The beginning of this two-week unit introduces evolution using bacteria and antibiotic resistance as anchoring phenomena. The following lessons demonstrate how species can change over time due to external, selective pressures. Based on the evidences of evolution (DNA, homologous structures, fossils, etc.) and from seeing evolution occur (e.g. bacteria evolving antibiotic resistance), students will be able to explain the diversity of life seen on earth today. This unit ends with students applying the knowledge they gained from the lessons on bacteria to a population of birds. The birds are subjected to different weather events that cause some traits to be more suited to the conditions created.
Evolution with antibiotic resistance and bird population dynamics
Grade Level
Grade 9
Resource Type
Activity
Attributes
Standards Alignment
Next Generation Science Standards
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Standards
Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
