Transcript Evolution Webquest PowerPoint

Evolution Webquest
Created by Trina Mitchell
Summer 2010
Introduction
The theory of evolution has been and continues to
be taboo, highly controversial, and drastically
misunderstood my many people. The theory is
complicated, but is supported by much evidence.
Despite its rocky history, evolution effects everyone’s
lives even today. Let’s explore these aspects of the
theory of evolution.
Task
 As a group, answer one of four questions:

What is evolution/how does it work?

How does evolution impact my life?

What evidence exists for evolution?

What is the history of evolutionary theory?
 Use the resources and guide questions provided to answer
your question.
 Create a presentation answering your question. Your
presentation should include a visual aid (ex. PowerPoint
presentation or poster).
 Present your information as a group to the rest of the class.
Process
 The class will be split into four groups by the
instructor.
 Each group will be assigned one of the four questions
about evolution and provided with a list of questions
to guide your research to answer the question.
 All group members will work together using the
resources provided to research an answer to your topic
question.
Process Continued
Resources
http://evolution.berkley.edu/
http://www.pbs.org/wgbh/evoltion/index.html
http://www.actionbioscience.org/evolution
http://ncse.com/evolution
http://www.biologyinmotion.com/evol/index.html
For Clip Art and Graphics
http://www.biologylessons.sdsu.edu/cartoons/concepts.html
http://www.classroomclipart.com/
http://school.discoveryeducation.com/clipart
http://www.enchantedlearning.com/Home.html
Process Continued
 Design a 10 (or more) minute presentation using the
information you gathered through your research. The
presentation should include at least the information
obtained by answering your guide questions, but you
are encouraged to include any other interesting
information you may have found.
 Create a visual aid to use during your presentation.
 Present your evolution presentation to the class to
share all of the great information you have found
answering your question.
Evaluation
 Oral Presentation:
 Presentation is at least 10 minutes long. (5 pt)
 Voice is properly projected. (5 pt)
 Proper body language—no fidgeting. (5 pt)
 Use proper grammar/pronunciation. (5 pt)
 Presentation is properly organized. (5 pt)
Evaluation Continued
 Visual Aid:
 Organized and flows. (5 pt)
 Proper balance of graphics and text. (5 pt)
 Aesthetically appealing. (5 pt)
 Uses proper grammar and spelling. (5 pt)
 Collaboration:
 Cooperate effectively as member of group. (5 pt)
 Able to resolve conflicts quickly and civilly. (5 pt)
 All members put forth equal effort in all stages. (5 pt)
Evaluation Continued
 Analysis:
 All guide questions are answered in presentation. (5 pt)
 Resources are used effectively. (5 pt)
 Information is used and presented accurately. (5 pt)
 Total points possible: 75 points
 A = 67-75 pts
 B = 60-66 pts
 C = 52-59 pts
 D = 45-51 pts
 F = 0-44 pts
*Up to 3 BONUS points may be awarded for information
included that was not required by your guide
questions.*
Conclusion
Once your group has completed your research and
presented it to the rest of your classmates you should all
be well versed in four basic areas of evolution. Everyone
should be able to explain what evolution is and how it
works, how evolution impacts your lives, what evidence
currently exists in support of evolution, and the history of
evolutionary theory. Congratulations!
Teacher’s Page:
Living Environment Standards
Living Environment Core Curriculum Standard 1

Major Understanding 1.1a Scientific explanations are built by
combining evidence that can be observed with what people already
know about the world.

Major Understanding 1.1b Learning about the historical
development of scientific concepts or about individuals who have
contributed to scientific knowledge provides a better understanding
of scientific inquiry and the relationship between science and society.

Major Understanding 1.3a Scientific explanations are accepted when
they are consistent with experimental and observational evidence
and when they lead to accurate predictions.

Major Understanding 1.4a Well-accepted theories are ones that are
supported by different kinds of scientific investigations often
involving the contributions of individuals from different disciplines.
Teacher’s Page Continued:
Living Environment Standards
Living Environment Core Curriculum Standard 4

Major Understanding 3.1a The basic theory of biological evolution
states that the Earth’s present-day species developed from earlier,
distinctly different species.

Major Understanding 3.1e Natural selection and its evolutionary
consequences provide a scientific explanation for the fossil record of
ancient life-forms, as well as for the molecular and structural
similarities observed among the diverse species of living organisms.

Major Understanding 3.1f Species evolve over time. Evolution is the
consequence of the interactions of (1) the potential for a species to
increase its numbers, (2) the genetic variability of offspring due to
mutation and recombination of genes, (3) a finite supply of the
resources required for life, and (4) the ensuing selection by the
environment of those offspring better able to survive and leave
offspring.
Teacher’s Page Continued:
Living Environment Standards
Living Environment Core Curriculum Standard 4 Continued

Major Understanding 3.1g Some characteristics give individuals
an advantage over others in surviving and reproducing, and the
advantaged offspring, in turn, are more likely than others to
survive and reproduce. The proportion of individuals that have
advantageous characteristics will increase.

Major Understanding 3.1h The variation of organisms within a
species increases the likelihood that at least some members of the
species will survive under changed environmental conditions.

Major Understanding 3.1i Behaviors have evolved through
natural selection. The broad patterns of behavior exhibited by
organisms are those that have resulted in greater reproductive
success.
Teacher’s Page Continued:
Living Environment Standards
Living Environment Core Curriculum Standard 4 Continued
 Major Understanding 3.1j Billions of years ago, life on
Earth is thought by many scientists to have begun as
simple, single-celled organisms. About a billion years ago,
increasingly complex multi- cellular organisms began to
evolve.
 Major Understanding 3.1k Evolution does not necessitate
long-term progress in some set direction. Evolutionary
changes appear to be like the growth of a bush: Some
branches survive from the beginning with little or no
change, many die out altogether, and others branch
repeatedly, sometimes giving rise to more complex
organisms.
Teacher’s Page Continued:
Living Environment Standards
Living Environment Core Curriculum Standard 4 Continued

Major Understanding 3.1l Extinction of a species occurs when the
environment changes and the adaptive characteristics of a species are
insufficient to allow its survival. Fossils indicate that many organisms that
lived long ago are extinct. Extinction of species is common; most of the
species that have lived on Earth no longer exist.

Major Understanding 6.2a As a result of evolutionary processes, there is a
diversity of organisms and roles in ecosystems. This diversity of species
increases the chance that at least some will survive in the face of large
environmental changes. Biodiversity increases the stability of the ecosystem.

Major Understanding 6.2b Biodiversity also ensures the availability of a rich
variety of genetic material that may lead to future agricultural or medical
discoveries with significant value to humankind. As diversity is lost, potential
sources of these materials may be lost with it.