Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
In this two-part lesson, students learn about both allopatric and sympatric speciation. First, students study allopatric speciation by visiting the Web feature Allopatric Speciation. Students watch as, over time, the fictional pollenpeepers evolve into divergent species after being blown to separate islands. In the second part of the lesson, students learn about sympatric speciation by studying hummingbirds and lacewing flies. They watch a video about hummingbirds, which have developed into new species to adapt to different ecological niches, and listen to the songs of lacewing flies, which have evolved into different species due to song preference.
Allopatric speciation occurs after a population becomes separated geographically by a natural barrier. Sympatric speciation occurs without a geographical separation.
1. Have your students view the Allopatric Speciation graphic. Discuss speciation, especially allopatric speciation, with your class.
2. Assign students the numbers 1, 2, 3, or 4 by having them count off.
3. Have students go to the Web activity An Origin of Species. The ones cover the mainland, the twos cover Windsor Island, the threes study Norcross Island, and the fours examine Warwick Archipelago. Students can work in groups, depending on the resources in the classroom. Have students try out the activity and view the Species Gallery. Ask them to take notes on what happens to their species over time.
4. Once students have had a chance to view the Web feature, discuss the following questions:
5. Have students watch the Hummingbird Species in the Transitional Zones video and read the attached backgrounder.
6. Then have students listen to the lacewing mating calls on the Isolating Mechanisms: Lacewing Songs Web activity.
7. Discuss the following questions as a class:
8. The idea of convergence plays further havoc with our desire to place all living things on an orderly evolutionary tree. For example, marsupial mammals in Australia and placental mammals in North America look to be closely related, but in fact they share a common ancestor way, way back. They have evolved similar features due to their similar habitats. Students may find this resource intriguing. Go to Convergence: Marsupials and Placentals.