How have living things changed over time?
Learning Targets
Learning Experiences
Learning Targets
Learning Experiences
Misconceptions
V Species that are similar can share a common ancestor, but species that have no apparent, obvious, or superficial similarities cannot share a common ancestor. V Plants and animals cannot share a common ancestor. V Humans do not share a common ancestor with other living organisms. V Species that have no apparent, obvious, or superficial similarities have no similarities at all. V Up until recently, extinction was rare; humans have caused the majority of extinctions. V Only a few of the many species that lived in the past are now extinct. Most of the species of organisms that lived in the past are still alive today. V All species began at the same time and still exist today.
119 I can describe homologous structures and explain how these structures are used as lines of evidence to support biological evolution. (16) 120 I can identify patterns in embryologic development among diverse organisms and explain how these patterns are used as lines of evidence to support biological evolution. (16) 121 I can describe vestigial structures and explain how these structures are used as lines of evidence to support biological evolution. (16) 122 I can interpret similarities in the genetic code to provide evidence of common descent (genetic conservation). (16) 123 I can create a cladogram of related objects or organisms and interpret cladograms to draw conclusions about the relatedness of organisms. (16)
Students examine several lines of evidence that support biological evolution and common descent: • Analyze fossil records, comparing the structure of extinct to existing species of living things. • Analyze DNA or amino acid sequences of closely related and distantly related organisms. • Construct a cladogram or phylogenetic tree using molecular sequences and fossil records. • Compare and contrast vestigial and homologous structures in modern organisms. • Compare and contrast embryonic development and evaluate embryology as evidence of common ancestry by identifying patterns of evolutionarily related species.
116 I can compare historical ex- planations for the diversity of life on earth to modern explanations by placing both in a
Students are probed to identify their misconceptions about common ancestry and biological evolution. Students examine historical explanations for the diversity of life on earth including the work of Lamarck, Wallace, and Darwin. The term “biogeography” is analyzed for relevant roots and prefixes and a working definition is crafted for the term.
Misconception
V Evolution is a hypothesis and not well supported.
historical context. (15) 117 I can analyze data,
including fossil records, to support the premise that organisms have changed over time and that only a small fraction of the species that have previously existed currently survive on earth. (16) 118 I can identify patterns of biogeography that are significant to Darwin’s theory. (16)
Teacher Tip
Teachers are cautioned that viewing the timeline alone does not meet these learning targets.
Teacher Resources
Timeline of Evolutionary Thought University of California, Berkeley Simple timeline of major historical research milestones in evolution including pre-Darwin, contemporaneous, and post-Darwin. bit.ly/evolutionary-thought Most high school students are familiar with fossils. Discuss techniques for dating the age of fossils such as carbon dating and location in rock strata. Use images or fossil models to compare structures of extinct species to extant species. Identify and describe similar structures. Compare extinct to existing species of living things and use evidence to support common ancestry and biological evolution.
Teacher Resources
Molecular Evolution — Alabama Science in Motion E2MolEvo Students compare highly conserved DNA to identify similarities between species. Use similarities to support common ancestry and biological evolution. bit.ly/AMSTI-ASIM Stones & Bones — Alabama Science in Motion Q5PhysAn Students measure a variety of Hominid skulls and calculate a bio-index. bit.ly/AMSTI-ASIM
Teacher Tips Helpful links for teaching evolution:
bit.ly/teach-evolution bit.ly/teach-evolution2
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Introduce cladogram analysis and construction using non-animal examples such as pictures of vehicles, toys, pasta, or candy bars. Build on that experience by displaying a cladogram of organisms, and ask students to list the information they get from the cladogram. Invertebrate Cladogram — Alabama Science in Motion H3aClad Students classify invertebrate specimens then use data gathered to construct a cladogram. bit.ly/AMSTI-ASIM Compare and contrast vestigial and homologous structures in modern organisms. Using images, students compare wing structures of birds, bats, and flying squirrels.
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75
A Field Guide to the Alabama Standards
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The Biology Compendium
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