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EVOLUTION
This entire packet must be kept in your Living Environment
binder at all times.
The contents of this packet are your
responsibility to obtain during class and you will be held
accountable for all of the material at the end of the unit.
_________________________
Student Signature
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Parent Signature
I. The History of Life
A. Earth in its younger years
B. Our Clues to the Past
Fossils –
Sedimentary Rock –
Read “The Inside Story: The Fossilization Process” on page 381,
then describe how the movements of Earth might expose a fossil.
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Thinking Critically:
Could ferns have lived in
Antartica?
Scientists have discovered fossil remains of
ferns in the rocks of Antarctica. These fern fossils are
related to ferns that grow in temperate climates
today. Read each statement below and judge whether
or
not the statement is reasonable. Explain the reason for
each of your judgments.
1. Fern fossils in Antarctica are of plants that could withstand freezing
temperatures.
2. The ferns in Antarctica may have been mutated forms of ferns that
grew in warmer climates.
3. The temperature of earth may have been much warmer millions of
years ago than it is today.
Summarize the Videodisc clip “The Secret of Life: Layers in Time” below:
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C. What Time is it?
The Geologic Time Scale –
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II. The Origin of Life
D. The Early Ideas
Spontaneous Generation –
In 1668, an Italian physician, Francesco Redi disproved the common idea
that maggots came from decaying meat. Draw and describe his
experiment below.
In the mid-1800’s, Louis Pasteur designed an experiment that disproved
spontaneous generation. Describe Pasteur’s experiment below.
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Biogenesis –
E. The Modern Ideas
How did life begin on Earth?
Step 1: Organic Molecules are Formed
Step 2: The Formation of Protocells
Step 3: The First True Cells
The Heterotrophs –
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The Autotrophs –
III. Evolution and Darwin
“Whilst this planet has gone on cycling
according to the fixed law of gravity,
endless forms most beautiful and most
wonderful have been, and are being,
evolved.”
- Charles Darwin
Evolution –
A. What is known of Darwin’s travels?
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B. Darwin’s Conclusions
1. Adaptation –
2. Overproduction
3. Variation –
4. Survival of the Fittest –
5. Competition –
All of the above five ingredients made up Darwin’s theory of Evolution by
Natural Selection.
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Natural Selection –
Observe Figure 15.2 in the textbook on page 403. The diagram explains
how species change over time using Darwin’s idea of natural selection.
Describe each picture in the following boxes.
A
B
C
D
C. Darwin’s Finches
What is different about these four finches?
Explain why there were various types of finches
on the Galapagos Islands.
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Activity 1: Darwin's
Great Voyage of Discovery
In 1831, at the time of Darwin's voyage, travel was difficult and costly, and people
seldom ventured far from their homes. Darwin, however, spent five years exploring the
world. He set foot on many locations in the Southern hemisphere. As he traveled
from place to place, Darwin was surprised, not by the differences between species, but
by their similarities. He wrote in his journal of the Galapagos Islands, "...there is even a
difference between the inhabitants of the different islands; yet all show a marked
relationship with those of America, though separated from that continent by an open
space of ocean, between 500 and 600 miles in width." At this early stage in his life,
soon after graduating from college, Darwin was already accumulating evidence and
asking questions that would lead to his theory of natural selection. Follow in Darwin's
footsteps as he travels the world and changes from an amateur naturalist to a noted
scientist.
Who Was Charles Darwin?
Procedure
Part A: Putting Darwin on the Map
1. Use the world map and the excerpts from Darwin's The Voyage of the Beagle
provided. Each journal excerpt describes a location and includes a date and a latitude
and longitude listing.
2. Trace Darwin's voyage by reading the excerpts. You will find that the journal excerpts
are not in chronological order. The Voyage of the Beagle is a collection of many of
Darwin's journals, and he arranged the entries in this book by geographical area
rather than by time. Make a list of the longitude and latitude listings in the correct
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time sequence. Number them and then place these numbers in the place on the map
that corresponds to their longitude and latitude readings. If you have room, label
each location on the map with the date he visited.
3. When you are finished, connect the excerpt locations with a line. Start in England in
1831 and follow Darwin's route until he arrived back in England in 1836.
4. When you are finished with your map, you should illustrate it. Draw small pictures
to represent the observations Darwin made as he explored places along his route. If
you don't have room on your map, you may want to draw the illustrations on an
additional sheet of paper and number them to correspond to places on the map.
5. For extra credit, add other places mentioned in Darwin's journal excerpts and letters
to make a more accurate path.
Part B: Observations Lead to a Theory
1. Finally, list ten significant observations Darwin made in one column and the
significance of the observations in another column. Reflect on the importance of
Darwin's voyage to the development of his theory of natural selection.
2. Draw a concept map in the space below to show how these ideas relate to one
another.
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Part B. Observations Lead to a Theory
Significant Observations made by Darwin
Significance of the Observations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Explain how Darwin’s voyage important to the development of his natural
selection theory.
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Background: Darwin Embarks on His Journey
In 1831 Charles Darwin received his Bachelor of Arts degree from Cambridge
University in England. Darwin began his studies with the hopes of becoming a
physician like his father. He soon abandoned this idea because he couldn't stand the
sight of blood. Instead Darwin decided to study divinity and become a pastor in a
small church. Darwin's real love, the study of natural history, would fit nicely into the
life of a country clergyman. Darwin received encouragement to study botany and
geology from his professors, particularly his mentor, botany professor John Henslow.
Upon returning home after graduation, Darwin found two letters waiting for him. The
first letter was from Captain Robert Fitzroy, who was planning to complete a survey of
the tip of South America. He invited Darwin to travel on board the Beagle as an
unpaid naturalist.
The second letter was from his former botany professor John Henslow, who explained
why he had recommended Darwin for this position:
I have stated that I considered you to be the best qualified person
I know of, . . . not on the supposition of your being a finished
Naturalist, but as amply qualified for collecting, observing, &
noting any thing worthy to be noted in natural history.
Darwin wrote back to Henslow:
As far as my own mind is concerned, I should, I think, certainly
most gladly have accepted the opportunity, which you so kindly
have offered me.... But my Father, although he does not decidedly
refuse me, gives such strong advice against going...that I should
not be comfortable, if I did not follow it.
Darwin immediately told his close uncle, Josiah Wedgewood, about the offer.
Darwin's Uncle Josiah thought the trip would be a great opportunity for a young
graduate. Darwin's uncle had good answers to all of Darwin's father's objections and
encouraged Darwin to write his father and ask him to reconsider. Darwin's father did
reconsider and eventually allowed Darwin to join Fitzroy on the voyage of the Beagle.
(Darwin needed his father's support because the position was unpaid.)
Darwin's voyage changed his thinking about natural history, including the Earth's
landforms and all living organisms. It also changed the course of science.
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Activity 2: Evolution's
Role in History
Charles Darwin did not step off the Beagle and discover "evolution" lurking under a rock on the Gala
Islands. Darwin based his theory on his own observations and the work of previous scientists. For inst
geologist Charles Lyell argued in 1830 that the Earth was formed through gradual, slow-moving proc
This helped give Darwin the idea that living things might also evolve. The English economist Thomas Ma
had the idea that since more creatures are born each year than the number that die, populations are h
check by famine and disease. This sparked Darwin's idea about natural selection. Perhaps evolution was
surprising idea, but an idea whose time had come. After all, Alfred Russell Wallace sent a letter to D
proposing very similar ideas before Darwin had published his theory. In this activity, you will see
evolutionary theory depended on the scientific ideas that came before it and influenced the ideas
followed it.
Procedures
Part A: Evolutionary Theory Evolves
1. Tape three sheets of white paper together, end to end, the long way, and
use a ruler to draw a line across the center. Devise a scale for your timeline
starting with 1600 and continuing to the present.
Visit the Evolution Revolution Web activity and select "Rise of
2. Evolution."
(http://www.pbs.org/wgbh/evolution/religion/revolution/ed_pop.html)
3. Record the 37 events from the Rise of Evolution timeline on the bottom half of your timeline. Use
own words to describe each event. Label this half of the timeline, "Events in the History of Evoluti
Thought."
4. Next you will add events from world history to the top half of your timeline. Visit the Hyper History
site
(http://www.hyperhistory.com/online_n2/History_n2/a.html)
Choose about 30 events from world history. You should find events that are familiar to you, so when
look at the timeline as a whole, you will have a better sense of when the important steps in
development of evolutionary thought took place. Label this half of the timeline "Events in World Hist
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Part B: If Only He Had Known...
1. Highlight the events or individuals on the evolution section of your timeline that influenced C
Darwin as he created his theory of natural selection. Use another color to highlight or circle the peop
events that could have helped Darwin if he had known about them.
2. Discuss your selections with your classmates. Speculate about how Darwin's theory might have
different if he had known about genetics, the age of the Earth, and other related ideas. Record
speculations in the space below.
Speculations:
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IV. The Modern Theory of Evolution
A. There was one part of Darwin’s theory that he could not explain.
He knew that there were variations between generations, but he
could not explain why they existed.
B. The Modern Theory of Evolution explains these variations
through genetics. The variations are caused by mutations in the
genes.
C. Mutations:
1.
2.
3.
V. Evidence of Evolution
A. Anatomy:
Definition
Example
Homologous
Structures
Analogous Structures
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Vestigial Structures
B. Cytology (Cells)
C. Biochemistry
D. Embryology
VI. The Evolution of a Species
A. Speciation
Way in which speciation can occur:
1. Geographic Isolation
Create a drawing that will illustrate the definition.
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2. Reproductive Isolation
It’s Not Fair! Activity
1. All players begin as the same organism (a salamander) with the
following features:
A. Salamanders are small amphibians that live in
water or in moist terrestrial habitats
B. Color - red; Skin - moist, soft; Size - 6 inches long; Body temperature
- cold blooded; Diet – invertebrates
C. Reproduction  Attracts mate by smell
 Mates on land
 Lays eggs in shallow pools of water
 Does not care for young in any way
D. Behavior -
 Does not hibernate
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 Rests at night in holes in the ground, under logs, or
wherever it can find some shelter
 Mute
E. Physiology -
 Low endurance - must rest after moving continuously
for several minutes
 Weak swimmer - is carried away by a current flowing
faster than haIf a mile per hour
 Moves slowly on land and cannot jump
 Body and eggs absorb salts from salt water so it cannot
survive in a saltwater environment
F. Habitat - Forested regions bordered by a large river. There are many
other organisms. Winters are not severe; snow rarely
accumulates.
2.
The game will be organized into rounds that represent periods of
roughly 1 million years. These rounds will be organized as follows:
A.
At the beginning of each round each player picks up to
2 mutations from a list displayed at the front. Many mutations will
appear in more than one round with new mutations added in each
round.
B.
Each mutation is permanent to the player’s species and
will be effective in all the following rounds.
C.
Any new mutation replaces any contradicting traits
which are indicated by brackets [] after the mutation.
D.
Some mutations require previous mutations. These
prerequisites are listed in parentheses () after the mutation.
E.
After mutations are chosen, an environmental change
is randomly picked from the list. These environmental changes only
have an effect in the round in which they are chosen and should
not be used twice; no points will be gained or lost for past
environmental change.
3.
Scoring
A.
Each student (or team) begins with 5 points. A score of
zero (0) represents extinction and the player is out of the game. Players
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attempt to survive and increase their scores.
1.
If an environmental change is beneficial, + I
If an environmental change is detrimental, -1
5)
(Start @
Points
2.
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Environmental Change
Mutation Description
10
9
8
7
6
5
4
3
2
1
Mutation(s)
Round #
What does the salamander look like now?
Create a sketch of your organism after all ten rounds. Label all the parts
of your organism and describe their function.
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Answer the following questions after completing the “Its Not fair” activity
1. Did your organism survive or go extinct?
2. Describe your organism after all the rounds.
Include in your
description all components that are included in the original description.
If your organism went extinct, describe it when it went extinct.
3.
a. Can your organism survive in its current habitat? If not, explain
where it would have to live.
b. Could it survive in other habitats now? Explain
4. Were any of your mutations actually detrimental to the organism when
an environmental change occurred? Explain.
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5. Which environmental changes were most detrimental to your
organism?
VII. Time Frame for Evolution
Gradualism
Punctuated Equilibrium
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VIII. Patterns of Evolution
A. Adaptive Radiation
B. Divergent Evolution
C. Convergent Evolution
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Critical Thinking
Imagine a population of gray squirrels
became deposited suddenly on an island. This
island contained environments such as a
swamp, a desert, a tropical rainforest, and a
snow-covered mountain.
will the squirrels go to?
What environment
Describe some
adaptations that might occur in the population
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of gray squirrels over time.
Assuming that speciation occurs over the
next few million years, what will the squirrel look like now?
Draw a
picture of what the gray squirrel has evolved into.
 What environment will they go to?
 Adaptations that might occur?
 Picture of what the squirrel looks like after millions of years of
being in a new environment?
What caused the changes to the squirrel?
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Evolution Review
This review assignment will be collected for a grade the day of your
evolution unit test.
Vocabulary: (33 points)
Place each vocabulary word on the top of a notecard (or paper cut
to the size of a notecard). On the card write the definition of the term in
your own words and a small picture to illustrate to definition.
Evolution
Fossils
Geologic time scale
Spontaneous generation
Primordial soup
Camouflage
H.M.S. Beagle
Finches
Homologous structures
Galapagos Islands
Analogous structures
Natural selection
Vestigial structures
Adaptation
Cytology
Overproduction
Biochemistry
Variation
Embryology
Survival of the fittest
Speciation
Competition
Geographic isolation
Mutation
Reproductive isolation
Anatomy
Gradualism
Punctuated equilibrium
Adaptive radiation
Divergent evolution
Convergent evolution
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Bipedalism
Primate
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Concepts and Theories: (21 points)
Write each concept or theory from below on its own notecard. On
the notecard describe the concept from the activities, labs, and
notes we have taken in class. The description must be in
your own words. No pictures are necessary.
Life comes from existing life.
Darwin’s Theory of Evolution through Natural
Selection
The Modern Theory of Evolution
Evidence for Evolution (lab)
Peppered Moth (lab)
Beaks of Finches (lab)
Apes to Man
Who’s Who in Evolution: (12 points)
Describe the work of each scientist on a notecard.
Francesco Redi
Louis Pasteur
Miller and Urey
Charles Darwin
Evolution
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