evolution - xtec 1 evolution jaume casado ies rocagrossa unit 1 evolution ... a distinguishing...

EVOLUTION

JAUME CASADO IES ROCAGROSSA

UNIT 1 EVOLUTION JAUME CASADO IES ROCAGROSSA

Unit 1 Evolution 1

LESSON 1 WHAT IS EVOLUTION?

1. How does science work

2. Introducing the concept of evolution

3. How does evolution occur?

4. Natural Selection

5. Change and isolation

6. Breeding

Come on…. What does a SCIENTIST do?

1. Written below is the definition of a SCIENTIST. Read it aloud and

then individually match the word with the sentences:

• Scientist (origin: scient(ia) SCIENCE + -IST)refers to an expert in science, esp.

one of the physical or natural sciences.

• What does a scientist do? He/she has to make observations and collect facts,

make hypothesis to make a prediction, test the prediction, reject or improve the

hypothesis and repeat it if necessary. If the hypothesis “stands up” to rigorous

testing it becomes a THEORY. All the researchers have to work under the

same conditions.

. Observation - To do it again.

. Hypothesis - To refuse.

. Test - An idea that has not been proved yet.

. Reject - An idea intended to explain something.

. Repeat - The ability to watch someone or something

. Theory - Method for trying or assessing.


Unit 1 Evolution 2

2. Fill in the gaps using the words given below: (Discuss it in pairs and then correct it in plenary) repeat test hypothesis theory reject improve observations Darwin was a scientist who travelled around the world making…………………… (1)and

collecting facts about different animals , plants, earthquakes and rocks. He decided to make

a.…………………………... (2) about the origin of life. He had to ……………….. (3) his

hypothesis and sometimes had to…………………..(4) the prediction he had made and had

to …………………(5) it again or …………………….it (6). Finally in 1859, he published his

…………………………. (7) known as On the Origin of Species.

3. Explain what a scientist such as Darwin has to do. Put the statements

given below in the correct order and write it down on your sheet:

a. I am wrong, I will try again.

b. Perhaps it is a good idea to put it in….

c. This fact occurred because…

d. Why did this fact occur?

e. I have to check it

Let’s start with EVOLUTION

Could you explain the process of evolution?

Look at this picture which shows the process of evolution. Using only one word explain

the meaning of evolution.

Evolution is a…………………….


Unit 1 Evolution 3

What is evolution? In biology, evolution is change in the genetic material of a population of

organisms from one generation to the next. The change is slow and continual. It explains

how advantageous adaptations become more common within a population of organisms:

□ If you click here you will see EVOLUTION in movement:

http://cas.bellarmine.edu/tietjen/facultyseminar/ns01.gif

Charles Darwin and Alfred Wallace “came up with” the Theory of evolution by Natural selection. Scientists use theories to attempt to explain their observations, Charles Darwin was no exception.

Darwin made four key observations about the world around him:

OBSERVATIONS:

a. Organisms produce more offspring than survive.

b. There is variation in the characteristics of members of the same species.

c. Some of these characteristics can be passed on from one generation to the next.

d. Individuals that are best adapted to their environment are more likely to survive.

Darwin wrote his theory of evolution by natural selection to explain his observations:

THEORY:

A. Individuals within a population show variation in their phenotypes (their observable

characteristics).


Unit 1 Evolution 4

B. Predation, disease and competition create a struggle for survival.

C. Individuals with better adaptation (characteristics that give a selective

advantage) are more likely to survive, reproduce and pass on their advantageous

adaptations to their offspring.

(e.g. being able to run away from predators faster or a “thornier “cactus is

more likely than other cactuses to be left alone by animals, rather than be eaten and

die).

D. Over time, the number of individuals with the advantageous adaptations

increases.


Unit 1 Evolution 5

E. Over generations this leads to evolution as the favourable adaptations become

more common in the population.

4. Circle the correct word and write below a short sentence with each.

1. evulotion evolution avolution envolution

2. Darvin Darrin Darbin Darwin

3. organisim organo areganoi organism

4. environment enverinemet anveriment invememn

5. ofspring theoffspring offspring offsummer

6. notural natural noatural nutural

7. silection solecton eslection selection

8. species spicegirl espicee espetial

9. mutio mition mutation meterere

10. ansectrum ancestor encatorty castert

11. stroggle struggle striaggle estriggele

12. adobtr adaptat adaptation indaptate

13. treoi threor theory triory

14. servett surbibe srsuti survive


Unit 1 Evolution 6

5. Match each definition with a word.

Predation Environment Offspring Mutation Ancestor

Competition

Variation Isolation Survive Natural Selection

1. Differences among members of a species

2. A relation between animals in which one

organism captures and feeds on others.

3. Change in a sequence of DNA.

4. When an organism of the same species is

separated.

5. To remain or continue in existence.

6. Someone from whom you are descended.

7. Rivalry for supremacy

8. External factors surrounding and

affecting a given organism at any time.

9. Any immature animal.

10. A natural process resulting in the

evolution of organisms best adapted to the

environment.


Unit 1 Evolution 7

6. Word scramble

Write the correct word and write a short sentence using this word:

1. iobylgio

2. iotuvoenl

3. eggltsur

4. iitafrlaci ciontelse

5. fringpsof

6. itaonviar


Unit 1 Evolution 8

7. Complete the crossword

1

2

3

4

5

6 7

8

9

Across Down

2. Act of noticing or perceiving

4. A difference or deviation in structure

or character from others of the same

species or group.

6. The genetic characters transmitted

from parent to offspring,

8. To transform or convert.

9. A person or animal that is descended

from a specific ancestor; an offspring.

1. A distinguishing characteristic or quality

3. A process of gradual, peaceful,

progressive change or development, as

seen in a social or economic structure.

5. On the origin of……..

7. The act of adapting.


Unit 1 Evolution 9

8. Fill in the gaps using the words given below:

Discuss in pairs and then correct it in plenary)

population die more offspring surviving selected

struggle for existence species variation variation

Inherited

Organisms tend to produce…………………………….than the environment will support.

A……………………………………………. follows and a large number of these offspring die before

reaching reproductive age. Members of the same ……………are not identical but show

…………………..in all characteristics. Much of this………………….. is …………………………….Those

offspring better adapted have a better chance of ……………………………Those offspring less

well adapted to their environment ………….. This process is repeated generation after

generation. The organisms with the best characteristics are ……………….. and survive and

eventually predominate in the…………………………

9. Which of the following does NOT form part of the theory of

evolution proposed by Charles Darwin? Discuss in plenary

A. A struggle for existence occurs because organisms tend to produce more

offspring than the environment will support.

B. members of the same species are not identical; they show variation.

C. Any perjudicial change in an organism‘s phenotype is inherited.

D. Those offspring less suited to the environment are likely to die before producing

offspring.


Unit 1 Evolution 10

10. Match up the correct beginnings and endings. Then copy them onto

your sheet or into your note book.

Beginnings Endings

A. Every organism must… 1. …members of a species to

survive and reproduce better

than others.

B. Some variations allow… 2. …in a species are exactly the same.

C. Organisms pass… 3. ..in which better adapted organisms are

gradually selected over billions of years

D. Not all of the individuals…… 4. … struggle to survive.

E. Biological evolution it is a process .. 5. .. their traits to their

offspring.


Unit 1 Evolution 11

11. ICT ACTIVITY In this image you can see Alfred Wallace and Charles Darwin. Both came up

with the theory of evolution. Look through these web sites, work in pairs and

interview each other with questions about: http://en.wikipedia.org/wiki/Alfred_Russel_Wallace http://en.wikipedia.org/wiki/Charles_Darwin

Where and when they were born;

Where and when they died;

What they did;

Their nationality;

They were known because.…;

The problems associated with their

theory….

Alfred Wallace and Charles Darwin

1. BIOGRAPHIES


Unit 1 Evolution 12

Natural selection Darwin called the process of “weeding out” or eliminating the species less adapted to

survival, NATURAL SELECTION. Since environmental conditions are constantly changing,

natural selection is forever changing because of new biological forms.

Environmental change is any change in an environment to which an organism must adapt.

The change in the environment may be brought about by an abiotic (non living) factor such as

atmospheric pollution, or by a biotic (living) factor such as a disease or (predated by an other

animal.)

Look at the picture for an example: the crows eat the green beetles because the colour

of the beetles contrasts easily with the colour of the soil.

These changes in animals or plants can take millions of years, but sometimes a change in

an environment can also be quick, such as floods volcanoes or earthquakes. These changes may not be caused by the environment itself, but by the organism’s movement to a different

environment. Erupting volcanoes cause sudden, drastic change in an area, forcing organisms to “evolve” rapidly to adapt to the new environment.

These penguins looked much like others birds. As their

environment became colder and wetter (possibly because of their

migration), the birds “evolved” many traits to help them to survive in

the changed environment.


Unit 1 Evolution 13

12. Dictionary activity. Look in the dictionary for the meanings

of: “Weeded out” and “evolved”. Write the meaning below:

13. Match each picture with one word selected from the box below: 1. 2. 3.

4. 5. 6.

7.

Evolved Advantage Struggle

Offspring Variation Species

Predation Variant Adaptation

1. 2. 3. 4. 5. 6. 7.


Unit 1 Evolution 14

14. What name did Darwin give to the “weeding out” process which

promotes the survival of the “fittest” in each generation?

15. Describe what is happening in figures 1-3. Is the population of mice different in figure 3 than in figure 1? Explain why.

Living things that are well adapted to their environment survive and reproduce. Those

that are not well adapted don’t survive and reproduce. An adaptation is any

characteristic that increases “fitness”, which is defined as the ability to survive and

reproduce. What characteristic of mice is an adaptation that increased their

fitness?


Unit 1 Evolution 15

16. Below is a series of pictures representing changes in a population

of cactus. Pictures 1 and 2 show what happened when a “deer” came to eat, picture 3 shows the cacti a few weeks later (notice the flowers on the right-hand

cactus), and picture 4 shows the situation a few months later.

Remember that the three conditions listed below are necessary for natural selection to

take place.

1. Variation in characteristics within the population: In picture 1, what is the

main difference between the cactus on the left and the cactus on the right?

2. Differences in survival and reproduction, fitness: Why would a deer be more

likely to eat the cactus on the left than the cactus on the right?

What effect does the deer's behaviour have on the survival and reproduction of

these two types of cactus?

1 2

3 4


Unit 1 Evolution 16

3. Heredity of characteristics from parent to offspring: The difference

between the cacti is a hereditary characteristic (see picture 4).

Do you think that evolution by natural selection is occurring in this cactus population?

Explain below why or why not: LOOK AT:

Industrial melanism in the “peppered moth” ( Biston betularia ).

Two forms of the peppered moth (Biston betularia) exist. One form is light

brown with dark “speckles”; the other is completely dark (melanic) in colour. They

differ by only one allele of the gene which controls the formation of dark pigment

(melanin).Both forms of the moth fly by night and rest on the “bark” of trees during the day.

Prior to the industrial revolution in the 1800s, the light form was common

throughout Britain and the darker form was rare “indeed”. “Surveys” in the 1950s (see figure 2.) showed that the pale form was most

abundant in non-industrial areas where the dark form was abundant in areas suffering

from heavy industrial air “pollution”. Experiments and direct observations strongly

support the following explanation of these “findings”.

PAY ATTENTION TO and READ CAREFULLY the possible EXPLANATION:

(i) “In non-polluted areas, the tree trunks are covered with pale-coloured lichens

and the light-coloured moth is well “camouflaged” against this pale “background” (see figure 1.). However the dark form is easily seen and eaten by predators such as

“thrushes”. (ii) In polluted areas, toxic gases kill the lichens and “soot” particles darken the tree trunks. As a result the light-coloured moth is easily seen whereas the dark one

is well “hidden” and is favoured by natural selection”.


Unit 1 Evolution 17

Figure 1. Figure 2.

BE CURIOUS: . If you would like to know more about Industrial melanism log on to these websites:

http://en.wikipedia.org/wiki/Peppered_moth_evolution

http://www.millerandlevine.com/km/evol/Moths/moths.html

17. Dictionary activity: Using a dictionary look up the meaning of all the words in italics from the

text, and write it below:


Unit 1 Evolution 18

17. Which form of peppered moth was most common in Britain before

the industrial revolution? Give reasons.

18. Which form of peppered moth became the most common in

industrial areas following the industrial revolution? Give reasons.

19. Do you think the cause of the environment changing was a biotic or an abiotic factor? Give reasons.


Unit 1 Evolution 19

CAN YOU SEE ME?

20. Look at the pictures and explain what kind of animals they are. Explain in your own words what this camouflage means by filling in the gaps with

the words from the box.

1. 2. 3.

5.

4. 6.

7. 8.

It is an/a………………………and it has……………….this form to the……………........ to avoid being………………by a……………………

eaten adapted predator environment


Unit 1 Evolution 20

EVOLUTION CAN LEAD TO SPECIATION Remember!!! “A species is defined as a group of similar organisms that can reproduce to produce fertile offspring”.

Speciation: is the name given to the process by which one species may evolve into another becoming two, three or more species. Species can exist as one or more populations. Speciation happens when populations of the same species evolve to become so different that

they can’t breed with one another to produce fertile offspring.

Study the picture carefully: The canyon is a barrier to dispersal of

small mammals, and as a consequence the

isolated populations can diverge in two or more

different species. In this image the canyon has

separated an original species of squirrel in two

different species.

This process has taken a long period of

time.

LOOK carefully AT the following explanation: 1. The members of the initial population share the

same genes and interbreed freely.

2. The population becomes “split” into two isolated

sub-populations by a “barrier” which prevents

interbreeding and gene exchange. 3. Mutation occurs at “random”. This means that a new

variation “arising” within each group is not “shared”

by both groups.

4. The Natural Selection affects each sub-group in a

different way by favouring the members’ genes of

that sub-population best adapted their environment.

5. After a long period of time the gene pool is so

altered that the groups become genetically distinct

and isolated

6. If the barrier is removed, they are no longer able to

interbreed. Speciation has occured and two separate distinct species has evolved.


Unit 1 Evolution 21

There are two main different

kinds of speciation:

A. Allopatric: Allopatric means

“different country”, and happens

when one population is separated by

a barrier ( river, mountain, desert.)

which produces a geographical isolation. and as a result becomes two different populations that can

not interbreed.

B. Sympatric: Sympatric means together in the same place (“same country”). In

sympatric speciation species diverge by reproductive isolation , because the mechanisms of reproduction

occasionally develop to prevent interbreeding between

members of the same population:

LOOK At this pictures

21. Match each with a different kind of

speciation: Allopatric or Sympatric: 1. 2.

3.

4.

1. 3. 2. 4.


Unit 1 Evolution 22

Darwin’s finches are also a good way to explain how a species can diverge from a

common ancestor as this picture shows:

Darwin’s Finches is a case of allopatric speciation:

Darwin observed 14 species of finch,

and each species of finch was unique. The

finches were similar except for the size and

shape of beaks which had adapted according

to the food sources.

Darwin thought:

a. All the species of finch had a

common ancestor (divergenth or

adaptative radiation )

b. Different populations had become

isolated on different islands.

c. Each population had adapted to

their different environments.

d. The populations had evolved so differently that they could not breed or produce fertile offspring.

Example of adaptative radiation in mammals:

Look carefully at the following diagrams:

22. Which of these diagrams best represent the adaptative radiation

(divergence) of Darwin’s Finches. Discuss your reasons in plenary

A. B. C. D.


Unit 1 Evolution 23

23. In the box below you will find different ways of

collecting food by different species of birds. Decide what shape

of beak would be needed for each type of food “gathering”.

Choose from the list of adjectives below:

Long, short, sharp, flat, curved, hooked, sack-like, spoon-like, crossed

E.g.: The beak of a cross bill is crossed because it eats conifer-seeds

The beak of a …………… is ….……….. because it ……….

Fish-eating bird of prey making holes in the trees

Filter –feeding seed eating catching insects by flying

Crustaceans under water small fishes and amphibians

aquatics

Conifer- seeds invertebrates under ground

fish-eating Sieving its food out of pond water


Unit 1 Evolution 24

24. Why when we live so far away, do we look so similar?

Emu (Australia) Rhea (South America) Kiwi (New Zealand) Ostrich (Africa)

Because we share……………………………………………………….

THE MYSTERY OF DARWIN

25. Darwin has a problem!!!, Can you help him?

On his return to Britain he has mislaid his notes about how the finches have

evolved in the Galapagos Islands. Please put his nine points in the correct order:

1. Isolated from the mainland, species A evolves to

species B.

2. Species A migrates from the mainland to the first

island

3. Species B evolves into especies C.

4. Species C migrates to the third island.

5. Species C recolonizes the first islands, but is now

unable to reproduce with species B.

6. Species C evolves into species D.

7. Species B migrates to the second island.

8. Species D evolves to species E.

9. Species D migrates to the first and second island.


Unit 1 Evolution 25

Look up in the dictionary all the new words you don’t know !!

Breeding is Artificial Selection

Artificial Selection is the process by which plants and

animals used by humans in horticulture, agriculture and leisure

have been derived from wild organisms.

The breeding of domesticated animals and the

cultivation of many plant crops began by Homo sapiens. Darwin drew attention to the varieties of animals and

plants that humans have bred artificially. Breeders have

produced many varieties. Darwin began to breed animals such as

pigeons to learn more about the natural selection.

Breeding is artificial selection. People decide what traits they want in an animal or

plant. They select those of the species that have that trait and mate them so that their

offspring have that trait.


Unit 1 Evolution 26

Dogs are the most common type of breeding in animals.

THE IMPLICATIONS OF BREEDING IN THE 21st CENTURY

Look at this picture

26. There are many different members of the cabbage family. Several

varieties have been selected to produce modern vegetables. Chose from the box the

features which you think have been selected.

If you don’t know any words look them up in the dictionary.

1. 2. 3. 4. 5.

Vegetable……… has been selected because of its ………….…………………………..

Large leaf big-skin purple leaf crossover

white crinkled flower

Green-crinkled leaves big-small-roots small leaf


Unit 1 Evolution 27

27: Make a sentence about one of these animals or plants> Choose the correct

words from the box. If you don’t know or can’t remember any name use the dictionary.

improve the

quality of

a rapid growth

of Name of animal

or plant

has been

selected/

has been bred

to /

to

produce

be resistant

wool hide milk eggs

meat-protein to diseases

crop- yield crop-field

cereals-crop


Unit 1 Evolution 28

28. Now you are going to test all you can remember about Evolution. Fill

in the gaps with the most suitable word from the box.

a. Natural…………………favours those members of a population best……………………….to

an environment.

b. The members of a ………………………form a naturally ……………………………..group which

is reproductively isolated.

c. The process of…………………………..depends on ………………………..that dividing a

population into two or more ……………………… groups.

d. Evolution is a ……………………. process. As new species appear, other less

successful ones become……………………….

e. Breeders use ……………………………selection to selectively breed organisms useful

to mankind.

artificial extinct species people barriers isolated suited

selection different continuous venue interbreeding variable speciation


Unit 1 Evolution 29

REFLECTION We know that many organisms successfully adapt to survive in their ever-changing

environments. But other species have become extinct due to (i) natural causes and

(ii) human causes (over-hunting, pollution…). One of the most popular extinct

animals is the Dodo-bird.

29. “Find out” more information about the Dodo and other extinct species and write it beside the picture. Use an encyclopaedia, the internet and other

sources.

(Remember to acknowledge the source).

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1

LESSON 2 EVIDENCE FOR EVOLUTION

1. Fossil record

2. Comparative anatomy and development

3. Vestigial organs

4. Similarities of embryos

5. Similarities of DNA

6. The Beagle trip

FOSSIL

Fossils are once-living organisms that have been turned

into rock in which the shape or form of the organisms

can still be seen.

Videos to watch (OPTIONAL): 1. http://www.youtube.com/watch?v=rX_WH1bq5HQ

2. http://www.youtube.com/watch?v=SA_UFImmulY

3. http://www.youtube.com/watch?v=TUxLR9hdorI

4. http://www.youtube.com/watch?v=g5m-SYiPYlg (MUTATION)

A. Fossil Record

One of the few animals for which we have a fairly complete evolutionary record is the

horse because all the main stages of the evolution

of the horse have been preserved in fossil form.

But, nowadays there still exists a lack of some fossil

records.

http://www.youtube.com/watch?v=rX_WH1bq5HQ

http://www.youtube.com/watch?v=SA_UFImmulY

http://www.youtube.com/watch?v=TUxLR9hdorI

http://www.youtube.com/watch?v=g5m-SYiPYlg


2

B. Comparative anatomy and development

Similarities due to common ancestry (homology among forelimbs in vertebrates). All these

organs have the same origin but different functions.

C. Developmental is due to common ancestry

Look at the pictures below. You can see trace similarities from an early stage. This means

that they come from a common ancestry.

http://www.youtube.com/watch?v=QnPJVMkO-0M


3

D. Vestigial organs

Vestigial organs are a result of common ancestry

E. Similarities of DNA

DNA testing is a tool that Darwin never had, but it has helped scientists after him to learn

and discover a lot about evolution. The quagga was the first extinct species to have its

DNA studied. The DNA showed that the quagga was not a separate species as had been

previously thought, but was a type of zebra.

http://www.en.wikipedia.org/wiki/Quagga


4

1. Look at these pictures and answer the questions below using the sentences

given in the box. Work in pairs.

. Are they similar?

. Count how many bones there are Colour in each one.

. Compare the bones of the whale "arm" with those of the rest of the animals in this graph

. Which looks like the best limb if you want to run?

. What about flying?

There are……….. bones in each animal limb.

They are/aren’t similar , but they are used for …………………….actions.

To run /fly is easier with the arm of……………………


5

Have you understood enough about evidence?

2. Match each picture with one piece of evidence of Evolution

A. B. C.

C. D.

A.

B.

C.

D.

E.


6

3. Read the three statements below:

a. The bone structure indicates that humans share a common ancestry with other vertebrates.

b. The bone structure indicates that humans have evolved from one of the vertebrates in Diagram

B.

c. The bone structure of these limbs has adapted to different ways of moving as the organism has

evolved.

Which of the statements are correct? Discuss in plenary.

1. Statements a and c.

2. Statements b and c.

3. Statements a, b and c.

4. None of the statements are correct.

I think statement……. is correct .because……………..

4. The fossil evidence indicates that new species have evolved from ancient

ancestral species. New species have survived, while ancestral species have become

extinct.Discuss in plenary.

Which of these is most likely to have caused the extinction of these species?

1 An increase in existing predator numbers

2 An increase in prey numbers

3 A change in the environment

4 An increase in the rate of fossilisation

I think the most probably cause could be…….. because ………..


7

5. Complete the crossword:

1

2

3

4 5

6

7

8

Across Down 2. the science dealing with the structure of

animals and plants.

5. a front limb of an animal.

7. of, pertaining to, or of the nature of a vestige.

8. extinct animal, similar to a zebra.

1. any remains, impression, or trace of a living

thing of a former geologic age, such as a skeleton

or footprint,

3. a fundamental similarity based on common

descent

4. belonging to or pertaining to the Vertebrata

6. that which tends to prove or disprove

something.


8

“Making up” your own “Travel Log” (Could be done as a Blog)

6. Imagine you are a scientist and you are sailing around the world. Describe in a diary all

your experiences. The travel log should contain at least:

Date: look at the map

Time: use any hour you want (e.g. at 7:30 in the morning, afternoon.. )

Place: look at the map

Weather conditions: windy, sunny, stormy, showers, overcast, cloudy, rainy, snowy, foggy,

breezy, fair, dry, wet.

Sightings: Galapagos Islands, Tierra del Fuego, Cape of Horn, Strait of Magellan, Cape of

Good Hope.

Landings: Tropical Forest, arid and sterile land, lagoons, coral reefs, volcanic land, cliffs,

cactus desert.

Observation on land (e.g. animals plants):Armadillo fossils, shell and fossilised teeth, Rhea,

giant Galapagos tortoises, large black marine Iguanas, Mockingbird, Finches, Lizards, a

megatherium skull, a few Insects, Rat-kangaroo, Platypus, Crustaceans, tamarinds, bananas,

palms and wild horses

Speed: In navigation knots ..2,3..6 knots an hour.

The travel log begins in Plymouth on 27th December 1831 and finishes in Falmouth on 2nd

October 1836.

Here are some examples – beware these are written in 19th century English!:

□ 27th December 1831

Plymouth We joined the Beagle about 2 o’clock outside the Breakwater, and immediately with every sail

filled by a light breeze we set off at the rate of 7 or 8 knots an hour, under the command of

Captain Robert FitzRoy.

.I was not sick that evening but went to bed early.

□ 20th November 1832

Montevideo

Went out collecting on the Mount. During my walk I came close to two of the great lizards of this

country. From the nose to end of tail the length must have been at least 3 feet.

□ 27th November 1832


9

Montevideo

The morning was windy, but the afternoon was fair & we ran up the river about 30 miles in order

to pump in fresh water. Anchored off the cliffs, called Santa Maria.

□ 29th &30th November 1832

Montevideo to the Bay of San Blas

Beautiful days, calm sea, & a fine breeze; what can the heart of man desire more?

…As far as the eye reached, the crest of every wave was bright; & from the reflected light, the

sky just above the horizon was not so utterly dark as the rest of the Heavens.

This morning the view was very fine, the air was clear and the mountains were projected against

dark blue or black clouds.

….During these two days there has been thick fog, with light breezes…

…The Captain landed for half an hour at Monte Hermoso,… to take observations. I went with him &

had the good luck to obtain some well preserved fossil bones of two or three sorts of Gnawing

animals

We have been for these three days cruising about the mouth of the harbour. The two latter were

boisterous, & there was a considerable swell on the sea. I, as usual very sick & miserable;

We got on board just in time to escape a heavy squall & rain. Walked to the coast West of Quail

Island with King, and collected numerous marine animals such as…..


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My Travel Log

Look at this map of Galapagos Island.

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7. Find out information about the Galapagos Islands and write the name of

each island. Colour them with different colours. Remember to write the source.


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8. Indicate on the map the Australian town known as Darwin.

Write below the map the reason why this name was given to this town. Remember to write

the source.

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9. Comparison of animals: Choose a pair., Why do you think they are related?

Then compare the others and fill in the gaps using the words or statements given below in the

box:

Look up any word you don’t know in the dictionary.

1. Mamut (extinct) 2.Elephant. 3. Archeopterix (extinct) 4.Iguana.

5. Zebra. 6. Cod fish 7.Ichthyosaurus (extinct) 8. Quagga (extinct)

9. Bird: sea-gull 10. Iguanodon (extinct)

The ________________looks like the___________________as it has ________and__________. The

____________seems/is_____________ than ________________, but now __________________

is_________________ .

horse-hair trunk tie ivory tongue wings feathers fins eyebrow eggs scales

lenses

taller claw anteater spots can swim fatter

stripes extinct smaller similar wider different


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LESSON 3 DARWIN AND LAMARCK

1. Comparing Darwin and Lamarck. 2. Lamarck’s Theory 3. Darwin’s Theory 4. Points of agreement 5. Darwin’s advantage 6. Religious controversy 7. Current theories

Look at this picture,

Do you think that if the father is a cyclist

and the mother as well, then their child will

also become a cyclist?

Yes/No because……….

Perhaps the child likes bicycles or may be a

good cyclist, but during his life he will

chose what he wants to do.

I agree/disagree because….

1. Explain what will happen if this

couple have children: will they have the same

muscles? Write your possible answers using the

statements given in the box:

Their children will /will not have these muscles if they do /do not take

part in sport.

If this couple have children, their children will develop / will not develop

muscles, like their parents.


2

Comparing Darwin and Lamarck

Agreements

Both Darwin and Lamarck agreed that the lives of animals had changed gradually

“over time” and were still changing. They agreed that living things change to adapt better

to their environments. They also agreed that all organisms are related in some way.

Disagreements

Darwin and Lamarck did not agree about some key points.

What Lamarck thought:

Lamarck believed that giraffes “stretched” their

“necks” to “reach” food. Their offspring and later

generations inherited the resulting long necks.

Lamarck also said that animal body parts that are

not being used, such as the human appendix, are

gradually disappearing.

Lamarck also believed that evolution happens

according to a predetermined plan and that

results therefore have already been decided.

Lamarck named his theory:

Theory of Inheritance of “Acquired” Characteristics.

2. Look in the dictionary for the new words highlighted above:


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3. Rewrite Lamarck’s theory using as an example the “use” of the

elephant’s trunk. Use the statements given in the box below and discuss in class.

….elephants all used to have… …inherited long trunks.

Lamarck believed that… …that they could reach…

…short trunks.

,they stretched their trunks……. and their offspring…

.When there was no water… ..with their short trunks,

…to reach the water

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What Darwin thought?

Darwin said that a giraffe’s neck length “varied “, and that competition for food

caused long–necked giraffes to have more offspring. They

have adapted well to their environment,

Those giraffes that have shorter necks and are less well

adapted, die.

The giraffes that survive, will have longer necks and will

pass this trait on to their offspring.

The new offspring are born with their parents’ helpful

traits, and gradually these traits become more common in

the population.

The individuals not so well adapted “died off”.

Darwin named this theory:

The Theory of Natural Selection.

Darwin also believed that evolution does not happen according to

any “sort of” predetermined plan.

4. Look in the dictionary for the new words highlighted above:


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5. Rewrite the theory of Darwin using as an example the “use” of the

elephant’s trunk. Use the statements given in the box below and discuss in class.

but some had longer trunks. Darwin believed that…

the ones with short trunks…. ….survived and reproduced.

.When there was no water… ..with their short trunks,

most of elephants used to have short trunks, ….died off,

and the ones with long trunks…..

Finally, all of elephants had long trunks.

….that they could reach with their short trunks,

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Measure your Knowledge !! How much do you know????

6. Answer this grid and discuss in plenary.

TOPIC

Who thought this-

Lamarck? Darwin? or both

of them. 1. Organisms have changed over time.

2. Organisms changed because they wanted to

survive.

3. There was variation in a population.

4. Certain traits helped organisms survive and

reproduce better than other organisms without

those traits.

5. Organisms can never become extinct.

6. The environment had something to do with why

organisms changed.

7. Parents are able to pass on at least some of

their traits to their offspring.

8. Parents are only able to pass on traits

that they were born with.

9. Organisms could decide to change something

about their body and pass on that change to their

offspring.

10. Organisms are still changing.


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Darwin’s Advantage

More people believe in Darwin’s theory because

we know a lot more about genetics in the 21st

century. For example, we know that the only way

for traits to be passed on is through genes.

Genes can not be affected by the outside world

because they are innate. So an animal’s efforts cannot be inherited by its offspring.

Further information go to:

http://www.stlzoo.org/downloads/IntrotoNaturalSelection

.pdf

We know much about Darwin’s life, but we don’t know much about

Lamarck’s life.

7. Do some research … Remember to note the source.

Work in pairs. Look in the encyclopedia and find out about Lamarck. Prepare

to do an interview in pairs about his life. One of you will be a scientist and the

other will be the interviewer. Here are some suggested questions below:

When was he born?

When did he die?

Which century does he belong to?

What was his nationality?

He is known because ….

http://www.stlzoo.org/downloads/IntrotoNaturalSelection.pdf

http://www.stlzoo.org/downloads/IntrotoNaturalSelection.pdf


8

Using the information that you have about Darwin’s life, write a short report about

the similarities and differences between Darwin and Lamarck. Use the statements given

in the box.

They both…..but…..

The main difference between them is that….

….is similar to…..because….

…..is different from….because…

…..both were…..

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8. Can you find the hidden words?

M K P U T H L B V V E Z K A I

C X B F A X B B R F U X J N Q

B X B D L E C E F Z A V R N M

J M P Z K C A O T Y L K E B T

G J E V H C R X R P T C K H F

F W S N H T J Z F N K C C V C

M N J T E H Q I A K R H V O A

Y R L M R G D H O A N A T A H

A Y B E O E P E M J R U V X U

O V H N N E T A R I M Q R G R

D P V X L G L C E I C I E T J

D Q Z E B K H D H R U Y M I E

Q V I K P G I T T E R Q C X Z

M D F S M C V W T K D Y C S N

D W G I R A F F E B S K U A I

1. Effort

2. Gene

3. Trunk

4. Length

5. Neck

6. Varied

7. Stretched

8. Acquired

9. Lamarck

10. Reach

11. Elephant

12. Giraffe


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Religious controversy

While Darwin and Lamarck were scientists, there were other beliefs in the 19th century which

still exist today according to certain religions. The mainstream idea was

that the animals and plants were created by GOD (The Idea of

Creationism), based on ideas from holy books such as the Bible. When

Darwin published his book “On the Origin of Species” in 1859 in London,

this created a huge controversy, including rejection and repulsion - as

shown in this satirical picture about Darwin.

Only a few scientists, such as Wallace and Huxley, supported Darwin.

Exploring the Religious Controversy:

How to deal with controversies in a sympathetic and sensitive way.

8. Look in the encyclopedia or any other research source

(Remember to note the source e.g. what part of the holy bible talks about

creationism.) Illustrate your report with pictures, quotations and extracts.

1. Introduction to the controversy

2. Presenting different arguments:

Some people believe… because….[with evidence]

Other people believe ….. because …. [with evidence]

A few others believe….. because… [with evidence]

3. Making up your own mind:


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Current theories

□ Gradualism

□ Punctuated Equilibrium

Gradualism and punctuated equilibrium are two ways in which the evolution of a

species can occur. A species can evolve by only one of these, or by both. Scientists think

that species with a shorter evolution evolved mostly by punctuated equilibrium, and those

with a longer evolution evolved mostly by gradualism.

Gradualism is selection and variation that happens more gradually (slow process with many

transitional forms).

In punctuated equilibrium, change comes in “spurts” (speciation occurs rapidly,

transitional links not evident, explains lack of fossils)


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□ Neo-Darwinism.

Darwin actually knew very little about genetics. The great pioneer of that field was

Gregor Mendel, whose work was contemporary with Darwin's. Now the theory of evolution

incorporates Mendel's genetics into Darwin's framework; the combined theory was

called "neo-Darwinism."

According to this paradigm, evolution is driven by chance. Chance mutations affect

one or a few nucleotides of DNA per occurrence.


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10. Darwin’s theory of natural selection was published in 1859, but it was

not widely accepted at the time. All of these are reasons for this, except… Discus

in plenary.

1 It contradicted widely held religious beliefs that God created all life

on earth.

2 There was no knowledge of what caused genetic variation or how

characteristics were passed on to the next generation.

3 Lamarck’s theory was widely believed, and people were unwilling to

believe an alternative theory.

4 There was insufficient fossil evidence at the time to convince many

scientists.

11. Try to do the final quiz. How much do you know about Evolution?

http://school.discoveryeducation.com/quizzes6/muskopf/evolution1.html

http://school.discoveryeducation.com/quizzes6/muskopf/evolution1.html

evolution - xtec 1 evolution jaume casado ies rocagrossa unit 1 evolution ... a distinguishing...

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