Transcript Fact 1 - NESCent

AN EVOLUTION CURRICULUM
FOR ELEMENTARY STUDENTS
JOSEPH FAIL, JR.
Assistant: Cindy Blohm
Nothing in Biology Makes Sense
Except in the Light of Evolution
-Theodosius Dobzhansky
Do you believe this?
If you do, when
should evolution
be taught?
How should it
be taught?
What would Darwin do?
http://donsmaps.com/images5/darwin.jpg
U.S. Beliefs in Evolution
Creationist View
Group of adults
God created man pretty
much in his present form at
one time within the last
10,000 years.
Theistic Evolution
Man has developed over
millions of years from less
advanced forms of life, but
God guided this process,
including man's creation.
Naturalistic Evolution
Man has developed over
millions of years from less
advanced forms of life. God
had no part in this process.
Everyone
47%
40%
9%
Men
39%
45%
11.5%
Women
53%
36%
6.6%
College graduates
25%
54%
16.5%
No high school diploma
65%
23%
4.6%
Income over $50,000
29%
50%
17%
Income under $20,000
59%
28%
6.5%
Caucasians
46%
40%
9%
African-Americans
53%
41%
4%
Scientists
5%
40%
55%
Gallup Poll 1997
ELEMENTARY CURRICULUM CONSTRUCTION GUIDE
•
•
•
Premise: ELEMENTARY STUDENTS ARE UNDERTAUGHT.
Content and Teaching: BASIC, HEIRARCHICAL, SIMPLE, LOGICAL,
INTUITIVE, STORYLIKE, AND CONNECTED.
Format: 90 MINUTES, ONCE PER WEEK, 30 WEEKS.
ELEMENTARY CURRICULUM IMPLEMENTATION PLAN
Develop and Publish
Curriculum
Train Teachers to Implement
Curriculum
Develop and Publish Primer
(100 page teacher text book)
“Practice-Teach” with One
(4th grade) Class
within the
context of
Curriculum ‘Geography’
Science:
•Biology with Evolution
•Earth and Physical Science
Other Disciplines:
•Math, Language, Social Studies
National and State Standards
National Science Education Standards:
“… an understanding of evolution is necessary in describing all aspects of ‘changes in the universe.’”
North Carolina Standard Course of Study
Grade
3
Competency Goal
1: The learner will…build an understanding
of plant growth and adaptations.
(Select Evolution Related) Objectives
1.02: Observe and describe how environmental
conditions determine how well plants
survive and grow.
1.05: Observe and discuss how bees pollinate
flowers.
4
1: The learner will…build an understanding
of animal behavior and adaptations.
5
1: The learner will…build an understanding
1.05: Determine the interaction of organisms
of the interdependence of plants and animals.
within an ecosystem
1.02: Observe and record how animals of the same
kind differ in characteristics and discuss
possible advantages and disadvantages
of this variation.
Curriculum Units
I. Overview of Biological Levels-of-Organization
II. Chemical Structure and Function
III. Energy
IV. Biology: Cells and Organisms
V. Biology: Information Storage and Transfer
VI. Ecology
VII. Evolution
(HEIRARCHICAL, SIMPLE, LOGICAL, INTUITIVE, STORYLIKE, AND CONNECTED)
E
A Matrix of Evolution
I
F
E
M
L
M A T T E
I
P
R
A
and
T
S
C
E
E N E R G Y
I. Overview of Biological Levels-of-Organization
Odum’s Ecological Organization Spectrum (Abridged)
Genes
Cells
M A
S
Y
T
Organisms
T
S
E
Populations
R
T
E
E
M
N
S
Communities
E R G Y
ECOSYSTEM
II. Chemical Structure and Function

Introduction to Atoms: Structure and Periodic Table

Carbon and Covalent Bonds

Molecules: Sugars, Fats, Proteins, Nucleic Acids
Atomic Structure: Carbon
Why are there two
energy levels?
6 Protons (+)
6 Neutrons
Carbon’s atomic
number is 6…
What is it’s atomic
weight?
What is their
significance?
Electron (-)
Molecular Structure and Covalent Bonds
δ+
What is a molecule?
How many atoms make
up this molecule?
What is a
covalent bond?
H20
δ=
Water
http://www.school-for-champions.com/science/images/chembonding_types-water.gif
Molecular Structure: Sugar
O
H
What do the lines between
atoms represent?
C
H
What information can you draw
from the short-hand C6H12O6 ?
H
O
What information does C6H12O6
leave out?
Why is sugar the molecule of
biological energy storage?
Where do we get the stored
energy?
Glucose
C
C
O
H
H
H
C
O
H
H
C
O
H
H
C
O
H
H
C6H12O6
Curriculum Units
I. Overview of Biological Levels-of-Organization
II. Chemical Structure and Function
III. Energy
IV. Biology: Cells and Organisms
V. Biology: Information Storage and Transfer
VI. Ecology
VII. Evolution
(HEIRARCHICAL, SIMPLE, LOGICAL, INTUITIVE, STORYLIKE, AND CONNECTED)
III. Energy

1st and 2nd Laws of Thermodynamics

Photosynthesis and Respiration
1st Law of Thermodynamics:
Photosynthesis and Respiration
(Chl)
6 CO2 + 6 H20
P
R
C6H12O6 + 6 O2
Plants “trap” light.
How do they store the energy of light?
How does the stored light energy get to you?
How does this formula represent the 1st law of Thermodynamics?
(Teacher Note: What do students need to know to answer these questions?)
2nd Law of Thermodynamics:
For every energy transfer, 90% of the energy
is lost as waste heat
www.mcys.gov.sg/web/Faces/Faces40/p2.html
Why do we get hungry so often?
IV. Biology: Cells and Organisms

Cells: Structure and Function

Organisms: Five Kingdoms
Cells: Structure and Function
Animal
Plant
Cell Wall
Chloroplast
Nucleus
Vacuole
Mitochondrion
Cell Membrane
What do these cells do?
What are the functions of each organelle?
http://www.biolessons.com/lessonplans/cellularbiology/plant_animal_cell/animal_cell.jpg
http://www.geocities.com/pieroscience/plant_cell.gif
Organisms: Five Kingdoms
Animal
Plant
Fungi
What are similarities among
organisms of the same
kingdom?
Protista
What are differences
between kingdoms?
Prokaryote
(Monera)
http://universe-review.ca/I10-01-FiveKingdom.jpg
Some Characteristics of the Five Kingdoms
Kingdom
Nucleus? Cell Number
Cell Wall?
Energy Source
Prokaryotes
(Monera)
No
Single
Yes
Heterotrophic
& Autotrophic
Protista
Yes
Single (Gen)
No/Yes
Heterotrophic
& Autotrophic
Fungi
Yes
Multicellular
Yes
Heterotrophic
Plantae
Yes
Multicellular
Yes
Autotrophic
Animalia
Yes
Multicellular
No
Heterotrophic
Curriculum Units
I. Overview of Biological Levels-of-Organization
II. Chemical Structure and Function
III. Energy
IV. Biology: Cells and Organisms
V. Biology: Information Storage and Transfer
VI. Ecology
VII. Evolution
V. Biology: Information Storage and Transfer

DNA Structure and Function: Replication, Transcription, and Translation

Meiosis and Gene Recombination

Mendelian Genetics: Phenotypes and Genotypes
Monohybrid Cross
Dihybrid Cross
Molecular Structure: DNA
What do the lines
forming each angle
represent?
www.emc.maricopa.edu
Transcription and Translation
(An Illustration of the Mechanistic Nature of Biology)
Transcription, Translation, and Energy
Transcription
Translation
Are transcription and translation necessary for respiration?
Is respiration necessary for transcription and translation?
Conclusion . . . ?
DNA Structure and Function
How does this molecule
relate to what we look like?
. . . and what we do?
How does this molecule
relate to future generations?
www.emc.maricopa.edu
Mendelian Genetics: Monohybrid Cross
Distinguish between phenotypes and genotypes.
How does pink happen?
If the F2 generation were 3 Red:1 White, what could you say about inheritance?
Curriculum Units
I. Overview of Biological Levels-of-Organization
II. Chemical Structure and Function
III. Energy
IV. Biology: Cells and Organisms
V. Biology: Information Storage and Transfer
VI. Ecology
VII. Evolution
(HEIRARCHICAL, SIMPLE, LOGICAL, INTUITIVE, STORYLIKE, AND CONNECTED)
VI. Ecology

Light: The Energetic Basis of Life
Electromagnetic Spectrum
Englemann’s Experiment

Nutrient Cycles: Role of Plants, Fungi, and Bacteria

Organisms and Environment Interactions:
Population Exponential Growth and Carrying Capacity
Human Population Growth Curve

Time: Daily, Seasonal, Successional
Light: The Energetic Basis of Life
Englemann’s Experiment
How does this diagram illustrate what
plants do with light?
Why are plants green?
High
Energy
Low
Energy
How does this experiment illustrate
how ecosystems work? . . . how Earth
works?
http://3e.plantphys.net/images/ch07/wt0701d.jpg
Exponential Population Growth
What could prevent a population from unlimited growth?
Why does a K1 and K2 exist?
VII. Evolution

Introduction: The Mechanism of Evolution by Natural Selection

DNA and Mutation Review

Relationship of DNA to Evolution

Population Exponential Growth and Carrying Capacity - Review

Environment, Variation, Selection, and Adaptation

The Geography of Speciation

Co-evolution vs. Competition

Common Origin, Speciation and Diversity

Human Evolution

Pollution, Evolution, and the Future: Global Warming and Other Stories
Evolution by Natural Selection: Facts and Inferences
Fact 1
Potential
Exponential
Increase of
Populations
Inference 1
Struggle for
Existence
Among
Individuals
Observation
Malthus
Fact 2
Populations
Are Steady
State
Observation
Fact 3
Limitation of
Resources
Malthus &
Observation
Fact 4
Uniqueness of
Individuals
Inference 2
Differential
Survival i.e.
Natural
Selection
Darwin & Wallace
Observation &
Farmers
Fact 5
Heritability of
Much
Individual
Variation
Inference 3
Through
Many
Generations
i.e. Evolution
Darwin & Wallace
Observation &
Farmers
Mayr 1977
(Review) DNA Molecule – ‘Hard Inheritance’
Fact 4
Uniqueness of
Individuals
Observation &
Farmers
In what way is DNA the basis for variation?
www.emc.maricopa.edu
Fact 5
Heritability of
Much
Individual
Variation
Observation &
Farmers
(Review) Mutation : Sickle-Cell Anemia
Sickle cells hold less oxygen
than normal cells.
How could such a harmful
mutation persist in a
population?
Fact 5
Heritability of
Much
Individual
Variation
Observation &
Farmers
http://evolution.berkeley.edu/evolibrary/images/evo/
http://www.sciencemuseum.org.uk/exhibitions/genes/images/
How does
this
example
illustrate
Fact 5?
(Review) Inheritance: Sickle-Cell
= normal gene
= sickle mutation
Genotype
Phenotype
no
yes
yes
yes (but lethal)
How does the sickle-cell trait persist?
(Teacher Note: What does a student need
to know to answer this question?)
http://www.io.com/~tcm/images/TWDEFF2.GIF
Malaria resistance?
Fact 5
Heritability of
Much
Individual
Variation
Observation &
Farmers
Geography and Genetic Variation:
Sickle-Cell Disease and Malaria
How would deforestation affect the prevalence of
the sickle cell trait?
Inference 2
Differential
Survival i.e.
Natural
Selection
Darwin & Wallace
http://bill.srnr.arizona.edu/classes/182/GeneFreqs/Sickle-Malaria.htm
VII. Evolution

Introduction: The Mechanism of Evolution by Natural Selection

DNA and Mutation Review

Relationship of DNA to Evolution

Population Exponential Growth and Carrying Capacity - Review

Environment, Variation, Selection, and Adaptation

The Geography of Speciation

Co-evolution vs. Competition

Common Origin, Speciation and Diversity

Human Evolution

Pollution, Evolution, and the Future: Global Warming and Other Stories
Exponential Population Growth
Fact 1
Potential
Exponential
Increase of
Populations
Observation
Fact 3
Limitation of
Resources
Malthus &
Observation
What could prevent a
population from undergoing
unlimited growth?
How does K affect
populations?
Inference 2
Differential
Survival i.e.
Natural
Selection
Darwin & Wallace
Evolution by Natural Selection: Facts and Inferences
Fact 1
Potential
Exponential
Increase of
Populations
Inference 1
Struggle for
Existence
Among
Individuals
Observation
Malthus
Fact 2
Populations
Are Steady
State
Observation
Fact 3
Limitation of
Resources
Malthus &
Observation
Fact 4
Uniqueness of
Individuals
Inference 2
Differential
Survival i.e.
Natural
Selection
Darwin & Wallace
Observation &
Farmers
Fact 5
Heritability of
Much
Individual
Variation
Inference 3
Through
Many
Generations
i.e. Evolution
Darwin & Wallace
Observation &
Farmers
Mayr 1977
VII. Evolution

Introduction: The Mechanism of Evolution by Natural Selection

DNA and Mutation Review

Relationship of DNA to Evolution

Population Exponential Growth and Carrying Capacity - Review

Environment, Variation, Selection, and Adaptation

The Geography of Speciation

Co-evolution vs. Competition

Common Origin, Speciation and Diversity

Human Evolution

Pollution, Evolution, and the Future: Global Warming and Other Stories
Variation and Selection: Lederberg Experiment
Can you explain this experiment?
How is the one colony able to
survive the toxic environment?
How and when did the
adaptation arise?
Fact 4
Uniqueness
of
Individuals
Observation &
Farmers
Fact 5
Heritability
of Much
Individual
Variation
Inference 2
Differential
Survival i.e.
Natural
Selection
Observation &
Farmers
Darwin &
Wallace
Volpe 1985
Geography and Variation: Galapagos Turtles
How / Why do you think the turtle
subspecies arose in the different
volcanic craters spread out across
the island?
Could these varieties become
separate species? How or how
not?
(Teacher Note: What does a student need
to know to answer these questions?)
Fact 5
Heritability of
Much
Individual
Variation
Observation &
Farmers
Volpe 1985
Inference 3
Through
Many
Generations
i.e. Evolution
Darwin & Wallace
VII. Evolution

Introduction: The Mechanism of Evolution by Natural Selection

DNA and Mutation Review

Relationship of DNA to Evolution

Population Exponential Growth and Carrying Capacity - Review

Environment, Variation, Selection, and Adaptation

The Geography of Speciation

Co-evolution vs. Competition

Common Origin, Speciation and Diversity

Human Evolution

Pollution, Evolution, and the Future: Global Warming and Other Stories
Competition and Co-evolution
The graphs show the populations of 2
species of Paramecium (Protista) alone and
together.
What explanations can you give to explain
why the ‘alone’ populations level off?
How do the graphs illustrate the effects of
competition?
Allee et al. 1949
http://www.microscope-microscope.org/
How does this photograph illustrate co-evolution?
What is the energy source that drives these
organisms’ co-evolution?
Are there evolutionary consequences of being too
attractive . . . or not attractive enough?
Common Origin: Galapagos Finches
What abiotic or biotic factors
have influenced the evolution of
beak size and shape?
How do the facts and
inferences of evolution by
natural selection shape this
story?
How does common origin relate
to Homo sapiens?
Inference 3
Through
Many
Generations
i.e. Evolution
Darwin & Wallace
Volpe 1985
Evolution by Natural Selection: Facts and Inferences
Fact 1
Potential
Exponential
Increase of
Populations
Inference 1
Struggle for
Existence
Among
Individuals
Observation
Malthus
Fact 2
Populations
Are Steady
State
Observation
Fact 3
Limitation of
Resources
Malthus &
Observation
Fact 4
Uniqueness of
Individuals
Inference 2
Differential
Survival i.e.
Natural
Selection
Darwin & Wallace
Observation &
Farmers
Fact 5
Heritability of
Much
Individual
Variation
Inference 3
Through
Many
Generations
i.e. Evolution
Darwin & Wallace
Observation &
Farmers
Mayr 1977
HIV in Humans
(Could HIV be a factor in human evolution,
i.e. a cause for change in gene frequency?)
What is a virus?
What makes HIV different
from a cell?
How could we stop HIV from
making copies of itself?
(Teacher Note: What does a student need to know to answer these questions?)
http://oddisgood.com/art/
Evolution by Natural Selection: Facts and Inferences
Fact 1
Potential
Exponential
Increase of
Populations
Inference 1
Struggle for
Existence
Among
Individuals
Observation
Malthus
Fact 2
Populations
Are Steady
State
Inference 2
Differential
Survival i.e.
Natural
Selection
Fact 4
Uniqueness
of Individuals
Darwin & Wallace
Observation &
Farmers
Observation
Inference 3
Through
Many
Generation
s i.e.
Evolution
Fact 5
Heritability of
Much
Individual
Variation
Fact 3
Limitation of
Resources
Malthus &
Observation
Observation &
Farmers
Fact 6?
Changes in
Environment
Darwin & Wallace
Mayr 1977
Is there a piece of the puzzle missing?
Is this important? Where would it come into play?
Pollution, Variation, and Adaptation: The Peppered Moth
What is the relationship
between natural selection
and the environment?
How do humans affect
evolution by natural
selection?
Fact 5
Heritability of
Much
Individual
Variation
Observation &
Farmers
http://www.micro.utexas.edu/courses/levin/bio304/popgen/moths.gif
Inference 2
Differential
Survival i.e.
Natural
Selection
Darwin & Wallace
Pollution and Heritability: Developmental Deformities
Volpe 1985
What would make these mutations heritable?
What might cause these variations in phenotype?
Volpe 1985
Do these phenomena fit in the process of evolution by natural selection? Why or why not?
Human Imprints and Global CO2 Levels
What is the change in CO2 in the
last 50 years?
How might increased CO2 levels
affect life processes?
http://www.shrani.si/pics/slika2rkv62.jpg
What biological variations might be selected
for or against with increased CO2 levels?
How might changes in CO2 levels
affect evolutionary events?
http://www.2think.org/keeling_curve.shtml
Do these phenomena fit in the process of evolution by natural selection? Why or why not?
Ecosystem Earth:
Where have we been? Where are we going?
http://fti.neep.wisc.edu/neep602/LEC1/10075945.jpg
To Do’s (Ideas)
•
This outline on NESCent Web Site
•
Curriculum paper: American Biology Teacher (In prep)
•
Primer – 100 pages, Teacher and student guide:
How to publish?
•
Teacher Workshop – How to arrange?
•
Classroom to ‘Experiment with?’ (Durham Elementary
Science Director – ‘No’)
•
Ideas?
Heredity
I am the family face;
Flesh perishes, I live on,
Projecting trait and trace
Through time to times anon,
And leaping from place to place
Over oblivion.
The years-heired feature that can
In curve and voice and eye
Despise the human span
Of durance – that is I;
The eternal thing in man,
That heeds no call to die.
Thomas Hardy, in Moments of Vision