evolution4 visual learning company1-800-453-8481 evolution 5 viewing clearances the video and...

Visual Learning Company 1-800-453-848125 Union Streetwww.visuallearningco.com Brandon, Vermont

Editors:Brian A. Jerome, Ph.D.Stephanie Zak Jerome

Assistant Editors:Louise MarrierHannah FjeldHannah Fjeld

Graphics:Graphics:Dean LadagoDean Ladago

Fred ThodalFred ThodalFred Thodal

Teacher’s GuideMiddle School

Evolution

2Visual Learning Company 1-800-453-8481 www.visuallearningco.com

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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

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Visual Learning Company1-800-453-8481www.visuallearningco.com

Table of ContentsPage

A Message From Our Company

National Standards Correlations

Student Learning Objectives

Assessment

Introducing the Video

Video Viewing Suggestions

Video Script

Student Assessments and Activities

Answers to Student Assessments

Answers to Student Activities

Assessment and Student Activity Masters

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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 theVisual 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 defi ned 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.

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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


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National Standards CorrelationsNational Science Education Standards (Content Standards: 5-8, National Academy of Sciences, c. 1996)

Benchmarks for Science Literacy (Project 2061 – AAAS, c. 1993)

Life Science - Content Standard CDiversity and Adaptations of OrganismsAs 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 theirunique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptationincludes changes in structures, behaviors, or physiology that enhance survivaland 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 organismsbecomes apparent from an analysis of internal structures, the similarity of theirchemical processes, and the evidence of common ancestry.

The Living Environment - Evolution of LifeBy 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 surviveand have offspring. Changes in environmental conditions can affect the survival of individual organisms and entire species.

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Student Learning ObjectivesUpon 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

• Defi ne 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 artifi cial selection to the process of natural selection.

• Briefl y describe why Darwin’s book, The Origin of Species By Means of Natural Selection, had such a profound impact on the fi eld of biology.

• Briefl y describe the following components as they relate to the process of natural selection:

• Explain what is meant by the phrase “survival of the fi ttest.”

• Defi ne 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 fi nches are an excellent example of adaptive radiation.

Overproduction

Competition

Variation

Adaptation


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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 fi rst 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.

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Introducing the Video

Video Viewing SuggestionsThe 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.

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 artifi cial 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.


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Video Script: Evolution1. Can you imagine going on a trip for 5 years...2. ...to far away places with no telephone communication to your family and friends?3. This is similar to what a scientist by the name of Charles Darwin did in 1831.4. He, and a crew of 73 men, set sail from England with the goal of exploring the world. 5. What unusual things did Darwin see?6. What did Darwin witness that made him think differently about how plants and animals

change over time.7. How did he develop his extremely important theory of natural selection.8. During the next few minutes we are going to explore these questions and others.9. But fi rst, let’s begin by studying some of the ways people thought about the history of

plants and animals before Darwin.10. Graphic Transition- Early Ideas about Change11. In the 17 and 18 hundreds scientists recognized that living things change over time.12. This is broadly described as the process of evolution. 13. Most thought that traits developed or acquired by an organism during its lifetime are

passed on to its offspring.14. 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 theirenvironment.

15. For example, giraffes during their lifetime stretched their necks to reach leaves on trees.

16. The giraffe’s neck would grow longer as it grew older.17. The giraffe would then pass on the trait of a longer neck to its offspring.18. These ideas did not withstand the test of time, and were modifi ed by ideas brought to

light in the mid 1800’s.19. Graphic Transition- Journey of the HMS Beagle20. On December 27,1831 Charles Darwin joined an around-the-world expedition on a

sailing vessel called the HMS Beagle. 21. The ship was captained by Robert FitzRoy, and Darwin was his companion and

expedition naturalist.22. This diagram illustrates the path of the HMS Beagle.23. 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 Pacifi c Ocean. 24. The trip, originally planned for two years, turned into a fi ve year journey around the

world.25. Darwin saw a wide variety of plants and animals and collected hundreds of specimens

to bring back to England. 26. On his journey, Darwin read The Principles of Geology by Charles Lyell.The Principles of Geology by Charles Lyell.The Principles of Geology

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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 fi eld of biology.34. Graphic Transition- Theory of Evolution35. 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

infl uenced 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 identifi ed 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 fi nches on the Galapagos

islands descended from a single species of fi nch 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 fl eshed 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


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Script (cont.)several papers and books, and conducted many experiments while working on hismonumental book which would forever change the fi eld of biology.

48. 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 haddeveloped.

49. In a rare example of scholarly cooperation, the two men agreed to present their ideastogether in 1858.

50. A year later, in 1859, Darwin published the book that changed the fi eld of biology- TheOrigin of Species by Means of Natural Selection.

51. All copies of the book sold out in a single day.52. Darwin’s work laid the foundation for our modern scientifi c understanding of evolution.

What is evolution?53. Evolution is a change in a species over time. Let’s take a closer look at Darwin’s ideas.54. Graphic Transition-Theory of Natural Selection55. Darwin proposed that evolution occurs by a process called natural selection.56. 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.57. 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 othercharacteristic, will be able to live and pass on these traits to its offspring.

58. And, it is the environment or “nature” which is the driving force infl uencing the selectionof those surviving individuals.

59. A different process called artifi cial selection has been practiced by humans forcenturies with various types of plants and animals.

60. In the process of artifi cial selection, certain desired traits in living things such as milkproduction in cows,

61. ...or strength in horses have been intentionally selected and bred.62. But in natural selection it is nature which determines the traits which are best suited for

survival in a given organism.63. Let’s take a closer look at some of the components of the theory of natural selection.64. Graphic Transition-Overproduction and Natural Selection65. Most species produce many more offspring than can survive in nature. This is known

as overproduction.66. Through the process of overproduction, at least some individuals will survive into

adulthood. 67. Ducks, for example, may lay 8 to 12 eggs, of which most will hatch into ducklings.68. But predators, competition, sickness, and other factors may cause the death of many

before they reach adulthood.

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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 Selection83. 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 Selection92. 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 fi nch.98. Finches with a slightly larger bill were able to forage for seeds better when food

became scarce during a drought.


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Script (cont.)99. This adaptation enabled them to out-compete other fi nches, and survive the drought.

This adaptation was passed on from parent to offspring because it was encoded inthe bird’s genetic material.

100. Those fi nches 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 passedon to the next generation.

103. As this process is repeated from generation to generation, the adaptation becomesmore common throughout the population.

104. Perhaps you have heard the phrase - “survival of the fi ttest”. This phrase sums upthe ideas that those individuals with helpful adaptations will survive and reproduce.

105. Graphic Transition – Speciation106. 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 entirelynew species.

107. Speciation is the evolution of one or more new species from a single existingspecies.

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 fl ightless cormorant, endemic to the Galapagos, most likely evolved from a

cormorant which fl ew from South America. 115. Over time, these birds lost their ability to fl y because fl ight was not necessary, they

could catch fi sh underwater by swimming after them.116. As we already mentioned, there are 13 different species of fi nches found on the

various islands in the Galapagos.117. Scientists believe that the fi nches speciated or evolved from a single species of fi nch.118. This diagram illustrates the way some scientists believe that happened. 119. These fi nches provide us with an excellent example of the process of something

called adaptive radiation.

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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 Up122. 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 specifi c 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 fi ttest organism by nature.130. We also briefl y 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 justmight think about natural selection and evolution a little differently.

134. Graphic Transition- Video Quiz135. 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.


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• Theory of Natural Selection

• Natural Selection in Action: Peppered Moths

• Speciation

• Vocabulary of Evolution

Student Assessments and ActivitiesAssessment Masters:

• Preliminary Assessment

• Video Review

• Post Assessment

Student Activity Masters:

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Answers to Student AssessmentsPreliminary Assessment (pgs. 20-21)

1. ancestry2. old3. Darwin4. evolution5. Overproduction6. compete7. Variation8. adaptation9. nature10. Speciation

Video Review (pg. 22)

Post Assessment (pgs. 23-24)

Video Quiz (p. 22)

1. Lyell2. changes3. natural4. artifi cial5. Overproduction6. variations7. Isolation8. compete9. adapted10. acquired11. T12. T13. T14. F15. F16. T17. T18. F19. F20. T

1. artifi cial2. Isolation3. Overproduction4. compete5. changes6. adapted7. Lyell8. acquired9. natural10. variations11. T12. F13. F14. T15. T16. F17. F18. T19. T20. T

1. This information suggests that the 13 different types of fi nches on the Galapagos Islands descended from a single species of fi nch 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 eachanimal, such as coloring, strength, or length of claws.


Evolution

Answers to Student Activities

Vocabulary of Evolution (p. 30)

Theory of Natural Selection (p. 25)

Natural Selection in Action (p. 26)

Speciation (p. 27 - 29)

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 fi ttest” implies that organisms that are best suited to their environment (have the most favorable adaptations) are more likely to survive and reproduce.

1. g - competition2. j - speciation3. a - Charles Darwin4. f - overproduction5. b - The Origin of Species by Means

of Natural Selection6. h - variation7. d - natural selection8. e - artifi cial selection9. c - evolution10. i - adaptation

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 angelfi sh 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.

a.) 950 kilometersb.) The Pacifi c Ocean acts as a huge geographic barrier.c.) Birds could possibly fl y. Other animals and plants could fl oat on a land raft or logs, or swim.d.) The original ancestor of the fi nches was a South American fi nch that arrived at the Galapagos Islands from the mainland.e.) There are 13 different species of fi nches.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 fi nds inside.i.) The 13 species of Galapagos fi nches are a good example of adaptive radiation because each of the 13 distinct species evolved from the same ancestor, and now occupy different niches.

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Assessment and Student

Activity Masters

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Directions: Fill in the blank with the correct word. A list of possible answers is provided at the bottom of the page.

Preliminary Assessment

1. Darwin’s ideas were infl uenced 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.

naturalIsolationadaptedLyellvariations

acquiredartifi cialchangesOverproductioncompete

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Directions: Decide whether the statement is true (T) or false (F).

Preliminary Assessment

11. As early as the 1700s scientists recognized that living things change over time.

12. Charles Darwin was a naturalist on an expedition which traveled the world on the HMS Beagle in the 1830s.

13. Darwin was infl uenced by Lyell’s book, The Principles of Geology.

14. Darwin later found out that the 13 species of fi nches he observed on the Galapagos were unrelated.

15. The Theory of Natural Selection is unrelated to the process of evolution.

16. People can control the process of selection, when they choose to breed horses or dogs with certain desirable traits.

17. The organisms that are best adapted to their environment will have a better chance of surviving and reproducing.

18. Birds such as penguins don’t fl y because they decided they didn’t want to anymore.

19. Evolution and natural selection stop if groups of a species are isolated from one another.

20. Speciation occurs when one species evolves into one or more different species.

T F

T F

T F

T F

T F

T F

T F

T F

T F

T F

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Video ReviewDirections: 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.

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Post AssessmentDirections: 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 infl uenced 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 ____________ .

Lyellchangesnaturalartifi cialOverproduction

variationsIsolationcompeteadaptedacquired

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Post AssessmentDirections: Decide whether the statement is true (T) or false (F).

11. Darwin was infl uenced by Lyell’s book, The Principles of Geology.

12. The Theory of Natural Selection is unrelated to the process of evolution.

13. Birds such as penguins don’t fl y because they decided they didn’t want to anymore.

14. The organisms that are best adapted to their environment will have a better chance of surviving and reproducing.

15. As early as the 1700s scientists recognized that living things change over time.

16. Evolution and natural selection stop if groups of a species are isolated from one another.

17. Darwin later found out that the 13 species of fi nches he observed on the Galapagos were unrelated.

18. Speciation occurs when one species evolves into one or more different species.

19. People can control the process of selection, when they choose to breed horses or dogs with certain desirable traits.

20. Charles Darwin was a naturalist on an expedition which traveled the world on the HMS Beagle in the 1830s.

T F

T F

T F

T F

T F

T F

T F

T F

T F

T F

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Theory of Natural SelectionBackground:

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:

AdaptationCompetitionOverproductionVariation

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 fl ies overhead.

A spotted salamander lays several hundred eggs in a forested pool.

A close look at the sizes of some male white-tailed deer shows a wide range of weights and heights.

A change in environmental conditions has enabled only angelfi sh with a certain color pattern to elude predators.

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

__________________________

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Natural Selection in Action: Peppered Moths

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 fl ecks 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 better-adapted light moth.

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 fi ttest.”

Directions: Read the information below and then answer the questions.

In the 19th century, England experienced a huge environmental change. The In the 19th century, England experienced a huge environmental change. The Industrial Revolution brought machines and industry to the countryside. The land Industrial Revolution brought machines and industry to the countryside. The land became polluted with soot, which blackened everything- particularly the formerly white 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.

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NameEvolution

SpeciationBackground:

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 fi nches from South America. It is thought that the 13 different species of fi nches which exist inthe Galapagos speciated from a single type of fi nch that arrived from the continent. Study the diagram illustrating what scientists believe is the evolutionary relationship of the fi nches.

6. Answer the following questions on the next page. d.) What is the original ancestor of the fi nches? e.) How many species of fi nches are there?

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7. The fi nches in the Galapagos provide an excellent example of the process of adaptive radiation. Adaptive radiation is the process by which a species evolvesinto a number of different species, with each occupying a new environment orniche.

f.) What do you think promotes adaptive radiation?8. On the next page are 3 different diagrams illustrating the head and bill structures of

three different species of fi nches. 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 fi nches are a good example of adaptive radiation.

Speciation cont’d.

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NameEvolution

Vocabulary of EvolutionDirections: Unscramble the vocabulary words in the fi rst column. Match the words to the defi nitions in the second column.

____ 1. mticpiooetn _____________

____ 2. eaopiisctn _____________

____ 3. aehlCrs rnaiDw _________ _________

____ 4. eruiorocovpdtn ________________

____ 5. eTh inriOg fo eepiScs yb aMnes fo taarNul ltnecoSei

____ _______ ___ ________ ___ ______ ___ ________ __________

____ 6. rtnaaovii ___________

____ 7. auantrl eetoslcin _________ ___________

____ 8. tiarfi aicl slcineeto ___________ ___________

____ 9. otnvuoeli ___________

____ 10. aaodtiaptn ____________

a. the scientist who wrote The Origin of Species By Means of Natural Selection

b. famous book published by Charles Darwin in 1859

c. a change in a species over time

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

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