientation of the layers. If two objects are found in the same layer, it is assumed they existed in the same time period.

Radiometric dating techniques, which are based on the knowledge that pbs.orggevolution radioactive isotopes break down or decay at a constant rate, can give more precise and reliable information. The rates of decay are known as half-lives, www.scilinks.org Topic Keyword the time it takes for one-half of the original isotopes in a sample to decay SC/INKS. fossils EG15A into different isotopes. Each different kind of radioactive isotope decays at inZECIZEEFEZEIZEID radiometric dating EG15B a different, known rate. Since scientists know what isotopes the original element will decay into, they can measure the proportion of the original isotope in relation to the proportion of the products of decay and then calculate the years that have passed. For more information o41,dating, see anthro.palomar.edu/time/default.htm (tutorial on fossil forr4tin and 15 dating techniques from Palomar College). CaumgSTUDE 1106:9 Wu? 0i5 N12Evidenee6tuEvolution Stalockft plorehcw willTPRkta r.09562m* eipro e s h Mike* AcrownroES Da'aobs rvablfifi Mown Ugglimt,

Leaving a Trail of Evidence 0 Winging It 0 A Whale of a Change 0 0

TEACHER'S GUIDE WEB RESOURCES TEACHER'S GUIDE WEE1 RESOURCES TEACHER'S GUIDE WEB RESOURCES Video Resources Video Resources Video Resources "Becoming a Fossil" "Fish with Fingers" "Whale Evolution" Handouts 1. Ask students for examples of the 1. Have students compare the bones in a "Whales in the Making" "evidence" of their lives for just one day. baked chicken wing (after cleaning the meat "Whale Evolution Data Table" Have them make a list of the kinds of evidence away from the bones) to the arm and hand they may have left behind (e.g., dirty laundry, of a human skeleton. Ask: 1. Prepare a sample vertical, 5'5" classroom e-mails, photos, drawings, trash, locker What are the similarities and differences? timeline of the Cenozoic era on paper (taped contents, etc.). together or continuous computer paper), Where are the scapula, humerus, radius, 2. Discuss with students: with the present at the top and 65 million and ulna bones of each? What could someone tell about your day years ago (mya) at the bottom. Label every from the evidence you left? 2. Show students examples of other vertebrate million years, with i inch equaling I my. forelimbs (bats, dogs, etc.) using the "Fish with Highlight the Eocene epoch (55-34 mya). What can't someone else know from Fingers" video and/or illustrations. Ask: Display in a conspicuous place. the evidence you have left behind? (e.g., sequence, what exactly happened, how How does the function of the chicken, 2. Have students work in teams of two to it was done, gaps in the evidence, etc.) human, and other vertebrate forelimbs four to prepare a 21" Eocene epoch timeline differ? on paper, using the same scale and markings How could the evidence of your life be like used in the classroom model. the fossil record? (e.g., sedimentary layers How might natural selection account for in the laundry basket, floor of room, or the development of different uses for 3. Have each team cut apart the six fossil piles of paper on a desk indicate relative limbs in different species? boxes from the "Whales in the Making" handout and gather the data about each sequence) What do these homologous structures tell fossil from resources in the Evolution Library, What is an artifact? Give some examples. us about evolution? the school library, and the Web. What clues could fossil evidence give that 4. Have teams mount diagrams i and 2 at artifacts might not give? proper levels on their timelines. Point out the How do we use inference to make sense Um® large gap between these two fossils. Then out of evidence? What are the limitations have students add the remaining fossils, in of inference? What would strengthen an OUODEXUVg numbered sequence, by date of discovery. inference? EvolutionHappens? Ito& MO= 5. Discuss: 1113 'RC& ditck, @a20:53i85dIE glgg GOCZ9 ant) What typical whale-like traits were 7nmE h'RUMMER (ItiGgscaevidence, Goal galmolecular, apparently the earliest to appear? What Online Course for Teachers @DICIAbiRg CEN piGtu re diGallaCCO, Volt@ provide Ecogaldtaeopportunity apparently evolved much later? Session 3: "What Is the Evidence for II between spdies Evolution?" gaietp302kAdikoa As each new "missing link" was found, intermediate agg9B2G@D @DV 045 how many new gaps were formed? What is Evolution Web Features b321iD 9a0R3. "Deep Time" the relationship between gaps and fossils? CtizaiMapquestions: "All in the Family" To find fossil evidence to fill the largest Howl) gcwft " (:)picture 'team Extensions cox dag remaining gap in whale evolution, what Have students do the "Making Cladograms" age of sediments would you search? distinguishingfeature fossil lesson on the ENSI site to learn more about NVER 062 identified related What distinguishing traits would you phylogenetic relationships http://www. keggGilzo 013111 ER m surprising? expect to find in whale fossils of that age? indiana.edu/-ensiweb/lessons/mclad.html doELO ZiA9 ezifk OD* fossils Explain why the absence of transitional To help students understand deep time, No at2ic65@g2a between do the ENSI "Time Machine" activity flAgEoaffo5@ Vaaa aDJ gilpg fossils does not mean that evolution didn't http:// www.indiana.edu/-ensiweb/ pckum towand probable eallrest take place. cbaggiacuffl lessons/time.mac.html 6. Optional: For an extended version of this lesson, go to http://www.indiana.edu/ -ensiweb/lessons/whale.ev.html 16 n 0a-mcpcm 0anniom1Uaki 13,

The Molecular Connection C)to 0 0 (adapted with permission from a Beth Kramer ENSI lesson)

Cytochrome c, an enzyme found in virtually all organisms, is needed for the release of energy from food. The amino acid sequences in this protein are compared for several different animals, and the number of differences found are used to infer degrees of relationship. These data are also compared with a cladogram constructed for those same animals based on their anatomical features, providing an example of independent confirmation of that evolutionary relationship. Objective: Students will recognize how comparisons of molecular structure can suggest evolutionary relationships. They will also understand that if these results are consistent with those derived from anatomical structures, this provides independent confirmation, strengthening the scientific inference of relationship. Materials: 0 Copies of "The Molecular Connection" handout (see TEACHER'S GUIDE WEB RESOURCES) 0 "Answer Key to the Molecular Connection" (see TEACHER'S GUIDE WEB RESOURCES)

Procedures Preparation: Make copies of the handouts. Read the Answer Key prior to doing the activity. 1. Give students copies of "The Molecular Connection" handout. Have students work in groups of two to four to: a Find the human, rhesus monkey, kangaroo, snapping turtle, bullfrog, and tuna on the "Amino Acid Sequences in Cytochrome-C Proteins from 20 Different Species" chart provided as a part of "The Molecular Connection" handout and underline their names.

0 Compare the human amino acid Snapping Rhesus sequence with each animal by Lamprey Tuna BullfrogturtleKangaroomonkey Human counting the number of times an amino acid in that animal's cytochrome c is different from the amino acid in that same position of the human sequence. For example, there are io differences between human and dog. (Do several examples not included in the cladogram to make sure students understand how to count differences.)

0 Record the total number of differences for each animal in the polygon below the vertical line for that animal in the cladogram. 2. Then have students answer the analysis questions on the handout.

3. After discussing the analysis questions, have each group write a short paragraph summarizing what important information can be obtained from cladograms.

See Assessment Rubric on p. 35.

9 17 o t .

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or more than 25 years, Robert Vrijenhoek has been returning to the remote hills of the Sonoran Desert in Mexico to study unique populations of minnows. Living side-by-side in the small hillside 4Pal O.. 06 it pools are two different species of minnows, one an asexual reproducer and the other a sexual reproducer. Vrijenhoek has been trying to understand which conditions might favor the sexual minnows and which favor the asexuals. He has noticed that the sexual species tends to predomi- nate in the river where they are 6o percent to 8o percent of the total ATA fish population. Early on Vrijenhoek discovered that 40 percent of all minnows were infected with a parasite that causes black spot disease. Learning Goals Recognize the importance of sexual reproduction Upon closer investigation, he observed an interesting patternmost of for variability in organisms the parasitized fish were asexual reproducers. "Why should they be Understand the process of natural selection and more parasitized than the sexual reproducers they were living right how it accounts for adaptations in organisms beside?" he wondered. Recognize that populations, not individuals, At first Vrijenhoek didn't have an answer. Finally it hit him; he was look- evolve ing at a real world demonstration of the value of sexual reproduction related to an evolutionary hypothesis called the "Red Queen." This hypothesis, suggested by scientist Leigh Van Valen, asked "Does evolu-

Teacher's Guide Web Resources tion stop when things get perfectly well adapted to their environment?" Access the Web resources referenced in this The answer is no. Evolution is a race like the one in Alice in Wonderland. guidefrom handouts to video segments to Alice and the Red Queen are running as fast as they can and Alice says, Web featuresby going to pbs.org/evolution "Isn't this curious, as fast as we run, nothing seems to change. We're and clicking on Teachers and Students, and then going to the Evolution Teacher's Guide, staying in the same place." The Red Queen answers, "Yes, you have to where the material is presented by unit. run just as fast as you can to stay in the same place." Evolution is like that too. We live in a complex world full of parasites, viruses, bacteria, predators, and competitive speciesall of them evolving. At the moment any species stops evolving in response to these challenges and threatsiffiS:doomed.

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18 BACKGROURILD

How does the Red Queen hypothesis explain what happens to the minnows? It appears that the asexual minnows have stopped running the race. They KAOWS NO2E are genetic clones of each other and an easy target, especially for a short- lived, quickly evolving parasite. Sexual reproduction creates variability in Iffeb Sites Ridley, Matt. The Red Queen: www.talkorigins.org (In-depth Sex and the Evolution of Human sexual minnows' offspring so that the parasite cannot easily adapt to background articles on evolution) Nature. New York: Penguin them. That is the value of sexual reproduction. Books, 1993. anthro.palomar.edu/synthetic/ The variability in the sexual minnows is primarily caused by recombination synth_7.htm (Discussion of Strickberger, Monroe. Evolution, of chromosomes during sexual reproduction: the random assortment of natural selection and genotypes, Third edition. Boston, MA: Jones maternal and paternal chromosomes during the production of sperm and using sickle cell anemia as an and Bartlett Publishers, 2000. 1 eggs, the random joining of gametes at fertilization, and the crossing over example) Weiner, Jonathan. The Beak of of chromosomes during meiosis. Variability can also be caused by bioserve.latrobe.edu.au/ the Finch: A Story of Evolution in mutations, but in this example sexual reproduction is the most immediate vcebiol/cat3/u4aos2p3.html Our Time. New York: Vintage cause. It is this variability in individuals that allows those best adapted to (Discussion of natural selection Books, Random House, Inc., their environment to survive and reproduce to create future populations. and population genetics including 1995. founder effect) Thus, the sexual minnow population, with its variability, was better adapted Wilson, Edward 0. The Diversity to resisting the parasite than the asexual population. This is a clear www.literature.org/authors/ of Life, College Edition. New demonstration of the process of natural selection at workthe primary darwin-charles/the-origin-of- York: W.W. Norton and Company, mechanism of evolution in populations. species/chapter-o4.html (Online Inc.,1992. version of Darwin's On the Origin An interesting change in Vrijenhoek's pools demonstrated Zihlman, Adrienne. The Human of Species chapter on natural another mechanism for evolution. A bad drought dried up Evolution Coloring Book, Second selection) the pools and killed most of the minnows. Eventually, the Edition. New York: HarperCollins Books Publishers Inc., z000. water returned and so did the minnows. They had hopped Benz, Richard. Ecology and up stream like trout. But, when Vrijenhoek checked the top pool, he made Videos Evolution: Islands of Change. a surprising discovery. Now the parasites were decimating the sexual David Attenborough's "In Arlington, VA: NSTA Press, z000. minnows and the clones were doing quite well. Paradise" (Wallace's work on Dawkins, Richard. The Blind sexual selection in birds) Vrijenhoek was stymied. He collected the fish and examined them carefully. Watchmaker. New York: W.W. "What Darwin Never Saw" video He found that the sexual minnow population had lost its genetic variation; Norton and Company, Inc., 1996. of Grants' finch research in it had become inbred and lost its advantage. The sexual fish were clone- Freeman, Scott, and Jon Herron. Galapagos (Kurtis Productions, like in their variability and since they outnumbered the true clones, they Evolutionary Analysis, Second 1-312-951-5700) were the biggest targets of the parasites. Edition. Upper Saddle River, NJ: "The Blind Watchmaker" (Films Prentice Hall, 2001. To test his idea that reduced variability in the sexual minnow population for Humanities and the Sciences, had caused the turn of events, Vrijenhoek tried an experiment. He brought Quammen, David. The Song of Princeton, NJ) sexual minnows from a lower pool, where the fish still had genetic variability, the Dodo. New York: Touchstone, up to one of the higher pools. A year later he came back to see what had 1996. happened. To his delight, the situation' had reversed itself to the normal evolution pattern. Now in fact, the asexual minnows again were more parasite-prone pbs.org/ and the genetic variability of the sexual minnows had returned. The recolonization of the upper pools demonstrated another mechanism www.scilinks.org Topic Keyword \\ SC / evolution EG19A for evolutionthe founder effect. This happens when a small population LINKS. population genetics EG19B with limited diversity founds a new population in a \new \ location.i Because of this, the limited population of sexual minnows became inbred. This \ mechanism, unlike natural selection, is random. It is by chance that this I \ particular group of individuals recolonized the upp/ er pools.

Vrijenhoek's work demonstrates key mechanisms for evolution: the genetic I 1 \ variability created by sexual reproduction and the/e/ ffect of natural selection on individuals within a population. It also showedho+ non-selective mechanism, the founder effect, can cause evolution within a small1 population.

Yp @mowSTUDENTLESSON Abu CCG1OEvolutionWork? StIodw mechanismsOy Withevolutionoperates. ACTOVOTO ES

Darwin's Finches 0 Contrivances (adapted with permission from an ENSI Lesson)

TEACHER'S GUIDE WEB RESOURCES TEACHER'S GUIDE WEB RESOURCES STU D E NT,S Evolution Library Video Resources Really lige "Natural Selection in Real Time" "Evolution of the Eye" video describes flow the procesof natural selectiob operates in populations Handouts 1. Give each student a block of wood of rainforest hummiligThrd "Grants' Finch Study Data" (1"x2"x2" minimum size to 2"x4"x4," hard- "Answer Key to Darwin's Finches" Disowion question wood or softwood) and a screw or nail. What are the fou component Evolution Web Feature selection? 2. Ask them to put the screw or nail as far "An Origin of Species" into the wood as they can without using What determines an individual 11 a typical tool like a screwdriver or hammer. umMingbird's beak length? 1. Have students look at "Natural Selection -40e, Tell them not to damage any people or .A., hatfaitors in the envininment might in Real Time" (see TEACHER'S GUIDE WEB property in the process. ieleet for beak length gjix shape RESOURCES). Ilk hummiirgbird populations? 3. After five minutes ask who has been 2. Review with students the following successful. Have students share their How ummingbird postulates of natural selection: different strategies. Ask: er determine evolutionary Individuals within a population vary in history of hummingbirds? O Was that the original intended use for the their traits. object they used? Some of these variable traits are heritable O Did it work as well as a screwdriver or passed on to offspring. hammer would have worked? TAKE "0" Fu ER More offspring are produced than can 4. Point out that these are all examples of survive because of limited resources such "contrivances," objects used or modified to Online Course for Teachers as food and nesting sites. do something clearly different from their Session 4: "What Are the Processes for Evolution?" Individuals with advantageous traits will usual use (and usually not as effective). survive and reproduce. 5. Have students brainstorm examples of Evolution Web Features "Sex and the Single Guppy" traits in humans that are not perfectly adapt- 3. Give students a copy of the "Grants' Finch "The Mating Game" ed for a function (such as joints that wear Study Data" handout, covering the period "Microbe Clock" from before to after the drought of 1976-77. down easily), including structures that are "The Advantage of Sex" Ask students to identify the specific data that reduced and have little or no use (vestigial), e.g., wisdom teeth, appendix. Ask: Evolution Library (URL) supports each postulate and to write a story "Red Queen" video segment explaining how the Grants' data supports the O How does evolution by natural selection occurrence of natural selection of the medi- explain these (less than perfect) traits? Extensions For an activity that illustrates contrivances um ground finches on Daphne Major. O Does natural selection result in perfect adaptations? Give evidence to support in nature: see www.indiana.edu/-ensiweb/ 4. Discuss students' explanations of natural lessons/contriv.html (orchids and the your answer. selection of the finches on Daphne Major. panda's thumb). O How could complex adaptations evolve Ask: from simple ones? Show students the How do you know that finches' beak depth "Evolution of the Eye" video and discuss. is heritable? How did the finch population change from We're Not Perfect Some traits may resemble the original structure before the drought to after? There are examples of natural "contrivances" in in an extinct ancestor, but be less efficient and living organisms, including humans. Adaptations not perfectly "adapted" for their new jobthey Why do you think the average beak depth can often be traced to a structure that served a are called "adaptive compromises." The location of the birds increased? different function in an ancestral species. For of the larynx in humans is an example of this; its example, an adaptation like,the wing of a bat position lower down in the trachea increases our can be traced to an ancestral structure by abilitjt to make sounds and communicate, but studies of its embryological development and itsmakes us more vulnerable to choking than other homologous anatomy with other tertebrate animals since food can become more easily forelimbs. caught in our air, path. (For more on this topic, see Olshansky, 5. Jay, Bruce A. Carnes, and Robert N. Butler. "If Humans Were Built to Last," Scientific 20 American 284/(MarCh 2001): Birds, Beaks, and Natural SelectionA Simulation 0 0 (adapted with permission from "Genetics and the Evolution of Bird Beaks" by Bonnie Chen)

In this simulation, students will gather data to see how beak mutations can influence natural selection. Objective: Students will learn about the role of mutations in natural selection and evolution.

Materials: 0 Aquarium or clear plastic container with O Teaching Evolution Case Studies: Bonnie water level to at least 15 cm per team) Chenan extended version of this lab 0 Simulated food items (4 of each kind/ (see TEACHER'S GUIDE WEB RESOURCES) student) For example: floating (balloons with O Bird beak materials: wooden tongue sugar or sand plus air), middle layer depressors (2 per student); 1.5" screws (balloon with sugar or sand, screw, and little and rubber bands per student) air), and sinking food (sugar and screws) O Long wooden tongue depressors 0 "Birds, Beaks, and Natural Selection" hand- (2 depressors glued end to end), enough out, "Bird Beak Data Sheet" per person) for long beak mutations and "Mutation" handout per group) c, Scissors per team) (see TEACHER'S GUIDE WEB RESOURCES) Procedures Preparation: Watch Teaching Evolution Case Studies: Bonnie Chen to see how the extended lab worked. Gather and prepare materials and handouts. Glue long wooden tongue depressors ahead of time. Make a bird beak model for students. Make copies of mutation handout; cut into sections and fold. 1. Group students into three-to-four person teams that represent wading birds within a large population with wild-type beaks made of tongue depressors. 2. Show students the wild-type beak model and ask them to construct similar beaks following the directions on the "Birds, Beaks, and Natural Selection" handout. 3. Explain that students will simulate the wading birds feeding. Instruct them to follow the feeding directions on the "Birds, Beaks, and Natural Selection" handout.

4. Have students compare the average number of food pieces and types of food captured by the team members. 5. After the first set of trials, explain that some birds will undergo mutations in the genes that code for beak length. Have each student pick a folded section of the mutation handout that will explain the kind of mutation and how it will affect the beak size of their offspring.

6. Tell students who received a beak mutation that requires a change to create the new beak for their offspring. 7. Have students now feed as if they were the offspring, Generation 1. Because this time all members of a group will feed at once to demonstrate competition for resources, two teams will work together during the feeding of the offspring. While one group feeds, the other group will time and monitor the feeding. Then teams will switch roles. There will be three feeding trials and students will record their feeding data on the "Bird Beak Data Sheet" after each trial. 8. Have students determine the survival rate of their offspring by following directions on the "Bird Beak Data Sheet." 9. Have students compare their data and answer the questions on the "Birds, Beaks, and Natural Selection" handout. Ask teams to share their answers in a class discussion. Ask students if the data turned out as they expected. Have students consider and discuss what variables might have affected their data. See AssessnAnt Rubric on p. 35. 21 24' 0

GCS e had been working really hard that day and were heading back toward camp when one of our teams decided to liven things up by slinging elephant dung at the rest of us," remem- bered Andrew Hill, a paleontologist on Mary Leakey's team at Laetoli, Tanzania in 1976. "He aimed one at me, and I had to dive out of the way. I ended up flat on my face. I started to rise and saw marks in the ground. I realized they were fossilized raindrops. Then I looked around and saw ancient animal footprints all over the place. We had passed over that T A G LA CE ground so many times before that evening, but none of us had noticed a thing. But once we saw the first prints, we could see them everywhere: Learning Goals Know the major characteristics selected for in fossilized tracks of rhino, elephants, antelopes, all sorts of animals." early hominid evolutionbipedalism and big (From Robin McKie, Dawn of Man, pp. ion.) brainsand the advantages of each Two years later while excavating a set of animal tracks at Laetoli to Understand how scientific process is used in paleontology bring to a nearby museum, more prints were uncovered in the ash hominid footprints that looked incredibly similar to those that people Know hypotheses about evolution of bipedalism today make as they walk barefoot along a beach. But, these tracks Understand migration patterns of early hominids were at least 3.6 million years old. It was the first time paleontologists had actually found behavioral evidence of bipedalism, the ability to walk upright on two feet, in early hominids. As Ian Tattersall, curator of physical anthropology at the Teacher's Guide Web Resources American Museum of Natural History said, "Usually behavior has to Access the Web resources referenced in this guidefrom handouts to video segments to be inferred indirectly from the evidence of bones and teeth, and there Web featuresby going to pbs.org/evolution is almost always argument over inferences of this kind. But,at Laetoli, and clicking on Teachers and Students, and through these footprints, behavioritself is fossilized:" then going to the Evolution Teacher's Guide, where the material is presented by unit.

22 25 BACKGROU K. ID

The footprints at Laetoli are just part of the fossil evidence that depicts human evolution. In 1974, paleontologist Don Johanson's team discovered C Pvq CD -i52 a the skeleton of Lucy, now known as Australopithecus afarensis. Lucy's tlfeb Sites Larsen, Clark Spencer. Human skeleton was clearly differt from-other primats. Her knees could lock, cgi.pbs.org/wgbh/aso/tryit/evo Origins: The Fossil Record. her femur slanted inwardahc14161>Thrge-toe was in line with her other toes, lution/ (Science Odyssey site on Waveland Press, 1998. ./ . ) 1 allowing her to walk upright. The discovery of,Lucysurprised paleontologists human evolution) Lewin, Roger. Human Evolution: because although shemas,unquestionably/ bipedal,_she was remarkably anthro.palomar.edu/tutorials/ An Illustrated Introduction, apelikewith a brain about-the size_ofa chimpanzee's. (A very comprehensive, up-to- Fourth Edition. Malden, MA: Bipedalism is a tremendous adaptation for humans and a distinguishing date resource with 23 tutorials, Blackwell Science, 1999. /( / / complete with photos and illus- characteristic between humans and other/ primates. There are many McKie, Robin. Dawn of Man: The / /7 / trations, on both physical and hypotheses about the advantages of bipedalis/ rnincluding the ability to Story of Human Evolution. New cultural anthropology from carry food from place to place, to walk long distances efficiently, the freeing York: Dorling Kindersley V / Palomar College) of hands for tool use, and the ability to see furth/ er/ ormore clearly during Publishing, Inc., moo. / www.becominghuman.org/ travel. Any or all of these hypotheses may'be correct anthare being Zihlman, Adrienne. The Human (Institute for Human Origins site explored by anthropologists today. Evolution Coloring Book, Second with many resources including Edition. New York: HarperCollins A second major adaptive advantage that appeared later'in skull photos and information on /./ Publishers Inc., moo. human evolution was an increasedn brain size. Fossil evidence \/' anatomy, lineages, culture, and allows us to trace the developme///ntof the brain as it increased theories of human migration) Articles / Leakey, Mary. "Footprints in the threefold over the last 3 million years. Early hominids such as cogweb.english.ucsb.edu/EP/ Ashes of Time." National the australopithecines had brains the size of modern apes (400 to 5oocc). Paleoanthropology.html#Genus Geographic (April, 1979). Homo habilis, with a brain of about 650cci, was probably the first hominid Line (Site includes photos of to make and use stone tools. As brain sizeincreased new capabilities comparative skulls) Lovejoy, Owen. "Evolution of evolved, improving the ability of hominids to adapt to and modify their Human Walking." Scientific www.talkorigins.org/faqs/homs/ AmericanI259 (1988): 118-125. environments. (Site contains current information Tattersall, Ian. "Once We Were Another earlier hominid, Homo erectus (with an approximate brain size about hominid evolution and the fossil evidence) Not Alone." Scientific American of 900cc), was the first to develop humanlike culture. They used tools, (January 2000): 56-62. including handaxes, made fires, and were the first hominid species believed Books Wade, Nicholas. "Neanderthal to have spread from Africa into Asia. Modern humans, Homo sapiens Boyd, Robert, and Joan Silk. How DNA Sheds New Light on Human (with brains ranging from l2oo-l600cc), have even more sophisticated Humans Evolved, Second Edition. Origins." The Science Times capabilities, probably due to neurological developments within the brain New York: W.W. Norton and Company, Inc., 2000. Book of Fossils and Evolution. rather than sheer size alone. New York: The Lyons Press, Jones, Steve (ed.), David Pilbeam 1988: 235-238. Brain size gives only limited information about the internal structure and (ed.), and Robert Martin (ed.). capabilities of the brain. One later hominid species, Homo neanderthalensis, The Cambridge Encyclopedia of Wilford, John Noble. "The had a brain size of over i3oocc, but is considered to have been much less Human Evolution. Cambridge Transforming Leap, from Four sophisticated than, and possibly even driven to extinction by, modern University Press, 1995. Legs to Two." The Science Times Book of Fossils and Evolution. humans. Klein, Richard. The Human New York: The Lyons Press, Career: Human Biological The story of human evolution began in Africa, but what was once a minor 1998: 196-203. species, Homo sapiens, has now spread to inhabit all continents. Patterns of and Cultural Origins, Second Edition. Chicago: University Videos hominid dispersal are inferred from fossils, which are quite rare, and of Chicago Press, 1999. "In Search of Human Origins" molecular evidence, which is even more limited. New technologies are NOVA, 1994. allowing paleontologists to reexamine earlier fossil finds. Recently scientists recovered mitochondrial DNA from Neanderthal skeletons. That molecular evidence differed significantly from modern human DNA and suggests that Neanderthals and modern humans probably did not interbreed. SC/ There are still many questions concerning the shape of the hominid family LINKS.www.scilinks.org Topic Keyword tree, especially given the ongoing growth in the number of known species CM= human evolution EG23A as new finds are discovered and added to our already bushy evolutionary tree. In paleontology, as in any scientific field, new evidence continually requires reexamination and revision of old hypotheses.

23 ONLINESTUDENTLESSON COJ fiRceoccaEvolve StudentsObi &A Wm@ how@ atp g®op2 evolution. ACTOVITHES

Watch Your Step e Chromosome Clues (adapted with permission from a Steve Randak lesson) (adapted with permission from a Larry Flammer lesson)

TEACHER'S GUIDE WEB RESOURCES TEACHER'S GUIDE WEB RESOURCES Video Resources Handouts Did Humans'Evolve? "Laetoli Footprints" "Chromosome Clues" Fossil andoolecular evidence support the "Chromosome Clues Worksheet" evolution earlier primate Handouts ancestors. Jhis video demonstrates some "Choosing the Best Explanation" 1. Display an overhead copy of the of the evidence for that,46fionship. "Laetoli Trackways" "Chromosome Clues" diagram. Explain that Discussion questions: . "Teacher Background on Laetoli this diagram shows real chromosomes from whe are the occasional %stakes in copying Trackways" a comparison study of three different species. :of DNA called and why arelthey significant In each set the first chromosome is species for,evolutionary change?-::. 1. Prepare an overhead transparency of the A, the second is species B, and the third is HowilOes DNA,,eyide`nce stpportItie close Laetoli trackways (see TEACHER'S GUIDE WEB species C. Point out that only some of the ei;011Ititilariwrel'ati'On"s7Np beiXen chimps RESOURCES) and/or hand out one trackway species C chromosomes have been matched. copy (on paper) per team of four students. 2. Model how to compare chromosomes with difference between relatedness 2. Ask each team to study and discuss the inversions. Use an enlarged overhead copy trackways and record group's answers to the of chromosomes #4AB and #4C (which is the the relatiorTthip between common following questions: third chromosome from the left, top row of egr e of DNA similaritiesi? What creatures probably made the tracks? the box). Show how when #4C is inverted, What kilids evitienceuprt the.fäct that How were these creatures moving (walking,the region just above and below the huthanshave evolved? running, etc.)? centromere (constricted region) of #4C matches the same region in #4A. What interactions, if any, do the tracks suggest? 3. Hand out the "Chromosome Clues" worksheet (one per pair of students) and scissors TAKE ITNu En What is the evidence for your answers? (one per student). Have students work in pairs Online Course for Teachers 3. Conduct a class-wide discussion, sharing to cut apart the 12 chromosomes in the box Session 5: "How Did Humans Evolve?" different scenarios from each team, and on the right, then place each in the "C" space Evolution Web Features pointing out the evidence for each. where it most closely matches the others. "Riddle of the Bones" / "Origins of Humankind" 4. Direct students to the severrcriteria for 4. When done, students are to answer the "Is Intelligent Life Inevitable?" "Choosing the Best Explanati-ion(see questions on the worksheet. After all teams TEACHER'S GUIDE WEB RESOURCES) to reach have completed the discussion questions, Extensions a class-wide consensuS for th/e'most likely reveal the species names on the board or Link to www.nap.edu/readingroom/ explanation for these frackways. overhead: books/evolution98/ Teaching about / Species A is Homo sapiens Evolution and the Nature of Science: 5. Thenusing the Teacher Background Activity 4, "Investigating Common Descent: . y (modern human) ififtirmation, share with the class what Formulating Explanations and Models." Species B is Pan troglodytes scientists do know about the Laetoli footprints (common chimpanzee) Link to www.indiana.edu/ensiweb/ and what inferences they have made. Species C is Gorilla gorilla (gorilla) lessons/hom.cran.html for a hominid 6. Engage students in a discussion about what skull lab. 5. Ask if this new knowledge causes them to footprints can tell us. Do individuals with reconsider their answers to #6 and #7, and if longer feet also have longer legs? Are people so, why. Also, ask if anyone correctly predict- with longer legs taller? Are the number of ed the names, and why. Have students dis- strides a person takes in a given distance cuss their rePlies to these questions. different when he/she is running or walking? Does the person's stride length change with 6. Explain that inalysis of all the chromo- speed? Would the same hold true for early somes from these three-species reveals that hominids? Can patterns of the present give the chromosomes Of species'A and B are you clues to patterns in the past? most alike (13 chromosomes ae virtually identical); and 9 chromosomes of species A and C are virtually identical. Because of this, 24 scientists re.Qommend that all three species, along with orangutans, be classified in the same family (Hominidae). Fossils and Dispersal Patterns of Early Hominids 0 0 (adapted with permission from a John BanisterMarx lesson)

Discoveries of fossil hominids around the world have helped scientists determine not only the likely place of origin for the human species, but the path the species took as it spread throughout the world. In this activity, student teams will use representative hominid fossil evidence to determine the possible pattern of dispersal for early hominids. Objective: Students use actual data from fossil evidence to determine patterns and to develop/ examine hypotheses that explain the data. Materials: O Evolution Web features: "Riddle of the Bones" and "Origins of Humankind" O Small (8.5" x n") black and white world maps with numerical latitude and longitude axes (seeTEACHER'S GUIDE WEB RESOURCES)and large world map (approximately 4 x 6 feet or larger) Paranthropus boisei O Copies of the "Hominid Fossil Skull Drawings" and the "Hominid Fossil Data" handout (seeTEACHER'S GUIDE WEB RESOURCES),cut into five sections (so that everyone in team will have a copy of their team's data) O Copies of the "Hominid Migration Discussion Questions" (seeTEACHER'S GUIDE WEB RESOURCES) O Colored pencil sets and colored push pins or 1/4" colored adhesive dots Homo erectus (same 4 colors for pencils and pins; box of at least loo pins) O Optional: a set of hominid skull casts

Procedures Preparation: Copy and cut the fossil data sheets into five pieces (by taxon), one set of taxa for each team. Students need knowledge of latitude and longitude to plot the locations of the fossils sampled. If time allows, prior to this activity, have students do the related Web features.

1. Group students into five teams: Australopithecine, Homo erectus, Homo neanderthalensis, and two Homo sapiens teams.

2. Introduce the activity by explaining that discoveries of fossil hominids around the world have helped scientists to determine not only a likely origin for the human species, but also a dispersal path throughout the world. The type, dates, and distribution of these representative fossil specimens offer an indication of where humankind's earliest ancestors originated and moved to. Tell students their assignment is to map this distribution. Neanderthal 3. Give each team one part of the fossil evidence from the "Hominid Fossil Data" sheet and colored pencils to match their taxon code (Australopithecinesred, Homo erectus blue, etc.). Point out that the early modern Homo sapiens data is divided between two teams because there is more of it. Post the color code key on the board. 4.Tell students that each team will plot its data points by number on a small world map, using its assigned color. Later each team will add their data to the class world map. (Plotting of the 56 points as a class may take 20-30 minutes.) Demonstrate one example of how to plot each coordinate site.

5. Have teams transfer their data to a large world map using colored and/or numbered push pins. Have students check off the fossils on their data sheets as each pin is placed to prevent repeats.

6. Tell students to work in teams to analyze the distribution of fossils on the world map and answer the Hominid Migration Discussion Questions. Have teams discuss their answers. See Assessment Rubric on p. 35.

9 a, 25 6.0 Q1 2iberia once seemed so remote. Not anymore. A drug-resistant strain of tuberculosis (TB) from a Siberian prison has now been tracked to New York City. Using DNA fingerprints, microbiologists at the Public Health Research Institute in New York City have identified over 12,000 different strains of TB from all over the world and are using this information to track the evolution of TB and its spread worldwide. But the strain they recently found in New York is different. It's one of the multi-drug resistant strains from Russia that is very difficult to treat. Russian prisons have become breeding grounds for new multi-drug resistant strains of TB because of crowded conditions, the use of Learning Goals Understand how natural selection creates low-quality antibiotics, and inadequate follow-up treatment for prisoners. antibiotic-resistant bacteria At least 30,000 Russian inmates now have multi-drug resistant TB. Recognize the applications of evolutionary A disease that had once been considered readily curable, TB has principles for medicine, agriculture, and conservation become a considerable foe. TB is on the rise worldwide and now rivals AIDS in the number of lives it claimsbetween two and three million Understand how science contributes to decisions in the context of society a year. That's why microbiologists Barry Kreiswirth and Alex Goldfarb of the Public Health Research Institute are focusing on Russian prisons. Kreiswirth says, "What's dramatically affected the spread of TB is our CaU OA( CLOC10 ability to travel. All the strains that are in the Russian prisons among Teacher's Guide Web Resources prisoners will eventually come to our doorstep." To meet this challenge Access the Web resources referenced in this head on, Goldfarb has developed a pilot program in the Siberian prison guidefrom handouts to video segments to system to change the way that TB is treated, with the hope of preventing Web featuresby going to pbs.org/evolution and clicking on Teachers and Students, and the evolution and spread of multi-drug resistant TB. then going to the Evolution Teacher's Guide, TB is only the tip of the iceberg. Use and misuse of antibiotics, especially where the material is presented by unit. in the United States, has spurred the evolution of drug-resislant forms of pneumonia, gonorrhea, and other infectious disease.,Kreiswirth laments, "We've created this problem. Multi-drug resistance is a man- made problem....By developing as many antibiotics as we have over the last 50 years, we've essentially accelerated an evolutionary process. The outcome is that we're gOing to- have more drug-resistant microbes t to the point where some of the_most dang-erous bacteria,will not be treatable. We're racing against the microbeeverOay, and unfortunately (we're losing." \ ( \ \ \ \ L \\ \-----1 ,

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2'9N I BACKGROUN D KKOVS Y/LOME Web Sites Levy, Stuart B. The Antibiotic Almost daily, evolution-related stories are reported in the press. Some of www.rci.rutgers.edu/ecolevol/f Paradox: How Miracle Drugs Are these reports, like the story about antibiotic-resistant strains of TB, depict ulldoc.html (Comprehensive Destroying The Miracle. New serious problems that need to be understood and solved. Clearly, the report on evolution, science, and York: Plenum Publishers, 1992. ubiquitous presence of antibiotics in our environmentantibiotics in animal society sponsored by the National McHughen, Alan. Pandora's feed, over-prescribing by doctors, and rampant use in hospitalshas created Science Foundation and the A.P. Picnic Basket: The Potential and a crisis in the evolution of drug-resistant pathogens. In addition, our Sloan Foundation) Hazards of Genetically Modified bacteria-phobic society has created a potpourri of new antibacterial products www.fda.gov/fdac/features/ Foods. London: Oxford University from soaps to toyswithout considering the possible consequences for 795_antibio.html (FDA site with Press, 2000. bacterial evolution. The presence of substances that select against certain article on how antibiotic Nesse, Randolph M., and George microorganisms will most certainly have an effect on future populations. resistance develops) C. Williams. Why We Get Sick: At the same time, we regularly see how knowledge,gleaned from evolution www.who.int/emc/amr.html The New Science of Darwinian is providing very practical applications to real-world concerns: finding oil (WHO site on anti-infective drug Medicine. New York: Vintage fields by analyzing fossils or understanding how coevotution of organisms resistance, including report on Books,1994. resistant TB worldwide) and their natural parasites contribute

Topic Keyword antibiotic resptiite EG27A 27 tuberculosis "k EG27B 30 ONLINESTUDENTLESSON ff4y CcooEvolutionMatterNeot? StudentsdiscoverhawevolutionarytheorybgitA reapgreaterharvests, ACTWOTHES disease, protectao2 kra.

Back to the Future 0 to 0 0 When An Apple A Day 0 Evolution in the News 0 0 Isn't Enough

TEACHER'S GUIDE WEB RESOURCES TEACHER'S GUIDE WEB RESOURCES TEACHER'S GUIDE WEB RESOURCES

Evolution Library Video Resources Evolution Library "Cholera: Domesticating Disease" Outside Resources "Double Immunity" Outside Resources The Web, old magazines, photographs, Newspaper and magazine articles Evolution Web Feature drawings "The Evolving Enemy" 1. Evolution is in the news more often than 1. Photojournalists can tell vivid stories most people realize. Many news stories through photo essays. Ask students to create1. Have students watch the video segments based on evolutionary concepts never a pictorial,representation (using magazine "Cholera: Domesticating Disease" and mention the word evolution. Ask students pictures, photographs, drawings, paintings, "Double Immunity" in the TEACHER'S GUIDE to collect newspaper and magazine articles video, or downloaded\ photos) depicting a WEB RESOURCES. related to evolution. Before they do, brain- X chain of events impacting a particular species 2. Raise the following questions during a storm the kinds of topics that might be \.zthe, because of changes in environment class discussion: related to evolution so they will know what (e.g., habitat destruction;-introduction of How does an understanding of evolution to look for. Examples include: \non-nativepredator, pestor competitor). Dinosaur fossils / help doctors manage infectious diseases? Have students base their/representation on Human fossils \ / What factors affect the evolution of disease research and evidence about the species and Antibioticresistant pathogens .> environmental change/they have chosen. Ask organisms to make them become more Habitat destruction

\ 1 students to includea prediction of how the virulent? Oil spills .-/ /-----x environmental change might affect future Endangered species _i What is the relationship between HIV evolution of the species. resistance and the Black Death? Biotech corn in food Genetically modified animals 2. Before students' presentations-a-re final, ask How have disease organisms coevolved ( .1 ( I Teaching evolution in schools students to pair up and reviemeach othei's with humans? Comets and dinosaur extinction presentations./ Each partner-will writeCpr tell a i / \ ( 1 Domestication of animals story that describeihatc he or she sees in the [ i ,/ \_ / Breeding new plant varieties other's work. Then,students will compare their

partner's story to their intended result,and a I I II 2. Ask each student to select a single article revise their picture if the meaning was unclear. and to write an essay describing how it is ) related to evolution. Have students make 3. Finally, have students-put their pictures on , as many links as possible and be specific in display, presenting to each other key high- their explanations, using the vocabulary lights of their story. . 11 II I II of science and evolution (e.g., mutation, TAKE TFa.D RYMER evidence, natural selection, variation, common ancestor, etc.). Online Course for Teachers I I

Session 5: "How Did Humans Evolve? Is 1 . 55 3. Discuss the articles in class. Evolution Still Happening?" 4. Post students' articles on a bulletin board Web Features and have students cluster articles with like "Microbe Clock" SI I topics and then give the category a title. "Babies by Design" . "A Modern Mass Extinction?" 5. Have students create a class concept map "The Evolving Enemy" of the evolutionary concepts they are finding 55 I II in the news, showing the links and relation- Extensions ships between topics. (See Online Teacher For a decision-making activity related to Course Session i for information on creating habitat destruction of rain forests, see I. www.accessexcellence.org/AE/AEPC/WWC/ concept maps.) 1991/rainforest_role.html. 6. Have students continue to bring in and discuss evolution articles over a month's time to help them understand the relevance 28 of evolution to their daily lives. 3 1 Big Decisions 0 0 to 0 0 0

Science must work in the context of society. No matter what the scientific evidence, people make decisions based on a variety of criteria, including economics, health, aesthetics, politics, and ethics. These decisions can ultimately affect the evolution of organisms. Objective: Students learn different perspectives in a situation that can have possible evolutionary implications. Materials: O Resource materials related to topic you choose (See the "Know More" section to begin) O Copies of the "Evaluating Internet Information" pages available at http://www.lib.vt.edu/ research/libinst/idle/evaluating.html O Copies of story "A Sound of Thunder" by Ray Bradbury (in his book R is for Rocket). Also available at http://www.sba.muohio.edu/ snavely/415/thunder.htm

Procedures Preparation: Gather resources relevant to the topic you choose. Make copies of the "Evaluating Internet Information" pages and "A Sound of Thunder" 1. Divide students into teams of four or five.

2. Give students a situation (such as pesticide use on lawns or crops, use of biotech foods, habitat destruction and endangered species, introduction of a non-native predator competitor, etc.).

3. Give each student in the team a different role (e.g., environmental activist, farmer, parent with young children, doctor, biotech company CEO, politician). Ask each student to define the point of view for his or her role and to seek out scientific arguments and evidence that might support or refute it. 4. As students find information to support their role's point of view, have them consider the evolutionary, economic, health/medical, environmental, political, and ethical implications of the situation. Students may use the Web, library, and other resources. Give students pointers on evaluating the reliability of sources. (See "Evaluating Internet Information" Web site referenced above.)

5. Have students dress in their roles for a "town meeting" to discuss the implications of the situation from each point of view. Have the town make a decision on the situation after listening to all sides.

6. Ask students to write an article for a newspaper that compares and weighs each point of view. (Or have students write a paper that describes what they learned and what their actual point of view is now.) 7. Have students read the short story "A Sound of Thunder" by Ray Bradbury and have a class discussion about how this story (which describes how the ripple effect can have major impact over time) relates to human intervention and the effect on future evolution.

See Assessment Rubric on p. 35.

3 2 29 I

In the mid-199os, a conflict over the teaching of evolution shook a small New Hampshire town. A newly elected school board introduced a proposal to teach creationism in high school biology classes. Almost overnight, the community became divided over issues of science education, educational quality, religion in the schools, and community values. The national media beat a path to Merrimack, New Hampshire's door. Teachers felt besieged and the school and community divided. In the end, the proposal was withdrawn. A year and a half later, a new ONLINE STUDENT school board was elected and science education was back on track. But years later damage from the conflict still lingers. LESSON 7 The story of controversy over the teaching of evolution has been repeated Why Is Evolution Controversial? in many different forms and in many different communities since the Students explore why evolution has always been a controversial topic. famous Scopes trial in Tennessee almost 80 years ago. In 1999, the Kansas state school board voted to eliminate evolution from the state QUICK CLICKS science standards. Two years later, after,"mL;ch dissension and discusson, the school board election brought-neW-- members and a return of evolution Teacher's Guide Web Resources to the Kansas standards:" Access the Web resources referenced in this ------guidefrom handouts to video segments to In 200.Iva-bill was introduced-inthe Michigan legislature to allow Web featuresby going to pbs.org/evolution / "te'a-ciiing the [intelligent] design hypothesis as anexplanatiorifor the and clicking on Teachers and Students, and C origin anddiversitylllife."In one Kentucky community, the superin- then going to the Evolution Teacher's Guide, where the material is presented by unit. tendentihatReachers glue together the pages of the earth science text that presented the big bang theory because the story of Genesis was not also included. How frequent are the controversies over evolution and creationism? From 1996 to 1999 the National Center for Science IS I Education tracked an average of one new state or local problem per week. NO .55 Despite many decisions by educators, curriculum and standards : committees, school boards, and the courts supporting the teaching of evolution, the conflict keeps reemerging. Biology teachers understand 1 'I

s . their responsibility to develop scientifically literate students who are

. I . able to use scientific process to determine patterns and to critically analyze alternative explanations for natural phenomena. They want 5 II 9 I I their students to understand the unifying theme of evolution. But they : . also want to be respectful of diverse religious beliefs in their community. This is the challenge. a .185 'I

3 3 30 WHAT ARE STRATEGIES FOR PREVENTING POTENTIAL CONFLICT?

Distinguish between science and religion Focus on science and scientific literacy Help students understand that science and religion are two different Use precise language. Watch how you use the terms belief, theory, ways of knowing the world. They are not necessarily in conflict; they and fact. Help students distinguish between everyday usage and are two perspectives, two different lenses. scientific meanings. People might say "it's just a theory," meaning a guess or hunch. In science, a theory is an overarching explanation Science develops explanations for the natural world by gathering that connects many tested hypotheses and observable facts. evidence. Explanations that are supported by evidence stand and those that are not are discarded. Science does not include supernat- One does not "believe" in evolution. It is a theory that scientists ural explanations that cannot be tested by scientific processes. accept as the best, current scientific explanation. As a biology teacher, you are asking students to understand evolution and the Religion is a system of beliefs based on faith, not bound by evidence scientific evidence that supports the theory, not to accept it. from nature. It offers a distinctly different path for understanding the purpose of the natural world and our place in it. It is not better or Give students experience using the scientific process. Help students worse than science, it is just different. As such, people don't need to understand that science involves creating testable hypotheses and choose between the two. using critical thinking to analyze and synthesize data. It depends on objective tests of alternative explanations and uses multiple lines of Acknowledge that many scientists are religious and that many reli- evidence to confirm explanations. Students who understand science gions support the teaching of evolution. To see what major religious process and theory formation are more likely to have respect for the denominations say about teaching evolution, see the Science and evidence that supports the theory of evolution. Faith Web feature and www.ncseweb.org/resources/articles/ 465o_statements_from_religious_orga3_13_2001.asp Present scientific information based on the best current evidence. Emphasize that scientific ideas may have varying degrees of support, Understand that the courts distinguish between science and religion depending on available evidence. Help students use criteria to assess in the classroom. It is not a matter of "fairness" to present creationism ideas, such as the veracity and number of lines of independent along with evolution in a science classroom. It is inappropriate to evidence that support a hypothesis or theory. teach religion in a science classroom.

The decisions: TEACHER'S GUIDE WEB RESOURCES Edwards v. Aguillard, 482 U.S. 578 (1987) (USSC+): Video i for Students The U.S. Supreme Court has determined it is unconstitutional to "Isn't Evolution Just a Theory?" require educators who teach evolution to also teach creationism. Online Course for Teachers Epperson v. Arkansas, 393 U.S. 97 (1968): The U.S. Supreme Session 1: "What Is the Nature of Science?" Court has determined it is unconstitutional to restrict an educator's right to teach evolution. Online Student Lesson Lesson i "What Is the Nature of Science?" McLean v. Arkansas Board of Education, 529 F. Supp. 1255 (1982): A Federal Court has determined that a "balanced treatment" Teacher's Guide statute to give balanced treatment to "creation-science" and Unit 1: "What Is the Nature of Science?" (pp, 6-9 ) "evolution-science" is unconstitutional. It declared that "creation- Unit 2: "Who Was Charles Darwin?" (pp. 10-13) science" is not science. I Understand that "intelligent design" and "creation science" arguments ultimately are religious explanations that rely on supernatural 1 , , causes and thus are outside of science. Become familiar with some J' of the "creation science" arguments such as "intelligent design" 0. 1 using the lens of science, but don't introduce this examination into 0 . 0 ..0 0 your classroom because introducing religion into a science classroom a a. 0 0. .0 . 00 0 is inappropriate. For information on creationist arguments, see a 0. 0. 0 9 . ncseweb.org/link.asp?category=5 oo o 6 o° o 0 00 o oo o° o o o o TEACHER'S GUIDE WEB RESOURCES o° o o o o oo 00 o o° Video 7 for Students o o o 0 o o "Why Is Evolution Controversial e-- Anyway?" (for teacher's background)

Evolution Web Features "Science and Faith" "Evolution FAQ" 31 WHAT ARE STRATEGIES FOR PREVENTING POTENTI L C FLICT?

Be knowledgeable about evolution and Create a respectful learning environment dispel misinformation Model respectful listening for students. Recognize that the theory of evolution is considered a cornerstone Interrupt any putdowns between students and insist on respectful of biology. Know that the foremost science and science education interactions. organizations support the position that evolution is a central unifying concept of biology and should be included as part of K-12 science Gently redirect questions about religion back to science. frameworks and curricula. For position statements on teaching Respect and communicate that students may have a wide range of evolution by the National Science Teachers Association, National beliefs about religion and that religious beliefs are a personal issue. Association of Biology Teachers, and American Association for the Advancement of Science, go to: www.nap.edu/readingroom/books/ Point out that students are expected only to learn about evolution, evolution98/ Teaching about Evolution and the Nature of Science, not accept it. How they integrate it with their own beliefs is a Appendix C, and www.ncseweb.org/resources/artides/33_nation- personal matter. al_ science_teachers_ass_1_9_2001.asp Accept your "creationist" students without prejudice. Thoroughly understand the evidence for evolution as well as the TEACHER'S GUIDE WEB RESOURCES current understanding of mechanisms for evolutionary change. Teaching Evolution Case Studies Give examples of how evolution is relevant to our daily lives (such "Ken Bingman" as antibiotic resistance, pest control in agricultural crops, invasive "Marilyn Havlik" species, etc.). By giving students an understanding of the role of "Bonnie Chen" evolution in society, they can be better-informed citizens and decision-makers. Use sound pedagogy Correct misconceptions about the process of evolution when they occur (e.g., we didn't evolve from apes, but we share a common Engage students with active learning experiences that develop deeper ancestor with the apes that exist today; evolution happens in understanding of key concepts. populations, not individuals). Present science as an ongoing process, not final conclusions. In science, change is expected and accepted. If something isn't TEACHER'S GUIDE WEB RESOURCES testable, it isn't science. In science you never prove, only disprove. Online Course For Teachers Therefore, statements such as "evolution hasn't been proven" Sessions i through 7 aren't meaningful; gravity hasn't been "proven" either. Online Student Lessons Bring preconceptions to the surface early on as students build Lessons i through 7 knowledge on what they previously understood to be true. Teaching Evolution Case Studies Give students practice applying their knowledge to new situations. "Ken Bingman" "Marilyn Havlik" TEACHER'S GUIDE WEB RESOURCES "Bonnie Chen" Online Course for Teachers Evolution Web Feature Sessions 6 and 7 "Evolution FAQ" Teaching Evolution Case Studies Evolution TV Shows "Ken Bingman" Shows 3. through 7 "Marilyn Havlik" "Bonnie Chen"

35 32 WHAT DO YOU KNOW MORE Web Sites Haught, John F. Science and Religion: From DO IF CONFLICT www.ncseweb.org/ (National Center for Conflict to Conversation. Mahwah, NJ: Science Education; nationally-recognized Paulist Press, 1995. EMERGES? clearinghouse for information and advice Matsumara, Molleen, ed. Voices for to keep evolution in the science classroom) Get the support of your colleagues, school Evolution, Second Edition. Berkeley, CA: administration, and school board. You may also www.nap.edu/readingroom/books- National Center for Science Education, ,11 get valuable advice from the National Association evolution98/ (Online version of the NAP inc., 1995. publication, Teaching about Evolution and of Biology Teachers and the National Science Miller, Ken. Finding Darwin's God. Cliff the Nature of Science) Teachers Association. For examples of how Street Books, New York: 2000. http://www.nabt.org/sub/position_ different communities handled controversy, see National Academy of Sciences. Teaching statements/evolution.asp (National TV Show 7: "What About God?" and Teaching about Evolution and the Nature of Association of Biology Teachers position Evolution Case Studies: "Dealing with Controversy." Science. Washington, DC: National statement about teaching evolution) Academy Press, 1998. (See especially, Know the legal prohibitions against the teaching www.nsta.org/handbook/evolve.asp Dialogue: The Challenge to Teachers, of creationism and legal support for teaching (National Science Teachers Association Frequently Asked Questions About evolution. For a list of significant court decisions position statement on teaching evolution) Evolution and the Nature of Science, regarding evolution and creationism issues, see http://ncseweb.org/articte.asp? and Appendices A, B, and C.) - www.nap.edu/readingroom/books- category=7 (An update of Voices) National Academy of Sciences. Science evolution98/ Teaching about Evolution and the www.law.umkc.edu/faculty/projects/ and Creationism: A View from the National Nature of Science, Appendix A, and ftriats/ scopes/scopes.htm (Site on the Academy of Sciences, Second Edition. www.ncseweb.org /resources/articles/3333_ Scopes Trial, including excerpts from the Washington, DC: National Academy Press, eight_significant_court_decisi_2_15_2001.asp court transcripts) 1999.

Communicate with parents, administrators, and Books National Research Council. How People school boards about the importance of scientific Alters, Brian, and Sandra Alters. Learn: Brain, Mind, Experience, and literacy for students. Emphasize that teaching Defending Evolution: A Guide to the School. Washington, DC: National Academy evolution is good science education, and Creation/Evolution Controversy. Sudbury, Press, z000. omitting or qualifying it deprives students of an MA: Jones and Bartlett, 2001. National Research Council. Inquiry and important scientific understanding. Annenberg/CPB and WGBH. Teaching High the National Science Education Standards: School Science Guidebook. South A Guide for Teaching and Learning. Invite local scientists to explain how they use Burlington, VT: Arthenberg/CPB, z000. Washington, DC: National Academy Press, scientific process in their work and/or how their 2000. work relates to evolution. Barbour, Ian G. When Science Meets Religion. San Francisco: HarperCollins Pennock, Robert. Tower of Babel: The Evidence Against the New Creationism. TEACHER'S GUIDE WEB RESOURCES Publishers, 2000. Cambridge, MA: MIT Press,1999. Online Course for Teachers Bybee, Rodger. Achieving Scientific Literacy: From Purposes to Practice. Schopf, J. William. Evolution! Facts and Session 8: "How Do You Deal with Portsmouth, NH: Heinemann,1997. Fallacies. San Diego, CA: Academic Press, Controversy?" 1999. Eldredge, Niles. The Triumph of Evolution Teaching Evolution Case Studies and the Failure of Creationism. New York, Skehan, James, and Craig Nelson. "Dealing with Controversy" NY: W.H. Freeman and Co., 2000. The Creation Controversy and the Science Classroom. Arlington, VA: Evolution TV Show Futuyma, Douglas. Science on Trial: The NSTA Press, z000. Show 7: "What About God?" Case for Evolution, Second Edition. Sunderland, MA: Sinauer Associates, Inc., Strahler, Arthur N. Science and Earth 1995. History The Evolution/Creation Controversy. Amherst, NY: Prometheus Books, 1999.

I II II ' I

SC/ LINKS www.scilinks.org Topic Keyword evolution in the classroom EG33A

36 33 TEACHER'S GUIDE UNIT 1WHAT DS THE MATURE OF SCIENCE?In-depth Investigation Assessment Rubric

Excellent Satisfactory Needs Improvement Team Process Work well together to arrange available Work together to arrange puzzle pieces, but Don't work together to arrange puzzle pieces evidence (puzzle pieces) Listen to all team have problems discussing the hypotheses Don't listen to each other's suggested members' ideas before deciding on hypotheses reflected by the evidenceListen to other hypotheses and cannot agree on hypotheses Collaborate well with other teams, listening teams' hypotheses, but not sure how to use Don't look at other teams' evidence or listen to others' hypotheses and reasons before information to refine own hypotheses to other teams' hypotheses and reasons revising their own

Team Product Build their puzzle from all available pieces of Build their puzzle from all available pieces Don't use all pieces of evidence in their puzzle evidenceCreate several hypotheses and Create hypotheses, but can't explain how Don't create hypotheses that reflect their refine final hypothesis based on their evidence their final hypothesis reflects their evidence evidence Can't give reasons for their and collaboration with other teams Give and evidence of other teams hypotheses reasons for their hypothesis.

Discussion Answer all guiding questionsThoroughly Able to answer some of the guiding questions Don't answer guiding questions Don't understand how the simulation demonstrates Partially understand how the simulation understand how the simulation demonstrates the nature of science and what the limitations demonstrates the nature of science and what the nature of science and what the limitations of the simulation are the limitations of the simulation are of the simulation are

TEACHER'S GuIDE UNIT 2WHO WAS CHARLES DARWIN? In-depth Investigation Assessment Rubric

Excellent Satisfactory Needs Improvement Team Process Work well together to design and conduct Work together to design and conduct their Don't work together to design and conduct their experimentListen to all team members' experimentListen to each other fairly well their experimentDon't listen to each other's ideasWork well to analyze their data and Have some problems analyzing their data suggestions and cannot agree on a design create a presentation of their results and creating a presentation of results Don't understand how to analyze their data and don't work well together to create a presentation of results

Team Product Team Product Data is well organizedTheir Data is fairly well organizedTheir conclusions Data is not well organizedThey do not know conclusions accurately reflect their data don't quite reflect all of their dataTheir visual how to use the data to reach a conclusion Their visual display and presentation are display and presentation are adequate, but Their visual display and presentation are poor well done not exceptional.

Discussion Answer all guiding questionsThoroughly Able to answer some of the guiding questions Don't answer guiding questions Don't understand how their experiment relates Partially understand how their experiment understand how their experiment relates to to the colonization of islands by plants relates to the colonization of islands by plants the colonization of islands by plantsDon't Thoughtfully compare their results with They partially understand how their results understand how their results compare to Darwin's compare with Darwin's Darwin's TEACHER'S GUIDE UNIT 3WHAT OS THE EVIDENCE FOR EVOLUTION? In-depth Investigation Assessment Rubric

Excellent Satisfactory Needs Improvement Team Process Work well together, dividing the job of counting Work together to divide the job of counting Do not divide the counting taskOne or two amino acid differences in the different animals amino acid differencesDo not double check do the counting, while the others are not Do backup counts and check with each other each otherDo not often take the initiative of engagedLittle or no effort by anyone to get to confirm counting accuracy, re-counting if asking questions or checking each other's everyone involved or to offer or seek help in there is not a matchHelp each other with understanding understanding any questions of understanding or procedure

Team Product Record their counts in the proper spaces on Find and record the differences for all requested Do not get total counts for every animal the cladogramFind that their results are animals, but they may not all be confident of requestedCladogram spaces are not all consistent with the counts by other teams the accuracy of all counts, or there may be completed errorsDo not check this with other teams

Discussion Discuss each question before arriving at a Do not always initiate discussion or seek help Do not understand the questionsCannot consensus response for each questionAny when neededSome students may not be explain any of the objective itemsDo not student at random can explain any given involved in the processMay not be able to answer most of the analysis questions answer, and can accurately explain the main explain all answers or the main points of the points of the objectiveAll analysis questions objectiveAble to answer most of the are accurately answered analysis questions

TEACHER'S GUIDE UNIT 4-How DOES EVOLUTION WORK? In-depth Investigation Assessment Rubric

Excellent Satisfactory Needs Improvement Team Process Work well together to create beaks and Work together to create beaks and conduct Don't work together to create their beaks and conduct their simulationWork well to their simulation Have some problems conduct their simulationDon't understand analyze their data analyzing their data how to analyze their data

Team Product Data is well organizedTheir conclusions Data is fairly well organizedTheir conclu- Data is not well organizedThey do not know accurately reflect their data sions don't quite reflect all of their data how to use the data to reach a conclusion

Discussion Thoroughly understand how their simulation Partially understand how their simulation Don't understand how their simulation relates relates to natural selection and how it is relates to natural selection and how it is to natural selection and how it is similar and similar and different than the real world similar and different than the real world different than the real world

TEACHER'S GUIDE UNIT 5-How DOD HUMANS EvoLvE? In-depth Investigation Assessment Rubrk

Excellent Satisfactory Needs Improvement Team Process Work well together to map the dataWork Work together fairly well to map the data Don't work together to map the data Don't well to analyze the data and answer discus- Have some problems analyzing the data understand how to analyze the data and sion questionsListen to all team members' and answering discussion questions Listen answer the discussion questionsDon't listen ideas to each other fairly well to each other's suggestions

Team Product Data is mapped accuratelyTheir conclusions Data is mapped fairly accuratelyTheir con- Data is not mapped accuratelyThey do not accurately reflect the data clusions don't quite reflect the data understand how to interpret the data

Discussion Answer all discussion questionsThoroughly Able to answer some of the discussion ques- Don't answer discussion questions Don't understand how to interpret hominid migra- tionsPartially understand how to interpret understand how to interpret hominid tion from the fossil data hominid migration from the fossil data migration from the fossil data

TIEACHER'S GUIDE UNIT 6WHY DOES EVOLUTION1,1ATTER Now? In-depth Investigation Assessment Rubric Excellent Satisfactory Needs Improvement Team Process Excellent research using many reliable Research includes a few good resources Poor research, relying on few sources whose resources reliability is questionable

Team Product Provide excellent information from assigned Provide adequate information from assigned Doesn't provide information from assigned point of viewDo excellent job staging and point of viewDo fairly good job staging and point of viewDo poor job staging and run- running Town MeetingArticle is well written running Town MeetingArticle is fairly well ning Town MeetingArticle is poorly written and offers conclusions based on the variety of done and is mostly based on information and does not reflect information in class information presented presented presentations

Discussion Thoroughly understand different points of Partially understand different points of view Don't understand the different points of views view about the topic and can discuss the pros and can discuss the pros and cons of some and cannot intelligently discuss the pros and and cons of each position positions cons of different positions

35 33 adaptation Cenozoic evolution any heritable characteristic of an organism that the era of geologic time from 65 mya to the pres- in general terms, biological evolution is the improves its ability to survive and reproduce in its ent, a time when the modern continents formed process of change by which new species develop environment; also used to describe the process of and modern animals and plants evolved from preexisting species over time; in genetic genetic change within a population, as influenced terms, evolution can be defined as any change centromere by natural selection in the frequency of alleles in populations of a point on a chromosome that is involved in organisms from generation to generation amino acid sequence separating the copies of the chromosome a series of amino acids, the building blocks of produced during cell division; during this division, fact proteins, usually coded for by DNA (exceptions are paired chromosomes look somewhat like an X, and a natural phenomenon repeatedly confirmed by those coded for by the RNA of certain viruses, the centromere is the constriction in the center observation such as HIV) cladogram fossil antibiotic resistance a bránching diagram that illustrates hypotheses most commonly, an organism, a physical part of a heritable /trait in microorganisms that enables about the evolutionary relationships among an organism, or an imprint of an organism that has them to surivve ni the presence of an antibiotic, groups of organisms; cladograms can be consid- been preserved from ancient times in rock, amber, artifact/ ered as a special type of phylogenetic tree that or by some other means; new techniques have concentrates on the order in which different also revealed the existence of cellular and an object made by humans that has been preseryed / groups branched off from their common ancestors molecular fossils and/ can be studied to_learrlabout a particular ' tirne period i coevolution founder effect evolution in two or more species, such as a preda- artificialselection/ the loss of genetic variation when a new colony is tor and its prey, or a parasite and its host, in which formed by a very small number of individuals from the process/ by which humans breed animals and evolutionary changes in one species influence the a larger population cultivate crops to ensure that future generations j evolution of the other species have specific desirable characteristics; in artificial genetic drift selection, breeders select the most desirable contrivance changes in the frequencies of alleles in a popula- variants in a plant or animal population, and selec- an object or characteristics used or modified to tion that occur by chance, rather than because of tively breed them with other desirable individuals do something clearly different from its usual use natural selection australopithecine creationism genetic engineering a group of bipedal hominid species belonging the religious doctrine that all living things on Earth removing genes from the DNA of one species and to the genus Australopithecus that lived between were each created separately, in more or less their splicing them into the DNA of another species, 4.2 and 1.4 mya present form, by a supernatural creator, as stated using the techniques of molecular biology in the Bible; the precise beliefs of different Australopithecus afarensis half-life creationist groups vary widely an early australopithecine species that was the amount of time it takes for one half of the bipedal; known fossils date between 3.6 and "creation science" atoms in a radioactive isotope to decay to a stable 2.9 mya (for example, Lucy) an assortment of many different, non-scientific form attempts to disprove evolutionary theory, and big bang theory hominids efforts to prove-that-the-complexity of living things theory that states that the universe began in a ------. \ members of the family Hominidae, which includes can be/- explained only by the actiorraan "intelli- state of compression to infinite density and that onlY modern humans and their ancestors gent/ designer" in one instant all matter and energy began / / Homo erectus expanding and they have continued expanding DNA base sequence &species of hominid that lived between 1.8 mya ever since a chain of repeating units of deoxyribonucleotides and 300,000 years ago; the first Homo species to (adenine, guanine, cytosine, thymine) arranged in bioengineered food \ 'migrate beyond Africa a particular pattern food that has been produced through genetic Nemo habilis modification using techniques of genetic enzyme --- a \\species of hominid that lived between 1.9 and engineering aproteii;-tactsas a catalyst for chemi a 1.8.-rnya;the-fiQspecies in genus Homo, and the reactions biogeography fiest-hominid-associbted with clear evidence of ) the study of patterns of geographical distribution Eocene tool manufacture-and use of plants and animals across the Earth, and of the from 54 to 38 mya)he secondllest of the five Homo neanderthalensis7? changes in those distributions over time major epochs of-the Tertiary-Perioth it is often a species of horrZikl 'apt lived between 15o,000 known for the rise of mam Is biosphere and 30,000 years agop Europe and\W\estern the part of the Earth and its atmosphere capable Asia, originally thou4ht\tibe a geographic variant of sustaining life of Homo sapiens, now generally accepted to be a distinct species

36 39 rk

Homo sapiens , n attl ral selection science modern humans, evolved to present form about a' process-bywhich the forms of organisms in a a way of knowing about the natural world based loo,000 years ago th'ai-afebetter to'f'hir local on observations and experiments that can be -ti r / environmerit increase in frequency/relativeit to less confirmed or disproved by other scientists using homologous structures kk lz well-adapted-forms. \overone or more generations accepted scientific techniques structures shared by a set of related species because they have been inherited, with or 'without Neanderthal species modification, from their common ancestor (fr a hominid, similar,toI. but distinct from, modern usually defined as a group of organisms capable example, the bones that support a bat's wing are hurnans, that_lived-m-Europe and Western Asia of mating and producing fertile offspring with one \ similar to that of a human arm) about 15oi000-to3o,000 years ago another I hypothesis paleoanthropologist supernatural an explanation of one or more phenomena in someone Mil) use fossil evidence to study early relating to phenomena that cannot be described nature that can be tested by observations, human ancestors by natural laws, cannot be tested by scientific experiments, or both; in order to be conside7d methodology, and are therefore outside the realm paleontologist scientific, a hypothesis must be falsifiablewhich of science a scientist who\stud3esfossils to better under- means that it can be proven to be incorrect stand life in prekstoric times symbiosis intelligent design a relationship of mutual benefit between two pathogen the non-scientific argument that complex biological organisms that live together a microorganism that causes disease structures have been designed by an unidentified taxon supernatural or extra-terrestrial intelligence pesQcide-resistantinsects a group in biological classification such as insectsmith the abil6 to survive and reproduce inversion species, genus, family, order, class, and phylum in the presencof pesticides.t these resistant a segment of a chromosome that has been turned variants increasin frequency over time theory around so that the order of the nucleotides in the a well-substantiated explanation of some aspect DNA is reversed (specifically, where a small portion phylogeny of the natural world that typically incorporates of a chromosome is upside down compared to the the study of ancestraketations among species, many confirmed observations, laws, and success- same region of an otherwise identical chromosome) often illustrated with a "tree of life" branching dia- fully verified hypotheses" gram, which is also known as a phylogenetic tree isotope transitional fossil an atom that shares the same atomic number and postulate a fossil, or group of fossils, representing a series position as other atoms in an element but has a a basic principle of similar species, genera, or families, that link an different number of neutrons and thus a different radiometric dating older group of organisms to a younger group; atomic mass a dating technique that uses the decay rate of often, transitional fossils combine some traits of law radioactive isotopes to estimate the age of an older, ancestral species with traits of more recent a description of how a natural phenomenon will object species (for instance, a series of transitional occur under certain circumstances fossils documents the evolution of fully aquatic recombination whales from terrestrial ancestors) meiosis the appearance in offspring of different gene a type of cell division that occurs only in the repro- combinations than are present in either parent; vestigial ductive cells of organisms, during which paired in most organisms whose cells have a nucleus, structures that have been greatly reduced in size chromosomes are separated into different daugh- recombination occurs because of two processes and function over evolutionary time to the extent ter cells, reducing the number of chromosomes in that occur during the production of eggs and that they now appear to have little or no current those daughter cells by half sperm; one process involves the random sorting function of chromosomes into eggs and sperm; the other mitochondrial DNA process, called crossing-over, involVes exthange DNA found in the mitochondrion, a small round of DNA between chromosomes body found in most cells, that produces enzymes to convert food to energy; because mitochondria relative dating are generally carried in egg cells but not in sperm, the process of ordering fossils, rock>_and-geolZig= mitochondria! DNA is passed to offspring from ic events from oldest to youngest(because of the mothers, but not fathers way sedimentary rocks form, loweNa_yers in most series are older than higher layers, mutation possible to determine which fossils found in those- a change in genetic material that results from an layers are oldest, and which are youngest; by error in replication of DNA; mutations can be itself, relative dating cannot assign any absolute beneficial, harmful, or neutral age to rocks or fossils

37 publishes On the Origin of Species. Ending image: fossil The entire Evolution TV series is available on home video on seven During the Cambrian explosion, many diverse Segment 15 animals suddenly appear on Earth; in 1913, videocasettes, with a total viewing time of eight hours. For your Approximate starting time: 99 min. Charles Walcott found 540 million-year-old sea convenience, we have described the series by program segments. You Length: 4 min., 30 sec. Starting image: man with beard creatures in the Burgess Shale. may want to use specific segments to focus classroom discussions Ending image: DNA from different animals Segment 7 and activities. To find a segment, queue up to the approximate starting Creationists against evolution because believe Approximate starting time: 31 min. time and look for the starting image. human soul at stake; DNA now used to show Length: 13 min., 30 sec. comparisons between animals. Starting image: Shubin Ending image: LevinO\ Segment 16 Bill McGinnis ane:Mike Levine found the "master Approximate starting time: 103 min., 30 sec. switch," a gensiurned on in a band in an early Show One: Darwin's Dangerous population. Length: 4 min. embryo. Idea Segment 8 Starting image: Chimp Dr. license plate \ Approximate starting time: 38 min., 30 sec. (two hours) Ending image: river Length: min., 30 sec. PsychologIS_Sally.Bken..cionpar, idevelop- Approximate starting time: 44 min., 30 sec. Summary: Introduction to Charles Darwin and his Starting image: James Moore mental milestones in chiMps-arld humans( Length: io min. theory of evolution by natural selection. Ending image: beetles arting image: people at café Segment 17 Segment I Discusses beetles' protective coloring as example Ending image: Shubin Approximate starting time: 107 miri.-30" Length: 4 min. of natural selection. Liza Shapiro studies the movement of llep,gthl-Zmins living7 Starting image: Darwin and Fitzroy lead horses primates; chimpanzees share 9p% ofthr DNA Segment 9 Starting image: church in England Ending image: portrait of Darwin Approximate starting time: 40 min. Ending image: Darwin's face with humans; a series of chance coincidences led Commentary from Daniel Dennet, Stephen Jay to human bipedalism. Length: min., 30 sec. Darwin died.in 1882 and was interred at Gould, and James Moore. Starting image: HIV cells Westminster/7-- Abbey. Segment 2 Ending image: man swimming Show Three: Extinction! (one hour) Approximate starting time: 4 min. Jeff Gustayson and Clarence Johnson have bee Summary: iraditiondlly, extinction and evolution Show Two: Great Transformations 1 battling HIV for years; virus evolves drug-resist- have been in balance. Today, \extinction far Length: 6 min. (one hour) Starting image: London, ships at dock ance; Dr. Veronica Miller found that i-patienit outpaces the\evolution of ne-,,-/Wiecies. Summary: Examines the history of life on Earth, Ending image: Darwin talking to Fitzroy went off drugs, virus returned to wild=type, then Segment I including the role of transitional fossils in Darwin returns from voyage; tries to piece she could attack the virus with drug Length: 2 min. deciphering the fossil record. together data; discovers he has 13 species Segment so Starting image: forest Segment I of finches. Approximate starting time: 51 min., 30 s Ending image: debris Length: 2 min., 30 sec. Segment 3 Length: 6 min., 30 sec. Extinction is the termination of a species; an Starting image: pole vaulter Approximate starting time: io min. Starting image: man pushing wheelbarrow average lifetime for a species is 4 million years. Ending image: dolphin Length: 7 min., 30 sec. Ending image: Emma looking down Segment 2 How;drd each creature alive today evolve so Starting image: Darwin and Erasmus at Erasmus tries to convince Darwin to publish; Approximate starting.time: 2 min. differeritty? Geological Society Owen has assembled sloth and thinks divine Length: 4-mlitsec.------Ending image: Darwin drawing tree of life creator made blueprint. Segment 2 Staliing images-bird flying Approximate-starting time: 2 min. 30 sec. Darwin encounters controversy at the Geological Segment 11 Ending-image: animation sequence Length: n Society; Owen speakS'of divine will. Approximate starting time: 58 min. There have been five mass extinctions; geologist Starting image: sunrise on mountains Segment 4 Length: 11 min. Peter Wards studies mass extinctions. Ending image: whale bones Approximate starting time: 17 min., 30 sec. Starting image: James Segment 3 Paleontologist Phil Gingerich found a fossil in Length: 3 min. erEnding image: trees outside cottage Approximate starting time: 6 min., 30 sec. Pakistan that looked like part of a wolf-like Starting image: river in Ecuador .?Kenneth Miller discusseS how the intricacy of Length: is min. creature but had the inner ear of a whale; some Ending image: hummingbird Cthe eye was considereci*of of God; Dan-Eric Starting image: open plain skeletons have been found of whales with legs. Biologist Chris Schneider studies rainforest Nilsson studies eye evolution, models different Ending image: wheat in sunset biodiversity; ornithologist Tom Smith studies types of eyes. Segment 3 End of Permian, all but a few species became Approximate starting time: 14 min. the beaks of.hummingbirds. Segment 12 extinct; Mike Novacek studies small mammals Length: 3 min. Segmenj,5vw Approximate starting time:69 min. that lived alongside dinosaurs and survived the Starting image: dolphins Approximate starting tirne.1 o rnin., 30 sec. Length: 12 min. mass extinction. Ending image: river bank Leligtt I min., 30 sec. Starting image: Darwin lotiking through Segment 4 Frank Fish studies how mammals swimfish flex SLOng image: tree of fincRes rnicroscope. Approximate starting time: 17 min., 30 sec. their spine from side to side and mammals move ,E'ricjing image: James Moore Crlir.lg-Ppqgp:Anvnje.'s;gr vestone Length: 3 min., 30 sec. 0 it up and down. 'Zia.2.2.1,h,f,riercr.Stephen Jay Gould and lames Moore emphasize Darwin studying barnacles, assembling evidence Starting image: asteroid the importance of Darwin's idea thtat all finches for theory; Annie becomes ill and dies; Darwin Segment 4 Ending image: footprints in ash are related to a common ancestor fiiichZ/refuses to enter church, cannot believe a God Approximate starting time: 17 min. In the K-T event, an asteroid crashed on earth could exist that would kill an innocent child. Length: 6 min. Segment 6 and dinosaurs became extinct but mammals Starting image: Volvo on road Approximate starting time: 22 min Segment 13 survived. Ending image: fish fossil Length: 7 min., 30 sec. Approximate starting time: 81 min. Segment 5 Limbs developed first on aquatic creatures; Jenny Starting image: rainforest tenFh: 5 min. Approximate starting time: 21 min. Clack found a fish with fingers. Endinkimale: fog over mountai.5 t.arting image: childrembingin Length: i minute hrsi§:ehneand Tom Smitfom are animals Efidikmage: lameygooFe Segment 5 Starting image: people boarding boat in the mounPaiE t as7punclialowland rain- KeaetEMIller;ra,o4 Finding Donivin!s. Approximate starting time: 23 min. Ending image: barges on river forest; humminklaiftl_ilimpt-elat night and believe?religionf mpatible with evolutiol. Length: 3 min. 6 billion people inhabit the earth; current rate of Starting image: Neil Shubin have different beak lerreis: Segment 14 extinction now ioo times greater than normal. Ending image: fossil Segment 7 Approximate starting time: 86 min. Segment 6 Evolution is not a goal-directed process; it's a tin- Approximate starting time: 29 min., 30 sec. Length: 13 min. Approximate starting time: 22 min. kering. Length: 9 min. Starting image: Darwin at party Length: 2 min., 30 sec. Starting image: arrow hitting target Ending image: Darwin with Erasmus Segment 6 Starting image: fog over trees Ending image: Darwin in chair Owen presents views on human superiority; Approximate starting time: 26 min. Ending image: raft down river Darwin courts Emma; talks about artificial and Huxley champions Darwin's ideas; Darwin Length: 5 min. Alan Rabinowitz of the Wildlife Conservation natural selection; reads Malthus' essay about publishes a joint paper with Wallace; Darwin Starting image: fossil Society studies total number of species in Kaeng

38 4 1 ,

Krachan National Park in Thailand. Starting image: cell door gle-celled creatures; males and females evolved Ending image: multiplying microbes with sperm and.eggs. Antibiotic-resistant strains of tuberculosis reign Segmentp Segment 7 Segment 5 in crowded Russian prisons; microbiologist Alex Approximate starting time: 6 min., 15 sec. Approximate starting time: 24 min., 30 sec. ApproximaSe dtarting time: 17 min., 15 sec. Goldfarb trying to change the way TB treated. Length: 3o sec. c..0 Length: so min. Length min. Startin-17`aee:Steven Pinker Starting image: animated sun Segment 5 Starting,image: Marion Petrie Ending image: world map showing migration Ending image: men walking through woods Approximate starting time: 25 min., 5o sec. Ending ir?age:IK5thiarine-Hepburn routes The presence of healthy carnivores, at the top Length: 5 min., 30 sec. Males compete for the right io mate with females Mlry Stiner and Steve Kuhn have found shell of the food chain, indicates a healthy forest; Starting image: man walking dog and females choose the mate ,\Nith the best beadsrom 43,000 years ago; the beads show number one cause of extinction is habitat Ending image: man walking away from camera genes; Petrie has found that pehens choose the path of migration. destructiomby humans. Evolution can domesticate a disease. peacocks with the largest tails. , A \; Segment 5 Segment 6 Segment 6 SerMettV3 Approximate star,t,izg time: 6 min., 45 sec. NA,PProximate starting time: 34 min., 310 sec. Approximate starting time: 31 min., 20 sec. Approximate starting time: 25 min., 15 sec. Length: 3 min. N Length: 5 min. Length: 7 min. Length: 5 min., 30 sec. Starting image: persitting at table with Starting image: shoreline of Hawaii Starting image: cheetah fur Starting image: man walking in woods laptop Ending image: tree close-up Ending image: lion's face Ending image: jacana chick Ending image: beads Number two cause of extinction is invasive Geneticist Stephen O'Brien studies feline resist- Stephen Emlen studies songbirds; yo% f chicks Randy White demonstrates the bead king species; paleontologist David Burney'studies ance to immunodeficiency virus; O'Brien found do not belong to the father raising them; female techniques used 35,000 years ago. the biological invaders brought to Hawii by the mutation in humans that protects against HIV Wattled Jacanas have taken on a male role Polynesians. infection. Segment 6 Segment 7 Approximate starting time: 9 min., 45 sec. Segment 9 Segment 7 Approximate starting time: 30 min., 45 sec. Length: 2 min., 15 sec. Approximate starting time: 39 min., 30 Sec. Approximate starting time: 38 min., 20 sec. Length: 8 min., 30 sec. Starting image: fire Length: 3 min.(3"o Length: 3 min. Starting image: Tree of Life animation Ending image: modern human skeleton Starting jrngie: plane Starting image: E.O. Wilson Ending image: animation of early humans decorated with beads Exdidjirnagey over water Ending image: girl wearing glasses Chimpanzees and bonobos have evolved very dif- Modern humans in ancient Europe encountered \ Modern-trnspoft-a-iiiikhas increased rate of Introduces mutualistic symbiosis. ferent social systems due to an ancient drought; Neanderthals, a species that shared many species.invasion. chimps make war and bonobos make love. Segment 8 qaracteristics but were more massive and less Segment no Approximate starting time: 41 min., 20 sec. Segment 8 sdphisticated. Approximate starting time: 43 min. Length: 9 min. Approximate starting time: 39 min., 15 sec. Segmnt 7 Length: 2 min., 15 sec. Starting image: tropical forest Length: 7 min. ApproxFrVe starting time: 12 min. Starting image: sky Ending image: "antibacterial" label Starting image: Meredith Small Length: y'rniStarting Ending image: face of scientist Ted Schultz and Ulrich Mueller studying leafcut- Ending image: masculine computer image image: odern human skull Weed species are mobile, adaptive, flexible; ter ants in the Amazon rainforest; grad student Evolutionary psychologists study how human Ending image: John a pulling spear out o humans are the most successful weeds of all Cameron Currie found alliance of four organisms. evolutionary history affects the way we think ground time. today; Victor Johnston studies the correlation Segment 9 John Shea is trying to understandthe-fifferexces between beauty and fertility. Segment in Approximate starting time: so min., 20 sec. between Neanderthals and modern humans by Approximate starting time: 45 min., 15 sec. Length: 4 min. Segment 9 recreating some of their activities. Length: 5 min., 15 sec. Starting image: doctor in hospital Approximate starting time: 46 min., 15 sec. Segment 8 Starting image: North Dakota farm Ending image: boy leading cows Length: 5 min., 30 sec. Approximate starting time:16 min., 30 sec. Ending image: truck driving away Pediatrician Erika Von Mutius treats allergies and Starting image: men walking on campus Length: x minute, 30 sec. Sy Kittleston has introduced the flea beetle, asthma; compares children of farmers and non- Ending image: Picasso painting Starting image: ancient arrowheads allon-native species, to his farm to keep an farmers. Geoffrey Miller believes that artistic expression Ending image: shell necklace invading weed in check. comes from a drive to impress the opposite sex. Segment no Neanderthals lived in isolated pockets, while Segment 12 Approximate starting time: 54 min., 20 sec. Segment no modern humans lived in larger groups and used Approximate starting time: 5o min., 30 sec. Length: 1 minute, 30 sec. Approximate starting time: 51 min., 45 sec. portable art as a means of communication. Length: 4 min. Starting image: crowd Length: 2 min., 30 sec. Segment 9 Starting image:fog over trees Ending image: crowd Starting image: cranes courting Approximate starting time: 18 min. Ending image: room-of animal skulls E.O. Wilson: mistake for us to separate ourselves Ending image: family Length: i min. Rabinowitz's tam fou'11d-photos of carnivores; from all other organisms. The ancestors who had the most surviving off- Starting image: fire in cave maybe it's.stqpiAssible to'iVoid a mass spring were those who found sex to be fun and Ending image: stalactites in cave extinction. Show Five: Why Sex? (one hour) parenting rewarding. Michel Lorblanchet studies the technique of cave Summary: Examines how sex evolved as the painting; he can reproduce "spit painting." ShowF_- our:-Evolutionary Arms Race means of reproduction. Show Six: The Mind's Big Bang (one hour) Segment no (one hour),, Segment 1 Summary: Examines the evolution of the human Approximate starting time: 19 min. Summary: Predators-and their prey evolve along- Length: 2 min. mind. Length: i minute, 30 sec. side one another in an -e-s-calating arms race. Starting image: molting peacock Starting image: trees Ending image: walrus couple in sunset Segment I Segment Ending image: Steven Pinker Prologue outlines topic of sexual selection. Length: 2 min., 30 see. Length: i min., 5o sec. Richard Klein thinks modern humans became Starting image: flashlightbeam in cave Starting image: Moscow traffic Segment 2 innovative because of a change in the brain; Ending image: people running past sunset Ending image: crowd Approximate starting time: 2 min. Stephen Pinker thinks there were many changes Archaeologist Randy White studies cave paint- Idea of evolutionary arms race; disease in Length: 5 min. ings; modern humans developed communication over a long period of time. Russian prisons released to population at large. Starting image: Texas landscape and culture. Segment 11 Ending image: Meredith Small Segment 2 Approximate starting time: 20 min., 30 sec. lerry Johnson studies a type of lizard that clones Segment 2 Approximate starting time: i min., 5o sec. Length: 13 min. Approximate starting time: 2 min., 30 sec. Length: 6 min., 30 sec. Starting image: Richard Wrangham walking in Length: i minute Starting image: Oregon landscape Segment 3 forest Starting image: skull Ending image: newt in tank Approximate starting time: 7 min. Ending image Rick Potts'-.., Ending image: boy signing Edmund Brodie, Jr. and his son study a poisonous Length:/7 min., 15 Chimpanzees use the threat of physical force Rick Potts studies stone tools from the Great Rift newt in an arms race against a garter snake. Siarag image: Metican village for social climbing; with humans, language is Valley in East Africa; hominids made-th,e same Endihg image: men filaying basketball Segment 3 the key to complex relationships; in 1980, deaf Roliert Vrijenhoek sti;clies a minnow that uses stone axes for about i million years. Approximate starting time: 8 min., 20 sec. village children developed their own sign 'both sexual and a;exual`reproduction; sex gener- Segment 3 Length: 3 min. language in Managua. ates variability among offspring and is the best Approximate starting time: 4 min., 15 seC, Starting image: E.O. Wilson Segment 12 'defense against evolving 'es'nemis. Length: 2 min. , Ending image: pills on conveyor belt Approximate starting time: 33 min., 30 sec. Starting image: large rocks and trees Predator and prey relationship drives evolution; Segment 4 Length: 4 min., 30 sec. Ending image: group of modern humans humans' only predator since civilization is infec- iApproximate starting time: 14 min., 15 sec. Starting image: Richard Dawkins watering The humans of about 40,000 years ago wckulci be tious disease. Length: 3 min. flowers recognizable to us, in terms of both behavioi and Starting image: single-celled organisms Segment 4 Ending image: two girls talking Endin\g image: flying peacock physical appearance. Approximate starting time: is min., 20 sec. Dawkins thinks that those who could use lan- Sex evORiFdirom-a-random encounter of two-sin- Length: 14 min., 30 sec. guage left the most offspring; Robin Dunbar has

39 found that 2/3 of all conversations are gossip about social relationships. Segment 13 Segment 3 / Segment 7 Segment 11 Approximate starting time: 38 min. Approximate startingaime: 5 min., 3cr,sec. \ Approximate starting time: 30 min., 15 sec. Approximate starting time: 43 min., 30 sec. Length: 5 min., 30 sec. Length:2 min.,15-se'c\,, Length: 4 min., 30 sec. Length:2 min. Starting image: Richard Dawkins Starting image(speaker in-front of crowd ------Starting image: group of boys on stage Starting image: open book Ending image: Susan Blackmore Ending image:folk singer Ending image: discussion group Ending image: Eugenie Scott .----...----. Susan Blackmore studies memes; today cultural Since the-Scopes.fAKkey Trial in 1925,37,anti- Peter Slayton, an anthropology major and young In 1961, Henry Morris and John Whitcomb pub- evolution more likely than genetic evolution. evolution bills have been-passed in zo slates Earth creationist, says you can't pick sides lished a book called The Genesis Flood in which they selected scientific evidence to demonstrate Segment 14 Segm::.. because then'You're doing bad science or bad theology. that the Earth was created as described in Approximate starting time: 43 min., 30 sec. ApProximate starting time: 7 m 45-sec. Genesis. Length: s min. ILength:12 min. Segment 8 Starting image: two people running on plain Starting image: light coming.throughc2v-i>"----.) Approximate starting time: 34 min., 45 sec. Segment 12 Ending image: cave painting of hand Enclig irnike.:_,Nathan Bard ai'2U.Zinte,i-, Length:i minute Approximate starting time: 45 min., 30 sec. The mind's "Big Bang" led to a new era of the Rachel Benton;--an-anthropologist,dlscusses with Starting image: Ken Ham in hallway Length:6 min. ---...`--. / evolution of ideas. tudents from WheatorrCollege how scientistv1 Ending image: Students at lockers Starting image: students at podium deterrmne.tteage of a watering hole; Nathan Ham thinks people will develop a sense of Ending image: Claire McKinney Show Seven: What About God? Bard trie;l8'reto cile God WittiSc'ence. purposelessness if they're just a mixture of Students at Jefferson High asked for the teaching chemicals. of special creation alongside evolution; the (one hour) 9gment 5 ...,.. school board decided that they could address the Summary: Examines the controversy surrouicding Apy mattarting On :19 min., 45 sec. Segment 9 students' concerns through a humanities class. evolution. , sec. Approximate starting time: 35 min., 45 sec. t rting ima e: .sttints exi ing building Length:3 min., 30 sec. Segment 13 Segment I .1 V/ En'tli --kag :ipro r talk)ng to students Starting image: classroom Approximate starting time: 51 min., 30 sec. Length: a min., 30 sec. Emi Hay Iii;1%ttude t Wfieaton, is comfort- Ending image: science teacher Stephen Randak Length:3 min. Starting image: blue sky behind cliff e with bn-lftienceQs:I/religion. Claire McKinney is both a Christian and a science Starting image: a Christian a capella group at Ending image: skull outside classroom teacher; over half the students and 35 faculty Wheaton Christian fundamentalists debate with scie members at Jefferson High petitioned for special Ending image: a sunset and teachers over the future of religion, sci ng time: 23 min., 15 sec. creation to be taught alongside evolution. Stan Jones agrees that Wheaton is placing and science education. 7,m students' faith at risk by helping them examine rfiage: Wheaton College sign Segment 10 Segment 2 difficult questions, but in the real world their lading image: professor's face Approximate starting time: 39 min., 15 sec. Approximate starting timei=s faith is always at risk. Faculty at Wheaton sign a statement of faith; Length:4 min., 15 sec. Length:4 min. Kansas State University geologist Keith Miller Starting image: Eugenie Scott Starting image: church exterior said in a lecture at Wheaton that he sees no con- Ending image: school board meeting Ending image: Ken Ham flict between evolution and religion. Eugenie Scott, of the National Center for Science Ken Ham, a fundamentalist, argues that if the Education, said, "All evolution as a science can Bible is wrong in regards to science, why trus tell us is what happened. Can't tell us who for morality? done it."

NATOONAL SCOIENCE EDUCATI1ON ,r 7 r r- UNIT 1 (MOT 2 UNIT3 UNIT 4 UNIT 5 UNIT 6 MI STANDARDS: GRADES 9-12 I , Science As Inquiry - Content Standard A Abilities Necessary to do Scientific Inquiry Identify Questions and Concepts That Guide Scientific Investigations V V

Design and Conduct Scientific Investigations V V

Formulate and Revise Scientific Explanation and Models Using Logic and Evidence V V V

Recognize and Analyze Alternative Explanations and Models V V V V

Communicate and Defend a Scientific Argument V V V

Understandings about Scientific Inquiry V V V V V V

Life Science - Content Standard C The Molecular Basis of Heredity

Biological Evolution V V

The Interdependence of Organisms V V

The Behavior of Organisms V

Earth and Space Science - Content Standard D The Origin and Evolution of the Earth System V V Science in Personal and Social Perspective - Content Standard F Personal and Community Health V

Natural and Human-Induced Hazards V Science and Technolog in Local, National, and Global Challen es

History and Nature of Science - Content Standard G Science as a Human Endeavor Nature of Scientific Knowled e

Historical Perspectives V

40 43 The Evolution Teacher's Guide wasproduced by the Educational Programming and Outreach Department of the WGBH Educational Foundation.

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