Bio 20: Population Evolution Overarching Question: Is the Human Race Currently Evolving GLO 2: ...

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Bio 20: Population Evolution Overarching Question: Is the Human Race Currently Evolving GLO 2: Students Will Explain the Mechanisms Involved in the Change of Populations by Mind Map: Bio 20: Population Evolution  Overarching Question: Is the Human Race Currently Evolving  GLO 2: Students Will Explain the Mechanisms Involved in the Change of Populations

1. Changing Earth

1.1. Did fish ever walk on land?

1.2. Biology 20

1.2.1. Knowledge

1.2.1.1. 20-B2.4k: Summarize and describe lines of evidence to support the evolution of modern species from ancestral forms. Examples: Fossil Record, Earth's History, Biogeography

1.2.1.2. 20-B2.5k: Explain speciation and the conditions required for this process

1.2.2. STS

1.2.2.1. 20-B2.1sts: Explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations

1.2.3. Skills

1.2.3.1. Initiating and Planning 20-B2.1s: Formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues

1.2.3.2. Performing and Recording 20-2.2s: Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information

1.2.3.3. Analyzing and Interpreting 20-B2.3s: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

1.2.4. Attitudes

1.2.4.1. Interest in Science

1.2.4.1.1. Students will be encouraged to develop enthusiasm and continuing interest in the study of science.

1.2.4.2. Mutual Respect

1.2.4.2.1. Students will be encouraged to appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds.

1.2.4.3. Scientific Inquiry

1.2.4.3.1. Students will be encouraged to develop attitudes that support active inquiry, problem solving and decision making.

1.2.4.4. Collaboration

1.2.4.4.1. Students will be encouraged to develop attitudes that support collaborative activity.

1.2.4.5. Stewardship

1.2.4.5.1. Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment.

1.2.4.6. Safety

1.2.4.6.1. Students will be encouraged to demonstrate a concern for safety in science and technology contexts.

2. Early Theories

2.1. Will humans ever no longer have an appendix?

2.2. Biology 20

2.2.1. Knowledge

2.2.1.1. 20-B2.1k: Explain that variability in a species results from heritable mutations and that some mutations may have a selective advantage

2.2.1.2. 20-B2.3k: Compare Lamarckian and Darwinian explanations of evolutionary change

2.2.2. STS

2.2.2.1. 20-B2.1sts: Explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations

2.2.3. Skills

2.2.3.1. Performing and Recording 20-2.2s: Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information

2.2.3.2. Analyzing and Interpreting 20-B2.3s: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

2.2.3.2.1. Analyze data, actual or simulated, on plants and animals to demonstrate how morphology changes over time. Example: Darwin's Finches, Peppered Moths, Bacteria, Domesticated Plants, Domesticated Animals

2.2.4. Attitudes

2.2.4.1. Interest in Science

2.2.4.1.1. Students will be encouraged to develop enthusiasm and continuing interest in the study of science.

2.2.4.2. Mutual Respect

2.2.4.2.1. Students will be encouraged to appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds.

2.2.4.3. Scientific Inquiry

2.2.4.3.1. Students will be encouraged to develop attitudes that support active inquiry, problem solving and decision making.

2.2.4.4. Collaboration

2.2.4.4.1. Students will be encouraged to develop attitudes that support collaborative activity.

2.2.4.5. Stewardship

2.2.4.5.1. Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment.

2.2.4.6. Safety

2.2.4.6.1. Students will be encouraged to demonstrate a concern for safety in science and technology contexts.

3. Biological Evidence

3.1. Why do penguins have wings if they cannot fly?

3.2. Biology 20

3.2.1. Knowledge

3.2.1.1. 20-B2.1k: Explain that variability in a species results from heritable mutations and that some mutations may have a selective advantage

3.2.1.2. 20-B2.4k: Summarize and describe lines of evidence to support the evolution of modern species from ancestral forms. Examples: Homologous Structures, Analogous Structures, Embryology, Biochemistry

3.2.2. STS

3.2.2.1. 20-B2.1sts: Explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations

3.2.3. Skills

3.2.3.1. Initiating and Planning 20-B2.1s: Formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues

3.2.3.1.1. Hypothesize the adaptive significance of the variation in a range of homologous structures in extant and extinct organisms

3.2.3.2. Performing and Recording 20-2.2s: Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information

3.2.3.3. Analyzing and Interpreting 20-B2.3s: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

3.2.3.4. Communication and Teamwork 20 B2.4s: Work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

3.2.4. Attitudes

3.2.4.1. Interest in Science

3.2.4.1.1. Students will be encouraged to develop enthusiasm and continuing interest in the study of science.

3.2.4.2. Mutual Respect

3.2.4.2.1. Students will be encouraged to appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds.

3.2.4.3. Scientific Inquiry

3.2.4.3.1. Students will be encouraged to develop attitudes that support active inquiry, problem solving and decision making.

3.2.4.4. Collaboration

3.2.4.4.1. Students will be encouraged to develop attitudes that support collaborative activity.

3.2.4.5. Stewardship

3.2.4.5.1. Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment.

3.2.4.6. Safety

3.2.4.6.1. Students will be encouraged to demonstrate a concern for safety in science and technology contexts.

4. Adaptation & Inherited Variation

4.1. Do humans belong at the top of the "evolutional ladder"; are humans the most highly evolved creatures for survival in this world?

4.2. Biology 20

4.2.1. Knowledge

4.2.1.1. 20–B1.5k: Explain the fundamental principles of taxonomy and binomial nomenclature, using modes of nutrition at the kingdom level and morphological characteristics at the genus species level.

4.2.1.2. 20-B2.1k: Explain that variability in a species results from heritable mutations and that some mutations may have a selective advantage

4.2.1.3. 20-B2.2k: Discuss the significance of sexual reproduction to individual variation in populations and to the process of evolution

4.2.2. STS

4.2.2.1. 20–B1.2sts: Explain how conventions of mathematics, nomenclature and notation provide a basis for organizing and communicating scientific theory, relationships and concepts

4.2.2.2. 20-B2.1sts: Explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations

4.2.3. Skills

4.2.3.1. Initiating and Planning 20-B2.1s: Formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues

4.2.3.2. Performing and Recording

4.2.3.2.1. 20–B1.2s: Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information • perform a field study to measure, quantitatively, appropriate abiotic characteristics of an ecosystem and to gather, both quantitatively and qualitatively, evidence for analysis of the diversity of life in the ecosystem studied (PR–NS3, PR–NS4, PR–NS5) [ICT F2–4.1]

4.2.3.2.2. 20-B2.2s: Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information

4.2.3.3. Analyzing and Interpreting 20-B2.3s: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

4.2.3.4. Communication and Teamwork 20 B2.4s: Work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

4.2.4. Attitudes

4.2.4.1. Interest in Science

4.2.4.1.1. Students will be encouraged to develop enthusiasm and continuing interest in the study ofscience.

4.2.4.2. Mutual Respect

4.2.4.2.1. Students will be encouraged to appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds.

4.2.4.3. Scientific Inquiry

4.2.4.3.1. Students will be encouraged to develop attitudes that support active inquiry, problem solving and decision making

4.2.4.4. Collaboration

4.2.4.4.1. Students will be encouraged to develop attitudes that support collaborative activity.

4.2.4.5. Stewardship

4.2.4.5.1. Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment.

4.2.4.6. Safety

4.2.4.6.1. Students will be encouraged to demonstrate a concern for safety in science and technology contexts.

5. 10 Level Connections

5.1. Math 10-3

5.1.1. Measurement and Unit Conversions: Measurement, Specific Outcome 1

5.2. English 10

5.2.1. 1.1.1 Form tentative understandings, interpretations and positions

5.2.2. 1.2.1 Consider new perspectives

5.2.3. 2.1.2 Understand and interpret content

5.2.4. 3.1 Determine inquiry or research requirements

5.2.4.1. 3.1.1 Focus on purpose and presentation form

5.2.4.2. 3.1.2 Plan inquiry or research, and identify information needs and sources

5.2.5. 3.2 Follow a plan of inquiry

5.2.5.1. 3.2.1 Select, record and organize information

5.2.5.2. 3.2.2 Evaluate sources, and assess information

5.2.5.3. 3.2.3 Form generalizations and conclusions

5.2.5.4. 3.2.4 Review inquiry or research process and findings

5.2.6. 4.1.4 Use production, publication and presentation strategies and technologies consistent with context

5.2.7. 4.2.1 Enhance thought and understanding and support and detail

5.2.8. 5.1 Respect others and strengthen community

5.2.8.1. 5.1.2 Appreciate diversity of expression, opinion and perspective

5.2.8.2. 5.1.3 Recognize accomplishments and events

5.2.9. 5.2 Work within a group

5.2.9.1. 5.2.1 Cooperate with others, and contribute to group process

6. Speciation & Modern Evolutionary Theory

6.1. Why can humans drink milk from other mammals?

6.2. Biology 20

6.2.1. Knowledge

6.2.1.1. 20-B2.1k: Explain that variability in a species results from heritable mutations and that some mutations may have a selective advantage

6.2.1.2. 20-B2.4k: Summarize and describe lines of evidence to support the evolution of modern species from ancestral forms.

6.2.1.3. 20-B2.5k: Explain speciation and the conditions required for this process

6.2.1.4. 20-B2.6k: describe modern evolutionary theories. Examples: Punctuated Equilibrium, Gradualism

6.2.2. STS

6.2.2.1. 20-B2.1sts: Explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations

6.2.3. Skills

6.2.3.1. Initiating and Planning 20-B2.1s: Formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues

6.2.3.1.1. Design an investigation to measure or describe an inherited variation in a plant or animal population

6.2.3.2. Performing and Recording 20-2.2s: Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information

6.2.3.3. Analyzing and Interpreting 20-B2.3s: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

6.2.3.4. Communication and Teamwork 20 B2.4s: Work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

6.2.4. Attitudes

6.2.4.1. Interest in Science

6.2.4.1.1. Students will be encouraged to develop enthusiasm and continuing interest in the study of science.

6.2.4.2. Mutual Respect

6.2.4.2.1. Students will be encouraged to appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds.

6.2.4.3. Scientific Inquiry

6.2.4.3.1. Students will be encouraged to develop attitudes that support active inquiry, problem solving and decision making.

6.2.4.4. Collaboration

6.2.4.4.1. Students will be encouraged to develop attitudes that support collaborative activity.

6.2.4.5. Stewardship

6.2.4.5.1. Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment.

6.2.4.6. Safety

6.2.4.6.1. Students will be encouraged to demonstrate a concern for safety in science and technology contexts.

7. 30 Level Connections

7.1. Biology 30

7.1.1. General Learning Outcomes

7.1.1.1. 1. describe a community as a composite of populations in which individuals contribute to a gene pool that can change over time

7.1.1.2. 2. explain the interaction of individuals in a population with one another and with members of other populations

7.1.1.3. 3. explain, in quantitative terms, the change in populations over time.

7.1.2. Knowledge

7.1.2.1. 30–D1.2k Describe the factors that cause the diversity in the gene pool to change; i.e., natural selection, genetic drift, gene flow, nonrandom mating, bottleneck effect, founder effect, migration, mutation

7.1.2.2. 30–D1.4k Describe the molecular basis of gene-pool change and the significance of these changes over time; i.e., mutations and natural selection (e.g., drug-resistant bacteria, herbicide resistant plants).

7.1.2.3. 30–D2.2k Explain the role of defence mechanisms in predation and competition;

7.1.3. STS

7.1.3.1. 30–D1.2sts Explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a)

7.1.3.2. 30–D3.1sts Explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations

7.1.4. Skills

7.1.4.1. Initiating and Planning 30–D1.1s: Formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

7.2. English 30

7.2.1. 1.1.1 Form tentative understandings, interpretations and positions

7.2.2. 1.2.1 Consider new perspectives

7.2.3. 2.1.2 Understand and interpret content

7.2.4. 3.1 Determine inquiry or research requirements

7.2.4.1. 3.1.1 Focus on purpose and presentation form

7.2.4.2. 3.1.2 Plan inquiry or research, and identify information needs and sources

7.2.5. 3.2 Follow a plan of inquiry

7.2.5.1. 3.2.1 Select, record and organize information

7.2.5.2. 3.2.2 Evaluate sources, and assess information

7.2.5.3. 3.2.3 Form generalizations and conclusions

7.2.5.4. 3.2.4 Review inquiry or research process and findings

7.2.6. 4.1.4 Use production, publication and presentation strategies and technologies consistent with context

7.2.7. 4.2.1 Enhance thought and understanding and support and detail

7.2.8. 5.1 Respect others and strengthen community

7.2.8.1. 5.1.2 Appreciate diversity of expression, opinion and perspective

7.2.8.2. 5.1.3 Recognize accomplishments and events

7.2.9. 5.2 Work within a group

7.2.9.1. 5.2.1 Cooperate with others, and contribute to group process

8. 20 Level Cross-Curricular Connections

8.1. Math 20-3

8.1.1. Graph Analysis: Statistics, Specific Outcome 1

8.2. English 20

8.2.1. 1.1.1 Form tentative understandings, interpretations and positions

8.2.2. 1.2.1 Consider new perspectives

8.2.3. 3.1 Determine inquiry or research requirements

8.2.3.1. 3.1.1 Focus on purpose and presentation form

8.2.3.2. 3.1.2 Plan inquiry or research, and identify information needs and sources

8.2.4. 3.2 Follow a plan of inquiry

8.2.4.1. 3.2.1 Select, record and organize information

8.2.4.2. 3.2.2 Evaluate sources, and assess information

8.2.4.3. 3.2.3 Form generalizations and conclusions

8.2.4.4. 3.2.4 Review inquiry or research process and findings

8.2.5. 4.1.4 Use production, publication and presentation strategies and technologies consistent with context

8.2.6. 4.2.1 Enhance thought and understanding and support and detail

8.2.7. 5.1 Respect others and strengthen community

8.2.7.1. 5.1.2 Appreciate diversity of expression, opinion and perspective

8.2.7.2. 5.1.3 Recognize accomplishments and events

8.2.8. 5.2 Work within a group

8.2.8.1. 5.2.1 Cooperate with others, and contribute to group process

8.3. Social Studies 20

8.3.1. 4.6 Examine historical perspectives of Canada as a nation

8.4. Chemistry 20

8.4.1. Diversity: Students will develop an understanding of: The array of living and nonliving forms of matter and the procedures used to understand, classify and distinguish these forms of matter on the basis of recurring patterns.