Download Purple packet-Changes over Time/Evolution (PDF

Changes in
Species Over
Time
Name: _______________
Hr: _____
Embryology
VOCAB
Evolution- Changes in Species Over Time
Fossils- An imprint or remains of plants or animals that existed in the past.
Radioactive Dating- Method based on radioactive elements used by scientists to measure the
age of fossils or the age of the rocks in which fossils are found.
Half-Life- Time it takes for half of a radioactive element to decay.
Sedimentary Rocks- Type of rock formed from layers of mud and sand that harden slowly over
time.
Law of Superposition- Law that states that in a series of sedimentary rock layers, younger
rocks normally lie on top of older rocks.
Fossil Record- Most complete biological record of Life on Earth.
Adaptation- Changes that increase an organism’s chances of survival.
Homologous Structures- Structures that evolved from similar body parts.
Molecular Clock- Scale used to estimate the rate of mutations over time.
Natural Selection- The survival and reproduction of those organisms best adapted to their
surroundings.
Adaptive Radiation- Process in which one species evolves into several species, each of which
fills a different niche.
Punctuated Equilibrium- Periods in Earth’s History in which many adaptive radiations occur in
a short period of time.
Gradualism- Organisms evolve through a process of slow and constant change.
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Chapter 25
Section 25-1 (pg. 632-633)
1. __________ is the change in species over time.
2. Describe Evolution in your own words…
________________________________________________________
________________________________________________________
3. In which Era did the first amphibians appear? (Table Pg. 632)__________.
Mammals? ___________.
Section 25-2 (pg. 633-644)
1. A ____________ is the remains or evidence of a ______________ thing.
2. Most fossils are not ____________ organisms. Fossils are generally incomplete because
only the _______ parts of dead plants and animals become fossils.
3. A method used by scientists to measure the age of fossils or the age of rocks in which
fossils are found is called ___________.
4. The _______-________ of an element is the time it takes for half of the
___________ element to decay.
5. Suppose a radioactive element has a half-life of 30 days. Of an 8g sample, how much will
be unchanged after 90 Days?___________.
6. ____________ _________ are made of layers of sediments that have piled up one
atop the other. Small rocks, shells and other materials.
7. The Law of Superposition states that…
__________________________________________________________________
__________________________________________________________________
____________________________________
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8. All the fossil evidence scientists have collected forms what is known as the
__________ __________. This recording is the most complete biological record of life
on earth.
9. Changes that increase an organism’s chances of survival are called _______________.
10. ****Organisms that are better adapted to their environment do more than just survive.
They should be able to produce ______________.
11. Ancestral Body parts that are similar in structure are called ______________
_______________.
12. Another type of evidence is based on ________________, or the study of developing
organisms. Comparing embryos can show us how closely related species are.
13. Scientists have developed a scale that can be used to estimate the rate of change in
proteins over time called the _______________ ___________.
14. What are some of the differences between Neanderthals and Cro-Magnons?
__________________________________________________________________
__________________________________________________________________
Section 25-3 (pg. 645-648)
1. __________ is the survival and reproduction of those organisms best adapted to their
surroundings
a. _____________ of offspring results in competition for food or shelter among
the different members of a species.
b. Over time the _____________ will become the norm as those members of the
species with the variations survive in greater numbers.
2. Describe how living things can become a mirror of the changes in their environment.
__________________________________________________________________
__________________________________________________________________
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Section 25-4 (pg. 649-650)
1. The process in which one species evolves into several species, which fill different niches,
is called _________________ ___________________.
2. According to ______________ _____________, there may be periods in Earth’s
history in which many adaptive radiations occur in a relatively short period of time.
3. What is mass extinction? And how is it related to punctuated equilibrium?
__________________________________________________________________
__________________________________________________________________
____________________________________
4. In what ways does the fossil record support punctuated equilibrium?
______________________________________________________________
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The Fossil Record
In the fossil record, an intermediate form is a fossil that shows some
characteristics of an earlier related organism and some characteristics of a later
related organism. The illustrations below show organism whose fossils make up
part of the fossil record. The organism are in order from oldest (#1) to most
recent (#4).
Draw an animal that might have been an intermediate form between organism 1
and organism 2. Then, draw an animal that might have been an intermediate form
between organism 3 and organism 4.
Describe one change you see between organism one and the other organisms.
How might these fossils provide evidence of evolution? ____________________
_____________________________________________________________
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Evolution of Goobers
Goobers are a funny group of organism that live in Mr. Cagle’s desk drawer. Use the picture below to explain
how adaptations of Goobers are passed on from generation to generation.
What trait do you think is the most adaptive for the survival of Goobers in their desk drawer environment?
______________________________________________________________________________
Why is that trait an adaptation?
______________________________________________________________________________
Using Darwins four steps of Natural Selection – explain how this adaptation is passed on from parent to
offspring?
1.
__________________________________________________________________
2.
__________________________________________________________________
3.
__________________________________________________________________
4.
__________________________________________________________________
What do you think a Goober will look like after a few generations? Draw a Goober below
What would have to the Goobers if the food source were to be lowered a
tremendous distance (a few inches)?
___________________________________________________________________
How would Lamarck explain the Goobers adaptation?
___________________________________________________________________
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Peppered Moth Simulation
Objectives:
 Describe the importance of coloration in avoiding predation
 Relate environmental change to changes in organisms
 Explain how natural selection causes populations to change
Materials
Sheet of white paper
30 newspaper circles (made with hole
Newspaper
punch)
Forceps
30 white circles (made with hole
Colored Pencils
punch)
Clock with Second Hand
Purpose:
In this lab, you will simulate how predators locate prey in different environments. You will
analyze how color affects and organism's ability to survive in certain environments.
Industrial Melanism is a term used to describe the adaptation of a population in response to
pollution. One example of rapid industrial melanism occurred in populations of peppered moths
in the area of Manchester, England from 1845 to 1890. Before the industrial revolution, the
trunks of the trees in the forest around Manchester were light grayish-green due to the
presence of lichens. Most of the peppered moths in the area were light colored with dark
spots. As the industrial revolution progressed, the treee trunks became covered with soot and
turned dark. Over a period of 45 years, the dark variety of the peppered moth became more
common.
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Procedure.
1.
Place a sheet of white paper on the table and have one person spread 30 white
circles and 30 newspaper circles over the surface while the other person isn't
looking.
2.
The "predator" will then use forceps to pick up as many of the circles as he can in
15 seconds.
3.
This trial will be repeated with white circles on a newspaper background,
newspaper circles on a white background, and newspaper circles on a newspaper
background. Record the data in chart below.
Starting Population
Trial
Background
Newspaper
White
1
white
30
30
2
white
30
30
3
newspaper
30
30
4
newspaper
30
30
Analysis
1.
Number Picked up
White
Newspaper
What did the experiment show about how prey are selected by predators?
2.
What moth coloration is the best adaptation for a dark (newspaper) background?
How do you know?
3.
What would you expect the next generation of moths to look like after trial 1?
What about the next generation after trial 3?
4.
How does the simulation model natural selection?
5.
Examine the table and construct a graph. Plot the years of the study on the Xaxis, and the number of moths captured on the Y axis. You should have 2 lines on
your graph - one for light moths, and one for dark moths.
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# of
Light
Year
Moths
Captured
# of
Dark
Moths
Captured
2
537
112
3
484
198
4
392
210
5
246
281
6
225
337
7
193
412
8
147
503
9
84
550
10
56
599
6. Explain in your own
words what the graph
shows.
7.
Describe a situation where this type of selection might occur.
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Woolybooger natural selection
Materials


3 bags of beans (northern or lima)
10 trays


10 clothespins
10 plastic spoons


10 tweezers
10 dissecting needles
Introduction.
On a distant planet there exists 5 species of a creature called a Woolybooger.
Each Woolybooger is similar except their mouth has variations. All woolyboogers
eat beans. Some woolyboogers have a clothespin mouth (demonstrate how to use
the clothespin to pick up beans). Some woolyboogers have a tweezer mouth
(demonstrate), some have a needle mouth (demonstrate). One year a new species of
woolybooger was discovered, this woolybooger was called the Spoon-Mouthed
Woolybooger (demonstrate). Each of you will play the part of a woolybooger on this
planet. The spoon-mouth wooly booger is rare, so only two of you will get to be this
type of wooly booger.
Equipment for each group - 4 students (flexible)
Each group has a tray to share with beans but each student will have their own
utensil. Avoid "cheating", this would be using the utensil in anyway other than the
ways that were shown.
Procedure:
1. You will run through several trials.
2. Each trial will require your woolybooger to gain at least
20 beans.
3. If 20 beans are not acquired during the time period, your
woolybooger has died.
4. 1st trial will be 1 minute, 2nd trial will be 45 seconds, 3rd
trial will be 30 seconds and the 4th trail 15 seconds
5. When a woolybooger dies, that student can play the
offspring of the surviving woolyboogers. They will get a new
utensil for the next trial.
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Discussion Questions:
1. What happens to animals that cannot compete as well with other animals in the
wild?
_____________________________________________________________
2. Can you think of any real-life examples of the woolybooger, where one species
has a definite advantage over another?
_____________________________________________________________
3. Sometimes animals that are introduced into an area that they never lived in
before,
out-compete and endanger resident species, why do you think this
happens?
_____________________________________________________________
4. If only one species is considered the "fittest", why do we still have so many
variations among species.
_____________________________________________________________
Why do some birds have very long pointy beaks, while other birds have short flat
beaks?
_____________________________________________________________
5. How do you think diseases can affect natural selection?
_____________________________________________________________
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Examining the Fossil Record
Objectives:



analyze characteristics of fossils
compare placement of fossils and determine relative ages
develop a model evolutionary tree based on the morphology and age of fossils
Background
Fossils are traces of organisms that lived in the past. When fossils are found, they are analyzed
to determine the age of the fossil. The absolute age of the fossil can be determined though
radiometric dating and determining the layer of rock in which the fossil was found. Older layers
are found deeper within the earth than newer layers.
The age and morphologies (appearances) of fossils can be used to place fossils in sequences
that often show patterns of changes that have occurred over time. This relationship can be
depicted in an evolutionary tree, also known as a phylogenetic tree.
There are two major hypotheses on how evolution takes place: gradualism and punctuated
equilibrium. Gradualism suggests that organisms evolve through a process of slow and
constant change. For instance, an organism that shows a fossil record of gradually increased
size in small steps, or an organism that shows a gradual loss of a structure. Punctuated
equilibrium suggests that species evolve very rapidly and then stay the same for a large period
of time. This rapid change is attributed to a mutation in a few essential genes. The sudden
appearance of new structures could be explained by punctuated equilibrium.
Speciation The fossil record cannot accurately determine when one
species becomes another species. However, two hypotheses regarding
speciation also exist. Phyletic speciation suggests that abrupt mutations
in a few regulatory genes occur after a species has existed for a long
period of time. This mutation results in the entire species shifting to a
new species. Phyletic speciation would also relate to the Punctuated
Equilibrium hypothesis regarding evolution. Divergent speciation
suggests that a gradual accumulation of small genetic changes results in
subpopulation of a species that eventually accumulate so many changes
that the subpopulations become different species. This hypothesis would
coincide with the gradualism model of evolution. Most evolutionary
biologists accept that a combination of the two models has affected the
evolution of species over time.
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Procedure:
1. The diagram you are creating requires a large space. To create your workspace, tape
together 8 sheets of standard sized paper. Use a ruler to draw the following chart on your
workspace
Time Period
Began (years ago)
Fossils
( 2 1/2 inches wide)
( 2 1/2 inches wide)
(8 inches wide)
Wyomington (oldest)
995,000
Ohioian
745, 000
Nevadian
545,000
Texian
445,000
Oregonian
395,000
Coloradian
320,000
Montanian
170,000
Californian
80,000
Idahoan (the present)
30,000
(Each row here must be 4 inches tall)
2. The group of "fossils" you will work with are fictitious animals. Each fossil on your sheet is
marked with a time period. Cut out each fossil and make sure you include the time period
marked below it.
3. Arrange the fossils by age. On your data chart, place each fossil next to the period from
which the fossil came from. The term "upper" means more recent and should be placed lower
in the row. The term "lower" means an earlier time period, fossils from a "lower" time period
should be place toward the older time periods. In each fossil column, you may have 3
specimens, one from the main time period, one from the upper and one from the lower. Not all
fossils are represented, illustrating the incompleteness of any fossil record.
4. While keeping the fossils in the proper age order, arrange them by
morphology (appearance). To help you understand the morphology of
the specimen, view the diagram. Arrange the fossils using the following
steps.
a. Center the oldest fossil at the top of the fossil column (toward
the oldest layer)
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b. Through the chart, those fossils that appear to be the same (or close to the same) as
the fossils preceding them should be placed in a vertical line
c. During a certain period, the fossils will split into two branches. In other words, one
fossil from that period will show one type of change, and another fossil will show a
different change. When this happens, place the fossils side by side in the appropriate
time period. From this point on you will have two lineages?
5. Once all the fossils have been placed correctly according to time and morphology, tape or
glue the fossils in place.
Analysis
1. Give a brief description of the evolutionary changes that occurred in the organism.
2. During which time period did the fossils differentiate into two branches?
3. Explain how the chart illustrates both punctuated equilibrium and gradualism. Use specific
fossils from the chart to support your answer.
4. Making the assumption that each fossil represents a separate species. Explain how the chart
illustrates divergent and phyletic speciation. Use specific fossils from the chart to support your
answer.
5. Define the following terms:



morphology
fossil
phylogenetic tree
6. Examine the fossil that was unearthed in a museum, apparently the labels and other
information were lost. Using your fossil record, determine the time period this fossil is likely
from. Explain your reasoning.
7. Of the two major species that arose from the parent species, which was more successful?
How do you know?
8. For each of the “blanks” on your fossil record, draw in what the organism appearance is likely
to be. Draw this directly on your fossil record.
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Fossils
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Evidence of Evolution
Objectives: To learn about homologous, analogous and vestigial structure
Material: Colored Pencil
Homologous Structures
1.
2.
3.
Examine the drawing of the bones
Color each part of the human arm a different color. All the bones of the
wrist should be a single color, the bone groups of the hand should be a
different single color.
Then color the corresponding bone in each of the other animals the same
color as the human bone.
a.
Describe the function of each set of bones below. Do this in the table
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Animal
Human
Cat
Whale
Bat
Frog
Lizard
Bird
b.
Function of set of bones
Are the bones arranged in a similar way in each animal? State the
evidence from your observations in your answer.
_________________________________________________________
_________________________________________________________
_________________________________________________________
These structures are formed in similar ways during time the individual develops
and share like arrangements, however, they have somewhat different forms and
functions. They are called homologous structures.
Analogous Structures
1.
Examine the butterfly wing and the bird wing
a.
What function do these structures share?
________________________________________________________
________________________________________________________
b.
How do they differ in structure?
_________________________________________________________
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c.
Do birds and insect share any structural similarities that would suggest they
are closely related?
_________________________________________________________
_________________________________________________________
Some apparently unrelated animals have organs with similar functions, yet very
different structure and form. These structures are called analogous structures.
Vestigial Structures
Gradual changes have occurred through time that have in some cases reduced or
removed the function of some body structures and organs. The penguin’s wings and
the leg bones of snakes are example of this phenomenon.
1.
The cave fish and minnow shown are related, but the cave fish is blind.
a.
Explain why eyesight is not an important adaptation to life in a cave?
_________________________________________________________
_________________________________________________________
b.
Does the appearance of the cave fish and the minnow suggest common
ancestry? Why?
_________________________________________________________
_________________________________________________________
Organs or structures that have lost their function in the organism and become
reduced in size (because of efficiency) are called vestigial structures.
2.
Read the list of human vestigial structures shown in Table
c.
Suggest a possible function for each structure and explain why it
became vestigial.
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Structure
Appendix
Possible Function
Why Vestigial
Coccyx (tail
bone)
Muscles the move
ears
Muscles that
make hair stand
up
Little toe
Wisdom teeth
Analysis and Interpretations
1.
Explain why the homologous structures in Part 1 are evidence of evolutionary
relationships.
_________________________________________________________
_________________________________________________________
_________________________________________________________
2.
Explain the evolutionary relationship between the fin of a fish and the
flipper of a whale.
_________________________________________________________
_________________________________________________________
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Embryology development or ontogeny
All vertebrate embryos follow a common developmental path due to their common
ancestry. All have a set of very similar genes (homeobox genes) that control the basic
body plan. As they grow, the differences that will distinguish the embryos as
adults become more and more apparent. The study of this development (ontogeny)
can yield insights into the process of evolution.
Coloring Assignment
This illustration is of six developmental stages (from left to right) of five species
of vertebrates - one amphibian (salamander), one bird (chicken), and three
mammals ( pig, monkey, and human). As you color, note the similarities of body
shapes among the five species in the early developmental stages. The late
fetal/newborn/adult stages reflect the emergence of species-specific body plans
as a result of differential growth.
1. Color the vertical arrow representing phylogeny gray.
2. Color the horizontal arrow representing ontogeny blue.
3. Color the title Fertilized Egg beginning at the bottom (salamander) and
working up (human) new color (your choice).
4. Continue coloring the forms (b) through (f) and their titles, left to right,
beginning each stage at the bottom of the plate and working up.
5. Use contrasting colors for the different stages.
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Analysis and Interpretation
1.
Compare and contrast the fertilized eggs of the five organisms.
__________________________________________________
__________________________________________________
__________________________________________________
2.
Compare and contrast the late cleavage stage of the five organisms.
__________________________________________________
__________________________________________________
__________________________________________________
3.
How do the three mammals compare at the body segment stage?
__________________________________________________
__________________________________________________
4.
Notice the gills slits are visible at the body segment stage in the humans.
Is this also true for the monkey and pig? __________________
Where are our gill slits now?
__________________________________________________
5.
What is the umbilicus seen in the limb bud stage of the human?
__________________________________________________
Which of the organisms do not have this structure? And why not?
__________________________________________________
6.
Compare and contrast the limb bud stage of the five organisms.
__________________________________________________
__________________________________________________
__________________________________________________
7.
Compare and contrast having a tail with the five organisms.
__________________________________________________
__________________________________________________
__________________________________________________
8.
What is the cause of the common way the embryos develop?
__________________________________________________
__________________________________________________
9.
What is ontogeny?
__________________________________________________
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DARWINS EVOLUTION PRACTICE
Read the following situations below and identify the 5 points of Darwin’s natural
selection.
1) There are 2 types of worms: worms that eat at night (nocturnal) and worms that
eat during the day (diurnal). The birds eat during the day and seem to be eating
ONLY the diurnal worms. The nocturnal worms are in their burrows during this time.
Each spring when the worms reproduce, they have about 500 babies but only 100 of
these 500 ever become old enough to reproduce.
a. What worm has natural selection selected AGAINST? ____________ FOR? _________
Darwin's 5 points: Identify the 5 points in the scenario above.
Population has variations. ____________________________________________________
Some variations are favorable. ________________________________________________
More offspring are produced that survive. ______________________________________
Those that survive have favorable traits. ________________________________________
A population will change over time.____________________________________________
2) There are 3 types of polar bears: ones with thick coats, ones with thin
coats and ones with medium coats. It is fall, soon to be winter. The
temperatures are dropping rapidly and the bears must be kept warm,
or they will freeze to death. Many of the bears have had ~2 cubs each
but due to the extreme temperatures, many mothers only have one
cub left.
a. What bear will natural selection select AGAINST? _____________ FOR? ___________
Darwin's 5 points: Identify the 5 points in the scenario above.
Population has variations. ____________________________________________________
Some variations are favorable. ________________________________________________
More offspring are produced that survive. ______________________________________
Those that survive have favorable traits. ________________________________________
A population will change over time.____________________________________________
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3) In ostriches, there are 2 types: ones that run fast and those that run slowly. The
fast birds can reach up to 40 miles an hour. Jackals love to eat ostrich, and they can
reach speeds of up to 35-40 miles per hour. A flock of ostrich will lay ~ 10 eggs
(each mother only lays 1), but many rodents break into the eggs and eat the fetus
before they hatch.
a. What ostrich will natural selection select AGAINST? _____________ FOR? _________
Darwin's 5 points: Identify the 5 points in the scenario above.
Population has variations. ____________________________________________________
Some variations are favorable. ________________________________________________
More offspring are produced that survive. ______________________________________
Those that survive have favorable traits. ________________________________________
A population will change over time.____________________________________________
4) There are two types of rabbits: those that strictly eat grass and those
that strictly eat berries and flowers. A drought occurs one year, and the
plants have difficulty producing any extras (flowers, berries, etc.).
They can only try and keep themselves green. The rabbits have
had babies all year long but many are eaten by foxes or hawks
Due to the drought, many have starved to death.
a. What rabbit will natural selection select AGAINST? ___________ FOR? ___________
Darwin's 5 points: Identify the 5 points in the scenario above.
Population has variations. ____________________________________________________
Some variations are favorable. ________________________________________________
More offspring are produced that survive. ______________________________________
Those that survive have favorable traits. ________________________________________
A population will change over time.____________________________________________
5) Bob believes that giraffes have long necks because they have stretched their
necks to try and reach food that is high in trees. Since the parent had stretched its
neck, it passed the long neck on to its offspring. Ryan believes that giraffes have
long necks because the ones with long necks were able to reach the food, and those
with short necks could not and died. The long necked giraffes reproduced, and
soon all of the giraffes had long necks.
a. Who thinks like Lamarck? __________________________________________________
b. Who thinks like Darwin? ___________________________________________________
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Changes Over Time Review
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Across
2. structures that are similar
5. a characteristic that helps an organism survive
9. when one species evolves into many; adaptive ____
10. pattern of evolution where a species is stable for a long time then rapidly changes; _____
equilibrium
12. the name of Darwin's book; the ___ of species
13. process by which evolution occurs; natural ______
17. had different shaped shells depending on the island they were from
18. well-supported testable explanation
20. when two species evolve together
21. natural selection is also known as the survival of the ______
22. islands that Darwin visited
23. principle that states that living species are descended from ancient ones; descent with
______
24. the name of the ship that darwin traveled on
Down
1. when two unrelated organisms look alike (sharks & dolphins)
3. refers to the variety of living things
4. when organisms disappear from the earth
6. proposed the theory of evolution by natural selection
7. formation of new species
8. change over time
11. required for new species to form
14. preserved remains of ancient organisms
15. had different shaped beaks depending on the island they were from
16. the study of the earth
19. structures that have no current function
Word Bank
Vestigial
Selection
Origin
Punctuated
Geology
Finches
Fossils
Isolation
Radiation
Adaptation
Homologous
Evolution
Speciation
Darwin
Extinction
Diversity
Convergent
Turtles
Beagle
Modification
Theory
Coevolution
Fittest
Galapagos
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Goals/ Reflection
My goal for this packet is……..
_______________________________________
_______________________________________
This is my goal because……….
_________________________________
_________________________________
What was your favorite unit, so far, in
Science? _____________________
Why?
_______________________________________
_______________________________________
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What was your least favorite?
_______________________________________
Why?
_______________________________________
_______________________________________
If there was 1 curriculum related item you
would change, what would it be, and how
would you change it?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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