Group 4 Evolution Team members Facilitator Miriam Ferzli

Group 4: Evolution Team members: Facilitator: Miriam Ferzli John Godwin Karsten Hueffer Christa Mulder Curt Daehler Alison Sherwood Peter Armbruster

Framework for Teachable Unit: Evolution of species interactions l l l Course title: Introduction to Evolutionary Biology Second year course, prerequisite is an introductory biology course This teaching unit occurs mid-way through the course, following a basic introduction to the mechanisms of evolutionary processes.

Learning goals: Students will understand that: l l Species influence each other’s evolution, while selection occurs at the individual level There is a spectrum of species interactions ranging from mutually beneficial, to highly detrimental to at least one member Relationships between species are conditional upon the environment in which they occur Evolution of species interactions is important and applicable to real-world problems

Today’s Learning Objectives l Infer the costs and benefits to species in an interaction l Critically evaluate the media’s presentation of biology

Fig-wasp mutualism

The Fig Wasp interaction l Video on the fig wasp mutualism (http: //youtube. com/watch? v=JNb. Myavunb. Q&feature=related)

Individual writing exercise l What are the advantages and disadvantages of this interaction for the fig and for the wasp? l l Fill in the squares on the handout Only fill in those squares that you think apply to this interaction fig advantages disadvantages wasp

Clicker question l For which of the following did you write advantages? fig advantages A = fig B = wasp C = fig and wasp D = neither disadvantages wasp

Clicker question l For which of the following did you write disadvantages? fig advantages A = fig B = wasp C = fig and wasp D = neither disadvantages wasp

Group discussion l Within your groups, discuss your evaluation of the fig-wasp interaction and come to a group consensus about advantages and disadvantages for both the fig and the wasp.

Clicker question re-vote l For which of the following did you write disadvantages? fig advantages A = fig B = wasp C = fig and wasp D = neither disadvantages wasp

Brainstorming l What are the advantages and disadvantages of this interaction to the fig and the wasp?

Group assignment (take-home) l How would you modify the video clip shown during class to reflect your understanding of the costs and benefits of the fig-wasp interaction? l Two options: 1) re-write the script of the video clip to include what you think are all the important pieces of information for a viewer to really understand the nature of this interaction 2) create your own video explaining the interaction

SI themes addressed by this teachable tidbit l Active Learning / Formative Assessment: l l Summative Assessment: l l l Advantages / disadvantages exercise – written / spatial Brainstorming Video assignment (creative or written options) Homework assignment Unit exam Diversity: l l Different approaches to the same content (e. g. individual work / group discussions; video clip) Alternate homework assignments for different learning styles

Clicker question l Is the wasp-fig interaction an example of a mutualism? A. Yes B. No C. Don’t have enough information D. No idea…

Cost-benefit analyses l Advantages (benefits) and disadvantages (costs) associated with each – the balance determines the type of association Advantages and disadvantages are weighed against each other

Species interactions and human affairs l Interactions have a temporal element l The balance can change over time l The nature of the interaction can change over time l What kinds of impacts could change the nature of an interaction?