TE 408: Three-day Lesson Plan and ReportName: Kim Schoch Partner: Meghan ButlerMentor Teacher: Jennifer Bara School: Eastern High SchoolClass and grade level: 9th/10th Biology Date: 3.18.14

Part I: Information about the Lesson and UnitTopic: Natural Selection and Speciation Abstract

Our students will be learning about natural selection. They will first learn about how certain traits influence the survival of certain individuals in a population and how this impacts the variation within a population through a PEOE activity sequence. Next, the students will learn about how the environment selects for certain traits through a model, coach, fade activity sequence about peppered moths, and the long necks of giraffes.

Part II: Clarifying Your Goals for the TopicA. Big Ideas

Evolution is the process that links all species to a common ancestor. Evolution takes place through the process of natural selection, over many generations. Individuals within a population and species share many common traits, but also differ in some traits, leading to variation within a population. Random mutations in the genetic code of organisms leads to new traits within a population that may be either beneficial or detrimental to the organisms. Traits that lead to a reproductive advantage increase in proportion in the population over multiple generations. This is process is the basis of natural selection.

“In any particular environment individuals with particular traits may be more likely than others to survive and produce offspring. This process is called natural selection and may lead to the predominance of certain inherited traits in a population and the suppression of others. Natural selection occurs only if there is variation in the heritable genetic information within a population that is expressed in traits that lead to differences in survival and reproductive ability among individuals under specific environmental conditions. If the trait differences do not affect reproductive success, then natural selection will not favor one trait over others” (p.163).

“Natural selection can lead to adaptation, that is, to a distribution of traits in the population that is matched to and can change with environmental conditions. Such adaptations can eventually lead to the development of separate species in separated populations” (p. 141). “In some cases, however, traits that are adaptive to the changed environment do not exist in the population and the species becomes extinct” (p.165).

B. Student Practices1. Naming key practices

Students will observe how individuals within populations vary and how certain traits enable some individuals to be more successful within a population. After participating in an activity, we will discuss how the population in the activity changed and why this occurred (constructing explanations). We will continue to investigate how populations change, but next we will observe how the environment influences populations in a case study of peppered moths. After doing a simulation lab, the students will analyze how the environment influenced the population of peppered moths (analyzing and interpreting data). The students will continue exploring environmental selection by extracting information from a case study on giraffe neck length and illustrating how giraffes demonstrate the main principles of natural selection (analyzing and interpreting data). Lastly, the students will explain why the evolution of Pokémon characters is not a valid representation of evolution in the real world (engaging in argument from evidence).

C. Performance Expectations for Student LearningPerformance Expectation Associated NGSS

Practice NGSS Performance Expectation(s)NGSS Performance Expectation(s)

1. HS-LS4-2. 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.

Constructing Explanations

2. HS-LS4-4. Construct an explanation based on evidence for how!natural selection!leads to!adaptation of populations.

Constructing Explanations

Specific Lesson Objective(s)Specific Lesson Objective(s)1. Use data to support the four tenets of natural selection. Analyzing and

interpreting data2. Use evidence about the process of natural selection to critique popular notions of evolution.

Engaging in argument from

evidence

Part III: Classroom ActivitiesA. Storyline for the Lesson Sequence

Stage Role in StorylineLessons before

your sequenceDarwin’s ideas on natural selection, revisited ideas of variation within a population, Breeding

Bunnies lab (how traits vary/change within a population)Lesson 1 PEOE: How different traits leads to evolution through natural selection.

Lesson 2 Model, Coach, Fade: How the environment selections for certain traits. Peppered moths (model & coach), and giraffe necks (fade). Lesson 3

Model, Coach, Fade: How the environment selections for certain traits. Peppered moths (model & coach), and giraffe necks (fade).

Lessons after your sequence

Speciation and classification of different taxonomic groups

B. Activity Sequence DetailsFocus Objective

Objective NGSS PracticeHS-LS4-4. Construct an explanation based on evidence for how!natural selection!leads to!adaptation of populations.

Constructing Explanations

PEOE Inquiry Cycle Stages in Your PEOE Cycle

This sequence will be utilized during our lesson on day 1.

Stage Teaching ActivitiesPredict Predict which traits within the population will be the most successful in

procuring resources to survive and reproduce (e.g. unwrap starbursts)ExplainPredict which traits within the population will be the most successful in

procuring resources to survive and reproduce (e.g. unwrap starbursts)

Observe Observe how the students with each trait are able to survive and reproduce as the population proceeds through several generations

Explain Explain how observations from the activity disagree with or support the predictions made before the activity

C. Lesson PlansLesson 1 Materials

Presentation materials (Overhead transparencies or PowerPoint presentations, etc): noneCopied materials (Handouts, worksheets, tests, lab directions, etc.): 35 copiesPages in textbook: Book:___N/A__ Pages:___N/A___Laboratory materials: For the teacher or the class as a whole: none" For each laboratory station: noneOther materials: bags of starburst candies, several pairs of gloves of several varieties! http://www.tubechop.com/watch/2377655 (Clip of pokemon evolution)! http://www.tubechop.com/watch/2377898 (Clip of Bill Nye Discussing Giraffe’s Long Neck)Lesson 1 Activities

Lesson 1 Introduction (10 minutes)The students will be doing a PEOE activity sequence. We are having them participate in an

activity that will demonstrate how traits within a population change due to natural selection.

We will have four different traits: student without gloves, students with latex gloves, students with fleece gloves, and students with heavy winter gloves. The point of the activity is for the students to unwrap starburst candies and eat them. If they unwrap three starbursts, they will survive and if they unwrap five starbursts they can reproduce (grab a friend from the group). As the activity progresses, eventually the heavy and perhaps the fleece gloved individuals will die out. The individuals with no gloves will be the most successful and produce the most offspring, and the latex gloved and perhaps the fleece gloved individuals will survive but in lower numbers and produce fewer offspring than individuals with no gloves. Lesson 1 Main Teaching Activities (35 minutes)

First, we will carefully explain the directions to the students. We will then have them predict how successful each trait within the population will be and the reason behind their prediction. Next, we will run the activity through several generations, so students have the opportunity to see the traits within the population changing. After we have completed the activity, we will discuss their observations, specifically how their predictions and explanations supported or disagreed with their observations. We will then discuss some important ideas related to natural selection, including: variation within a population, inability to choose traits or adaptations, disappearance of less successful traits within a population, timeframe (happening over multiple generations), and what this could mean for the evolution of a species as a whole. Lesson 1 Conclusion (10 minutes)

In a previous lesson, the students read a short segment on Darwin’s ideas on natural selection. We will have the students refer back to this reading and have them relate it to the activity we did. With further discussion, we will lead the students to the conclusion that the activity they participated in is a display of evolution by natural selection.

Lesson 2 MaterialsPresentation materials (Overhead transparencies or PowerPoint presentations, etc): noneCopied materials (Handouts, worksheets, tests, lab directions, etc.): 35 copiesPages in textbook: Book:___N/A__ Pages:___N/A___Laboratory materials: For the teacher or the class as a whole: cups of white and newspaper

circles (from a hole puncher), white paper and newspaper (for backgrounds), and forceps (to grab the circles).

Other materials: none

Lesson 2 Activities Lesson 2 Introduction (15 minutes)

We will begin class by going through a case study of the evolution of the peppered moths. We will guide them through this study, bringing to their attention to the main tenets of natural selection and having them highlight these concepts. The four main tenants of natural selection are: 1. More offspring are produced in a population than are able to survive, 2. Variation exists in the population, 3. A competition for resources occurs between organisms, and 4. Organisms that are more fit to survive are those that reproduce and carry on their genes.

Lesson 2 Main Teaching Activities (25 minutes)The students will do a lab activity that demonstrates how the population of peppered moths in

England changed due to environmental factors. The students will track how the phenotypes of the population of peppered moths changed due to new selection pressures in the environment (bark color of trees) and predation. There will be white circles of paper (from a hole puncher) and newspaper circles to represent different phenotypes. For the first demonstration, an even number of white and newspaper circles will be placed on a white background. The students have 15 seconds to be a predator and pick up as many circle moths as they can. After each round of predation, the number of circle moths doubles (representing a new generation) and the students predate again for another 4 generations. Next, the students would have an equal number of white and newspaper circles on a newspaper background, and they would do the same protocol as described above.

Lesson 2 Conclusion (15 minutes)This will include time for the students to complete the analysis questions and debrief about what they observed in this activity. We anticipate that students will have difficulty understanding the concept of variation arising as a result of random mutation, as they are unable to see this process and therefore are more likely to doubt it. Students also may not believe that a population will increase as dramatically as it will in their simulation due to the dying off of the original generation. However, in reality most organisms have more than one offspring at a time, and the population increase is indeed exponential. We will make sure that they understand these concepts to the best of our ability by repeating these principles often and circulating to catch misconceptions as they occur, as well as by reviewing student work after the first two days to try to catch unsaid misconceptions.

Lesson 3 MaterialsPresentation materials (Overhead transparencies or PowerPoint presentations, etc): noneCopied materials (Handouts, worksheets, tests, lab directions, etc.): 35 copiesPages in textbook: Book:___N/A__ Pages:___N/A___Laboratory materials: For the teacher or the class as a whole: cups of white and newspaper

circles (from a hole puncher), white paper and newspaper (for backgrounds), and forceps (to grab the circles).

Other materials: none

Lesson 3 Activities

Lesson 3 Introduction (15 minutes)The warm-up will be for the students to come up with reasoning behind the 4 rules for natural

selection based on what we have done in the past two days. After brainstorming on their own for several minutes, we will come together as a group and make a master list of rules for natural selection.

Lesson 3 Main Teaching Activities (35 minutes)The students will have the majority of the remainder of class to complete two tasks. We will

give the students a case study about giraffe neck length. The students will find the four main tenets of natural selection within the case study (similar to what we established as rules for natural selection). They will then illustrate each of the four main tenants in the context of the giraffe case study example. Next, we will give the students three evolutionary diagrams of three popular Pokémon characters. We will have them compare and contrast Pokemon evolution with the process of natural selection in biological populations.

Lesson 3 Conclusion (10 minutes)After collecting the giraffe neck and Pokémon evolution assessments, we will debrief and

discuss how Pokémon are not a viable representation of evolution in the real world, bringing the students back to the main principles of natural selection.

Part IV: Assessment of Focus StudentsA. Focus ObjectiveConstruct an explanation based on evidence for how!natural selection!leads to!adaptation of populations.

B. Developing Assessment Tasks1. Compare and contrast Pokemon evolution to evolution by natural selection in biological

populations.2. Illustrate the main ideas of evolution by natural selection with the example of giraffe

development of a long neck.3. Different species have traits that make them well suited to certain environments. For example,

giraffes have long necks for eating out of tall trees and bats are able to navigate in the dark by making noises and listening to how the sound waves echo off of other objects. Biologists call these advantages traits “adaptations.” How do scientists explain how adaptations occur?

Part V: After the Lesson ReportA. Description of Changes in Your Plans

Based on the advice of our instructor, our specific lesson objectives were modified for clarity, and specific space for predictions was added to the worksheets where it was required. More information (in the form of a video) and a short discussion were also added to our lesson for the pokemon question, in case students were not familiar with evolution as presented in pokemon. At the recommendation of our mentor, a metacognitive log was added to the Starburstian’s activity page so that students who were not participating in the unwrapping of the starbursts would have specific directions that they could follow during their observation. Finally, the Darwin’s Finches worksheet was scrapped altogether in favor of a similar assignment which involved the development of long necks in giraffes. Though we wanted to use the example of Darwin’s finches, the example involved terms like speciation and adaptation which we had not previously introduced in the lesson plan, and so our mentor requested the modification to avoid confusing the students by introducing too much information too quickly.

B. Story of What Happened! Day 1: Before the students arrived, Meghan and I arranged their tables in a circle with a large space in the middle, with all of the chairs facing inward. When the students came into the classroom, they were allowed to sit wherever they wanted rather than in assigned seats, which they really enjoyed (but it also made for slightly more difficult classroom management). Once we had quieted the students down, we read the instructions of the lab aloud and explained them after reading. We had our students fill in predictions for what would happen to the populations of starburstians with different glove types before the activity had begun. We had a lot of volunteers to begin the activity, and for the first two generations, students were very active in the roles that they had been given, participation as a starburstian or active observation of the starburstian populations. Beyond this point, students stayed active, but as fewer and fewer people were making observations and more were acting as starbustians, the behavior of the students began to get out of hand. It was harder to keep track of everyone, and as a result we think that some people may have lied about the final number of starbursts that they unwrapped. We did the math portion of the worksheet on the ELMO so that the students could follow along, and because it got more confusing as the populations increased. Eventually, we ended up having so many no-glove starburstians that they became virtual starburstians, and one student represented multiple individuals in the population. Though the students enjoyed the activity, the behavior toward the end got more difficult to handle, which resulted in a lack of time left to adequately discuss the questions that followed on the starburstians activity worksheet. We only had time to have a short debriefing before the students had to leave." Day 2: We began class with the traditional setup, where students answered a journal question or task. For their journal task, students were asked to revisit questions from the previous day’s activity sheet that they had been unable to complete. Students who had been absent the day before were asked to read through the instructions and make predictions based on their knowledge of natural selection and the gloves that were used (we had the gloves in class still, so they could look at them if they needed clarification). Once time had been given for this (roughly 10-15 minutes), we began with a class discussion about the relationship between the activity we had done and the concept of natural selection, which they had discussed in class. We waited for complete quiet before beginning discussion starting on day 2 (on day 1, we talked over the straggling noisy students, which had very low success), and when we encountered class disruptions during discussion, we waited again for quiet. We read the instructions for the day 2 activity (the Peppered Moth activity) aloud, and Meghan and I modeled the activity in the front of the room and showed the math involved on the ELMO. Once the students started the activity in pairs, they all did really well with it, although we had to answer a lot of questions about the math portion of it. The most difficult part of class was the end, where we had students separate the newspaper and white paper punches back into their respective baggies. Because we got a late start in order to adequately wrap up the starburstian activity, we didn’t get to the questions in the peppered moths activity, but instead saved it for the next day’s introduction." Day 3: We began with a brief discussion of natural selection and its four main tenants, wherein I gave the rules and had them describe a.) where they had seen them in the previous days’ activities and b.) why they were important for natural selection. The students were quieter today, and needed some nudges in order to get them to participate, but once they started they

were able to get into what I thought was a great class discussion. They were able to identify the fact that the “first” appearance of a characteristic is caused by random mutation. Some students remembered a lot about genetics and brought this to the conversation, noting that sometimes traits skip generations but would still be carried on in this way if the offspring were successful. We spent 20 minutes of the class period going over the questions from the peppered moth activity, and gave a time deadline for students to finish by. We had the students meet up with a group that had the opposite paper condition (a newspaper group paired up with a white paper group), and they discussed the trends in population that they had seen and explained the reasons for them. Students who were absent joined groups that had already participated in the activity and wrote down observations about both environments based on the data tables provided by their group members. Then, we introduced the giraffe assignment with a Bill Nye clip where he explained (in very general terms) the evolution of the giraffe’s long neck. We discussed this briefly with the students by asking leading questions related to the video, and had the students illustrate in the third worksheet the concepts discussed in the video in relation to the four tenants of natural selection that we had introduced at the beginning of class. To prevent students from using a lack of artistic ability as an excuse not to complete the assignment, I started this activity by drawing a cartoon giraffe on the board for everyone to use as a reference if they weren’t an artist. Many students didn’t realize that there was a back side to the paper, and they spent too much time working on their first drawing, not realizing that they had to complete four. We had also had room for narration to the side of each picture, but our mentor teacher didn’t realize that this was what it was for, and so increased the size of the boxes so that students would have more room to draw. As a result, not a lot of students put narration with their drawings, even though it was requested. " We presented the Pokemon question as a warm-up the following Monday, and about 70% of students identified the difference in time span required for biological evolution (long) vs. pokemon evolution (short). Students didn’t put a lot of detail into this answer though, as we didn’t have a requirement for number of differences seen or an answer length.

B. Making Sense of Focus Students’ Responses1. Descriptions of focus students

Pseudonym Academic Standing Personal DescriptionKelly Poor Kelly doesn’t pay a lot of attention to her schoolwork,

often choosing to spend time with her friends in class and play with the class hamster, which she is allowed to keep at her seat with her during class. She is easily distracted, and often tries to blame other students for her lack of performance on worksheets and assignments, saying that they distract her.

Jayden Fair Jayden is close friends with Kelly, but also has a strong desire to have a good relationship with Meghan and I, so when we ask him to apply himself in class he does so with gusto. This requires maintenance though, and so when class gets out of hand, Jayden’s work often suffers because we are spread more thin and can’t maintain his good behavior as easily.

Destiny Very Good Destiny doesn’t have a lot of close friends in class, and is very focused on her schoolwork, which allows her to continue participating in school athletics. She is a member of 3 (or 4?) different teams for the school, and talks about them often, citing them as one of her most important reasons for not “messing around” during class.

2. Excellent Response or Rubric1. Compare and contrast Pokemon evolution to evolution by natural selection in biological

populations." Pokemon evolution occurs as a result of a pokemon gaining experience or

“points,” and it happens within an organism’s lifetime. Evolution in pokemon is also something that happens to an organism rather than a population, and it can be stopped. Evolution in biological populations, however, occurs as a result of the selection pressures of the environment. It occurs over the course of many generations and many more years, and can’t be voluntarily stopped by an organism.

2. Illustrate the main ideas of evolution by natural selection with the example of giraffe development of a long neck.1. More offspring are born than can survive" a. Picture: A group of giraffes (more than 1) competing for a resource." b. Description: Giraffes cannot all survive because limited resources force them

" " into a struggle for survival.2. Variation is present in populations" a. Picture: Multiple giraffes, some of which have varying characteristics." b. Description: Some giraffes have characteristics that allow them to survive

" " better than others.3. Organisms inherit traits from their parents" a. Picture: Parent giraffe and offspring (labeled) that share a characteristic." b. Description: If organisms survive long enough to reproduce, their offspring will

" " share some of their characteristics.4. Survival (and reproduction!) of the fittest" a. Picture:

" b. Description: Giraffes with successful traits survive to reproduce, and their " " offspring carry on their successful traits.

5. Different species have traits that make them well suited to certain environments. For example, giraffes have long necks for eating out of tall trees and bats are able to navigate in the dark by making noises and listening to how the sound waves echo off of other objects. Biologists call these advantages traits “adaptations.” How do scientists explain how adaptations occur?" Adaptations first arise in a population as a result of a random mutation in genetic

code that slightly modifies the organism. Rarely, a mutation provides an organism with a beneficial trait or ability, and this benefit is carried on to its offspring if it is better able to survive.

3. Finding and Explaining Patterns in Student Responses (Student responses attached)

Destiny successfully identified a difference between biological evolution and pokemon evolution by noting in her assignment that evolution in the real world doesn’t occur over an organism’s lifetime or as an instant process. She didn’t, however, state the characteristics of natural selection in biological populations that go along with this observation about what is “wrong” in pokemon evolution. She successfully illustrated all of the tenants of natural selection in the context of the giraffe’s long neck. The only thing that we were hoping to see was that in her illustration of variation, the variation that she would show would be one that would lead to differential survivel. However, her illustration of an albino giraffe vs. a “normal” giraffe is indeed a type of variation. We had just been hoping that we would see a connection between the variation and ability of an organism to survive. Her answer to the adaptation question, while hitting on the important point that inheritance plays a role in passing on adaptations, did not discuss how variation entered a population at its source.

Jayden’s work on the pokemon evolution question showed more detail in its description of pokemon than in its description of natural selection. He mentioned at the very beginning that the pokemon shown in the video “evolved to a nuzleaf from a sepdot.” He does, however, mention that pokemon evolve from levels rather than because of their environment, though he does not explain this idea any further in the context of biological populations. His illustrations of the giraffe neck evolution showed us that he understood the basic concepts that we had discussed in class, though his narration was minimal. His illustration for “trait inheritance” showed a possible avenue of misconceptions both for him and for many other students, as he drew a grandfather giraffe giving rise to two grand-kid giraffes, neither of which inherited his long neck. While it is true that sometimes traits are not inherited in future generations, it is more likely that offspring of organisms that show a particular trait will exhibit this trait as well- this is important to focus on, as without it, natural selection could not occur. He did not have an answer for the adaptation question, as he was absent during the second day of our activity.

Kelly’s response to the pokemon evolution question indicated that “evolution doesn’t take place in one generation, it takes place over many generations.” No further elaboration was present, however, likely as a result of the lack of requirements provided in terms of answer length or content. Kelly’s work for days 1 and 2 of this three day lesson sequence was very poor, as she put very little effort into it in favor of interacting with her friends in the more energetic classroom environment provided by group work and a class activity. She did, however, perform

better on the giraffe’s long neck worksheet, as this was an individual assignment, which provided her with less distraction. She illustrated the four tenants of natural selection without formal narration, but with speech bubbles above the giraffes to indicate their “thought process” in the pictures. She drew an accurate picture for variation (varying neck sizes), but did not depict a limited resource which would cause competition in her “too many offspring” diagram. She also did not illustrate the process of inheritance of traits. She depicted a giraffe and its offspring, which was saying, “I hate you dad!” but no clear indication of similarity between the two related giraffes was present. This may indicate a lack of understanding of the importance of physical trait similarity between parents and offspring, which is required for the process of natural selection to take place.

C. Improvements Parts I-IVIf I could change things about our lesson, I would change three main things: the activities

themselves, my classroom management techniques, and the amount of focus given to each activity. On day 1, I would have shifted the activity to contain a participation component, as some students elected not to participate and got less out of the activity as a result. I also would have begun the generation with one of each glove type, because this would have cut down on the final numbers of starburstians present, making the classroom environment much more manageable. On day 2, I would have made the materials easier to separate and pick up (i.e. beads on colored fabric), which would have left more time for the analysis of questions rather than clean-up. This would also eliminate the possibility of materials not being ready for the next class, which is incredibly important when teaching back-to-back classes as I will be in the future. I thought that the activity that was done on day 3 was a good one to check the students’ understanding of natural selection, although I would have modified the worksheet to include more space for captions to describe the pictures that students drew. For the pokemon question, I also would have done a venn diagram with a required number of bullet points in each spot (pokemon evolution, biological evolution, and both) so that students would describe the characteristics of each type of evolution (more importantly, biological evolution!) and how they differ and are similar.

My classroom management technique on the first day was to be louder than the students, which ultimately resulted in a sore throat for me and not a lot of behavior modification for them. I’ve never done an in-class activity that generated so much movement and commotion, and have never encountered a challenge like teaching this three day lesson sequence in terms of the classroom management required. On the second and third days however, when I took the advice of our mentor teacher and waited for complete silence before continuing, I had a much easier time and I believe I taught more effectively. It was uncomfortable at first, as you have to wait, which feels like a waste of time. Ultimately though, the more you do this the more the students become accustomed to quieting down, and so less time is needed to restore order every time that the technique is used. Had I employed this on the first day of the three day sequence, I think that our starburstian activity would have been far more successful.

In terms of the material covered and the time it took, I think that we may have taken on too much for a three day lesson. I think that rather than doing two examples of natural selection, the second day’s worksheet should have been scrapped in favor of a productive class discussion and thoughtful time to answer the questions that followed the starburstian activity. Perhaps students could start the second day with a warm up about the previous day’s activity, to re-

acquaint themselves and absent peers with what had been done. This way, less material would be introduced, but it would be more in depth. I believe that this would ultimately result in better understanding of the overall concepts of natural selection. I also wish that we had 5 days to teach, as then I could have started with a discussion about what students knew about natural selection and evolution, so that we could be sure to correct all of the common misconceptions-- I still feel like I might have missed some, and I don’t have evidence of what they could be!

D. Improvements in Your Understanding of Science TeachingIt is so important to be able to modify future lessons to include important material to

wrap up a particular lesson, but it is also important not to cling to planned activities in favor of reducing the time required to debrief activities that have already been done! This sells short both activities in the end. It is definitely hard to give up activities when you plan and prepare for them, but sometimes it’s necessary!

AttachmentsDestiny’s Work:

Using your knowiedge of evolution, compare and contrast Pokemon evoiuti~n to evolution by natural selection in biological populatians.

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How did girages get their long necks? An old theory used to be that they stretched to reach leaves that were at the tops of the trees, and that by stretching over their lifetime, they would get longer necks which they passed on to their offspring. However, this is NOT what happened! Giraffes that were born with a random mufatiow had slight!vnnecks (slightly longer). This allowed them to reach both low and slightiy higher leaves, and this made them more likely to survive and reproduce. Their offspring inherited their random mutation (because it was in their genes, which were passed on to the1 next generation!) Over many many generations of this process, the modern giraffes that we know, which can have a neck up to 6 feet long, came to be.

1. Use the boxes below to illustrate your interpretation of the main four principles of natural selection using the example of a giraffe's tong neck. Explain your drawing using the space to the right of the boxes (You can our Natural Selection Case Study Worksheet).

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Jayden’s Work:

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, Another Case Study: Giraffes' tooooooong Necks How did giraffes get their long necks? An old theory used to be that they stretched to reach leaves that were at the tops af the trees, and that by stretching over their lifetime, they would get longer necks which they passed on to thejr offspuing. However, this is NOT what happened! Giraffes that were born with a random mutation had slightfv longer necks (shghtly Conger). This allowed them to reach both low and slightly higher leaves, and this made them more likely to survive and reproduce. Their offspring inherited their random mutation (because it was in their genes, which were passed on to thei next generation!) Over many many generations of this process, the modern giraffes that we know, which can have a neck up to 6 feet long, came to be.

I. Use the boxes below to illustrate your interpretation of the main four principles of natural selection using the example of a giraffe's long neck. Explain your drawing using the space to the right of the bxes (You can find the principles at the top of your Natural Selection Case Study Worksheet).

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Kelly’s Work:

Using your knowledge of evolution, compare and contrast Pokernon evolution to evolution by natural selection in biologjcai populations.

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HOW did giraffes get their long necks? An ofd theory used to be that they stretched to reach leaves that were at the tops of the trees, and that by stretching over their lifetime, they would get longer necks which they passed on to their offspring. However, this is NOT what happened! Giraffes that were born with a random mutatjon had -necks (slightly longer). This allowed them to reach both low and slightly higher leaves, and this made them more likely to survive and reproduce. Their offspring inherited their random mutation (because it was in thejf genes, which were passed on to thei next generation!) Over many many generations of this process, the modern giraffes that we know, which can have a neck up to 6 feet long, came to be.

I. Use the boxes below to iltustrste your interpretation of the main four principles of natural seFectian using the example of a giraffe's long neck. Explain your drawing using the space to the right of the boxes (You can find the principles at the top of your Natural Selection Case Study Worksheet).