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Evolution Unit Student Design Cover Page
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Evolution Unit Cover Page
At the end of this unit, I will:


Understand the connection between gene frequencies and evolution
Explore fundamentals of biological evolution through laboratory simulations and
research of historical studies.
Roots, Prefixes and Suffixes I will be able to understand when I see them in words are:


Prefixes: Ana-, Bio-, Homo-, Allo-, Dis-, Gene-, Post-, Equi-, Pre-, SymSuffixes: -logous, -geography, -patric, -zygotic
The terms I can clearly define are:
Group One: Artificial selection, Evolution and Natural selection
Group Two: Analogous structure, Ancestral trait, Biogeography, Camouflage, Derived trait, Fitness,
Homologous structure, Mimicry, Vestigial structure
Group Three: Adaptive radiation, Allopatric speciation, Bottleneck, Directional selection,
Disruptive selection, Founder effect, Genetic drift, Gradualism, Hardy-Weinberg
principle, Postzygotic isolating mechanism, Prezygotic isolating mechanism,
Punctuated equilibrium, Sexual selection, Stabilizing selection, Sympatric
speciation
The assignments I will have completed by the end of this unit are:








Evolution Unit Cover Page
Evolutionary Theory and Fallacy
Notes on Evolution
Generations of Driftwood
Lab: Peppered Moth Survey
Read a comic strip
Evolution Unit Concept Map
Macroevolution lab
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Evolutionary Theory and Fallacy:
The image below shows two different views for the evolution of long-neck giraffes over time. Study
the image and determine which point of view is a fallacy and which view has been accepted as
theory. Explain your reasoning.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Which of these represents “Descent with Modification?” Circle the correct choice.
Big Beetles go through a drought
and have limited food
Next generation is physically
smaller due to lack of food
90% of the beetles have the
gene for green color
30% of the beetles have the
gene for green color
In your own words, explain how the image below represents a “microevolution
or a change in allele frequencies over time.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Evolution Notes
What were two of Darwin’s
Ideas?
1. _____________ ____________:
 A process in which some individuals have ______________based traits that improve survival or __________________
 Thus, they have ________ ____________ __________________ to
reproductive age than other individuals.
2. ______________ _______________:
 All life forms share a ______________ _______________.
 We are all in the same “ _______________”
_______________ with _________________
What is the definition of
Evolution?
What, exactly, is being
modified during evolution?


Small-scale evolution: Changes in ________ ____________in a
population from one generation to the next
Large-scale evolution: The descent of _____________
______________from a
_____________ ______________ over many generations.
______________ _____________ of a population are ______________ over
_________.
This is measurable as changes in “____________ ________________”
What is evidence of
microevolution?
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Breeding Bunnies
Evolution in general is “descent with modification”. Over the next few weeks we will be studying
natural selection and mating patterns to see how these forces influence evolution. With our
background in genetics as well as our understanding of ecology, we will see how organisms change
due to environmental factors.
In this activity, you will examine natural selection in a small population of wild rabbits. Evolution,
on a genetic level, is a change in the frequency of alleles in a population over a period of time.
Breeders of rabbits have long been familiar with a variety of genetic traits that affect the
survivability of rabbits in the wild. One such trait is the trait for furless rabbits (naked bunnies).
The furless rabbit is rarely found in the wild because the cold winters are a definite selective force
against it.
In this lab, the dominant allele for normal fur is represented by F and the recessive allele for no fur
is represented by f. Bunnies that inherit two f’s will have no fur.
Pre Lab Questions:
1. What is an allele? ________________________________________________________________
____________________________________________________________________
____
____
_____________
2. What is the genotype of a homozygous dominant bunny? _______Will that bunny have fur? _______
3. What is the genotype of a heterozygous bunny? ________ Will that bunny have fur? _________
4. Are the cold winters selecting against the phenotype or the genotype of the bunnies? Explain
your answer.
5. What do you think will happen to the frequency of the furless bunnies after several generations?
__________________________________________________________________________________________________________________
________________________________________________________
6. What would you predict about the frequency of Ff and FF bunnies in the population of rabbits
after 10 generations?
__________________________________________________________________________________________________________________
___________________________________________________ _____
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Procedure:
1. The beans represent the alleles for fur and no fur. Designate a color for each allele type:
a. No fur (f) = ____________
b. Fur (F) = ____________
2. Label one dish FF for homozygous dominant genotype. Label a second dish Ff for
heterozygous dominant. Label a third dish ff for homozygous recessive genotype.
3. Place the 50 beads of each color in the container (alleles) and shake up (mate) the rabbits.
4. Without looking at the beads, select two at a time, and record the results on the data form
next to “Generation 1”. For instance, if you draw on red and one blue bead, place a mark in
the chart under “number of Ff individuals”. Place the beads in the appropriate container.
5. Continue drawing pairs of beads and recording the results in your chart until all the beads
have been selected and sorted. (Please note that the total number of individuals will be half
the total number of beads because each individual requires two alleles. At this point you
should have 50 marks recorded)
6. The ff bunnies are born furless. The cold weather kills them before they reach reproductive
age, so they can’t pass on their genes. Place the beads from the ff container aside before
beginning the next round.
7. Count the F and f alleles (beads) that were placed in the “furred rabbit” dishes (homozygous
dominant and heterozygous) and record the number in the chart in the columns labeled
“Number of F Alleles” and Number of f alleles”. (Please note this time you are counting each
bead, but don’t count the alleles of the ff bunnies because they are dead.)
8. Total the number of F alleles and f alleles for the first generation and record this number in
the column labeled “Total Number of Alleles”.
9. Place all the alleles (beads) of the surviving rabbits (which have now grown, survived and
reached reproductive age) back into the container and mate again to get the next
generation.
10. Repeat the selection and recording process again for the next 9 generations. If working as a
team, make sure everyone in your group has a chance to either select the beads or record
the results.
11. Determine the gene frequency of F and f for each generation and record them in the chart in
the columns labeled “Gene Frequency F” and “Gene Frequency f”. To find the Gene
frequency:
12. Gene Frequency F = total amount of F alleles
total amount of alleles (F + f for that generation)
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13. Gene Frequency f = total amount of f alleles
total amount of alleles (F + f for that generation)
14. Graph your frequencies. Make a line graph with the horizontal axis as the generations and
the vertical axis as the frequency in decimals. Plot a solid line for the “Gene Frequency F”
and a dashed line for “Gene Frequency f”.
Data:
Title of Graph: ____________________________________________________________
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Breeding Bunnies Data Table
Discussion Questions: Answer these questions on a separate sheet of paper. You may hand write
your responses or type your responses. Your teacher will collect your conclusion, along with your
lab data.
1. Compare the frequencies of the dominant allele (F) to the frequencies of the recessive allele
(f). Did the frequencies differ? Why or why not? Explain if this data agreed or disagree with
your prediction about the frequency of F and f alleles in your population.
2. In a real rabbit population animals immigrate and emigrate. Define these terms. Then
describe how immigration and emigration might affect the gene frequency of F and f in this
population of rabbits.
3. How has evolution (descent with modification) changed the population of rabbits?
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Requirements of Microevolution:
Using your understanding of the beetles as an example, explain the requirements of
microevolution.
Variation: Some beetles may be _________, while some may be _____________.
Differential Reproduction: The green beetles are selected ___________, because they do not
blend well into the trees. They are __________ by birds. So, the ____________ beetles reproduce
_________ than the green beetles.
Heredity: The __________ beetles pass on their _________ for brown color onto the next
generation more often than the _______ beetles.
Genetic Drift:
Explain how the image below is an example of genetic drift.
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
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Microevolution (Natural Selection) Notes
1. There is _____________ in traits. (_____________)
2. There is ______________ reproduction.
What are the basic
requirements of
Due to __________ __________ in the environment, not all
microevolution?
individuals get to _____________ to their full potential.
a.
3. There is ______________.
The trait has to have a ____________ basis.
1. Mutation: A ___________ in a _ _ _ sequence

Usually because of errors in _____________ or ___________.

Mutation is the ultimate source of ____________ variation.
2. ______________ or (_________ __________)
How do populations
introduce variation or
diversity?

Individuals from one group _________ to another group.

Brings in _____ genes or changes the _____________ of genes in
the population.
3. Genetic __________
In each generation, some individuals may, __________________,
leave behind a few more _______________ (and _________) than
other individuals.
Drift reduces genetic ____________ in populations, potentially reducing a
population’s ability to evolve in response to ___________ ______________.
What effect does Genetic
Drift have on Evolution?
Genetic drift acts __________ and has more drastic results in _________
____________. This effect is important in
______________________________________________
1. _______________ ______________:
What are examples of
genetic drift?
An event in which a population’s size is____________.
2. _____________ Effect:
Changes in ______ ____________ that usually accompany starting a
____ population from a ________ number of individuals.
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Microevolution (Natural Selection) Notes
1. ______________________
What factors prevent an allele
2. ______________________ (Immigration and Emigration)
 this is sometimes called “_________ _________”
from being “fixed” in a
population?
3. _______________ and _______________ reproduction.
4. A _____________ population (to _______ the effects of _______________
______________)
Genetic diversity (or variation)
is required for what microevolutionary process?
__________________ __________________
•
What is natural selection often
called?
A process in which some individuals have __________-based traits
that ____________ ___________or ___________________.
•
They have _________ offspring ______________ to reproductive age
than other individuals.
•
It is often called “survival of the _________.”
•
“______” often refers to a ____________’s success in ________________.
Does “fitness” always mean the
biggest, fastest, and strongest?
Explain.
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Types of Natural Selection
Type: ____________________ Selection
Type: ____________________ Selection
Type: ____________________ Selection
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Types of Selection

What is Artificial Selection?

____________ choose plants and animals with ______________traits to
_____________.
____________ does ____ select.
1. ________________ Selection:
 One ___________ is favored over another, and the population
shifts in one ______________.
 Example:
What are the three types of
Natural Selection?
2. _______________Selection:
 Genetic diversity _____________ as a population _______________ on a
particular genetic trait.
 Extremes are __________________________
 Example:
3. ________________ Selection:
 Selection that favors the _____________ of the distribution.
 Example:


What is an adaptation?
They come in many forms, and help the organism to ______________.
It could be:
______________: Behaviors that an organism does to survive
- Example:
_______________: An adaptation in which one aspect of the
organism has increased _____________ in the
______________
- Example:
_______________: _____________ features on an organism
that enable it to ____________.
- Example:
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These are called ____________ structures.

What about odd features that
don’t seem to serve any
An _____________feature that is now ______________ and usually
_____ _____________ than in the ancestor.
selective function?

Formed when a species experiences a different set of
___________ ____________ than its ancestors, and selection to
maintain the elaboration and function of the feature ends.

It is not “_______________________;” really it is “Survival of the “
_____ ____________”
What are some common
–
misconceptions about Natural
_______________ __________ for disease can stay
unnoticed in a population
Selection?
–

Example: _________________________
•
Organism does not _______________
•
______________ is not obtained
A process in which _____ or more different _________ reciprocally
effect each other’s evolution.
-
What is Coevolution?
species ____ evolves, which causes species ___ to evolve,
which causes species ____ to evolve, which causes
species _____ to evolve, etc.
-
For example:
1. ___________/________ and ___________/_____
What are three types of
2. _______________ species
Coevolution?
3. _______________ species

Like _____________ and ________________
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Lab: Peppered Moth Survey
Introduction
Industrial melanism is the term used to describe the adaptation of an organism in response to a
type of industrial pollution. One example of rapid industrial melanism occurred in the peppered
moth, Biston betularia, in the area of Manchester, England, from 1845 to 1890.
Before the Industrial Revolution, the trees in the forest around Manchester were light grayishgreen due to the presence of lichens on their trunks. Peppered moths, which lived in the area, were
colored light with dark spots. Their coloring served as protective camouflage against predators,
especially birds. As the Industrial Revolution progressed, the trees became covered with soot,
turning the trunks dark. Over a period of 45 years, a change in the peppered moths took place.
In this investigation, you will observe the effects of industrial melanism in the peppered moths over
the course of 9 years. You will then determine the relationship between the environmental changes
and the color variation of the peppered moth by using research data to graph the effects of an
environmental adaptation.
Materials
Graph paper - 1 piece
Colored pencils - 2
Biology textbook
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Procedure
1.
Table A contains data from a 9-year study of two varieties of the same species of peppered moth.
The numbers represent moths captured in each of 9 consecutive years. The traps were located in
the same area each year.
Table A
Year
Number of Light
Moths Captured
Number of Dark
Moths Captured
1
537
114
2
484
198
3
392
210
4
246
281
5
225
357
6
193
412
7
147
503
8
84
594
9
56
638
2. Using the data provided in Table A, construct a graph comparing the numbers of each variety
of peppered moth. The axes should be labeled with the Years of Study (plotted on the x-axis) and
the Number of Moths Captured (plotted on the y-axis). Use different colored pencils to indicate
each of the two color variations of the moth. Be sure to include a key for your graph.
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3. Use your graph, the information in the Introduction section of this lab sheet, and your textbook to
answer the following questions.
a.
What preys on the peppered moths? ____________________________
b.
If the bark of trees is dark and the moths that rest there are light colored, what might
happen to the moths? ____________________________________________________
c.
What is a mutation? _____________________________________________________
__________________________________________________________________________
d.
What could have caused the first few moths to change from a light variety to a dark
variety?
_________________________________________________________________
e.
What event caused the tree trunks of many trees in England to turn from light to dark?
_________________________________________________________________
f.
Which variety of moth increased over the 9-year period? _______________________
g.
What is the name of the evolutionary process that occurred? ____________________
Analysis
1. Using the data on the graph, what can you conclude about the population of peppered moths in
the sampled area of England?
2.
Explain the reason for the increase in the number of dark-colored moths.
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3.
What effect would cleaning up the environment have on the population of peppered moths?
Application
Propose a hypothesis for the recent increase of antibiotic-resistant bacteria.
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Evidence of Macroevolution
Fossil Record:
Geographic Distribution of Species:
Homologous Body Structures
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Macroevolution Notes
What is macroevolution or
speciation?
•
•
Form of __________-_________ evolution
__________ of _____________species from a ___________
ancestor
1.
2.
3.
What evidence is there for
macroevolution?
4.
5.
1.
How does macroevolution
occur?

For macroevolution to occur, two populations must
be ____________ ____________ (or separated) from one
another

The _____________ population experience different
__________ ____________

Over time, they ________ in __________ _____________, into
__________ _____________ that can___ ___________.

Two populations that can ______ and produce
______________ _____________.
Ex. donkeys and horses are considered _____________
species because they produce _________, that are ____
fertile.
But… all breeds of dogs are the ______ species
because “mutts” are still __________

What is a species?

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Evidence of Macroevolution
Vestigial Organs
Similarities in Early Development
Biochemical Similarities (ex. DNA)
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Summary of the Mechanism of Macroevolution
In your own words, explain how a single beetle population can evolve into two different
species of beetles.
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** You will need to use this graph as a reference to draw your own graph
showing macroevolution of snails.
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Gradualism vs. Punctuated Equilibrium
1. ________________:
-
Phenotypic changes due to evolution
accumulate ___________ over time
-
Speciation occurs ______________
2. __________________ Equilibrium:
What are the two opposing
ideas about speciation?
Does speciation occur
gradually or suddenly?
-
Species stay relatively _____________ over time
-
Speciation is driven by _________ ___________ that
drastically ___________ the ____________, forcing
rapid evolution
-
Evolution occurs in _________ ________, as
supported by gaps in the fossil record.
Speciation occurs both gradually and punctually
There is evidence to support both ideologies.
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MACRO-EVOLUTION Lab
Gradualism vs. Punctuated Equilibrium
Introduction:
An outcropping of rock has recently been exposed on Grand Bahama Island. Several layers
(strata) of fossils have been exposed. The fossils, arranged in the same layers where they
were found, have been replicated on a separate sheet of paper ("The Desktop Fossil
Record"). The top layer (closest to the surface) is labeled #1 on your lab sheet. The layers
are in order of position as they were found in the wild.
Student Objectives:
You should be able to develop a graph showing possible phylogenetic relationships over
time of the organism known as Cerion (a land snail), and demonstrate its pattern of
evolution as gradualism, or punctuated equilibrium.
Materials:
scissors and colored pencils (5 different colors, one for each layer).
Procedure:
1. On the "Desktop Fossil Record" sheet, color the shells in each row a different color (e.g.
red for layer #1 shells, blue for layer #2 shells, etc.)
2. Cut out each shell individually (as a small square)
3. Place the shells in their appropriate layers on the Time/Morphology layout sheet (figure
1): only the first layer shells (top, or closest to the surface) should be placed in layer #1, at
the top, and so on, for all layers.
4. Place similar-looking shells so that they tend to be more-or-less aligned in vertical
columns, still keeping them in their assigned layers (where they were found). Their
appearance is called their morphology, so you are shifting them horizontally according to
their morphology.
5. Now for the final placement detail: study the shells in each vertical column. Starting at
the bottom and moving up, layer by layer, give each shell a slight shift to left or right if it is a
little different than the shell below it. Don't shift it at all if it's virtually identical; shift it
more if there is a larger difference. You should begin to see a pattern of lines of shells, with
some lines running almost vertically, and other lines at an angling up and to one side or the
other. You may find that some lines of shells may show branching. That's ok.
6. Once you have your shells in place, glue them onto your layout sheet.
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7. On the special graph paper provided (Figure 2 Time/Morphology Graph), draw a few
continuous lines to match the pattern of lines of shells as you arranged them on the layer
diagram. Be sure to show branching lines if the pattern of shell types had branches.
8. From you graph, determine whether it shows gradual change, or abrupt changes
alternating with little or no change (punctuated equilibrium).
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FIGURE 1 TIME / MORPHOLOGY LAYOUT SHEET
Youngest
1
2
3
Time
4
5
6
Oldest
MORPHOLOGY
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FIGURE 2 TIME / MORPHOLOGY GRAPH
Youngest
1
2
3
Time
4
5
6
Oldest
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Assessment:
1. What do the lines on your graph represent?
2. What pattern do you see in the morphology of the shells in the fossil record?
3. Does change take place over a relatively long or relatively short period of time?
4. Are there any intermediate or transitional forms between the dissimilar fossils? If so, in
which layers?
5. Are there any periods of stability (little or no change) in the fossil record?
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Evolution Concept Map
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Parent/ Significant Adult Review Page
Name ______________________________________
Student Portion
Unit Summary (write a summary of the past unit using 5-7 sentences):
Explain your favorite assignment in this unit:
Adult Portion
Dear Parent/ Significant Adult:
This Interactive Notebook represents your student’s learning to date and should contain the work
your student has completed. Please take some time to look at the unit your student just
completed, read his/ her reflection and respond to the following
Ask your child to explain to you the process of microevolution (or how allele frequencies change
in a population). Write down three facts from this discussion.
What activity did your child enjoy the most and why?
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email your child’s teacher.
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