Download Station #1 – Insect Insanity

Station #1 – Natural Selection
Elephants use their trunk for a variety of purposes. This structure can help the animal pick up objects or food, can
defend itself using the trunk as a weapon, or can use it to communicate with other elephants. The early elephant
you see pictured below had a short trunk. However, over time elephants evolved a much longer trunk as can be seen
in the Asian or African elephant. Use the information in this text and the picture to answer the questions below.
1. Think of a situation in which a
longer trunk might be more
beneficial for the animal’s
survival. Write the answer on
your answer sheet.
2. Use Darwin’s theory of natural
selection to explain how
elephants evolved longer trunks.
You must use the five key words
in your answer: variation,
adaptation, survive, reproduce,
and evolve.
Station #2 –Darwin’s Finches
1.
Look at the different species of finches pictured above. Which species of finch would survive best on an island with bushes filled
with berries. Write the name of the finch on your answer sheet.
2. There is an island not far from the Galapagos chain that currently has NO finches living on it. A fire recently struck this remote
island killing many of the trees and plants. All that is left is the bare soil with some worms, ants, and other bugs crawling around.
Three types of finches have flown over to the island: a cactus ground finch, a vegetarian tree finch, and a large ground finch.
Which finch do you think is best adapted to the new island? Use the picture above for help and write the name on your sheet.
3. Explain why you chose the finch in question #2. Provide a valid reason.
Station #3 – Unique Adaptations
STICK INSECT
1.
MOTH
STONE FISH
Identify the adaptation of the stick insect and explain how the adaptation allows the organism to survive in its environment.
2. Look at the image of the moth. Notice the colorful eyespots on the wings circled in red. These are NOT real eyes. However,
these false spots are a very useful adaptation. Explain how the eyespots may help the organism to survive in its environments
3. Identify the adaptation of the stone fish and explain how the adaptation helps the organism to survive in its coral reef home.
4. Imagine the stonefish somehow wandered from its coral home and instead ended up in open ocean water. How would its survival
be compromised (put in danger)? Explain on your answer sheet.
Station #4 – Evidence for Evolution
1.
Why would scientists study embryos?
Provide one valid reason.
2. What features of these embryos support
the idea that all of these animals evolved
from a common ancestor? List at least two
features.
3. Embryos are not the only form of evidence
for evolution.
a.
What type of evidence for evolution
can be found in buried rock?
b. How do homologous structures
(bones of the forelimb) support the
idea that all the pictures to the left
evolved from a common ancestor?
c.
How does DNA evidence support
that all the pictures to the left
evolved from a common ancestor?
Station #5 – Characteristics of Life
1.
The dog pictured above has increased in size. How did most of this size increase take place? Write the letter on your sheet.
a. An increase in cell size
b. An increase in cell number c. an increase in cell water
d. an increase in cell energy?
2. What characteristic of life is illustrated by the change in dog? Write the letter on your sheet.
a. reproduction
b. response to change in the environment c. Growth and Development
d. homeostasis
3. List the six characteristics of life on your answer sheet. HINT: Think of the mnemonic used to remember the six
characteristics.
4. An airplane uses energy and can respond to changes in the environment. However, it is NOT a living thing. In order to be living an
organism must have ALL six characteristics of life. Name one characteristic an airplane does not have.
Station #6 – Where Does It Belong?
Organisms can be placed into one of six kingdoms. Look at the pictures of the organisms below and
decide where it belongs: archaebacteria, eubacteria, protists, fungi, plant, or animal kingdom.
Write the name of the kingdom on your answer sheet. HINT: Each kingdom will be used
EXACTLY TWICE.
paramecium
m
1.
2.
3.
4.
amoeba
Bacteria causing strep throat
5.
9.
Heat loving bacteria in extreme hot springs
Bacteria causing lyme disease
6.
7.
10.
11.
Mold
Fern
8.
12.
Salt loving bacteria in extremely salt lakes
Station #7 – Classifying Living Organisms
A classification chart can tell you a lot about different organisms. Look at the classification chart for the Polar
Bear. Look at the organisms appearing at each level. Decide on a characteristic that all the organisms share.
1. Look at the Kingdom Level. Write the characteristic
that all the organisms share on your answer sheet.
2. Look at the Phylum Level. Write the characteristic.
3. Look at the Class Level. Write the characteristic.
4. Look at the Order Level. Write the characteristic.
5. Look at the Family Level. Write the characteristic.
6. Look at the Genus Level. Write the characteristic.
7. Look at the Species Level. Write the name of the
animal remaining.
Station #8 – Levels of Classification
A.
B.
C.
D.
1.
What is the broadest (most general) level of classification?
2. What classification level is indicated by
a. Label A
b. Label B
c. Label C
d. Label D
3. Look at the chart above and write the dolphin’s scientific name according to binomial nomenclature. Remember that binomial
nomenclature refers to TWO NAMES (genus and species).
4. How will you remember the seven levels of classification in order? Write the mneumonic you were taught in class or one that you
came up with on your own.
Station #9 – Binomial Nomenclature
Some Types of Trees
Common Name of Tree
Kingdom
Family
Scientific Name (Genus + Species)
Bird Cherry
Plant
Rosaceae
Prunus avium
Flowering Cherry
Plant
Rosaceae
Prunus serrula
Smooth-leaved eim
Plant
Ulmaceae
Ulmus minor
Whitebeam
Plant
Rosaceae
Sorbus aria
1. Analyze the table above. In the system of binomial nomenclature (two names), what is the name for the whitebeam
tree?
a. Rosaceae
c. Prunus serrula
b. Sorbus aria
d. Ulmus minor
2. Analyze the table above. Which of the following organisms is the most different from the other three?
a. Prunus avium
c. Ulmus minor
b. Prunus serrula
d. Sorbus aria
3. Explain how you arrived at your answer for question# 2.
4. Look at the way the scientific names are written in the chart. Explain the proper way to write a scientific name.
Station #10 – Vocabulary
Match the word in column A with the definition in column B. Write the capital letter on your
answer sheet.
COLUMN A
COLUMN B
1. Variation
A. Darwin’s theory of evolution
2. Species
B. The most specific level of classification
3. Binomial Nomenclature
C. Scientific Naming system (Genus + Species)
4. Natural Selection
D. Something in the environment that causes a reaction
5. Stimulus
E. Gradual change in a species over time
6. Evolution
F. Slight differences between members of a species
7. Kingdom
G. The broadest level of classification