Grade 11 Biology – Evolution Unit: Culminating Activity
Created by Julie Girvan, Tiiu Hanemann, and Maya Leith
Adapted from the Toronto Zoo, Evolution Activity, Grade 12. (http://torontozoo.com/Schools/Downloads.asp)
Background Information:
Prior to completing this activity, you must understand the following concepts:
- Natural Selection: convergent, divergent and parallel evolution
- Adaptation/Adaptive radiation
- Variation within species
- Selection pressures and their roles
- Gradualism vs. punctuated equilibrium
You must be able to explain how these concepts affect the evolutionary development of a species.
Scenario:
As an expert biologist working for National Geographic, you have been selected by your editor for a once in a lifetime opportunity to travel 3 million years into the future to document the evolution of an animal of your choice. Based on the data and observations you collect, you will have to submit an evolutionary article to the editor. Your story must include the environmental conditions of the time period, as well as the appearance, lifestyle and characteristics of your chosen animal.
Assignment Outline:
Your assignment consists of three parts:
1. Observations of your animal and its environment in present day conditions (location: Toronto Zoo).
2. Observations of your animal and its environment in the future (location: 3 million years in the future!).
3. Evolutionary Article.
PART 1: Observations of Animal at Toronto Zoo
After touring the zoo (as a class of course!), you should be familiar with all of the zoogeographical pavilions/areas (Eurasia, Indo-Malaya, Australasia, Americas and Africa). You must choose an animal in one of these regions and make careful observations of both the region and the animal itself. Refer to the appendix for a list of animals. (Each student will study a different animal, so you MUST have the teacher’s approval before proceeding to the next step.)
Copy and complete the following tables to organize your observations. Be sure to consider selective pressures and adaptations that may have affected the organisms in your region, as well as evidence of convergent evolution.
Zoogeographical Area: ______
Characteristics of Zoogeographical Area / Student ObservationsClimate
(temperature, humidity, precipitation, etc.)
Characteristics of Plant Life
(height, leaf size, colour, etc.)
Characteristics of all animal life in this region. Pick 3 or 4 animals to study in detail.
(diet, anatomical features, size, etc.)
Animal: ______
Characteristics of Animal / Student ObservationsPhysical
(size, feet, location of eyes and ears, body covering, teeth, tail, etc.)
Behavioural
(lives in isolation or in groups, passive or aggressive, nocturnal or diurnal, reproductive strategies, etc.)
Ecological Role
(diet, predator or prey, role in food web)
Adaptations
(camouflage, mimicry, structural, physiological, etc.)
Other
Once you review your observations with your editor, you are ready to board the time travel machine and head to the future! (Please report to your teacher before embarking on your journey J)
PART 2: Observations of your animal in the future
Congratulations!!! You have arrived 3 million years in the future. Complete the following:
1. Make observations on the futuristic environment that you encounter. Refer to the observations that you made at the zoo to guide you in compiling your scientific notes. Point form notes are acceptable.
2. After taking a number of DNA samples from various animals, you discover a descendant of the animal you studied at the zoo. Make observations of the animal, referring to the observations that you made at the zoo to guide you in compiling your scientific notes. Point form notes are acceptable. Draw a sketch of this new animal.
NOTE: Keep in mind that your observations (animal’s appearance, behaviour and ecological role) must be based on aspects of natural selection.
Your fun-filled day of exploration has sadly come to an end. It is now time to re-board the time travel machine and return to present day. Be sure to check in with your editor (teacher) who is anxious to review your observations before you begin your article!
PART 3: Evolutionary Article
Your article must satisfy the following criteria:
1. 500-750 words in length. (Times New Roman, Font Size 12, Double-spaced)
2. Include all observations recorded at the zoo and in the future.
3. Incorporate at least 3 of the main concepts listed under Background Information and explain how these concepts relate to your animal’s evolution.
4. Graphics and illustrations should be included.
5. Make sure to cite all external sources used. Refer to the citation guidelines given out at the beginning of the year.
APPENDIX 1
A list of animals and some hints about the signs.
Name/Type of Animal / Location in the Zoo / Concept ConnectionREAD THE SIGNS!!
Fish
Cichlids (fish) / Darwin’s Dream Pond / Adaptive Radiation
Aba aba (electric fish) / African Pavilion
Anemone Fish / Australasian Pavilion / Symbiosis
Piranha (fish) / America Pavilion
Reptiles
Komodo Dragon / Australasian Pavilion / Top of food chain
Malayan water monitor / Indo Malaya Pavilion
Miscellaneous Mammals
Elephants / African Savannah / Adaptation (meet the keeper)
Pygmy Hippopotamus / African Pavilion / Adaptation
Hippopotamus / African Savannah
Naked Molerats / African Pavilion / Convergent evolution (bee)
Meerkat / African Pavilion / Adaptation
Gr. Indian Rhinoceros / Indo-Malaya / Adaptation
White Rhinoceros / African Savannah
Polar Bear / Near Americans Pavilion / Behavioural Adaptation (meet the keeper)
Primates
Orangutan (great ape) / Indo Malaya Pavilion
Gorilla (great ape) / African Pavilion / Adaptation (meet the keeper)
Mandrill (primate) / African Pavilion / Sexual selection
Olive Baboons (primate) / African Savannah
Lion-tailed Macaque / Indo Malaya Outdoor / Adaptation
Marmoset (primate) / American Pavilion
White-headed Saki / American Pavilion / Sexual Selection
Spider Monkey (primate) / Americas Outdoor
Big Cats
Cheetah / African Savannah / Adaptation
Lion / African Savannah / Behavioural Adaptation
Jaguar / Americas Outdoor / Adaptation
Clouded Leopard / Malayan Woods Pavilion / Adaptation
Snow Leopard / Eurasia Outdoor
Siberian Tiger / Euroasia Outdoor
Sumatran Tiger / Indo Malaya Outdoor
Assessment and Evaluation
Assessment:
Student Name / Check Point #1Observations of
Animal at Toronto Zoo / Check Point #2
Observations of
Animal in the Future
Ö / Ö
Comments:
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Evaluation:
Performance Criteria / MarksSupport for Topic (K/U)
[8 marks]
× provides details to support ideas / (2)
Student does not support main ideas. / (4)
Student supports information with explanations. / (6)
Student gives support for information with good detail. / (8)
Student enhances all viewpoints through detailed and clear explanations.
Logical Sequence (C)
[8 marks]
× a logical flow is shown throughout the article / (2)
Student puts information, with prompting, into sequence. / (4)
Student shows structured approach to flow of topic. / (6)
Student work is easy to understand and written in a clear sequence. / (8)
Student enhances all viewpoints through detailed and clear explanations.
Grammar (C)
[4 marks]
× finds and fixes mechanical and grammatical errors in final report / (1)
Student leaves serious errors in final report. / (2)
Student leaves some serious errors in final report. / (3)
Student finds and fixes most errors in final report. / (4)
Student leaves no errors in final report.
Formatting (C)
[4 marks]
× produces report as specified / (1)
Student produces report with many prompts. / (2)
Student produces report with some prompts. / (3)
Student produces report with no prompts. / (4)
Student exceeds stated requirements.
Reference Material (C)
[4 marks]
× uses multiple sources with proper citations / (1)
Student needs help using materials. / (2)
Student uses materials, but needs help with citations. / (3)
Student uses materials with proper citations. / (4)
Student refers to materials throughout the project, and uses full citations.
Zoo Observations (T/I)
[4 marks]
× detailed observations are made / (1)
Observations are incomplete or lack detail. / (2)
Observations are somewhat complete and attempts at including detail are made. / (3)
Observations are detailed and complete. / (4)
Observations exceed expectations.
Future Observations (T/I)
[4 marks]
× detailed observations are made / (1)
Observations are incomplete or lack detail. / (2)
Observations are somewhat complete and attempts at including detail are made. / (3)
Observations are detailed and complete. / (4)
Observations exceed expectations.
Concept Connections (A)
[8 marks]
× concepts are incorporated and connections are explained appropriately / (2)
Student has incorporated one concept in article.
Fails to explain concept in relation to animal’s evolution. / (4)
Student has incorporated two concepts in article.
Made attempts to explain concepts in relation to animal’s evolution. / (6)
Student has incorporated three concepts in article.
Explains concepts in relation to animal’s evolution. / (8)
Student has incorporated more than three concepts in article.
Explains all concepts in relation to animal’s evolution in an exceptional manner.
Comments:
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