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Living Environment Student Work Unit Lesson # Lesson 16. Charles Darwin & Natural Selection Name: Period ______ Laboratory Experience ## Worth ### Lab Minutes Date : Bridge The variations that you saw in the plants during your lab test show an example of variation in a species. Do you think that the plants you examined yesterday have a common ancestor? What evidence do you have to prove that? Why would there have to be more than one variety of this flower? Objective: Identify the process of natural selection and evidence that was used to develop Darwin’t concept Essential Question: What evidence influenced Darwin and his theory of evolution? Mini Lesson Page |1 Living Environment Student Work Unit Lesson # The goal of life is survival, and that survival has been dictated by the laws of nature. Scientists for as long as we know have struggled with what these laws are. Everyone has been able to observe how life goes on around them, but it wasn’t until one naturalist was able to speak up and back up those laws that people started to really put the pieces together. It is important to note that evolution does NOT explain how life began, but rather it explains how life has changed and diversified over time. So what is the science that has driven life for these billions of years? Greatest Discoveries: Introduction Linneus and classification as well as Darwin’s theory of evolution Evolution in the Galapagos: Work Period Answer the following questions based on the videos and what we have studied so far this year: 1. What exactly does natural selection mean? 2. What drives natural selection to occur? 3. The videos gave examples of organisms on the Galapagos Islands and how they have “evolved” over time. 4. Why is it that organisms that started out as the same species came to develop new species on each of the islands? 5. Explain how populations of finches shifted from year to year based on the observations and measurements of the scientists studying the Galapagos Islands. 6. How does everything we have studied so far this year support Darwin’s theory of natural selection? Page |2 Living Environment Student Work Unit Lesson # Summary What evidence influenced Darwin and his theory of evolution? Closing So if natural selection, this idea of survival of the fittest”, is the mechanism for evolution and survival is the driving force behind it, what interactions/processes or behaviors of organisms are leading the way? Page |3 Living Environment Student Work Name: Unit Lesson # Period ______ Date : Independent Practice Excerpt reading from Origin of Species with questions Page |4 Living Environment Student Work Name: Unit Lesson # Period ______ Date : Title of Lab: ______________________________________________________ Exploration Use this space to record observations that relate to the question being investigated. Also record researched facts that might relate to the investigation as well. Question Record your question that you will be investigating here. It is best to write it in a “Does __________________ affect ________________? Format so the variables are easy to identify (first line is always the independent variable, second line is always the dependent variable) Identify your Variables Independent Variable: Dependent Variable: Page |5 Living Environment Student Work Unit Lesson # Prediction/Hypothesis Based on the question that you asked, record your thoughts on what the result will be and why. Use the “I think ___________________________________, because ______________.” format. Experimental Design List the materials that you are going to use and the procedure (steps) you are going to take to test your hypothesis. Materials: Procedure: Data Collection Use this space to organize and collect your data. Remember, data can be qualitative (descriptions, words, observations) as well as quantitative (numbers, values). Use both kinds of data when you can. Organize your data into a table with a title, make a graph whenever you can, and use the variables to help you do this! Page |6 Living Environment Student Work Unit Lesson # Data Analysis Put your data into words. This will be a relationship of your variables: what happened to the dependent variable when you changed the independent variable? Evaluation This is where you talk about your experiment. Discuss how your results compare to your hypothesis: do you agree or disagree with your original thoughts and use evidence from your experiment to back this up. Second, discuss sources of error (at least 2), or things that could have gone wrong in your experiment. Finally, develop a further investigation question: based on what you found out in this experiment, what else do you wonder about? Again, use your “Does ________ affect __________” format for this question. Page |7