Diversity of Life Part 1
Monday 8th: Review Test and Three Domains
Tuesday 9th: Phylogenies and Cladograms (Parade through the Domains/Kingdoms)
Wednesday 10th: Phylogenies and Cladograms (Parade through the Domains/Kingdoms)
Thursday 11th: Parade through the Domains/Kingdoms, Endosymbiotic Theory
Friday 12th: Characteristics of Bacteria, BB and Ted Ed Talks Quorum Sensing
Monday 15th: Bacteria Reproduction and Genetic Recombination
Tuesday 16th: Protists/Fungi
Wednesday 17th: Quiz and Evolution of Plants
Thursday 18th : Gas Exchange
Friday 19th: Circulation
Monday 28th: Digestive Mechanisms
Tuesday 29th: Sensory/Nervous System
Wednesday 30th: Modeling Germ Layers and Symmetry
Thursday 1st: Homeobox and Sonic Hedgehog
Friday 2nd: Parade through the Kingdom Review/Who am I?
Monday 5th: Test over Unit 2 Diversity of Life
Due Date
Thursday 11th
Monday 15th
Tuesday 17th
Wednesay 18th
Monday 28th
Wednesday 30th
Monday 5th
Homework Assignment
Cladograms
Ch 27 Reading guide
Transformation Lab Bench Lab 6
Quiz over Bacteria/Endosymbiotic theory
Parade through the Kingdom Worksheet
Ch 32 Reading guide
Vocabulary Due and Unit 2A Test
Vocabulary and Review
LO 1.16 Justify the scientific claim that organisms share many conserved core processes and features that evolved and
are widely distributed among organism today.
*1. Discuss the various methods of gaining genetic variation for prokaryotes.
 Mutation
 Genetic Recombination
-transformation
-transduction
-conjugation
*2. Describe key adaptations that contribute to prokaryote success.
 cell wall
-peptidoglycan
-gram +
-gram –
 capsule
 fimbriae
 pili
 binary fission
 endospores
*3. Explain how prokaryotes use specialized membranes to carry out basic metabolic tasks.
*4. Distinguish between the four major modes of prokaryote nutrition.
 Obligate aerobes
 Obligate anaerobes
 Anaerobic respiration
 Facultative anaerobes
*5. Describe the crucial role of prokaryotes in the biosphere.
 Nitrogen fixation
 Decomposers
 Mutualistic relationships
*6. Explain quorum sensing and explain why it is important to bacteria from the aspect of natural selection.
*7. Discuss how Archaea Bacteria have adapted to different extreme environments?
 Thermophiles, Halophiles and Methanogens
LO 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a
phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the
evolutionary history of the group, & (3) identify character data that extend or improve the phylogenetic tree.[See SP 3.1]
LO 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a
simple cladogram to determine evolutionary history and speciation. [See SP 5.3]
LO 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history
and speciation from a provided data set.[See SP 1.1]
LO 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing process. [See SP 5.3]
* 8. Construct a cladogram or phylogenic tree that represents each of the following evolutionary relationships.
Under each diagram define each derived characteristic and explain the advantage of each. (3)



circulatory system in fish, amphibians, and mammals
-single circulation, two chambered heart, double circulation, three chambered heart, four chambered heart
plant diversity (moss, ferns, gymnosperms, angiosperms)
-spores/seeds
-vascular/nonvascular
-cones/fruit
sensory/nervous system in eukaryotes
*9. Explain the endosymbiotic theory and include 5 pieces of evidence that support the theory.
LO 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect
continuity due to common ancestry and/or divergence due to adaptation in different environments. [See SP 6.2]
LO 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing homeostatic
mechanisms reflect both continuity due to common ancestry & change due to evolution in different environments.SP 5.1
LO 2.27 Student is able to connect differences in the environment with the evolution of homeostatic mechanisms. SP 7.1
*10. Compare the various mechanisms organisms use for obtaining nutrients and eliminating wastes and relate it to
evolutionary adaptations? (3)
 digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, one-way digestive system
-include representative organisms
-include importance of surface area
 respiratory systems of aquatic versus terrestrial organisms (water  to land include representative organisms)
-moist membranes
-Gills
-Lungs/alveoli
-Skin
-Tracheal system
-Countercurrent exchange
 nitrogenous waste production and elimination in aquatic (fish) and terrestrial animals (birds and mammals)
-include representative organisms
-ammonia
-Urea
-Uric Acid
*11. Discuss how homeostatic control systems in species support common ancestry?
 excretory systems in flatworms, earthworms and vertebrates
-protonephridia, metanephridium, nephron
 osmoregulation in bacteria, fish and protists
-diffusion/osmosis, osmoconformer, osmoregulator, contractile vacuole
 thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanism)
LO 2.31 The student can connect concepts in and across domains to show that timing and coordination of specific events
are necessary for normal development in an organism & these events are regulated by multiple mechanisms.(See SP 7.2]
LO 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or
qualitatively) that involve timing and coordination of events necessary for normal development in an organism. [ SP 1.4]
LO 2.33 Justify scientific claims with scientific evidence to show that timing and coordination of several events are
necessary for normal development in an organism and that these events are regulated by multiple mechanisms. [SP 6.1]
*12. Define homeotic genes and explain how they affect development patterns? (4)
 Hox genes/Sonic Hedgehog
* 13. Describe the process of embryonic development? Use pictures to help support your description.
 cleavage, blastula, gastrulation, gastrula, protostome, deutrostome
*14. Compare and contrast the morphological and developmental traits used to categorize animals based on body plan.
 Tissues
-Germ layers (ectoderm, mesoderm, endoderm)
 Body cavity
-coelomates
-psuedocoelomates
-acoelomates
*15. How does the symmetry of an organism tend to fit its lifestyle?
-radial, bilateral
-cephalization