Group Fabulous 5 Laura Hake Jenny Frederick Carl Hashimoto Kirsten Fertuck Bill Rando Serena Moseman Facilitators Steve Chordas III Justin Hines Teaching Unit Goals and Outcomes ID: 543964
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Teachable Unit: Utilization of evidence to construct the tree of life
Group (Fabulous) 5Laura Hake, Jenny Frederick, Carl Hashimoto, Kirsten Fertuck, Bill Rando, Serena MosemanFacilitators: Steve Chordas III, Justin HinesSlide2
Teaching Unit Goals and OutcomesLearning Goals
Learning Outcomes1. Students will understand how morphology is used as evidence to build a tree. Students will use morphological traits to evaluate similarity and differences between organisms. 2. Students will understand how sequence data is used as evidence to build a tree.Students will be able to explain the rationale for using specific genomic sequences.
Given 3 sample sequences, they will analyze and interpret data to explain relationships.
3. Students will understand the limits and
complementarity
of these two types of evidence.
Students will compare the conclusions generated by genetic vs. morphological evolutionary analyses.Slide3
ContextIntroductory general biology course for majors or non-majors
Evolution unit (mid-semester)Topics taught prior to this: -genome composition -definitions of species, phylogenies -reading phylogenetic trees -the value of the tree of life - using trees to evaluate evolutionary relationships
Broader goal:
to illustrate how knowledge
is constructed.Slide4
Check your homework:
How many aliens did you place correctly on the tree?54321 or 0
Prior Assignment: Tree building with aliens
(in Mastering Biology- Pearson)Slide5
Choose the statement that is true about how scientists use evidence to create the tree of life.
(A) The phylogenetic tree was recently updated with new evidence and now it is complete.(B) There are multiple trees of life that are strongly supported by evidence.(C) The purpose of the tree of life is to show how organisms are related to humans.
(D) The increased number of recent revisions to the tree of life suggest that it is no longer a useful tool.
(E) None of the above.Slide6
Learning GoalStudents will understand how morphology is used as evidence to build a phylogenetic tree. Learning outcome
:Students will use morphological traits to evaluate similarities and differences between animals.Tid bit #1: Morphology as evidence Slide7
Deer
Cow
Pig
Hippo
Whale
camelSlide8
Using morphology…
1. Which one animal appears to be most distantly related to the others? 2. Which
two
animals appear to be most closely related to one another?
Record your answers and the
evidence
that supports your choices.
Deer
Cow
Pig
Hippo
whale
CamelSlide9
With more data, we can be more certain about these relationships.What other kinds of evidence could be used?Slide10
Reflection:
How is this process like what scientists do?Slide11
One (of several) traits supporting relationship ASlide12
One (of several) traits supporting relationship A
QUICK CLICK:Which animal is most closely related to the deer?(A) Cow (B) Hippo(C) Pig(D) Camel(E) All are equally relatedSlide13
One (of several) traits supporting relationship ASlide14
Which is true about the use of morphology in tree-building?Morphological evidence is always weaker than molecular evidence.
Morphological evidence has no value for determining evolutionary relationships.Morphological traits are always visible.It is one of many pieces of evidence used to construct trees.Morphology cannot be used for bacteria.Slide15
Evidence That Whales and Hippos Form a Monophyletic Group
Data on the presence and absence of SINE genes support the close relationship between whales and hippos.0 = gene absent1 = gene present? = still undetermined
Whales and hippos share four
unique
SINE genes (4, 5, 6, and 7)
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Tid bit #2: Sequence data as evidence
…and is later confirmed by fossil evidence!Slide16
Goal of scientific teachingTidbit Elements
Active learningThink pair share, (quick) clickers, reflection (writing), class brainstormAssessmentClicker question, Pre-and post-question, recall (quick click), homework resultsDiversityAbstract approach first to evolution (aliens)Variety of methods: -pictures and text-groups and individual activities- homework in advanceAsked “Record” instead of “write” answer