Download Unit VIII Evolution - Elizabethtown Area School District

Subject/Course Title:
Biology
Unit Title/Skill Set: 9.
Theory of Evolution
Overview: This unit examines the natural processes
described by the theory of evolution.
Unit Essential Question(s): How do natural processes as described by the theory of
evolution effect change in a population over time?
Unit Competencies
* What students need to be able to do (skills) as Do Now’s
3 Explain how natural selection can impact allele frequencies of a population.
4a. Interpret evidence supporting the theory of evolution.
4b. Explain how genetic mutations may result in genotypic and phenotypic variations within a
population.
7a. Describe the factors that can contribute to the development of a new species.
7b. Use scientific terms: Hypothesis, inference, law, theory, principle, fact and observation correctly.
Unit Concepts
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*What students need to know
Principles of inheritance as they relate to
 Examples of variation in populations
evolution
 Evidences of evolution
Fundamental principles of natural selection
o Fossil
o Anatomical
Types of natural selection
o Physiological
o Directional
o Embryological
o Stabilizing
o Biochemical
o Diversifying/disruptive
o Universal Genetic Code
Factors that contribute to speciation
 Scientific terms
o Isolating mechanisms
o Hypothesis and prediction
o Genetic drift
o Inference and observation
o Founder effect
o Principle
o Migration
o Theory
Types of genetic mutations and their impact
o Law
on genotype and phenotype
o Fact and opinion
EVOLUTION SYLLABUS
1.
2.
3.
4.
5.
Every reading assignment is expected to be completed BEFORE you come to class. Confused
about the reading? Prepare questions to ask in class AS YOU READ.
Be a Scout and Be Prepared…Reading quizzes may be given at ANY time.
Homework is due ON THE DUE DATE (Sectionals—Turn in on the due date…Field trips
and illnesses—turn in on your first day back.).
Do Now’s are to be completed in class and turned in THAT BLOCK. (Absent??—Turn in
first day back. Questions on the reading that goes with the Do Now??—Turn in written
question specifying what you don’t understand. Be specific. Don’t say, “I don’t get it”.)
Vocabulary understanding is necessary. Attend to the words at the beginning of each
chapter, or words that you encounter that are new to you.
6. **In order for you to participate in structured activities and labs, you must have
your Guided Reading up-to-date as well as your vocabulary.
Day
Lesson
Homework/Due Dates
1-2
Unit Guided Reading and Watching
Read: Ch 13.1, 2, 3
Bubblegram
Watch: Bio interactive; lizard
Vocab-Model-It
adaptations
3
Slides-History/Evidence
Watch and play: Darwin Game
History-Chutes and Ladders
Lab: Modeling Natural Selection p. 280
Four Factors of Natural Selection (fig.
15.4 in OWL book)
4
Slides- Evolution in Action
Mechanisms-Rock/Paper/Scissors
Resulting in-Model-It
5
Practice: Graph interpretation
6-7
8
DUE: Bubblegram
DUE: Guided Reading
Lab: Wooly Booger
Factors that affect evolution-variation,
equilibrium, natural selection, species
formation.
Graph interpretation
Kahoot
DUE: Wooly Booger Lab, Do Now’s
TEST
Darwin, theory generation, short videos:
BioInteractive News <[email protected]>
Lizard adaptations:
http://media.hhmi.org/biointeractive/films/OriginSpecies-Lizards.html
Darwin Game:
http://science.discovery.com/games-and-interactives/charles-darwin-game.htm
Evolution Vocab
Adaptation-Refers to beneficial, inherited traits in a population. An individual
cannot adapt.
Analogous-Similarities that arise through convergent evolution.
Ancestral-Trait that different species share in common. Ex: Birds/mammals have a
backbone.
Carrying capacity (K)-The maximum number of individuals the environment can
support.
Cladistics-The visual placement of organisms in a relationship ‘tree’ that shows
similar traits as phylogenetic relationships.
Convergent evolution-Different species who live in similar habitats exhibit similar
physical traits. Ex: White-tailed deer/mule deer.
Darwin’s Theory-1. Variation of traits exists within a species (due to mutation ).
2. In a particular environment, some individuals are better able
to produce offspring than others.
3. Over time, some population traits are beneficial and increase.
4. When traits in a population are not beneficial, the population
may not be able to survive, and therefore become extinct.
Density-The number of individuals of a species in a specific area.
Density-dependent factor-The things that affect a population that depend on the
number of individuals in the population in a given area. Ex: More people=less food.
Density-independent factor-Model of population growth that is not determined by
the number of individuals in the population in a given area. Ex: Weather, or climate.
More people=It rains. Less people=It rains.
Derived-Trait that developed in one of the related ancestral-trait species, but not
the other. Ex; Bird/mammal share a backbone, but NOT feathers and fur.
Directional selection-When an average of a trait over generations moves in one
direction on a graph. Ex: Height in humans has been increasing over many years.
Dispersion-The way that individuals/or groups of a species are arranged. (Random,
evenly, clumped).
Divergence-Differences between groups of a species, which lead to speciation.
Evidence of Evolution:
1. Fossil Record-Whale hind limb changes from walking on land
to swimming in water. Blue whales still their back leg bones, which are
covered with blubber and flippers.
2. Anatomy/Development-Similar, or homologous, structures in
related species such as the bone structures in wings, arms, penguin.
3. Molecular-Similarities in amino acid sequence and protein structure
in related species. Ex: blood amino acids between primates.
4. DNA-Genes common in related individuals can be shown using DNA
fingerprinting. Ex: Paternity cases using blood types.
Exponential growth-A population whose growth looks like the letter ‘J’. It is slow at
the beginning for a longer time, the increases dramatically at the end.
Factors of natural selection-Those components that affect an organisms’ ability to
reproduce.
1. All populations have genetic variation.
2. Some individuals will reproduce and pass on their traits, whereas
other individuals may not be healthy enough to pass on their traits.
3. Individuals tend to produce more offspring than the environment can
support.
4. Individuals that are more successful in their environment will leave
more offspring.
Gradualism-Model of evolution in which long periods of time lead to changes in a
population, leading to new species formation.
Hardy-Weinburg Principle-Five forces that impact a population:
1. Mutations give rise to new species.
2. Populations emigrate and move, providing gene flow.
3. Individuals choose their mates based on some particular trait
show nonrandom mating.
4. Small populations are prone to genetic drift by loss of particular
traits when individuals fail to reproduce due to disease, weather,
etc.
5. Natural selection, one of the most powerful agents in genetic
change, and therefore evolution, suggests that factors in the
environment ultimately determine what traits get passed on and
what traits do not.
Homologous-Structures that share a common ancestry. Ex: Fins, flippers, wings,
legs, arms.
Independent Assortment-Traits on one chromosome don’t always stay with the
same combination of alleles on another chromosome.
k-Strategist-Slow growth, smaller populations. Ex: Those species that tend to have
long lives with long periods of parental care of young. Elephants, whales.
Law of Segregation-Two alleles of the same trait move apart so that each gamete
gets a copy.
Logistic model-Model of population growth that is determined by the densitydependent factors. Ex: How many people can live in Elizabethtown based on the
amount of food available.
Natural selection-Individuals that have physical traits or behavior traits that make
them better suited to their environment and better able to produce offspring than
others who do not have these traits.
Phylogenetic-Classification of organisms based on physical traits.
Population-All the individuals of one species in a particular location and time that
can interbreed.
Punctuated equilibrium-Model of evolution in which quick, rapid change (may be
due to volcanic eruption, island formation, ice age, etc) in populations is followed by
long periods of little change.
r-Strategist-Boom/bust populations. Rapid growth under favorable conditions,
slow growth under unfavorable conditions. Ex: Lots of rain=lots of mosquitoes
because they lay their eggs in water. Not much rain=fewer mosquitoes.
Reproductive isolation-Members of the same species cannot breed with other
members because of 1. Geographic distance. 2. Mating times vary (such as
seasonal). Eventually, due to natural selection/adaptation/mutations, the two
populations will be unable to breed together. They have now become separate
species.
Size-The number of individuals in a population (remember the definition).
Speciation-Process by which new species are formed.
Subspecies-When divergence produces small changes in separate populations, but
they can still reproduce together.
Polygenic Trait-A trait that is influenced by several genes. It acts as a modifier for
any particular physical trait. Ex: Height.
Population model-A prediction about a populations’ future, based on the past.
Stabilizing selection-Over time, when more and more members of a population
show the exact same trait and fewer show any other allele (form) of the trait.
Ex: Over time, as the Wooba monsters eats blondes in this classroom, there may be
no blondes left at all. The stabilizing hair color is brown.
Vestigial-Body structure that was once used, but now is less used or completely not
used. Gives evidence of its evolutionary past and relationships.
http://blue.butler.edu/~mzimmerm/Christian_Clergy/ChrClergyLtr.htm
The Clergy Letter - from American Christian clergy
– An Open Letter Concerning Religion and Science
Clic aquí para leer la carta en español
Cliquer ici pour la version francaise
Clique aqui para ler a carta em português
Within the community of Christian believers there are areas of dispute and disagreement, including the
proper way to interpret Holy Scripture. While virtually all Christians take the Bible seriously and hold it to
be authoritative in matters of faith and practice, the overwhelming majority do not read the Bible literally,
as they would a science textbook. Many of the beloved stories found in the Bible – the Creation, Adam and
Eve, Noah and the ark – convey timeless truths about God, human beings, and the proper relationship
between Creator and creation expressed in the only form capable of transmitting these truths from
generation to generation. Religious truth is of a different order from scientific truth. Its purpose is not to
convey scientific information but to transform hearts.
We the undersigned, Christian clergy from many different traditions, believe that the timeless truths of the
Bible and the discoveries of modern science may comfortably coexist. We believe that the theory of
evolution is a foundational scientific truth, one that has stood up to rigorous scrutiny and upon which much
of human knowledge and achievement rests. To reject this truth or to treat it as “one theory among others”
is to deliberately embrace scientific ignorance and transmit such ignorance to our children. We believe that
among God’s good gifts are human minds capable of critical thought and that the failure to fully employ
this gift is a rejection of the will of our Creator. To argue that God’s loving plan of salvation for humanity
precludes the full employment of the God-given faculty of reason is to attempt to limit God, an act of
hubris. We urge school board members to preserve the integrity of the science curriculum by affirming the
teaching of the theory of evolution as a core component of human knowledge. We ask that science remain
science and that religion remain religion, two very different, but complementary, forms of truth.
Evolution Model-It/One Sentence Explanation and Model
Darwin’s ideas updated, natural selection, formation of new species
Gradualism, punctuated equilibrium
Reproductive isolation
Evolution of antibiotic resistance
Beak size in Darwin’s finches
Mating activity in frogs
Hind limb length in island lizard population
History of Evolution—Chutes and Ladders Questions
1. How is natural selection important in changing gene frequency?
a. NS ensures that the good genes beat the bad genes.
b. NS is the force that determines which phenotypes/genotypes will
survive.
c. NS is the force that determines how to get rid of all mutations in
phenotypes/genotypes.
2. Did humans come from apes? What is your evidence?
3. Define evolution:
4. What two historical factors fostered an explosion of new discoveries? How?
5. What is one question that evolution may help to answer? How?
6. Who is the ‘Father of Evolution’ ?
7. How does Jean Lamarck’s theory differ from the ‘Father’s’ theory?
8. Why was Wallace unlucky in publishing his discoveries?
9. How did Steno’s discovery help the ‘Father’ develop his theory?
10. How does embryology support the idea that diverse organisms have a shared
relationship>?
Evolution Rock/Paper/Scissors
Natural selection, how populations evolve, natural selection and distribution
of traits
1. What evolutionary concept do the following have in common:
More offspring are produced than the environment can support
Environmental differences result in pheno/geno differences
More successful individuals leave more offspring
Variation exists in populations (due to mutations)
2. Define ‘adaptation’.
3. What is the main force that acts as the raw material for evolution?
4. What is ‘gene flow’?
5. What are 2 examples of non-random mating?
6. Explain how genetic drift has affected the cheetah population.
7. Use hemophilia and the Russian Tsar family to describe how an unfavorable
mutation can continue to be carried in a population.
8. Describe what a ‘normal distribution’ looks like and what inheritance pattern
it follows.
9. Make a quick sketch of ‘directional selection’ and give an example of this.
10. Make a quick sketch of ‘stabilizing selection’ and give an example of this.
Evolution Graphs
Natural Selection http://www.adonline.id.au/plantevol/natural-selection/
Share this article:
Natural selection is the process of naturally 'screening' traits (characteristics) within
individuals within a species for or against a certain outcome.
Natural selection can affect morphological, physiological, biochemical and anatomical
characters, however natural selection can only act on traits which can be genetically inherited
and which are expressed. In summary, natural selection acts on the phenotype of an
organism. The theory states that if an organism has a trait that is of benefit, then it will have
a greater chance of reproducing and passing on that gene. However if an organism has a gene
which is causing it disadvantage, then the organism will die and not pass on that gene. Hence
it can be loosely termed 'survival of the fittest'.
To understand natural selection, it is important to understand the concept of 'biological
success'.
Biological success is measured by the number of offspring the organism leaves in the next
generation, and the number of genes that that organism contributes to the gene pool of the
next generation.
For example: An organism through a mutation has a 'super' gene, which makes it the best,
most suited organism in its environment. If it is killed before it can reproduce, then it has a
biological success of zero, as no offspring could inherit the 'super' gene. However, if that
same organism were spared, and had lots of offspring carrying the 'super' gene that makes
this organism so successful, then it would have had a high level of biological success, as the
gene would have been passed on to improve the species.
Biological success is what contributes to 'natural selection', based on the premise that every
trait or character is either an advantage or disadvantage. Natural selection does not have to
be gradual - in fact if there are sudden and major environmental changes then evolution
(through natural selection) can occur relatively quickly.
So, natural selection is a complex process in which the total environment determines which
members of a species survive to reproduce and so carry on their genes to the next
generation.
Natural selection does not necessarily involve a struggle between species.
There are other selective mechanisms as well as natural selection, and these are outlined
below...
1. Stabilizing Selection
Stabilizing selection is where the extremes of a population are selected against, and the
normal is selected for. This situation can be pictorially demonstrated with a bell curve
representing any given population...
Figure 1: These schemeatic graphs demonstrate the frequency of individuals with a certain set of
traits/phenotypes/genotypes within a population. The "natural distribution" graph (left) shows the
population 'as is', whereas on the right selection pressures have selected against the extremes of a
population, so that the range of variance within that population is focussed towards the centre (normal).
The graph on the left of Figure 1 shows a normal population, with the greatest number of
individuals in the middle; they are normal. On the edges are the extremes; these are a
minority. The total area under the curve equals 100% of the population. Under selective
selection, the individuals on the extremes are selected against, and the number in the middle
(the normal) rises.
2. Directional Selection
Directional selection is where one extreme of a population which has a trait is
targeted against, and the normal and other extreme is targeted for. This forces the shifting
of the mean within a population.
Figure 2: These schemeatic graphs demonstrate the frequency of individuals with a certain set of
traits/phenotypes/genotypes within a population. The "natural distribution" graph (left) shows the
population 'as is'. The middle "selection against one extreme" graph shows the application of a selection
pressure agains one extreme of a population but in favour of the other exteme and the normal. The graph
on the right shows the application of an overall selection pressure which shifts the mean in one direction so
that the normal is altered.
The normal is pushed away from the extreme that is being selected against, because that
extreme no longer exists, and so those that were not-so-extreme become the new extremes.
3. Disruptive Selection
Disruptive selection is where the normal is selected against, and the two extremes are
selected for. This may ultimately lead to speciation (the evolution of a new species).
You can find more information via L.H. Reisberg & J.H. Willis (2007) Plant
speciation. Science 317 (5840): 910-914
- See more at: http://www.adonline.id.au/plantevol/naturalselection/#sthash.L7MiCqTE.dpuf
https://www.google.com/search?q=evolution+graphs&espv=2&biw=1149&bih=63
9&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj08_zA6JjMAhXFlx4KHR_WCX4Q_
AUIBigB#imgrc=-ErAwMCjewOCKM%3A
Genetic Drift
WOOLYBOOGER
Scene:
On a distant planet there exists four varieties of a creature called a Woolybooger.
Each Wolybooger is similar except their mouths have variations. All Woolyboogers
eat beans. Some Woolyboogers have a jagged mouth. Some Woolyboogers have a
pinching mouth. Some have a needle mouth and some have a sticky mouth. One year
a new variety of Woolybooger was discovered. This Woolybooger was called the
Spoon-Mouthed Woolybooger. Each of you will play the part of a Woolybooger on
this planet. The spoon-mouthed Woolybooger is rare, so only a small number of you
will get this type of Woolybooger.
***Alert: Beware the Wooba Monster, an alien species.
Use your utensils in the way they were intended to obtain food as your teacher
demonstrates.
Method:
You will run through several trials. Each trial will require your Woolybooger to gain
at least 20 beans. If 20 beans are not acquired during the time period, your
Woolyboger has died. 
When your Woolybooger dies, you can continue your play, but now you must
become one of the surviving species’ offspring. You will need a mouth that reflects
this species for the next food frenzy.
We will start with a one minute feeding period. Then each trial time will be reduced
by 15 seconds. This is because food is getting scarcer but the Woolyboogers
continue to reproduce. You will need to construct a data table to record your
results. You will need table space to calculate and record the average number
of beans per time interval (1 minute, 45 seconds, 30 seconds, etc) by mouth
type. Compare your results with at least three other students’ averages.
When answering the discussion questions, use examples from the lab wherever
possible.
Mouth Type, Time, and Bean Number Data
Time (Sec)
___________Score
Name________________________________
Mouth Type
Sticky
Jagged
Pinching
Needle
Spoon
----------------Tot___Ave___
---------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave____
-----------------Tot___Ave____
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
----------------Tot___Ave___
60
45
30
15
Woolybooger Lab
Page 2
Discussion:
1. What happens to animals that cannot compete as well with other animals in
the wild? What is your evidence?
2. Some animals that are introduced into an area (aliens) in which they’ve
never lived before, out-compete or endanger the resident species. How can
this happen and why (use the words interspecific competition)? Use an
example from lab.
3. If only one characteristic is considered the ‘fittest’, why do we still have so
many variations within a species (use the words intrapecific competition)?
Use an example from lab.
4. How may a natural catastrophe (such as a hurricane) affect natural selection?
EVOLUTION GUIDED READING
___________Scores
Name______________________________
13.1 The Theory of Evolution
1. Identify two specific observations that led Darwin to conclude that species
evolve.
a.
b.
2. What is the process (often referred to as the ‘mechanism’) of Darwin’s agent
of change?
c. Define it.
3. Define: Evolution
4. What is ‘adaptation’. Give an example.
5. Write the four parts to Darwin’s Theory of Evolution:
a.
b.
c.
d.
Darwin’s Ideas, Updated: Change within a population
6. __________________________causes frequency of certain alleles in a population to
increase or decrease.
7. __________________________ and ______________________ provide endless source of
variation.
Evol Guided Reading
Page 2
8. _______________________
_______________________ is when two populations of the
same species do not breed with each other due to geographic separation.
Ex: ___________________________________ and ___________________________
Tempo of Evolution
9. ____________________________ and _____________________ _____________________________
are two types of evolution based on how long changes take to occur.
13.2 Evidence of Evolution
10. What are three sources of scientific evidence supporting evolution?
_____________________________ ______________________ and _______________________________
Give ONE example:
13.3 Examples of Evolution
11. _____________________________’Key’ lesson learned…this is what dictates direction
and amount of evolutionary change.
12. The four factors of Natural Selection are:
a.
b.
c.
d.
13. Antibiotic resistant ___________________________________ is an example of a disease
that has evolved through natural selection.
14. Darwin noticed nine species of finches that appeared to have evolved from a
single, mainland species. The main differences in these species was in their
_________________________________________ because of the ___________________they ate.
Evol Guided Reading
Formation of New Species
Page 3
15. _____________________________ is the accumulation of differences between groups,
and ____________________________________ is the process of formation of a new
species through divergence.
16. Look at Fig 14, p. 291.
____________________________________is the first thing I notice that’s different about
the frogs when I just look at their pictures. When I read the graph, I notice
that the four different frogs have different _____________________________ times,
which means that they can’t reproduce together, even if the WERE the same
species!
*Find out how these affect species. Ask your teacher to review this with the
class. Founder Effect, genetic drift and migration
Evolutionary History, p. 307-310
17. ______________________________ is a way of organizing and grouping organisms
based on their evolutionary history.
18. __________________________________ ______________________________ is when
similarities evolve in organisms that are not closely related to each other,
often because the organisms live in very similar habitats.
19. _______________________________ characters are similarities that arise through
convergent evolution.
20. This is used to study phylogenies of shared characteristics __________________.
21. A backbone is an _______________________________ character of both birds and
mammals.
22. Feathers are a ______________________________character because they evolved in
one group but not the other.
23. Look at Fig 7, p. 310. Compare and contrast these two representations.
Evol Systematics
Both
Cladistic Tax
Do Now—Evolution
________Score
Name______________________________
*Remember to rephrase the question in your answer. Write using complete
sentences and punctuation.
3
4a
4b
7a
7b