Project Template

Project Description

Evolution is arguably one of the two or three most important ideas developed by man (and woman) in the last 200 years. It is a lens by which all of science is to view the universe and man's best attempt at an unbiased objectivity regarding the world around him. For students to communicate intelligently in the scientific realm and make contributions to this community, or even just to augment their wonder at the natural world, a fundamental understanding of the process of evolution and its tenets is absolutely requisite. This project will serve as an exposition to this process, and hopefully as a platform for further personal exploration. It is a sequence of lessons centered on student exploration of the concept of evolution, so that it may serve as a lens through which students can study ecology. This will provide students with a conceptually cemented anchor to begin the study ecology and the world in which they live, and will thereby strengthen the ãimmediacy" of ecological determinations by way of a developed and holistic scientific understanding. Time will be equally divided up between presenting each of the two topics, with the project culminating in a student field trip to Inks Lake wherein the fundamental relationship between evolution and ecology will be solidified through direct experience and guided exploration. In addition, we will augment this experience to a global and social stage through the use of journal reflections by students on global leadership responsibilities in the future and how these can and should directly relate to local environment.

Driving Question

What is the relationship between evolution and ecology and how do they directly relate to our lives?

Overall Goals of the Project

A firm understanding of the evolutionary process as an explanation for ecological principles and relationships, and how these are directly related to individual students, is the ultimate goal of this project. We are not so concerned with quantitative data regurgitation by the students, but rather an ability to converse intelligently on evolutionary and ecological subjects and suffuse these with their own experiences to draw their own conclusions.

Project Objectives

Demonstrate field safety procedures as required.
Articulate a purpose for the jetties, and an observable consequence due to them.
Collect and analyze data to predict alternative species that would inhabit same niche in a different environment.
Organize and present a scientific argument to support their theory.
List 5 examples of imperfect contrivances, 2 of them in humans.
Given a list of imperfections in living things, recognize which category of imperfection each one is (contrivance, vestigial, or atavism).
Recognize that the many contrivances and other imperfections found in living things are best explained by the process of evolution.
Recognize examples of random, chaotic, events.
Recognize examples of non-random, orderly events
Recognize examples of the results of the interaction of random and non-random processes, as orderly, complex, patterned systems.
Recognize that natural selection, as an example of such an interaction, can produce complex changes in living organisms (micro-evolution).
Recognize that when selected features accumulate over time, new kinds of structures and species can arise (cumulative selection).
Recognize that the accumulation of new species from ongoing selection over time can produce new groups which we recognize in the hierarchy of our modern classification (genera, families, orders, etc.), a process of cumulative speciation, or macro-evolution.
Demonstrate an ability to converse knowledgably on evolution and ecology and their roles in terms of leadership for the future.

Rationale

In today's society of technological streamlining, massive international business networks, and severe taxing of the earth's ecosystem as a result of resource mining, it is essential above all other concerns that we educate the coming generation. They must have a clear and informed understanding of the world in which we exist in order to provide them with the advanced discretion necessary to make informed and crucial decisions in these rapidly changing times. The best way to undertake this ambitious but necessary task is in a methodical and systematic approach starting from the ground up. This means taking direct steps at the community level to provide students with a valuable and first-hand experience of the world in which they live. This does not mean more textbook assignments and multiple choice tests. This means students, out in the field, getting dirty, and experiencing nature in an enriching and guided exposition of the natural systems and processes which directly influence all of our lives. Only through these sorts of experiences can we reasonably assure the presence of an intelligent and informed population to guide our planet into the coming centuries.

The idea for the project originated through recognition of a strong need to provide students with an outlet for their inveterate curiosity. Countless research articles, symposiums, and lectures, have been given, encouraging teachers to present material in a context-dependant manner. Students learn better when presented new material in the context of their prior experience with the world. By nature, children are sheltered in this experience as a result of the society in which we exist. We must take explicit and directed steps to expose students to varying aspects of the world.

The quality of a child's education should not be proportional to or dependant upon, the amount their parents have to invest in a private education for their children. As a collaborative and altruistic society, we are dependant upon the perception and fidelity of our leader's decisions as they directly affect our lives, and we must make every attempt possible to directly influence those discretions to include as many perspectives as possible. It is the job of the teacher to prepare each student in his/her classroom, to the best of his/her ability, to potentially fill this role. I cannot honestly promise my students that they are receiving the best education I can provide, when the resources of privately funded schools allow those students who attend them a broader, more diverse and inspiring curriculum. We must not allow social stratification of wealth to lead to a corollary stratification in science. This is not to suggest that the problem can be solved overnight, with one grant, with one field experience. However, where you start with one, the clever will make two, and the opportunity to exact something rich and direct upon the student's senses where before there had been only multiple choice questions and text diagrams, can lead to tiny imperceptible changes with monumental implications on a student's life. The staple of the American Philosophy is that it is not birth which determines success, but focus and determination. Allow me to do my job in equipping my students with these qualities, by providing them with a forum or anchor for direction, so that those who wish may do so.

Background

- Evolution is the genetic change in a population, over many generations, resulting from the natural or artificial selection of some individual's genetic variance.

"Darwin in a nutshell"

Individuals within a species are variable.
Some variations are passed to offspring.
Every generation has more offspring than can survive.
Favored variations go on to reproduce.
Favored variations increase within the population.
Simple rules, acting on random events can easily produce complex, seemingly "designed" patterns.
Natural selection is a process of non-random events (selection) working on random events (mutations), resulting in the production of complex systems (new species).

We will use these basic principles as a guide to study a population of microorganisms both in the classroom and in their natural habitat. We can use what we learn from our studies of algae to extrapolate a bigger picture of how evolution occurs in our world today. The SARS and AIDS viruses, along with many bacterial pathogens, evolve very quickly, and we must continually adapt our procedures for controlling them.

There are many situations where scientists today are trying to understand how to better protect humans from the rapidly evolving pathogenic microorganisms that threaten us globally. Interestingly, one of the best ways to prevent epidemics is quarantines, yet we have the ability to get from Houston to Germany, with a lay over in New York, in less than 20 hours

Natural selection has occurred since man has noticed some breeds of cattle, or hybrids of plants, produce better returns on their investment. If we have to feed and water the plant or animal less, and it still yields as much or more final product (milk, beef, grain, vegetables) we try to incorporate this variation into the population.

There can be no disagreement that evolution is occurring. We will not debate "creationism or origin", but rather, we will speak to the observable world around us today. If for no other reason, students must understand epidemiology, and resistance strains of pathogens. There is a clear and present danger to our species when it comes to these areas of modern science.

Standards Addressed

- TEKS: 112.43 Biology

2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) collect data and make measurements with precision;

(D) communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B) evaluate promotional claims that relate to biological issues such as product labeling and advertisements;

(D) describe the connection between biology and future careers;

(E) evaluate models according to their adequacy in representing biological objects or events

(7) Science concepts. The student knows the theory of biological evolution. The student is expected to:

(A) identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and

(B) illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:

(A) analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles;

(B) interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;

(D) identify and illustrate that long-term survival of species is dependent on a resource base that may be limited; and

(E) investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

(4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes.

(5) Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:

(A) summarize methods of land use and management;

(B) identify source, use, quality, and conservation of water;

(D) identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;

(E) analyze and evaluate the economic significance and interdependence of components of the environmental system; and

(F) evaluate the impact of human activity and technology on land fertility and aquatic viability.

8) Science concepts. The student knows that environments change. The student is expected to:

(A) analyze and describe the effects on environments of events such as fires, hurricanes, deforestation, mining, population growth, and municipal development;

(B) explain how regional changes in the environment may have a global effect;

(D) examine and describe a habitat restoration or protection program.

Assessment

The method of evaluation will be both a group presentation, and individual journal entries. The presentation will be on something the group was interested in, and it will focus on how the global situation effects the local environment. The journal entry will be focused on the future of the environment and how to preserve the local habitats or prevent their destruction. What are some ways we can preserve the habitats or species in central Texas highland lake chain at an individual level, school level, community level, state level, national level, international level? How am I directly affected by the destruction of habitat? At what point does the destruction of ãinsignificant species" habitat become a problem for me?

How does evolution affect us today?