* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Evolution Guide
Survey
Document related concepts
Unilineal evolution wikipedia , lookup
Sexual selection wikipedia , lookup
On the Origin of Species wikipedia , lookup
Evidence of common descent wikipedia , lookup
Catholic Church and evolution wikipedia , lookup
Punctuated equilibrium wikipedia , lookup
Natural selection wikipedia , lookup
Hologenome theory of evolution wikipedia , lookup
The Descent of Man, and Selection in Relation to Sex wikipedia , lookup
Saltation (biology) wikipedia , lookup
Transcript
Evolution Teacher’s Guide Middle School Editors: Brian A. Jerome, Ph.D. Stephanie Zak Jerome Assistant Editors: Louise Marrier Hannah Fjeld Graphics: Dean Ladago Fred Thodal Visual Learning Company www.visuallearningco.com 1-800-453-8481 25 Union Street Brandon, Vermont Evolution Use and Copyright The purchase of this video program entitles the user the right to reproduce or duplicate, in whole or in part, this teacher’s guide and the blackline master handouts for the purpose of teaching in conjunction with this video, Evolution. The right is restricted only for use with this video program. Any reproduction or duplication, in whole or in part, of this guide and student masters for any purpose other than for use with this video program is prohibited. The video and this teacher’s guide are the exclusive property of the copyright holder. Copying, transmitting or reproducing in any form, or by any means, without prior written permission from the copyright holder is prohibited (Title 17, U.S. Code Sections 501 and 506). Copyright © 2006 ISBN 1-59234-121-7 Visual Learning Company 1-800-453-8481 www.visuallearningco.com 2 Evolution Table of Contents Page A Message From Our Company 5 National Standards Correlations 6 Student Learning Objectives 7 Assessment 8 Introducing the Video 9 Video Viewing Suggestions 9 Video Script 10 Student Assessments and Activities 16 Answers to Student Assessments 17 Answers to Student Activities 18 Assessment and Student Activity Masters 19 www.visuallearningco.com 1-800-453-8481 3 Visual Learning Company Evolution Viewing Clearances The video and accompanying teacher’s guide are for instructional use only. In showing these programs, no admission charges are to be incurred. The programs are to be utilized in face-to-face classroom instructional settings, library settings, or similar instructional settings. Duplication rights are available, but must be negotiated with the Visual Learning Company. Television, cable or satellite rights are also available, but must be negotiated with the Visual Learning Company. Closed circuit rights are available, and are defined as the use of the program beyond a single classroom but within a single campus. Institutions wishing to utilize the program in multiple campuses must purchase the multiple campus version of the program, available at a slightly higher fee. Discounts may be granted to institutions interested in purchasing programs in large quantities. These discounts may be negotiated with the Visual Learning Company. Visual Learning Company 1-800-453-8481 www.visuallearningco.com 4 Evolution A Message from our Company. . . Dear Educator: Thank you for your interest in the educational videos produced by the Visual Learning Company. We are a Vermont-based, family owned and operated business specializing in the production of quality educational science videos and materials. We have a long family tradition of education. Our grandmothers graduated from normal school in the 1920’s to become teachers. Brian’s mother was an elementary teacher and guidance counselor, and his father was a high school teacher and superintendent. This family tradition inspired Brian to become a science teacher, and to earn a Ph.D. in education, and led Stephanie to work on science educational programs at NASA. In developing this video, accompanying teacher’s guide, and student activities, our goal is to provide educators with the highest quality materials, thus enabling students to be successful. In this era of more demanding standards and assessment requirements, supplementary materials need to be curricular and standards based - this is what we do! Our videos and accompanying materials focus on the key concepts and vocabulary required by national and state standards and goals. It is our mission to help students meet these goals and standards, while experiencing the joy and thrill of science. Sincerely, Brian and Stephanie Jerome www.visuallearningco.com 1-800-453-8481 5 Visual Learning Company Evolution National Standards Correlations National Science Education Standards (Content Standards: 5-8, National Academy of Sciences, c. 1996) Life Science - Content Standard C Diversity and Adaptations of Organisms As a result of their activities in grades 5-8, all students should develop an understanding that: • Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptation includes changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. • Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. Benchmarks for Science Literacy (Project 2061 – AAAS, c. 1993) The Living Environment - Evolution of Life By the end of 8th grade, students should know that: • Small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors. • Individual organisms with certain traits are more likely than others to survive and have offspring. Changes in environmental conditions can affect the survival of individual organisms and entire species. Visual Learning Company 1-800-453-8481 www.visuallearningco.com 6 Evolution Student Learning Objectives Upon viewing the video and completing the enclosed student activities, students will be able to do the following: • Understand that prior to Darwin scientists did not have a well developed explanation of how living things changed over time • Define evolution as the change of a species over time • Explain that both Charles Darwin and Alfred Wallace should be credited with the theory of natural selection. • Compare the process of artificial selection to the process of natural selection. • Briefly describe why Darwin’s book, The Origin of Species By Means of Natural Selection, had such a profound impact on the field of biology. • Briefly describe the following components as they relate to the process of natural selection: Overproduction Competition Variation Adaptation • Explain what is meant by the phrase “survival of the fittest.” • Define speciation as the evolution of one or more new species from a singe existing species. • Using an example, explain how speciation might occur. • Explain how the Galapagos finches are an excellent example of adaptive radiation. www.visuallearningco.com 1-800-453-8481 7 Visual Learning Company Evolution Assessment Preliminary Assessment: The Preliminary Assessment, provided in the Student Masters section, is an assessment tool designed to gain an understanding of students’ pre-existing knowledge. It can also be used as a benchmark upon which to assess student progress based on the objectives stated on the previous pages. Video Review: The Video Review, provided in the Student Masters section, can be used as an assessment tool or as a student activity. There are two main parts. The first part contains questions that can be answered during the video. The second series of ten questions consists of a video quiz to be answered at the conclusion of the video. Post Assessment: The Post Assessment, provided in the Student Masters section, can be utilized as an assessment tool following completion of the video and student activities. The results of the Post Assessment can be compared against the results of the Preliminary Assessment to evaluate student progress. Visual Learning Company 1-800-453-8481 www.visuallearningco.com 8 Evolution Introducing the Video Begin by asking students if they know how there came to be so many different breeds of dogs. Explain how new breeds are created by people who choose characteristics that they want in their pet, such as size, color, and type of fur. Ask students to think of any other kind of animals in which humans select traits. Write the term artificial selection on the board, and explain that it is the term used to describe this process. Now write the term natural selection on the board, and ask students if they can guess what it means. Explain that in the process of natural selection, nature selects the traits best suited for a species to survive. Tell students to pay close attention during the program to learn how natural selection occurs. After showing the video, discuss the components of the theory of natural selection. Write the components on the board and review each one. Video Viewing Suggestions The student Master “Video Review” is provided for distribution to students. You may choose to have your students complete this Master while viewing the program or to do so upon its conclusion. The program is approximately twenty minutes in length and includes a ten question video quiz. Answers are not provided to the Video Quiz on the video, but are included in this teacher’s guide. You may choose to grade student quizzes as an assessment tool or to review the answers in class. The video is content-rich with numerous vocabulary words. For this reason you may want to periodically stop the video to review and discuss new terminology and concepts. www.visuallearningco.com 1-800-453-8481 9 Visual Learning Company Evolution Video Script: Evolution 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Can you imagine going on a trip for 5 years... ...to far away places with no telephone communication to your family and friends? This is similar to what a scientist by the name of Charles Darwin did in 1831. He, and a crew of 73 men, set sail from England with the goal of exploring the world. What unusual things did Darwin see? What did Darwin witness that made him think differently about how plants and animals change over time. How did he develop his extremely important theory of natural selection. During the next few minutes we are going to explore these questions and others. But first, let’s begin by studying some of the ways people thought about the history of plants and animals before Darwin. Graphic Transition- Early Ideas about Change In the 17 and 18 hundreds scientists recognized that living things change over time. This is broadly described as the process of evolution. Most thought that traits developed or acquired by an organism during its lifetime are passed on to its offspring. Jean Larmarck was one of many scientists at that time who felt that living things possessed an “internal drive” which created a desire to become better suited to their environment. For example, giraffes during their lifetime stretched their necks to reach leaves on trees. The giraffe’s neck would grow longer as it grew older. The giraffe would then pass on the trait of a longer neck to its offspring. These ideas did not withstand the test of time, and were modified by ideas brought to light in the mid 1800’s. Graphic Transition- Journey of the HMS Beagle On December 27,1831 Charles Darwin joined an around-the-world expedition on a sailing vessel called the HMS Beagle. The ship was captained by Robert FitzRoy, and Darwin was his companion and expedition naturalist. This diagram illustrates the path of the HMS Beagle. The ship set sail from England, with the purpose of charting the coastline of South America, as well as some of the islands in the Pacific Ocean. The trip, originally planned for two years, turned into a five year journey around the world. Darwin saw a wide variety of plants and animals and collected hundreds of specimens to bring back to England. On his journey, Darwin read The Principles of Geology by Charles Lyell. Visual Learning Company 1-800-453-8481 www.visuallearningco.com 10 Evolution Script (cont.) 27. Building upon the previous work by another scientist James Hutton, Lyell proposed that Earth was very old, and had been slowly changing for millions of years. 28. Darwin began to think that perhaps living things also changed slowly over long periods of time. 29. In South America, Darwin found several fossils. 30. The fossilized remains suggested that ancient animals might in some way be related to present day living things. 31. Darwin also visited the Galapagos Islands, a group of islands 950 kilometers off the coast of South America. 32. Here he observed a wide variety of plants and animals that were similar, albeit, different, from organisms he observed on the South American continent. 33. Little did he realize at the time that his short visit to the Galapagos would lead to the development of ideas that would revolutionize the field of biology. 34. Graphic Transition- Theory of Evolution 35. Upon Darwin’s return to England in 1836, he spent a great deal of time going over his notes and collections that he obtained on his trip. 36. He also spoke with Charles Lyell, about the notion that geologic change is an extremely slow process. 37. Darwin felt that such changes in Earth’s geology over long periods of time also influenced animal and plant life. 38. John Gould, an ornithologist was also quite helpful. 39. Darwin asked Gould to help him identify some of the different bird specimens he brought back from the Galapagos. 40. Of particular interest were many small birds, which Gould identified as 13 separate species. 41. Gould pointed out that the birds bore an amazing resemblance to birds found on the South American continent some 950 kilometers across the ocean. 42. You Decide! What did this information suggest? 43. This information suggested that the 13 different types of finches on the Galapagos islands descended from a single species of finch which originated in South America. 44. Other evidence concerning plant life on the islands led Darwin to believe that Galapagos plants also descended from South American plants. 45. Over the next 20 years Darwin fleshed out what he called the theory of natural selection. 46. The theory of natural selection has many components which we’ll discuss in a couple of minutes. 47. From 1836 to 1858 Darwin thought a great deal about his journey. He published www.visuallearningco.com 1-800-453-8481 11 Visual Learning Company Evolution Script (cont.) 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. several papers and books, and conducted many experiments while working on his monumental book which would forever change the field of biology. In 1858, Darwin received a letter from Alfred Wallace, a young British naturalist, explaining his ideas of evolution. These were the same ideas that Darwin had developed. In a rare example of scholarly cooperation, the two men agreed to present their ideas together in 1858. A year later, in 1859, Darwin published the book that changed the field of biology- The Origin of Species by Means of Natural Selection. All copies of the book sold out in a single day. Darwin’s work laid the foundation for our modern scientific understanding of evolution. What is evolution? Evolution is a change in a species over time. Let’s take a closer look at Darwin’s ideas. Graphic Transition-Theory of Natural Selection Darwin proposed that evolution occurs by a process called natural selection. Natural selection occurs when individuals within a species survive because they are best-adapted to their environment, and pass these favorable traits onto their offspring. Another way of putting this is that a living thing that has inherited the best tools to survive in their environment, whether it be strength, speed, coloring, or any other characteristic, will be able to live and pass on these traits to its offspring. And, it is the environment or “nature” which is the driving force influencing the selection of those surviving individuals. A different process called artificial selection has been practiced by humans for centuries with various types of plants and animals. In the process of artificial selection, certain desired traits in living things such as milk production in cows, ...or strength in horses have been intentionally selected and bred. But in natural selection it is nature which determines the traits which are best suited for survival in a given organism. Let’s take a closer look at some of the components of the theory of natural selection. Graphic Transition-Overproduction and Natural Selection Most species produce many more offspring than can survive in nature. This is known as overproduction. Through the process of overproduction, at least some individuals will survive into adulthood. Ducks, for example, may lay 8 to 12 eggs, of which most will hatch into ducklings. But predators, competition, sickness, and other factors may cause the death of many before they reach adulthood. Visual Learning Company 1-800-453-8481 www.visuallearningco.com 12 Evolution Script (cont.) 69. Dandelions are a common plant which may grow near your home. 70. You Predict! How many seeds do you think this dandelion has produced? 71. It has produced 311 seeds, of which only a few may germinate and grow to an adult. 72. This too is an example of overproduction. 73. Graphic Transition-Competition and Natural Selection 74. Overproduction of offspring often results in competition. 75. Competition between members of the same species can become especially intense when resources become scarce. 76. If food is scarce individuals are forced to compete for food. 77. The trout in this pond compete for a limited amount of food. 78. Organisms, such as plants, may also compete for living space. 79. And some living things compete for breeding partners. 80. These male frigate birds are competing for a mate which they are attempting to attract with their colorful displays. 81. Individuals that are successful competitors are more likely to survive and reproduce, passing on the traits that made them successful. 82. Graphic Transition – Variation and Natural Selection 83. You Compare! Are all these iguanas identical? 84. While these iguanas may look exactly the same, they do vary slightly from one to the next. 85. Some may have large claws, . . 86. Others may be better swimmers. 87. And others may have stronger jaws. 88. Variation is the term used to describe differences in traits or characteristics within a population. 89. People also possess variations. 90. Let’s see why variations are important in the process of natural selection. 91. Graphic Transition – Adaptations and Natural Selection 92. Some variations may be more helpful to an organism than others. 93. For example, some bison may possess the variation of thicker fur. 94. This variation is an adaptation if it helps the bison survive an especially cold winter. 95. An adaptation is a variation that makes an organism better suited to its environment. 96. In a famous study conducted by Rosemary and Peter Grant on this small island in the Galapagos, 97. . . . they observed variation in beaks within the same species of finch. 98. Finches with a slightly larger bill were able to forage for seeds better when food became scarce during a drought. www.visuallearningco.com 1-800-453-8481 13 Visual Learning Company Evolution Script (cont.) 99. This adaptation enabled them to out-compete other finches, and survive the drought. This adaptation was passed on from parent to offspring because it was encoded in the bird’s genetic material. 100. Those finches which didn’t have this adaptation perished. 101. The key to Darwin’s theory of evolution is the principle of selection, or as Darwin calls it- natural selection. 102. Darwin proposed that individual organisms with an adaptation which gives them an advantage are more likely to survive and reproduce. This adaptation is then passed on to the next generation. 103. As this process is repeated from generation to generation, the adaptation becomes more common throughout the population. 104. Perhaps you have heard the phrase - “survival of the fittest”. This phrase sums up the ideas that those individuals with helpful adaptations will survive and reproduce. 105. Graphic Transition – Speciation 106. The factors of overproduction, competition, and adaptation are the components for natural selection to occur, and over time can result in the formation of an entirely new species. 107. Speciation is the evolution of one or more new species from a single existing species. 108. One of the most important factors promoting speciation is isolation. 109. Isolation is anything which prevents groups within a species from breeding. 110. Geographic isolation occurs when a population is divided by a natural barrier such as an ocean. 111. The Galapagos Islands are geographically isolated from the mainland of South America – separated by nearly 950 kilometers of ocean. 112. This makes the Galapagos an incredible place for the process of speciation. 113. There are over 300 endemic species of plants and animals in the Galapagos. This means that this is the only place in the world where they are found. 114. The flightless cormorant, endemic to the Galapagos, most likely evolved from a cormorant which flew from South America. 115. Over time, these birds lost their ability to fly because flight was not necessary, they could catch fish underwater by swimming after them. 116. As we already mentioned, there are 13 different species of finches found on the various islands in the Galapagos. 117. Scientists believe that the finches speciated or evolved from a single species of finch. 118. This diagram illustrates the way some scientists believe that happened. 119. These finches provide us with an excellent example of the process of something called adaptive radiation. Visual Learning Company 1-800-453-8481 www.visuallearningco.com 14 Evolution Script (cont.) 120. Adaptive radiation is the process by which a species evolves into a number of different species, with each occupying a new environment or niche. 121. Graphic Transition- Summing Up 122. During the past few minutes we have explored some of the fascinating highlights of the theory of natural selection. 123. We discussed some of the things Charles Darwin discovered and learned that led him to that theory. 124. We delved into the specific components of natural selection... 125. ...discussing the concepts of overproduction,... 126. ...competition between organisms,... 127. ...variation among living things of the same species,... 128. ...adaptation which makes living things better suited to their environment,... 129. ...and the selection of the fittest organism by nature. 130. We also briefly discussed the process of speciation in which one species gives rise to two or more species. 131. So the next time you see an unusual plant or animal,... 132. ...study a fossil,... 133. ...or wonder why there are so many different kinds of living things on Earth, think about some of the things we discussed during the past few minutes. You just might think about natural selection and evolution a little differently. 134. Graphic Transition- Video Quiz 135. Fill in the correct word to complete the sentence. Good luck and let’s get started. 1. Certain fossils suggest common ______ among animals. 2. Charles Lyell proposed that earth is very _____. 3. Charles ______ wrote The Origin of Species by Means of Natural Selection. 4. Darwin and Wallace developed the theory of ________ by natural selection at the same time. 5. __________ describes the process of producing more offspring than will survive. 6. Organisms often _______ for food, mates, and living space. 7. ________ describes differences in traits within a population. 8. An _________ is a variation that helps an organism survive. 9. In the process of natural selection, _________ determines which organisms survive and reproduce. 10. ________ is the evolution of one or more species from a single species. Answers can be found on page 17. www.visuallearningco.com 1-800-453-8481 15 Visual Learning Company Evolution Student Assessments and Activities Assessment Masters: • Preliminary Assessment • Video Review • Post Assessment Student Activity Masters: • Theory of Natural Selection • Natural Selection in Action: Peppered Moths • Speciation • Vocabulary of Evolution Visual Learning Company 1-800-453-8481 www.visuallearningco.com 16 Evolution Answers to Student Assessments Preliminary Assessment (pgs. 20-21) 1. Lyell 2. changes 3. natural 4. artificial 5. Overproduction 6. variations 7. Isolation 8. compete 9. adapted 10. acquired 11. T 12. T 13. T 14. F 15. F 16. T 17. T 18. F 19. F 20. T Video Review (pg. 22) 1. This information suggests that the 13 different types of finches on the Galapagos Islands descended from a single species of finch that originated from South America. 2. The dandelion produced 311 seeds, very few of which will become new plants. This is an example of overproduction. 3. No. Even though they look alike, there are small differences between each animal, such as coloring, strength, or length of claws. Video Quiz (p. 22) 1. ancestry 2. old 3. Darwin 4. evolution 5. Overproduction 6. compete 7. Variation 8. adaptation 9. nature 10. Speciation Post Assessment (pgs. 23-24) 1. artificial 2. Isolation 3. Overproduction 4. compete 5. changes 6. adapted 7. Lyell 8. acquired 9. natural 10. variations 11. T 12. F 13. F 14. T 15. T 16. F 17. F 18. T 19. T 20. T www.visuallearningco.com 1-800-453-8481 17 Visual Learning Company Evolution Answers to Student Activities Theory of Natural Selection (p. 25) competition - Each of the male frigate birds displays their breeding plumage in an effort to win the mate and reproduce. overproduction - The spotted salamander lays hundreds of eggs. variation - The differences in height and weight among the white-tailed deer shows that characteristics among members of a population vary. adaptation - The angelfish with the coloring that hides them from predators have a useful adaptation that allows them to survive. They will pass the adaptation on to their young. Speciation (p. 27 - 29) a.) 950 kilometers b.) The Pacific Ocean acts as a huge geographic barrier. c.) Birds could possibly fly. Other animals and plants could float on a land raft or logs, or swim. d.) The original ancestor of the finches was a South American finch that arrived at the Galapagos Islands from the mainland. e.) There are 13 different species of finches. f.) The interacting components of variation, competition, and adaptation promote adaptive radiation. When niches in an environment are free, new species exploit the niches. g.) The Large Ground Finch has a big blunt beak that is rather short. The Warbler Finch has a small pointed beak. The Woodpecker Finch has a larger, sharp beak. h.) The Large Ground Finch eats seeds, and spends its time on the ground. The Warbler Finch eats insects in trees. The Woodpecker Finch uses sharp sticks as tools to dig into tree branches and eats bug larva it finds inside. i.) The 13 species of Galapagos finches are a good example of adaptive radiation because each of the 13 distinct species evolved from the same ancestor, and now occupy different niches. Natural Selection in Action (p. 26) Vocabulary of Evolution (p. 30) 1. The darker coloring was the adaptation that helped the peppered moths survive better when the trees became darker. 2. There are more light moths than dark moths today because England passed the Clean Air Act, and the trees are no longer colored darkly from pollution. 3. The phrase “survival of the fittest” implies that organisms that are best suited to their environment (have the most favorable adaptations) are more likely to survive and reproduce. 1. g - competition 2. j - speciation 3. a - Charles Darwin 4. f - overproduction 5. b - The Origin of Species by Means of Natural Selection 6. h - variation 7. d - natural selection 8. e - artificial selection 9. c - evolution 10. i - adaptation Visual Learning Company 1-800-453-8481 www.visuallearningco.com 18 Assessment and Student Activity Masters Name Evolution Preliminary Assessment Directions: Fill in the blank with the correct word. A list of possible answers is provided at the bottom of the page. 1. Darwin’s ideas were influenced by the book, The Principles of Geology, by Charles ________ . 2. Charles Darwin thought and wrote about how life _________ over time. 3. Nature is the major force that drives _________ selection. 4. When people choose which characteristics they desire in a living thing, and breed the organisms to produce those traits, it is called ____________ selection. 5. ________________ is the process of producing more offspring than can survive. 6. Slight differences between members of a species are called ____________ . 7. _____________ prevents groups within a species from breeding. 8. When an environment doesn’t provide enough food, living space, or breeding partners for all the members of a population, the members are often forced to _____________ . 9. Only organisms best _________ to their environment will survive. 10. Characteristics __________ during an organism’s lifetime are generally not passed on to the next generation. natural Isolation adapted Lyell variations acquired artificial changes Overproduction compete ©2006 20 Evolution Name Preliminary Assessment Directions: Decide whether the statement is true (T) or false (F). 11. As early as the 1700s scientists recognized that living things change over time. T F 12. Charles Darwin was a naturalist on an expedition which traveled the world on the HMS Beagle in the 1830s. T F 13. Darwin was influenced by Lyell’s book, The Principles of Geology. T F 14. Darwin later found out that the 13 species of finches he observed on the Galapagos were unrelated. T F 15. The Theory of Natural Selection is unrelated to the process of evolution. T F 16. People can control the process of selection, when they choose to breed horses or dogs with certain desirable traits. T F 17. The organisms that are best adapted to their environment will have a better chance of surviving and reproducing. T F 18. Birds such as penguins don’t fly because they decided they didn’t want to anymore. T F 19. Evolution and natural selection stop if groups of a species are isolated from one another. T F 20. Speciation occurs when one species evolves into one or more different species. T F ©2006 21 Evolution Name Video Review Directions: During the course of the program, answer the questions as they are presented in the video. At the end of the video, answer the Video Quiz questions. You Decide! 1. What did this information suggest? You Predict! 2. How many seeds do you think this dandelion has produced? You Compare! 3. Are all these iguanas identical? Video Quiz: 1. Certain fossils suggest common __________ among animals. 2. Charles Lyell proposed that Earth is very _____. 3. Charles ________ wrote The Origin of Species by Means of Natural Selection. 4. Darwin and Wallace developed the theory of ________ by natural selection at the same time. 5. ______________ describes the process of producing more offspring than will survive. 6. Organisms often _________ for food, mates, and living space. 7. ____________ describes differences in traits within a population. 8. An ____________ is a variation that helps an organism survive. 9. In the process of natural selection, _________ determines which organisms survive and reproduce. 10. ___________ is the evolution of one or more species from a single species. ©2006 22 Name Evolution Post Assessment Directions: Fill in the blank with the correct word. A list of possible answers is provided at the bottom of the page. 1. When people choose which characteristics they desire in a living thing, and breed the organisms to produce those traits, it is called ____________ selection. 2. _____________ prevents groups within a species from breeding. 3. ________________ is the process of producing more offspring than can survive. 4. When an environment doesn’t provide enough food, living space, or breeding partners for all the members of a population, the members are often forced to _____________ . 5. Charles Darwin thought and wrote about how life _________ over time. 6. Only organisms best _________ to their environment will survive. 7. Darwin’s ideas were influenced by the book, The Principles of Geology, by Charles ________ . 8. Characteristics __________ during an organism’s lifetime are generally not passed on to the next generation. 9. Nature is the major force that drives _________ selection. 10. Slight differences between members of a species are called ____________ . Lyell changes natural artificial Overproduction variations Isolation compete adapted acquired ©2006 23 Evolution Name Post Assessment Directions: Decide whether the statement is true (T) or false (F). 11. Darwin was influenced by Lyell’s book, The Principles of Geology. T F 12. The Theory of Natural Selection is unrelated to the process of evolution. T F 13. Birds such as penguins don’t fly because they decided they didn’t want to anymore. T F 14. The organisms that are best adapted to their environment will have a better chance of surviving and reproducing. T F 15. As early as the 1700s scientists recognized that living things change over time. T F 16. Evolution and natural selection stop if groups of a species are isolated from one another. T F 17. Darwin later found out that the 13 species of finches he observed on the Galapagos were unrelated. T F 18. Speciation occurs when one species evolves into one or more different species. T F 19. People can control the process of selection, when they choose to breed horses or dogs with certain desirable traits. T F 20. Charles Darwin was a naturalist on an expedition which traveled the world on the HMS Beagle in the 1830s. T F ©2006 24 Evolution Name Theory of Natural Selection Background: Charles Darwin is considered the father of the theory of natural selection. This theory provides an explanation for the process of evolutionary change of living things, and serves as the foundation for our modern-day understanding of this process. Natural selection occurs when individuals within a species survive because they are best adapted to their environment, and pass these favorable traits on to their offspring. In natural selection it is nature that determines the traits that are best suited for survival in a given organism. There are several different components in the theory of natural selection. Below is a brief list of the various components: Adaptation Competition Overproduction Variation Directions: Below are some scenarios of living things in their environment. Read each scenario. Choose which component of the theory of natural selection it most closely describes, and explain how the scenario illustrates that component. Five male frigate birds are showing their colorful displays, trying to attract a mate as she flies overhead. __________________________ A spotted salamander lays several hundred eggs in a forested pool. __________________________ A close look at the sizes of some male whitetailed deer shows a wide range of weights and heights. __________________________ A change in environmental conditions has enabled only angelfish with a certain color pattern to elude predators. __________________________ __________________________ __________________________ __________________________ __________________________ ©2006 25 Evolution Name Natural Selection in Action: Peppered Moths Directions: Read the information below and then answer the questions. How do scientists know that natural selection actually happens? Has anyone ever really seen a species change? Believe it or not, scientists have actually recorded a major change in a species: the peppered moth. Originally, the moths were light in color, with dark flecks over their wings. This coloring helped them blend in with birch trees common in their habitat in southern England. However, the color at times did naturally vary; a tiny part of the population was dark in color. This group stayed small because predators could spot a dark moth much more easily than a betteradapted light moth. In the 19th century, England experienced a huge environmental change. The Industrial Revolution brought machines and industry to the countryside. The land became polluted with soot, which blackened everything- particularly the formerly white birch trees. People noticed a change in the moth population. There were more and more moths that were dark in color, particularly around urban areas with a lot of industry. By the year 1900, dark-colored moths made up 98% of the population near Manchester, England. In this example, the dark colored moths were best adapted to the environment, and nature “selected” these moths to survive. In 1956, England passed the Clean Air Act. This legislation eliminated a lot of the pollution in the country, and cleaned up the environment. And, as the countryside became cleaner, the moth population changed. The lighter colored moths began to increase in number. Today, light moths make up the majority of the population. Scientists consider the story of the peppered moths as very convincing evidence of the process of natural selection. Questions: 1. What adaptation helped the peppered moths to better survive when environmental conditions changed? 2. Why are there more light moths than dark moths today? 3. Explain what is meant by the phrase “survival of the fittest.” ©2006 26 Evolution Name Speciation Background: There are over 10 million species of living things on planet Earth. Remarkably, the existing living species on Earth today represent a fraction of the number of species which inhabited the planet at one time. Scientists estimate there are tens of millions of extinct species that once thrived on Earth. How have so many different species of living things evolved? There is not a single, simple answer to this question. Darwin’s theory of natural selection serves as the foundational theory upon which our modern understanding of how species change has been formulated. Overproduction, competition, variation, and adaptation are the basic components of the theory of natural selection. Over time, interacting factors can result in the formation of an entirely new species. Speciation is the evolution of one or more new species from a singe existing species. One of the most important factors promoting speciation is isolation. Isolation is anything which prevents groups within a species from breeding. Geographic isolation occurs when a population is divided by a natural barrier such as an ocean, a mountain range, a desert, or any other natural obstruction. The Galapagos Islands are an excellent example of an area that is geographically isolated - separated by 950 kilometers of ocean from the South American continent. In this activity you will explore one of the groups of animals in the Galapagos as we take a look at one of the more well known examples of speciation. Materials: world atlas, worksheet titled “Darwin’s Finches,” pencil Directions: 1. Locate the Galapagos Islands using a world atlas. 2. Measure the distance of the Galapagos Islands to the mainland of South America. Record your answer in the data sheet on line a. 3. Describe the type of geographic barrier that exists between the Galapagos Islands and the continent of South America. Record your answer on line b. 4. Some of the older islands in the Galapagos are about 5 million years old; they formed as a result of volcanic activity. Describe how animals and plants could possibly have arrived at the newly formed islands over this time period. Record your response on line c. 5. One of the organisms that is thought to have arrived is one or more finches from South America. It is thought that the 13 different species of finches which exist in the Galapagos speciated from a single type of finch that arrived from the continent. Study the diagram illustrating what scientists believe is the evolutionary relationship of the finches. 6. Answer the following questions on the next page. d.) What is the original ancestor of the finches? e.) How many species of finches are there? ©2006 27 Name Evolution Speciation cont’d. 7. 8. The finches in the Galapagos provide an excellent example of the process of adaptive radiation. Adaptive radiation is the process by which a species evolves into a number of different species, with each occupying a new environment or niche. f.) What do you think promotes adaptive radiation? On the next page are 3 different diagrams illustrating the head and bill structures of three different species of finches. Each different species is labeled. g.) Describe how the beak structures of each bird differs. h.) Describe the type of food each bird feeds on, and describe the type of environment in which it spends most of its time. i.) Explain why the Galapagos finches are a good example of adaptive radiation. a.) ____________________________________________________________________ b.) ____________________________________________________________________ c.) ____________________________________________________________________ _____________________________________________________________________ d.) ____________________________________________________________________ ______________________________________________________________________ e.) ____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ f.) ____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ g.) ____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ h.) ____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ i.) ____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ©2006 28 Evolution Name Speciation cont’d. Large Ground Finch Warbler Finch Woodpecker Finch ©2006 29 Evolution Name Vocabulary of Evolution Directions: Unscramble the vocabulary words in the first column. Match the words to the definitions in the second column. ____ 1. mticpiooetn _____________ a. the scientist who wrote The Origin of Species By Means of Natural Selection ____ 2. eaopiisctn _____________ b. famous book published by Charles Darwin in 1859 ____ 3. aehlCrs rnaiDw _________ _________ c. a change in a species over time ____ 4. eruiorocovpdtn ________________ ____ 5. eTh inriOg fo eepiScs yb aMnes fo taarNul ltnecoSei ____ _______ ___ ________ ___ ______ ___ ________ __________ ____ 6. rtnaaovii ___________ ____ 7. auantrl eetoslcin _________ ___________ ____ 8. tiarfiaicl slcineeto ___________ ___________ ____ 9. otnvuoeli ___________ ____ 10. aaodtiaptn ____________ d. the survival and reproduction of those organisms within a species that are best adapted to their environment e. intentionally selecting and breeding certain desired traits in living things f. the practice of producing many more offspring than can survive in nature g. the process of members of a species competing for food, living space, or breeding partners h. differences in traits or characteristics within a population i. a variation that makes an organism better suited to its environment j. the evolution of one or more new species from a single existing species ©2006 30