Unit F: Evolution

Overview top

"Seen in the light of evolution, Biology is perhaps the most intellectually satisfying and inspiring science. Without the insight of evolution, Biology becomes a pile of miscellaneous facts, some of them interesting or curious, but making no meaningful picture as a whole."

-Theodosius Dobzhansky, geneticist

Science, in its original definition, means "to know". Science and beliefs are two ways of knowing that need not be in opposition to each other. Science is about a process of asking and answering questions. Science tells HOW to think, not WHAT to think.

Beliefs are unique to the individual. With belief systems, unlike science, humans can speak of absolutes. Science and research knowledge does not provide us with absolute certainty on any topic. It gives us the probability. Additionally, science is a group endeavor. Any observation must be repeatable and open to testing. Research knowledge is separate from belief knowledge and therefore cannot questions, prove, nor disprove beliefs. The aim of this unit is not to promote a "belief" in evolution, but rather to present the evidence that supports this theory as one of the most innovative, unifying, and unsinkable theories of our time.

Unit F Activity Packet top

Unit F Packet Download: This unit packet will enable you to participate and record your experiences and learning in class. In order to move us through these fun investigations, these activity sheets are provided for you to glue on top of some pages of your spiral notebook. This will save you time so you don’t have to format each page, draw tables and graphs, as well as provide you with much of the homework (*analysis questions and summaries) ahead of time and so you don’t have to copy them down by hand. We ask you to glue these into a spiral notebook in order to mimic collecting data the way real scientists do. You will need the copious amount of blank pages in the remainder of your spiral notebook (where activity sheets are not glued in) to write down your daily experiences in class.

Downloads/Links by Activity top

Unit F Packet (print this for your notebook)

Concept Cartoons

Activity 89 Reading

Activity 92 Timecards A-F

Activity 93 Reading

Activity 94 Reading

Activity 97 Reading

Darwin's Dangerous Idea (View first 15 min on YouTube)

Unit F Crossword

Unit F Study Guide

Unit F PPT Jeopardy

Unit F Notebook Check

Reading top

Chapter 7, Section 1, Darwin's Theory, pgs. 224-231

Chapter 7, Section 2, Evidence of Evolution, pgs. 234-240

Chapter 7, Section 3, Evolution of Species, pgs. 241-246

Chapter 7, Section 4, Classifying Organisms, pgs. 248-254

Chapter 8, Section 1, The Rock Cycle, pgs. 268-271

Chapter 8, Section 2, The Relative Age of Rocks, pgs. 272-277

Chapter 8, Section 3, Radioactive Dating, pgs. 279-282

Chapter 8, Section 4, Movement of Earth's Plates, pgs. 283-285

Chapter 8, Section 5, The Geologic Time Scale, pgs. 286-297

Standards top

#1. Both genetic change and environmental factors are causes of evolution and diversity of organisms. (genetic mutations and environmental changes)

#2. Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution. (natural selection)

#3. Extinction of a species occurs when the environment changes and that the adaptive characteristics of a species are insufficient for its survival. (adaptations)

#4. Independent evidence from geology, fossils, and comparative anatomy all provide the basis for the theory of evolution. (evidence for evolution)

#5. Evidence from rocks allows us to understand the evolution of life on Earth. (fossils found in rocks)

#6. The rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom. (rock cycle)

#7. Fossils provide evidence of how life and environmental conditions have changed. (comparing fossils)

#8. Evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years. (how do we know the earth and rocks we find are that old?)

#9. Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale. (timelines and extinctions occurring during which eras)

#10. Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time. (change over time/gradualism/punctuated equilibrium)

#11. The history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impacts of asteroids. (things that have changed earth's surface)

#12. Movements of Earth's continental and oceanic plates through time, with associated changes in climate and geographic connections, have affected the past and present distribution of organisms. (plate tectonics)

#13. Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms. (classification/branching diagrams)

#14. Students select and use appropriate tools and technology (including calculators, computers, balances, microscopes) to perform tests, collect data, and display data.

#15. Students communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

#16. Communicate the steps and results from an investigation in written reports and oral presentations.





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					Overview \| Unit F Activity Packet \|Downloads/Links by Activity \| Reading \| Standards
					Overview top "Seen in the light of evolution, Biology is perhaps the most intellectually satisfying and inspiring science. Without the insight of evolution, Biology becomes a pile of miscellaneous facts, some of them interesting or curious, but making no meaningful picture as a whole." *-Theodosius Dobzhansky, geneticist* Science, in its original definition, means "to know". Science and beliefs are two ways of knowing that need not be in opposition to each other. Science is about a process of asking and answering questions. Science tells HOW to think, not WHAT to think. Beliefs are unique to the individual. With belief systems, unlike science, humans can speak of absolutes. Science and research knowledge does not provide us with absolute certainty on any topic. It gives us the probability. Additionally, science is a group endeavor. Any observation must be repeatable and open to testing. Research knowledge is separate from belief knowledge and therefore cannot questions, prove, nor disprove beliefs. The aim of this unit is not to promote a "belief" in evolution, but rather to present the evidence that supports this theory as one of the most innovative, unifying, and unsinkable theories of our time. Unit F Activity Packet top Unit F Packet Download: This unit packet will enable you to participate and record your experiences and learning in class. In order to move us through these fun investigations, these activity sheets are provided for you to glue on top of some pages of your spiral notebook. This will save you time so you don’t have to format each page, draw tables and graphs, as well as provide you with much of the homework (analysis questions and summaries) ahead of time and so you don’t have to copy them down by hand. We ask you to glue these into a spiral notebook in order to mimic collecting data the way real scientists do. You will need the copious amount of blank pages in the remainder of your spiral notebook (where activity sheets are not glued in) to write down your daily experiences in class. Downloads/Links by Activity* top Unit F Packet (print this for your notebook) Concept Cartoons Activity 89 Reading Activity 92 Timecards A-F Activity 93 Reading Activity 94 Reading Activity 97 Reading Darwin's Dangerous Idea (View first 15 min on YouTube) Unit F Crossword Unit F Study Guide Unit F PPT Jeopardy Unit F Notebook Check Reading top Chapter 7, Section 1, Darwin's Theory, pgs. 224-231 Chapter 7, Section 2, Evidence of Evolution, pgs. 234-240 Chapter 7, Section 3, Evolution of Species, pgs. 241-246 Chapter 7, Section 4, Classifying Organisms, pgs. 248-254 Chapter 8, Section 1, The Rock Cycle, pgs. 268-271 Chapter 8, Section 2, The Relative Age of Rocks, pgs. 272-277 Chapter 8, Section 3, Radioactive Dating, pgs. 279-282 Chapter 8, Section 4, Movement of Earth's Plates, pgs. 283-285 Chapter 8, Section 5, The Geologic Time Scale, pgs. 286-297 Standards top #1. Both genetic change and environmental factors are causes of evolution and diversity of organisms. (genetic mutations and environmental changes) #2. Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution. (natural selection) #3. Extinction of a species occurs when the environment changes and that the adaptive characteristics of a species are insufficient for its survival. (adaptations) #4. Independent evidence from geology, fossils, and comparative anatomy all provide the basis for the theory of evolution. (evidence for evolution) #5. Evidence from rocks allows us to understand the evolution of life on Earth. (fossils found in rocks) #6. The rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom. (rock cycle) #7. Fossils provide evidence of how life and environmental conditions have changed. (comparing fossils) #8. Evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years. (how do we know the earth and rocks we find are that old?) #9. Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale. (timelines and extinctions occurring during which eras) #10. Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time. (change over time/gradualism/punctuated equilibrium) #11. The history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impacts of asteroids. (things that have changed earth's surface) #12. Movements of Earth's continental and oceanic plates through time, with associated changes in climate and geographic connections, have affected the past and present distribution of organisms. (plate tectonics) #13. Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms. (classification/branching diagrams) #14. Students select and use appropriate tools and technology (including calculators, computers, balances, microscopes) to perform tests, collect data, and display data. #15. Students communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. #16. Communicate the steps and results from an investigation in written reports and oral presentations.