8th Grade - Unit 4: Natural Selection

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Predictions, Observations, and Initial Exploration: Students’ background knowledge about the inheritance of traits is assessed. Students begin to explore how and why individuals in a population look different.

Students are presented with two situations (polydactyl kitten and bacteria that can survive in antibiotics) in which there is no obvious inheritance of genetic traits from parents to offspring. The idea of mutation is introduced as an alternative mechanism through which individuals may look different from one another. 

Students should be able to:

• Reach a class consensus regarding how, in general, offspring inherit half of their genetic material from each parent.
• Consider that some genetic variation in a population results from mutations.

Explore

Simulation, Data Collection, and Inferences: Students generate data through the use of a simulation and make inferences regarding mutations and species survival based on the data. 

Students enact a simulation showing how mutations can change physical traits or behaviors of individuals within a population, and how these mutations can impact the survival of an individual. Students consider the implications of mutations on a population. 

Students should be able to:

• Develop an initial explanation of how genetic variation affects the survival of an individual of a species differently. 

Explain

Reading, Group Discussion, and Modeling: Students read an article about mutations and genetic variation. Students apply the information from the reading to explain how mutations lead to genetic variation. 

Students apply the information from a reading to revise a model explaining how mutations lead to genetic variation in a population.

Students should be able to: 

• Construct a model that shows the connection between DNA, chromosomes, genes, proteins, mutations, and physical traits.
• Explain how a change in the DNA of an individual may lead to mutations and changes in the physical traits of that individual.
• Explain how a change in physical traits may affect an individual’s behavior.

Elaborate

Applying Learning to a New Context: Students test their model by using it to explain results from a previous activity. 

Students test their model to explain the results from the Explore activity. This gives students a chance to evaluate their own models and to revise their models if necessary. 

Students should be able to:

• Test a model to explain data and results from a previous activity.
• Evaluate whether a model is able to explain a phenomenon and determine how a model should be revised to better explain a phenomenon.

Evaluate

Connecting Concepts: Students demonstrate their understanding of the concepts by returning to the Driving Question Board. Students work on their Group Culminating Project and Individual Culminating Project. 

Students return to the Driving Question Board and connect the ideas that changes in DNA lead to mutations and that this leads to a physical or behavioral change. Also, students work together to connect the concepts they have learned to the Culminating Project and create a script for the video they watched in the Engage lesson.

Students should be able to:

• Describe the relationships between DNA, genes, protein, mutation, genetic variation, and physical traits.

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Observations and Predictions: Students’ background knowledge about natural selection is assessed. Students begin to formulate explanations for why some organisms can better survive in particular environments.

Students revisit ideas from Subunit 1 about proteins, traits, mutations, and genetic variation in organisms that reproduce asexually. Students connect these ideas to the project context. Students review a table that outlines the history of antibiotics and antibiotic-resistant bacteria. They also watch more of the bacteria experiment video from Subunit 1. Students begin to connect the idea that there is variation in traits (discussed in Subunit 1) to the idea of differential reproduction.

It is okay if students are unsure of natural selection by the end of this lesson. Students are expected to generate initial ideas about how genetic variation may influence survival and reproduction.

Explore

Investigation, Observations, and Inferences: Students collect and analyze data from two natural selection simulations. Students construct preliminary explanations for how natural selection influences a population’s ability to survive.

Students use a computer simulation to explore natural selection involving genetic variation and the influence of humans on the peppered moth. Students then use paper and pencil to simulate natural selection of the peppered moth in an activity designed to allow students to collect their own data over several generations and to plot the data to discern patterns in differential survival. 

Students should be able to:

• Explain the importance of physical traits (e.g., coloration) in avoiding predation.
• Explain the connection between environmental change to changes in the population of a species.
• Construct a preliminary explanation for how natural selection plays a role in a population’s ability to survive. 

Explain

Reading, Group Discussion, and Constructing Explanations: Students read an article working with partners and Listening Triads. Students use the information from the reading to revise their explanations from the Explore lesson. 

After reading about natural selection, students apply their understanding to explain two new scenarios. Students also return to the Antibiotic Resistance video they started watching in the Liftoff and explain why scientists know the bacteria populations changed, not the antibiotics.

Students should be able to:

• Read and understand how natural selection relates to the differential survival of individuals based on their physical traits.

Elaborate

Applying Understanding to a New Context: Students apply their understanding of natural selection to explain a new set of population data. 

Students connect their understanding of Evolution from 8.3 to what they have learned about natural selection. Students also return to the bacteria experiment video. Students construct an explanation for why over time, there were more bacteria in the population that could survive in high levels of antibiotics. Students also continue to work on the Group Culminating Project. Groups choose their audience, focus area, and presentation format. Based on their choices, students engage with resource materials that help them construct a draft of Part 1 and Part 2 of the project.

Students should be able to:

• Use the concept of natural selection to explain why traits in a population change over time.
• Connect the concept of natural selection to antibiotic resistance in bacteria. 

Evaluate

Connecting Concepts: Students demonstrate their understanding of the concepts by revising their Driving Question Board describing the relationships between mutations, genetic variability, and natural selection. Students work on their Group Culminating Project and Individual Culminating Project. 

Students revise their Driving Question Board that connects ideas about mutations, genetic variation, and natural selection. Also, students work together to complete and present the Group Culminating Project.

Students should be able to:

• Explain the relationships between genetic variation, natural selection, and adaptation.
• Connect the concept of natural selection to antibiotic resistance in bacteria. 
• Explain at least one strategy that would help prevent the spread of antibiotic resistance.

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Predictions and Discussion: Students’ background knowledge about genetic engineering is assessed. 

Students have an opportunity to access their prior knowledge regarding genetic engineering by brainstorming how humans can change the traits of a strawberry population. Students are prompted to use their new knowledge of natural selection from the prior subunits as they consider whether people can control the types of genetic changes occuring in a population and whether we can speed up the process of change.

Students should be able to:

• Generate initial ideas around how artificial selection may operate to alter the physical characteristics of a population.
• Generate initial ideas around how humans may influence the inheritance of specific characteristics.

Explore 

Investigation, Discussion, and Constructing Initial Explanations: Students analyze examples of organisms that have undergone genetic engineering. Students construct initial explanations for how those organisms can exhibit traits not normally associated with the species.

Students are presented with several real-world examples of genetically modified organisms and are asked to formulate an initial explanation for how to make an organism exhibit a trait normally seen in a completely different organism. 

Students should be able to:

• Understand that scientists have developed ways to manipulate genetic material to produce new characteristics in a population of a species.

Explain 

Reading, Group Discussion, and Revising Explanations:

Students read an article working with partners and Listening Triads and watch a video about the genetic engineering of Bt-corn. Students apply information from the reading and video to explain how engineers can create a cow that produces human insulin.

Students are asked to consider how a gene from one organism can be inserted into the genetic information of a completely different organism to grant that host the benefits of the new gene. Students use information from a video and reading to explain how engineers can create a cow that produces human insulin. 

Students should be able to 

• Explain how scientists can engineer the genetic material of an organism to produce new characteristics.
• Understand how genetic engineering expands our capacity to manipulate species in very specific ways to solve a problem, though sometimes with unintended consequences.

Elaborate

Extending Understanding and Applying Learning to a New Context: Students apply their understanding of genetic engineering to their Individual Project context. 

Students research the genetically modified organism they have chosen to focus on for their Individual Culminating Project and weigh the advantages and disadvantages of the organism.

Students should be able to:

• Explain how genetic engineering expands our capacity to manipulate species in very specific ways to solve a problem.
• Explain the benefits and drawbacks of a specific genetically modified organism.

Evaluate

Connecting Concepts: Students demonstrate their understanding of the concepts by revising their Driving Question Board and Personal Glossary describing the relationships between mutations, genetic variability, natural selection, and genetic engineering. Students will work on their Group Culminating Project and Individual Culminating Project. 

Students revise their Driving Question Board and Personal Glossary that connect ideas about mutations, genetic variation, natural selection, and genetic engineering. Also, students work together to connect the concepts they have learned to the Culminating Project. 

Students should be able to:

• Explain the relationships between genetic variation, natural selection, and genetic engineering.
• Explain the benefits and drawbacks of a specific genetically modified organism.

Desired Results

Overview

In this unit, students construct explanations and develop models to understand the inheritance of traits in a population, the importance of genetic variation, and the role of mutations in natural selection and the survival of a population. Students also demonstrate an understanding of how humans use genetic engineering to influence the genetic variation seen in a population.
The Science and Engineering Practice of Using Mathematics and Computational Thinking is emphasized. The Crosscutting Concept of Structure and Function will help students understand how scientists interpret the data they collect through investigation. 

Project Tasks

Connections to the Culminating Project Lift-Off: Students are introduced to the Culminating Project through a video that provides an overview of bacteria and antibiotics. Students discuss their initial ideas about how species vary and change over time.

Connections to the Culminating Project Subunit 1:  Students use the model they developed in this subunit to explain how genetic variation led to individuals with different traits in bacteria populations. Students connect this understanding to the issue of antibiotic resistance. 

Connections to the Culminating Project Subunit 2: Students use their understanding of natural selection to explain how antibiotic resistance provides an advantage to bacteria and therefore can become more common in a bacterial population over time.

Connections to the Culminating Project Subunit 3: Students consider the advantages and disadvantages of developing genetically modified organisms. 

Estimated length of project: 225 minutes

ESTABLISHED GOALS

MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]
 

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
 

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]
 

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.  [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
 

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

ESSENTIAL QUESTION

How can we reduce the spread of antibiotic resistance?

Students will be able to independently use their learning to:

• Educate an audience about how antibiotic resistance is an example of natural selection.
• Present at least one strategy for reducing the spread of antibiotic resistance.
• Explain how a specific genetically modified organism was developed. 
• Explain the benefits and drawbacks of the genetically modified organism. 

Students will know:

• The connections between chromosomes, genes, proteins, mutations, and physical traits.
• How a change in the genes of an individual may lead to mutations and changes in the physical traits of that individual.
• How a change in physical traits may affect an individual’s behavior.
• The connections between genetic variation, natural selection, and adaptation.
• How scientists can engineer the genetic material of an organism to produce new characteristics.
• How genetic engineering expands our capacity to manipulate species in very specific ways to solve a problem, though sometimes with unintended consequences.
• The relationships between genetic variation, natural selection, and genetic engineering.

Evidence

Assessment Evidence

PERFORMANCE TASK: 

Group Culminating Project: Students educate an audience about how antibiotic resistance happens. Students will also present at least one strategy for reducing the spread of antibiotic resistance. 

The Group Culminating Project will be assessed using the Science Content Rubric, with a focus on the following rows:

• Using Mathematics and Computational Thinking
• Developing and Using Models

The Group Culminating Project will also be assessed using the Oral Presentation Rubric. Select one area from this rubric for your students to focus on during their presentations.

Individual Culminating Project: Each student explains what they learned about genetic engineering to an audience they selected. Students also share benefits and drawbacks of a specific genetically modified organism.

The Individual Culminating Project will also be assessed using the Science and Engineering Practices Rubric, with a focus on the following rows:

• Using Mathematical and Computational Thinking
• Constructing Explanations and Designing Solutions

Learning Plan

Subunit 1

In this subunit, students develop a model to explain how mutations lead to genetic changes and how these changes may result in corresponding changes in the physical appearance or behavior of an organism. During their investigations and discussions, students collect and analyze population data as they seek to understand how genetic variation due to mutations in a population may affect the survival of individuals in a population differently. Students also learn that changes in an organism’s genes may cause changes to proteins and the expression of those proteins as specific traits. Finally, students apply their knowledge to test models explaining the link between mutations and genetic variability in populations. 

Subunit 2

In this subunit, students examine data to observe changes in a population’s physical traits over time. Students then construct arguments about why some physical traits in a population may increase and others decrease in the same environment, leading to an initial understanding of natural selection. By collecting further data through simulations involving the peppered moth, students eventually build a mechanistic explanation for how natural selection works and why it relies on genetic variation in a population. Finally, students are afforded an opportunity to test and revise their explanation by applying it to a new set of population data. 

Subunit 3 

In this subunit, students examine the role that genetic engineering may play in the survival of an individual and a population. Students  examine several real-world examples of genetic engineering to explore its implications on the survival of organisms and its societal impact. Finally, students are presented with information about the tradeoffs involved in the development of genetically modified organisms. The process of weighing the benefits and drawbacks of the process helps students accomplish their Individual Culminating Projects. 

Unit Map

Natural Selection

Essential Question: How can we reduce the spread of antibiotic resistance?

Lift-Off and Introduction to the Culminating Project

 Subunit 1: The Impact of Genes

How do genes change and how do these changes affect organisms?

Engage • Explore • Explain • Elaborate • Evaluate

Subunit 2: Understanding Natural Selection

How and why do traits in a population change over time?

Engage • Explore • Explain • Elaborate • Evaluate

Subunit 3: Human Impact on Genetic Variation

How and why have humans changed genetic variation in populations?

Engage • Explore  • Explain  •  • Elaborate • Evaluate

Group Culminating Project

Reducing the Spread of Antibiotic Resistance

Individual Culminating Project

Explaining Genetic Engineering

Crosscutting Concepts

+ Foundational Crosscutting Concepts: These concepts are foundational to the understanding of middle school science. These concepts are present throughout the course. Students are expected to continue to apply their knowledge of the concepts to subsequent relevant projects. 

* Focal Crosscutting Concept: This concept is called out consistently in the Teacher Edition and once per subunit in the Student Book. Students consider the unit project through the lens of this Crosscutting Concept. 

Crosscutting Concept

Unit 1: Motion in the Universe

Unit 2: Waves

Unit 3: Life on Earth

Unit 4: Natural Selection

Patterns

+

+

*

Cause and Effect

+

*

+

+

Scale, Proportion, and Quantity

+

+

Systems and System Models

*

Energy and Matter

Structure and Function

+

*

Stability and Change

+

Science and Engineering Practices 

+ Foundational Science and Engineering Practices: These practices “carry forward” through the course. Students focus on one of these practices per unit and are then expected to continue to apply that knowledge to subsequent relevant projects. 

* Focal Science and Engineering Practice: This practice is called out consistently in the Teacher Edition and once per subunit in the Student Book. Students use this practice to complete the Culminating Project. 

Science and Engineering Practices

Unit 1: Motion in the Universe

Unit 2: Waves

Unit 3: Life on Earth

Unit 4: Natural Selection

Asking Questions and Defining Problems 

*

+

+

Developing and Using Models 

+

*

+

Planning and Carrying Out Investigations 

+

Analyzing and Interpreting Data

+

Using Mathematics and Computational Thinking

+

*

Constructing Explanations and Designing Solutions

+

+

+

Engaging in Argument from Evidence

+

*

Obtaining, Evaluating, and Communicating Information

+

+

MS-LS3-1

Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]

MS-LS4-4

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]

MS-LS4-5

Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]

MS-LS4-6 

Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]

Misconception 

Accurate Concept

In sexually reproducing organisms, half of the organism's body cells contain DNA from the mother and half contain DNA from the father.

From American Association for the Advancement of Science (AAAS) Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/302/RHM126)

In sexually reproducing organisms, only half of the genetic information of each parent is passed to each of its offspring.

From American Association for the Advancement of Science (AAAS) Concepts

(http://assessment.aaas.org/topics/1/RH/302#/0)

Some characteristics of an offspring are determined by the parents' environmentally acquired characteristics.

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/302/RHM040)

In sexually reproducing organisms, traits that are acquired during the lifetime of an organism and affect its body cells (e.g., due to injuries, malnutrition, mutation, weight training) cannot be passed from parent to offspring. Only changes in the DNA of the sex cells of an organism can be inherited by offspring.

From AAAS Concepts (http://assessment.aaas.org/topics/1/RH/302#/0)

Each parent contributes genetic information for certain characteristics and not others (e.g., a child has his father's nose and his mother's eyes).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/302/RHM033)

The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents.

From AAAS Concepts 

(http://assessment.aaas.org/topics/1/RH/302#/0)

Genetic information is inherited from the same-sex parent (i.e., daughters get their DNA from their mother, and sons get their DNA from their father (see Clough & Wood-Robinson, 1985; Kargbo et al., 1980).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/302/RHM124)

The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents.

From AAAS Concepts 

(http://assessment.aaas.org/topics/1/RH/302#/0)

In sexually reproducing organisms, genetic information or traits are inherited from only one parent.

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/302/RHM123)

The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents.

From AAAS Concepts 

(http://assessment.aaas.org/topics/1/RH/302#/0)

The actions of protein molecules do not affect an organism's behaviors.

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/304/RHM077)

The presence, amount, type, or actions of protein molecules made in an organism’s cells are reflected in an organism’s traits.

The actions of protein molecules do not affect an organism's body structures.

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/304/RHM067)

The presence, amount, type, or actions of protein molecules made in an organism’s cells are reflected in an organism’s traits.

Genes are traits

(Marbach-Ad, 2001).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/300/RHM045)

A gene is one or more segments of a DNA molecule that contributes to one or more particular physical and behavioral characteristics.

From AAAS Concepts (http://assessment.aaas.org/topics/1/RH/300#/0)

Genes are proteins (Marbach-Ad, 2001).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/300/RHM007)

A gene is one or more segments of a DNA molecule that contributes to one or more particular physical and behavioral characteristics.

From AAAS Concepts (http://assessment.aaas.org/topics/1/RH/300#/0)

The information in the DNA molecules of an organism does not affect the organism's behaviors (AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/300/RHM085)

The instructions that specify the physical and behavioral characteristics of organisms are coded in DNA molecules (not in protein, carbohydrate, or fat molecules).

From AAAS Concepts (http://assessment.aaas.org/topics/1/RH/300#/0)

The information in the DNA molecules of an organism does not affect the physical characteristics of the organism (AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/RH/300/RHM084)

The instructions that specify the physical and behavioral characteristics of organisms are coded in DNA molecules (not in protein, carbohydrate, or fat molecules).

From AAAS Concepts (http://assessment.aaas.org/topics/1/RH/300#/0)

Except for differences between males and females, and between young and old, all organisms of the same species look and act the same (AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM029)

There is variation in the inherited traits of organisms of the same species, including traits that affect their ability to find food, avoid predators, and attract mates.

From AAAS Concepts (http://assessment.aaas.org/topics/1/EN/264#/0)

All individuals within a population of organisms are the same. Differences among them are trivial and unimportant. All members of a population are nearly identical (Greene, 1990; Passmore & Stewart 2004; Anderson et al. 2002; Shtulman, 2006).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM028)

There is variation in the inherited traits of organisms of the same species, including traits that affect their ability to find food, avoid predators, and attract mates.

From AAAS Concepts (http://assessment.aaas.org/topics/1/EN/264#/0)

Misconception 

Accurate Concept

Individual organisms can deliberately develop new heritable traits because they need them for survival (Bishop & Anderson 1990; Passmore et al., 2002; Stern & Roseman, 2004).

From AAAS Misconceptions (http://www.register.p2061.org/misconceptions/1/EN/264/ENM031)

The process of natural selection does not lead to changes in the characteristics of individual organisms. It only changes the characteristics of populations (i.e., the proportion of individuals in the population having certain inherited traits) over time.

From AAAS Concepts (http://assessment.aaas.org/topics/1/EN/264#/01)

Sudden environmental change is required for evolution to occur (Nehm & Reilly, 2007).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM046)

Changes in environmental conditions (e.g., the appearance of a new predator, a slight change in temperature, or changes due to the eruption of a volcano) can change which traits are more advantageous (or less detrimental) in the new environment.

Adapted from AAAS Concepts

(http://assessment.aaas.org/topics/1/EN/264#/0)

Changes in a population occur through a gradual change in all members of a population, not from the survival of a few individuals that preferentially reproduce (Brumby, 1979; Bishop & Anderson, 1990; Anderson et al., 2002; Stern & Roseman, 2004).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM037)

Some inherited traits (e.g., bacterial resistance to antibiotics, skin pigmentation in some organisms) may give individuals of a species an advantage in surviving and reproducing in their environment compared to other individuals of the same species (e.g., increased ability to find food or nesting sites, avoid predators, attract mates, resist diseases). Conversely, the individuals that do not have advantageous trait(s) are more likely to be unable to survive and reproduce.

From AAAS Concepts 

(http://assessment.aaas.org/topics/1/EN/264#/0)

Evolution happens when individual organisms acclimate or "get used to" new conditions gradually (Bishop & Anderson, 1990).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM047)

Because more of the individuals with favorable inherited traits survive and reproduce than those that do not have them, and because the favorable traits are passed on to the offspring, the proportion of individuals with the favorable inherited traits increases in each subsequent generation. This process is called natural selection.

From AAAS Concepts
(http://assessment.aaas.org/topics/1/EN/264#/0)

-also-

The process of natural selection does not lead to changes in the characteristics of individual organisms. It only changes the characteristics of populations (i.e., the proportion of individuals in the population having certain inherited traits) over time.

From AAAS Concepts (http://assessment.aaas.org/topics/1/EN/264#/01)

Change occurs in the inherited characteristics of a population of organisms over time because of the use or disuse of a particular characteristic (Bishop & Anderson, 1990).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM034)

Because more of the individuals with favorable inherited traits survive and reproduce than those that do not have them, and because the favorable traits are passed on to the offspring, the proportion of individuals with the favorable inherited traits increases in each subsequent generation. This process is called natural selection.

From AAAS Concepts
(http://assessment.aaas.org/topics/1/EN/264#/0)

Change to the characteristics of populations (i.e., the proportion of individuals in the population having certain traits) of organisms is always random, and is not influenced by the favorability of that change in a given environment (AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM033)

Some inherited traits (e.g., bacterial resistance to antibiotics, skin pigmentation in some organisms) may give individuals of a species an advantage in surviving and reproducing in their environment compared to other individuals of the same species (e.g., increased ability to find food or nesting sites, avoid predators, attract mates, resist diseases). Conversely, the individuals that do not have advantageous trait(s) are more likely to be unable to survive and reproduce.

From AAAS Concepts 

(http://assessment.aaas.org/topics/1/EN/264#/0)

Changes to the environment cannot lead to changes in the traits of species living in that environment.

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/EN/264/ENM052)

Changes in environmental conditions (e.g., the appearance of a new predator, a slight change in temperature, or changes due to the eruption of a volcano) can change which traits are more advantageous (or less detrimental) in the new environment.

Adapted from AAAS Concepts

(http://assessment.aaas.org/topics/1/EN/264#/0)

Change occurs in the inherited characteristics of populations of organisms over time because organisms observe other more successful organisms and model their appearance or habits (AAAS Project 2061, n.d.).

From AAAS Misconceptions 

(http://assessment.aaas.org/misconceptions/1/EN/264/ENM035)

Because more of the individuals with favorable inherited traits survive and reproduce than those that do not have them, and because the favorable traits are passed on to the offspring, the proportion of individuals with the favorable inherited traits increases in each subsequent generation. This process is called natural selection.

From AAAS Concepts
(http://assessment.aaas.org/topics/1/EN/264#/0)

Misconception 

Accurate Concept

Genetically modified foods and organisms are a recent phenomenon.

Some of the earliest farmers have been manipulating heritable traits encoded by genes for thousands of years.

Genetically modified foods are dangerous for public consumption.

For those genetically modified foods are genetically altered to produce new toxins, the toxins specifically target certain organisms and remain relatively inert for human consumption.

Most crops today are genetically modified.

Only the following commercial crops have been genetically modified in the United States and Canada at the time of publication: corn, soybean, cotton, canola, squash, papaya grown in Hawaii, tomato, potato, rapeseed, beets, sugar beets. The following have been discontinued: rice and wheat.