Evolution
The change in the gene pool of a population from generation to generation by mutation, natural
selection, and genetic drift.
Bridgette Drake
Science
Woodrow Wilson Indiana Teaching Fellow
Indiana University Purdue University Indianapolis
April 2011
Table of Contents
Evolution Unit Plan Description……...…………………………………………………...3
Evolution Unit Flyer………………………………………..…………………………......7
Plan for Assessment: Formative Assessments…………….……………………………....8
Plan for Assessment: Traditional Assessments……………………..…………..………....9
Plan for Assessments: Performance Based Assessments………..……………………..…10
Lesson Plan 1: BIRD BEAK LAB……………………………………………………….12
Lesson Plan2: WHEN WHALES HAD LEGS…………………………….…………….16
Lesson Plan 3: LaMARCK vs DARWIN……………….…………….…………………19
Artifacts for Lesson 1: BIRD BEAK LAB………………………….……....…Appendix A
Artifacts for Lesson 2: WHEN WHALES HAD LEGS ……………….………Appendix B
Artifacts for Lesson 3: LaMARCK vs DARWIN ……………….…………….Appendix C
Artifacts for Assessments..…………….………………………………...……..Appendix D
Unit Description
Unit Title: Evolution
Grade Level: 8th-12th
Subject/Topic Areas: Biology
Key Words: Evolution, Extinction, Adaptation, Natural Selection,
Variation, Best Fit, Competition
Designed by: Bridgette Drake
Time Frame: April. 2011 (4 weeks)
School District: Indianapolis Public Schools
School: Broadripple HighSchool
Unit Focus – Overarching Essential Question
What is evolution?
Evolution is the change of species over time. Although some see this
topic as controversial, this theory is the central unifying theme of
biology. Students need to know that in sexually reproducing organisms,
only changes in the genes of sex cells can become the basis for
evolutionary change and that these evolutionary changes may occur in
structure, function, and behavior over time.
What other essential questions will be considered?
What is meant by evolution?
Are certain lines of evidence for evolution stronger than others?
How do genetic mutations and recombination of genes during meiosis
enable evolution to occur?
What ties all current life on Earth to single-celled organisms that
evolved billions of years ago?
What are LaMark and Dawin’s theories on evolution?
What enduring understandings will students acquire as a result of this unit?
Students will understand that all life on earth evolved from a common
ancestor that first appeared billions of years ago.
Students will understand that variation exists in all species and allows some
individuals to be better able to survive in a particular environment than
What knowledge will students acquire as a result of this unit?
Students will describe evolution as inherited change and be able to give
examples of evolution
Student will recognize that viruses evolve, causing the need for new flu
vaccine every year
Student will understand that natural selection is the primary mechanism
by which evolution occurs.
Student will describe the two necessary elements for natural selection
to occur (Variation in genes and survival of the gene variation in the
environment.
Student will describe two ways that genetic variation can arise/occur
Students will understand the general progression of organism from
most primitive to current with regards to the fossils
Students will understand that bacteria with antibiotic resistance are a
product of evolution.
Students will know the key scientists and discoveries in the
development of Evolutionary Theory.
What skills will students develop as a result of this unit?
Students will develop problem solving and critical thinking strategies from
inquiry based labs. They will be able to discuss, participates in activities, labs
and discussions all of which will enhance their learning. Students will
enhance their critical thinking skills through a variety of activities, labs,
discussions and assessments.
How will the content of this unit be accessible to all learners?
In this unit incorporates visual, auditory, and tactile components. Students
will be able to discuss, ask and answer questions, listen to and watch a
movie, takes notes, has an inquiry based labs. Not only is the material
focused on a variety of learners but the assessment is as well. Necessary
adjustments will be made to accommodate those students who need extra
assistance
Unit Outcome
Students will understand that all life on
earth evolved from a common ancestor that
first appeared billions of years ago.
Corresponding State Standard
B.8.1. Explain how anatomical and molecular
similarities among organisms suggest that life on
earth began as simple, one-celled organisms about
4 billion years ago and multicellular organisms
evolved later
Students will understand that variation
B.8.5. Describe how organisms with beneficial
exists in all species and allows some
traits are more likely to survive, reproduce, and
individuals to be better able to survive in a pass on their genetic information due to genetic
particular environment than others.
variations, environmental forces and reproductive
forces
Students will know that natural selection is B.8.7. Describe the modern scientific theory of the
the process by which evolution occurs.
origins and history of life on earth and evaluate the
evidence that supports it.
Students will describe evolution as
B.8.5. Describe how organism with beneficial
inherited change and be able to give
traits are more likely to survive, reproduce, and
examples of evolution
pass on their genetic information due to genetic
variations, environmental forces and reproductive
forces
Student will recognize that viruses evolve, B.8.5. Describe how organisms with beneficial
causing the need for new flu vaccine every traits are more likely to survive, reproduce, and
year
pass on their genetic information due to genetic
variations, environmental forces and reproductive
forces
Student will understand that natural
B.1.32 Natural Selection occurs when the
selection is the primary mechanism by
environment proves opportunities for survival and
which evolution occurs.
reproduction
Student will describe the two necessary
B.8.4. Understand that molecular evidence supports the
elements for natural selection to occur
anatomical evidence for these evolutionary relationship
(Variation in genes and survival of the gene and proves additional information about the order in
variation in the environment
which different lines of decent branch
Student will describe two ways that genetic B.8.6. Explain how genetic variation within a
variation can arise/occur
population can be attributed to mutations as well
as random assortments of existing genes
Students will understand the general
B.8.3. Use anatomical and molecular evidence to
progression of organism from most
establish evolutionary relationships among
primitive to current with regards to the
organisms
fossils
Students will understand that bacteria with 8.8.6. Explain how genetic variation within a
antibiotic resistance are a product of
population can be attributed to mutations as well
evolution
as random assortments of existing genes
Students will know the key scientists and
B.8.7 Describe the modern scientific theory of the
discoveries in the development of
origins and history of life on earth and evaluate the
Evolutionary Theory.
evidence that supports it.
Source: Indiana’s Revised Academic Standards for Science – Final Draft 03.29.10
Ms. Drake
8th-12th Biology
bmdrake@iupui.edu
317-775-9303
What is our next topic to study??
We will begin a 4 week unit on…
Evolution
Evolution is the change of species over time. Although some see this topic as
controversial, this theory is the central unifying theme of biology. Students need to know
that in sexually reproducing organisms, only changes in the genes of sex cells can
become the basis for evolutionary change and that these evolutionary changes may occur
in structure, function, and behavior over time.
Students should come away from this unit with a better understanding of:
1. Life on earth evolved from a common ancestor that first appeared billions of years ago.
2. Variation exists in all species and allows some individuals to be better able to survive
in a particular environment than others.
3. Natural selection is the driving force or process by which evolution occurs.
- - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - -- - - - - - - - - - - - Parent Signature________________________________
Date _____________________
Plan for Assessment: Formative
Formative assessment allows a teacher to assess current misconceptions among students.
They also allow teacher to help the students formulate positive goals as to where they need to be
with their understanding of the topic. Formative assessment can also be used with regards to
pacing. If students seem to understand a concept we can move on quickly to the next task,
however if there is a misconception we can slow down to make sure everyone in the class is on
board with the objectives for the day.
At the beginning of my unit I gave a pre-quiz to evaluate my student’s knowledge, this
was scored but not graded. I just needed to see where my students were with their prior
knowledge. This just gave a starting point with regards to what misconceptions I might need to
address before moving into my actual unit. It was also used to assess their progress as I gave a
post test at the end of the unit as well.
Another method of formative assessment I used was an evolution check in homework
assignment. I gave them a the opportunity to let me know what types of questions or
misconceptions they had, their favorite assignment thus far in the unit and how your style of
learning helped you learn the concept. This allowed me to get a class set of feedback so I could
tell what pace I needed to be at, what topics I needed to touch on again and what type of
assignments were best associated with their learning styles.
We also usually started the day with a sample benchmark question. These questions I
tried to match with the topics which were being discussed. They would allow me to see how the
students were strategizing to pick the correct answer while also allowing me again to analyze any
misconceptions. The benchmarks usually lead to discussion; this allows me to spot check what
they had learned from the prior lessons. During class discussion is also an excellent way to have
student lead discussions, students can teach one another and I can assess how well the concept is
fully understood. During this time I may guide my students or help facilitate the discussion but
student.
With every class the assessment was different as far as questioning was concerned. I
would have particular questions I may ask to start off the conversation, but I was assessing on a
per class basis so each was different. Questioning seemed to be the most informative tactic for
formative assessments; it allowed me to see even if it is just with a show of hands, who is
following along and understanding the concept at that point in time. Students answered questions
in a variety of ways: individually, in small groups, and as a whole class, written, and verbal.
Plan for Assessment: Traditional/Summative
Students were given two forms of traditional or summative assessment. They were given a quick
quiz in the middle of the unit as well as a unit test at the end of the unit.
The quiz will assess the following areas:




How old the Earth is and the complexity of life.
Describing homologous and vestigial structures and how they are used as
evidence for evolution
Who has the current accepted theory of evolution
The importance of bacteria and Archaebacteria with regards to evolution
The test will summatively assess the following objectives
 Students will understand that the evolution is not a fact but has multiple
forms of evidence used to make it an accepted theory
 Students will understand that fossils form the layers with the oldest on the
bottom and the youngest on the top.

Students will understand that the fossil record, DNA, body structure,
microbiotics, homologous and vestigial structures can all be used as
evidence for evolution
 Students will be able to explain the process of how DNA is used to show
common ancestors and to compare species for evidence for evolution.
 Students will be able to explain the processes of natural selection and
variation and how they are the driving forces in evolution.
 Students will be able to explain that we all came from a common ancestor.
Plan for Assessment: Performance-based Assessment
Task Blueprint
Revised from Wiggins & McTighe (p. 330)
The audience for this assessment task blueprint is other interns and your instructors (not your students).
Look at your learning outcomes as outlined in your brochure. Which understanding(s), skills, and/or knowledge will
you assess?
Students will understand that variation exists in all species and allows some individuals to be
better able to survive in a particular environment than others.
Through what authentic task will students demonstrate understanding?
TASK OVERVIEW:
These were the directions:
Your task is to create an animal with logical adaptions for survival in each of the given environments
(biomes). You will describe characteristics of your animal and draw an illustration. Your drawing should
be detailed as possible and included labeled adaptions and characteristics. Your creation needs to have
adaptations which are suitable to the environment you choose (4 options will be provided for you). This
will be a way to make sure we know that you understand evolution and how important organisms’
adaptations are to help them survive.
Use the GRASPS protocol to order your assessment:
Goal: For students to creatively demonstrate their knowledge and understanding of evolution with regard to
adaptation and variations and the processes involved.
Role: The students will have to create an animal with appropriate adaptations to show their understanding of natural
selection and adaptations. They will be allowed to work individually or with a partner as the directions imply.
Audience: The audience will myself along with peers in the classroom
Situation: I will be assessing the drawing and animal using the rubric provided.
Product: They will be creating a creative display of the knowledge they have attained from the unit. I gave them a
set of guidelines and expectations but they are free to develop a product of their choice.
Standards and Criteria for Success: The more creative the better! They need to have all of the material from the
rubric but as mentioned but this is individualized and as long as they show an appropriate understanding of the
assignment they will be successful.
Designer Animals
Your task is to create an animal with logical adaptions for survival in each of the given environments
(biomes). You will describe characteristics of your animal and draw an illustration. Your drawing
should be detailed as possible and included labeled adaptions and characteristics. Your creation
needs to have adaptations which are suitable to the environment you choose (4 options will be
provided for you). This will be a way to make sure we know that you understand evolution and how
important organisms’ adaptations are to help them survive.There are a series of questions (criteria)
below for the animal that you MUST complete to receive full credit. You may use your notes as well
as your textbook to help you. You may work alone or work with no more than 1 other person from
your class (for a max total of 2 in a group). You may use any material around the room. We will provide
scratch paper, final copy paper and a variety of markers, pencils, colored pencils, etc. This will be a
large grade (25 points) and can definitely be a creative way to help your grade. . If I do not see you
working, you will NOT receive credit. Please see me with any further questions.
Your Name: __________________________________________________
Group Members:_ _____________________________________________
Element
Completed √
Points
Identified the animals biome
2
Completely unique animal
2
Adaptations that make sense
2
Teacher Evaluation and Comments
within the environment
Answer all 8 questions (2 points
16
each)
Creativity
3
Total Points _______/25
What is the size of the animal?
What does it eat?
How will it obtain food?
How will it keep warm/cool?
Where and how will it find shelter?
What is the animal’s reproduction and gestational period?
How do the parents and infants interact?How will it defend or protect itself?
Daily Lesson Plan
School
Broadripple High School
Date:
March 16 & 17
2 - 50 min
Length of Class:
periods (2 Days)
Number of
Students:
12-39
Unit Topic/Title:
Rationale/
Purpose for
Lesson:
Learning
Outcomes or
Objectives:
Student Academic
Standards:
Materials
Required
Your Name:
Bridgette Drake
Course:
Biology
Grade Level(s):
# of Adults in
Classroom:
8th-12th
1
Evolution: Bird Break Lab – Natural Selection
Students will learn through an inquiry based lab the importance of adaptations
which are advantageous in order to fulfill natural selection. This lab is inspired
by observations of finches on the Galapagos Islands, Charles Darwin came up
with an idea that is perhaps the most influential idea in all of science - natural
selection. In this classic activity, students learn about natural selection by
becoming birds foraging for food on an island. The prey (beans) vary in their
coloration such that some blend into the environment better than others. The
birds vary in the type of beak they have (plastic forks, spoons and knives). Each
season, any prey that survives has a baby bean the same color as the parent. In
addition, the most successful birds have a baby with the same beak trait while
the least successful birds die (and are reincarnated as the babies of the successful
birds). Over several generations, the bird and bean populations shift depending
on the environment. Well camouflaged beans survive and reproduce. Birds with
beaks that can easily capture beans survive and reproduce. In this way, students
model natural selection in 2 species and get a very good idea of how natural
selection works.
Students can explain what natural selection is and the conditions necessary for it
to occur.
Students will understand in a population in the context of natural selection.
Students will be able to use terms such as natural selection, evolution, and
adaptation scientifically.
Students will be able to organize data in a table and graph.
Students will understand how adaptations can be advantageous which leads to
fitness
B.1.32 Natural Selection occurs when the environment proves opportunities for
survival and reproduction
B.8.5. Describe how organisms with beneficial traits are more likely to survive,
reproduce, and pass on their genetic information due to genetic variations,
environmental forces and reproductive forces
 1 pound of red beans
 1 pound of black beans (similar size and shape as the other beans)
 1 pound of white beans (similar size and shape as the other beans)
 25 plastic forks
 25 plastic spoons
 25 plastic knives
 30 paper cups
 1 stopwatch
 1 whistle
 broom and dustpan for cleanup
 1 copy of the Bird Beak student handout for each student


Classroom
Geography:
3 copies of the Bird Beak data tables
Optional: masking tape or string to designate the borders of the feeding
ground
Our particular classroom has 8 lab stations already set up which made it easy to
separate the students into groups. For a few of our classes we had pushed the big
benches to the sides of the room and taped off areas.
Approximately what percentage of the time are students do each of the following? (Should = 100%)
%
Independent reading
%
5%
Independent writing
20%
5%
Direct Instruction by teacher
5%
Partner work
65%
Group work
%
Engaging in whole group
discussion
%
Inquiry Based Lab Activity
Lesson Sequence
Estimated
Time Needed
(Minutes)
Detailed Description of Teaching and Learning
15-20
(Include language to identify instructional goals – activate prior knowledge,
engage, model, investigate, apply, review, closure, etc.)
Introduction – In the beginning of the class students will do a short write
responding to “What is evolution and how does it work?” This will allow me to
assess their prior knowledge. Ask the students what advantageous means. Lead the
discussion towards thinking about what “more successful” really means. Does that
mean being more popular or making more money or more likely to live happily
ever after? In scientific terms, what matters in the long run is whether you survive,
find a mate, and reproduce, passing on your genes to the next generation.
45-50
Students will engage in an activity to investigate the importance of having an
advantageous ‘bill’ they will also see the importance of being a bean (prey) that
blends in with their environment and adaptations such as camouflage
1. Distribute a cup to each student. Next, give each student a plastic utensil.
2. Quickly go over the rules before heading out to the feeding ground. Make
sure you bring clipboards, beans, a stopwatch, and a whistle.
3. Place the 4 data clipboards in different locations near the feeding ground.
4. Have students stand on the edge of the feeding ground. Sprinkle the mixed
beans (100 of each type) into the feeding ground.
5. Blow the whistle and give students 20 seconds to “eat” as many beans as
possible. Look out for students that cheat (have cups touching the ground,
interfere with other students, etc.) and dump out the contents of their cups
or eliminate them from the game. Blow the whistle again to signal the end
of the year.
6. Each student should go to the clipboard for their beak type, count the
number of beans of each type they ate, and enter that information in the data
table.
7. Each group should calculate the grand total number of beans of each type
that were eaten by their group (the bottom row of the table).
8. One volunteer from that group can bring that information to the bean
population data clipboard and enter their groups’ information. The
volunteers can then help to complete the bean data table and count out the
proper number of beans to add to the feeding ground.
9. While the volunteers are entering bean population data, the rest of the
students should help to sort their beans by color and return them to the
stockpiles.
10. Finally, have students line up by the total number of beans they ate. Have
the 5 students that ate the fewest beans act out a grisly death. (Acting out
the deaths helps students realize that they are actually dying and entering
the game as a new bird with new traits, not just trading in one tool for
another.) Confiscate their utensils. Give them new beaks that match the
beaks of the 5 students that ate the most beans.
11. Have a student enter this information (the number of birds that died and
number of babies born) on the bird population data clipboards.
12. Repeat steps 5-11 for each of the next 3 years of the game for a total of 4
rounds.
13. Collect the clipboards, cups and utensils. Sweep up any remaining beans.
15-20
15
1. Create data tables on the board (or make and overhead copy) similar to the
ones on the second page of the Bird Beak Student handouts.
2. Use the information from the clipboards to fill in the summary table. Have
students fill in their tables as well.
3. Have students graph the data for each population (red beans, white beans,
black beans, fork-bills, spoon-bills, blade-bills) with years 1-5 on the x axis
and the number of organisms at the start of a year on the y axis. The
graphing may be done:
o individually in their lab notebooks
o groups of 3 can each graph one bird and one bean and compare graphs
as a group
o a group of students can create large poster sized graph for one of the
populations to display around the room.
Discussion- students will be able to bring everything together to make sure they all
arrived at a common goal. This will be closure for the lab but also the opening to
the evolution unit.
4. Discuss the graphs. Notice patterns such as one population going up while
another goes down. See if the population is growing steadily or
exponentially.
5. Discuss the reasons why one population did well while another did poorly.
Is there a different scenario in which a different bird or bean would do best?
6. At this point it is possible to formally address some of the vocabulary.
o Discuss natural selection – the process by which organisms with traits
that best suit the environment are most likely to survive, reproduce, and
pass on their genes to the next generation. In this activity, the bean that
had the best camouflage and that was the hardest to catch survived,
reproduced, and passed on their genes.
o Discuss evolution – descent with modification, most often as the result
of natural selection. In this activity, we started with the same number of
beans of each type but ended up with the population skewed towards the
beans with the best suited traits.
Discuss adaptation – a trait that is very well suited to a given environment that has,
through natural selection, increased in the population over many generations. In
this case, a particular color of bean could be considered an adaptation since it
increased in the population through natural selection
Homework for Tomorrow
Assessments
Pre-Assessment: Students will write a short response essay to “what is evolution and how does it
work?” This will all me to get a sense of their prior knowledge and understanding.
Assessment
1. Collect the students’ graphs and responses to the conclusion questions.
2. After the activity and discussion, students revise their essay to reflect what they now know
about evolution.
3. During the lab the students will be asked questions in order for me to formatively assessed
their understanding.
4. I can also formatively assess the students
Modifications / Special Considerations
All students with IEP’s will be given necessary accommodations and modifications.
Daily Lesson Plan
School
Broadripple High School
Your Name:
Bridgette Drake
Date:
March 24, 2011
Course:
Biology
Grade Level(s):
# of Adults in
Classroom:
8th-12th
Length of Class:
Number of
Students:
Unit Topic/Title:
Rationale/
Purpose for
Lesson:
Learning
Outcomes or
Objectives:
Student Academic
Standards:
Materials
Required
50 min
12-39
1
Evolution: When Whales Had Legs…
Students will experience the historical discovery of fossils that increasingly link
whales to earlier land-dwelling mammals, thus providing evidence to support the
theory of evolution. This lesson also provides confirmation, with multiple
independent lines of evidence, that there is a series of intermediate forms,
showing gradual accumulation of changes, linking certain terrestrial mammal
groups with modern whales. We will watch a video and read articles discussing
whale evolution and the fact that many have vestigial leg bones still within their
bodies. We will also discuss how mammals and humans share a common
ancestor by looking at homologous structures and embryo comparisons.
1. Students will recognize the elements of the process of science as reflected in
this lesson.
2. Students will recognize the role of predictions in science, and how this
helped clarify whale evolution.
3. Students will explain the evidence leading to a possible revision in the likely
ancestors of whales
4. Students will identify which whale-like traits appeared earliest, and which
ones appeared later.
5. Students will understand that the remnants of whale legs are still found
within whales today
B.8.1. Explain how anatomical and molecular similarities among organisms
suggest that life on earth began as simple, one-celled organisms about 4 billion
years ago and multicellular organisms evolved later
B.8.3. Use anatomical and molecular evidence to establish evolutionary
relationships among organisms
Computer, LCD projector, articles, handouts, speakers, scissors
For each team:
1. Timeline of the Eocene epoch (55 to 34 mya;)
2."Whales in the Making" page of picture strips of fossils and reconstructions of
6 whale-type mammals
3."Discovery: Whales in Transition": Background, Procedures, Narrative, and
Discussion Questions
4. Question set for students
For Stations:
1. pictures of embryos
2. vertebrae from dears, catfish, whales, humans, rabbits, cow
3. Articles about whale evolution
4. Pictures of whales as they have evolved
Classroom
Geography:
The tables were set up in the normal way for the video, discussion, and lab
portion of the class. There were also stations set up around the room at the lab
areas with articles, diagrams, and vertebrae for the homologous structures.
Approximately what percentage of the time are students do each of the following? (Should = 100%)
%
Independent reading
%
Partner work
45%
5%
Independent writing
20%
Group work
5%
5%
Direct Instruction by teacher
20%
Engaging in whole group
discussion
Inquiry Based Lab Activity
Video
%
Lesson Sequence
Estimated
Time Needed
(Minutes)
10
30
10
None
Detailed Description of Teaching and Learning
(Include language to identify instructional goals – activate prior knowledge,
engage, model, investigate, apply, review, closure, etc.)
Intro: Engage the students by asking if they knew that whales had legs” Listen to
their responses have a quick discussion about today we will be talking about how
they really do. I put up a overhead of a whale which has leg remnants (vestigial
structures) I asked what it was and what that might mean. I played a short video
from natural geographic which can be found at :
http://channel.nationalgeographic.com/series/morphed/3001/Overview
Have a brief discussion with the students about what they just saw and tell them we
will be investigating evidence for evolution through fossils, structures
1. Pass out the “Whales had Legs” and “Whales in the Making” and the “Time
Line”.
2. I told the students they would work in pairs (teacher decression)
3. Tell the students they need to put the different animals in order this should take
some time but try not to give them any clues (**NOTE: remove the bottom
picture Ambulocetus natans and keep it separate**)
4. After they put them in the order pass out the narrative for them to make sure they
have those in the correct order. After they have hypothesized and drawn their
intermediate (the piece you have separate) you can give them the piece for them
to check their work.
4. They visit the stations around the room apply what they have recently learned,
read the articles, and answer the questions on their worksheet.
5. This will be turned in at the end of the period
Engage the class in a discussion to review what they have learned and bring
closure to the lab. We will discuss how vestigial structures provide evidence for
evolution. Let the students talk about what they had learned and how whales
evolved from land to water mammals.
Homework for Tomorrow
Assessments
1. Collect the students’ worksheet responses to the questions.
2. During the lab the students will be asked questions in order for me to
formatively assessed their understanding.
3. I can also formatively assess by looking at their timeline during the lab and
making sure they drew the intermediate which made sense (and animal that
looks like it could go on both land and water)
Modifications / Special Considerations
All students with IEP’s will be given necessary accommodations and modifications.
Daily Lesson Plan
School
Broadripple High School
Your Name:
Bridgette Drake
Date:
March 18th
Course:
Biology
Grade Level(s):
# of Adults in
Classroom:
8th-12th
Length of Class:
Number of
Students:
Unit Topic/Title:
Rationale/
Purpose for
Lesson:
Learning
Outcomes or
Objectives:
Student Academic
Standards:
Materials
Required
Classroom
Geography:
50 min
12-39
1
Evolution: Lamarck vs. Darwin
Students will understand both Darwin and Lamarck’s theories of evolution
Students can explain why Darwin has the current accepted theory
Students will explore what the world may be like if Lamarck’s theories were
correct.
Students will practice reading aloud in a group setting
B.8.5. Describe how organisms with beneficial traits are more likely to survive,
reproduce, and pass on their genetic information due to genetic variations,
environmental forces and reproductive forces
B.8.7 Describe the modern scientific theory of the origins and history of life on
earth and evaluate the evidence that supports it.
Darwin vs. Lamarck Read, pencils, paper, colored pencils
For the read we came together as a group in smaller classes so we could hear
during our popcorn read. When it was time for their actual project the students
were free to move around the room
Approximately what percentage of the time are students do each of the following? (Should = 100%)
%
Independent reading
%
Partner work
%
Independent writing
%
Group work
5%
Direct Instruction by teacher
35%
Engaging in whole group
discussion
%
60%
Inquiry Based Lab Activity
Project
%
Lesson Sequence
Estimated
Time Needed
(Minutes)
Detailed Description of Teaching and Learning
(Include language to identify instructional goals – activate prior knowledge,
engage, model, investigate, apply, review, closure, etc.)
5
5
Go over a sample benchmark question to prepare for upcoming benchmark, discuss
and make sure they have a good understanding of why the right answer if right and
the other answers are not as good.
Pass out the Lamarck and Darwin read and highlighters. Explain to the class the
10-12
30-40
rules for a ‘popcorn read’. (You have to at least read one sentence, pay attention
and follow along in case you are called on when you are finished reading popcorn a
friend to continue on where you left off). I started off just to explain the top 4 ideas
(I told them to highlight)
Engage the class in a popcorn read for the article. When finished discuss any
questions, ideas, misconceptions that they may have. Use a variety of questioning
techniques to formatively assess their understanding.
Pass out the assignment, explain the directions and tell the class they need to come
up with a creative way to show how the world would be if Lamarck were correct.
They were allowed to draw comics, write stories or poems, make pictures, essays
anything that creatively shows their understanding. Materials will already be laid
out.
Homework for Tomorrow
Assessments
I will assess during our reading and discussion to make sure they get an understanding of the
two theories we are discussing. We will discuss similarities, differences and WHY we accept
Darwin’s theory. This will be a formative assessment so I can get a feel for their understanding.
I will also do a project based assessment to see what the world might be like if Lamarck were
correct. This will also allow them to compare what they already know regarding Darwin to
other unaccepted theories. They will turn in their project
Modifications / Special Considerations
All students with IEP’s will be given necessary accommodations and modifications.
Appendix
A
Bird Beak Buffet
Introduction
In this lab we will investigate the results of variation and competition on a population. We will
be studying a population of birds with different beak traits. Birds of this species may be forkbilled, scoop-billed, or blade-billed. (These are variations, or slightly different forms of a
particular trait that appear in members of the same species).
These birds eat beans. The bean population also has variations. Beans may be red, white or
black.
Each year, the birds forage in their feeding ground and try to eat as much as possible. In each
year, the 5 birds that eat the most will reproduce and have babies with the same beak trait as
their parent. The 5 birds that eat the least will die (but may be reincarnated as a new bird).
Each year, beans that survive will reproduce. Each survivor bean will have a baby with the same
color trait as their parent.
Rules
1.
2.
3.
4.
5.
6.
7.
All birds must wait outside the feeding grounds until the teacher says “Go!”
Birds may only touch food with their beaks. No hands!
Food must make it into the stomach to count.
Stomachs may not touch the ground.
Do not hurt other birds. (You can help each other if you want.)
Do not touch other birds’ stomachs.
When the teacher blows the whistle, all birds must immediately leave the feeding
ground.
** Breaking the rules will cause you to throw up all your food. Serious infractions result in
immediate death with no chance of reincarnation! **
At the end of each year data will be collected on a clipboard for each of the 3 bird
types and each of the 3 bean types.
1. Birds should enter their own information on the clipboard for their beak type.
2. When all the birds with that type of beak have entered their data on the clipboard, one
volunteer from that group will enter their group’s data on the bean population data
clipboards.
3. These volunteers will help to add the proper number of bean babies to the feeding
ground.
4. Finally, birds will line up according to how many beans they ate. The 5 birds that ate the
most will reproduce. The 5 birds that ate the least will die and get reincarnated as bird
babies.
Bird Beak Buffet Conclusion
Bird Population Summary
Year # fork-bills # spoonbills
1
2
3
4
5
Bean Population Summary
# bladebills
Year # red
beans
1
2
3
4
5
# white
beans
# black
beans
Conclusion Questions
1. In 2-3 sentences, describe how the bird population changed over the 5 years of feeding
and reproducing.
2. Which beak trait was best suited to this environment? Explain why that beak trait did so
well.
3. Could you imagine a different environment (perhaps with a different food source) where a
different beak trait would survive better? Describe that imaginary environment and how it
would affect the survival of these birds.
4. In 2-3 sentences, describe how the bean population changed over the 5 years of being
preyed upon by birds and reproducing.
5. Which bean color trait was best suited to this environment? Explain why that bean color
trait did so well.
6. Could you imagine a different environment (perhaps with a different colored ground
surface) where a different bean color trait would survive better? Describe that imaginary
environment and how it would affect the survival of the beans.
7. What



Darwin said can be summed up in 4 statements:
Variation: Different individuals have different traits.
Heredity: Traits can be passed on from parent to offspring.
Competition: There is competition so that some individuals survive and
reproduce more than others.
 Natural Selection: The individuals whose traits best fit them to the environment
are the ones that are most likely to survive, reproduce, and pass on their genes to
the next generation.
a)
b)
c)
d)
Describe
Describe
Describe
Describe
an
an
an
an
example
example
example
example
of
of
of
of
variation that you saw in this activity.
heredity that you saw in this activity.
competition that you saw in this activity.
natural selection that you saw in this activity.
24
__________-billed Bird Population Data
Year 1
Number of birds at the start of year 1
__________
Name
# red beans
# white beans
# black beans
Grand total
Number of birds that died in year 1
Number of new babies born in year 1
__________
__________
Year 2
Number of birds at the start of year 2
__________
Name
# red beans
# white beans
# black beans
Grand total
Number of birds that died in year 2
Number of new babies born in year 2
Total beans
Total beans
__________
__________
Year 3
Number of birds at the start of year 3
__________
Name
# red beans
# white beans
# black beans
25
Total beans
Grand total
Number of birds that died in year 3
Number of new babies born in year 3
Year 4
Number of birds at the start of year 4
Name
# red beans
__________
# white beans
Grand total
Number of birds that died in year 4
Number of new babies born in year 4
Year 5
Number of birds at the start of year 5
__________
__________
# black beans
__________
__________
__________
26
Total beans
Bean Population Data
Year 1
Red beans
White beans
Black Beans
Red beans
White beans
Black Beans
Red beans
White beans
Black Beans
# at start of year 1
# eaten by fork-bills
# eaten by spoon-bills
# eaten by blade-bills
Total # eaten in year 1
# that survived year 1
(# at start - # eaten)
# bean babies born
(= # that survived)
Year 2
# at start of year 2
# eaten by fork-bills
# eaten by spoon-bills
# eaten by blade-bills
Total # eaten in year 2
# that survived year 2
(# at start - # eaten)
# bean babies born
(= # that survived)
Year 3
# at start of year 3
# eaten by fork-bills
# eaten by spoon-bills
# eaten by blade-bills
Total # eaten in year 3
# that survived year 3
(# at start - # eaten)
# bean babies born
(= # that survived)
27
Year 4
Red beans
White beans
Black Beans
Red beans
White beans
Black Beans
# at start of year 4
# eaten by fork-bills
# eaten by spoon-bills
# eaten by blade-bills
Total # eaten in year 4
# that survived year 4
(# at start - # eaten)
# bean babies born
(= # that survived)
Year 5
# at start of year 5
28
Appendix
B
29
30
Name:_______________________________
Mod:__________
Whales Had Legs???
1. Room to draw your intermediate:
2. What whale traits were earliest to appear?
3. What whale traits evolved much later?
4. How close was your intermediate drawing match to the Ambulocetus natans?
5. Several modern whales have well –developed rear limbs while there are embryos. As the
embryo continues to mature, these limbs shrink and become nonfunctional.
a. This is an example of a what?
b. What evidence does this give to whales and mammals having common ancestors?
31
Station time!
Ancient Whale Gives birth on Land…
1. What characteristics did this whale share with other archaeocetes of the same time
period?
2. Did these whales live on land or in the water? What evidence supports your answer?
Getting a Leg Up On Whale and Dolphin Evolution…
1. This article suggests that fossils of whales and dolphins are related to what common
day animal?
2. Did whales change their diet or lose their ability to walk first?
If you have extra time look at the articles or pictures that are displayed and tell me something
interesting you learned about whales and their evolution (not just they had legs)
32
Check over your hypothesis…..(yes you have to read  )
1. We have NO fossils of modern whales earlier than about 25 million years ago (mya).
However, for many years, we have been finding a number of fossils of various primitive
whales(archaeocetes) between 25 and 45 million years old, and somewhat different from modern whales,
e.g.with very distinctive teeth An example of these early whales would be Dorudon. Place the fossil
picture strip of Dorudon at about 36 mya on your timeline (actual range about 39-36 mya);
(“mya”=millions of years ago).
2. As more fossils have been discovered from the early Eocene (55 to 34 mya), we searched for a land
mammal from which whales most likely evolved. The group of animals that had features like those
distinctive teeth that are also found in the earliest primitive whales, was called the Mesonychids. A typical
example of these animals was Pachyaena. Mesonychids also had hooves, suggesting that whales may be
related to other animals with hooves, like cows, horses, deer and pigs.
Place the Pachyaena strip at about the 55 mya level on your timeline. Mesonychids lived from 58-34
mya.
3. In 1983, all we had were these primitive whales and mesonychids, with a big gap in between. This
year, paleontologist Philip Gingerich was searching in Eocene deposits in Pakistan, and found the skull of
an amazing fossil. It had teeth like the Dorudon whale, with whale-like ear bones and other features, but it
was much older (50 mya), and there were indications that it had four legs. He called this Pakicetus, so
place your Pakicetus strip on your timeline at 50 mya. Later, more complete fossils confirmed that it had
4 walking legs, with tiny hooves!
4. In 1990, in Egypt, Gingerich’s team found the tiny hind limb bones of Basilosaurus. There were lots of
Basilosaurus skeletons there (once covered by the Mediterranean). Basilosaurus had first been discovered
in the Appalachians of America.
These new leg fossils were about 37 my old, so place the Basilosaurus strip at 37 mya on your time
line.The legs were about 2 feet long, and useless for carrying the animal on land.
5. In early 1994, Gingerich was hunting in Pakistan again, in Eocene sediments, and found the fossil
remains of a 4-legged early whale that was more recent than Pakicetus, and with more aquatic features
(shorter legs, whale-like ear bones, skull with nostril between eyes and tip of nose). He called it
Rodhocetus. Place the Rodhocetus strip at 46 mya. Rodhocetus also had tiny hooves on its toes!
6. NOW, notice the gap between the very terrestrial Pakicetus at 50 mya and the clearly more aquatic
Rodhocetus at 46 mya. Talk with your partners about what you think an animal intermediate between
Pakicetus and Rodhocetus might look like, and where you would most likely find that animal. Make a
sketch of what you think it would look like.
7. After most of you have “made your predictions” (shown your drawings to your teacher), you will be
shown the next discovery...
8. In late 1994, Hans Thewissen (one of Gingerich’s students) was searching
....where?.....[right,Pakistan]... in 49 my old deposits, and found a nearly complete fossil of what he called
“The Walking Whale” - Ambulocetus. Place the Ambulocetus strip at 49 mya years ago, between
Pakicetus and Rodhocetus. It was about the size of a large sea lion, and with its huge hind feet, probably
swam like an otter. It also had whale-like ear-bones and little hooves on its toes!
33
34
Early Whales Had Legs
The tail-powered swimming of modern baleen (Mysticeti) and toothed (Odontoceti) whales evolved from the hip wiggling style of
the ancient whale Georgiacetus. Illustration by Mary Parrish, Smithsonian Institution
35
The first whales once swam the seas by wiggling large hind feet, research now suggests. These
new findings shed light on the mysterious shift these leviathans made away from land. The
ancestors of whales once strode on land on four legs, just as other mammals do. Over time, as
they evolved to dwell in water, their front legs became flippers while they lost their back legs
and hips, although modern whales all still retain traces of pelvises, and occasionally throwbacks
are born with vestiges of hind limbs.
A great deal of mystery surrounds how the anatomy of the first whales changed to propel them
through the water. A key piece of that puzzle would be the discovery of when exactly the wide
flukes on their powerful tails arose.
"The origin of flukes is one of the last steps in the transition from land to sea," explained
vertebrate paleontologist Mark Uhen of the Alabama Museum of Natural History in Tuscaloosa.
To shed light on this mystery, Uhen analyzed new fossils that amateur bone hunters discovered
exposed along riverbanks in Alabama and Mississippi. These bones once belonged to the ancient
whale Georgiacetus, which swam along the Gulf Coast of North America roughly 40 million
years ago, back when Florida was mostly submerged underwater. This creature reached some 12
feet in length and likely used its sharp teeth to dine on squid and fish.
The first whales known to possess flukes are close relatives of Georgiacetus that date back to 38
million years ago. But while only about 2 million years separate Georgiacetus from these other
whales, Uhen now finds that Georgiacetus apparently did not possess flukes. The new 2-inchlong tail vertebra he analyzed — one of some 20 tail vertebrae the ancient whale had — is not
flattened as the vertebrae near whales flukes are.
Instead, Uhen suggests that Georgiacetus wiggled large back feet like paddles in order to swim.
Past research showed this ancient whale had large hips, which suggested it also had large hind
legs. Oddly, scientists had also found that its pelvis was not attached to its spine. This meant its
hind legs could not paddle in the water or support the whale's body weight on land, leaving it a
puzzle as to what they were for until now.
"The idea we are now helping confirm is that this ancient whale wiggled its hips to swim,
moving its feet like hydrofoils or paddles. So it swam rather like a modern whale, which
undulates its body up and down," Uhen told LiveScience.
The scientists detailed their findings in the latest issue of the Journal of Vertebrate Paleontology
36
This artist's conception shows what the ancient whale (male), Maiacetus inuus, may
have looked like when alive about 47.5 million years ago.
More than 47 million years ago, a whale was about to give birth to her young … on land. That's
according to skeletal remains of a pregnant cetacean whose fetus was positioned head-down as is
the case for land mammals but not aquatic whales.
The teeth of the fetus were so well-developed that researchers who analyzed the fossils think the
baby would have been born within days, had its mom not died.
The fossil discovery marks the first extinct whale and fetus combination known to date, shedding
light on the lifestyle of ancient whales as they made the transition from land to sea during the
Eocene Epoch (between 54.8 million and 33.7 million years ago).
Philip Gingerich, a paleontologist at the University of Michigan, Ann Arbor, and his team
discovered the pregnant whale remains in Pakistan in 2000, and then in 2004, Gingerich's coauthors and others found the nearly complete skeleton of an adult male from the same species in
those fossil beds. The adult whales are each about 8.5 feet (2.6 meters) long and weighed
between 615 and 860 pounds (280 and 390 kg), though the male was slightly longer and heavier
than the female.
Confusing find
On the dig that ultimately yielded the pregnant whale, Gingerich and his team first spotted what
looked like a line of chalk on the ground surface, which later turned out to be the teeth of the
whale fetus.
"Very quickly I got into the baby's teeth," Gingerich told LiveScience. "Then I kept going around
it, and the ribs seemed too big for the size of the animal and they were all going the wrong way.
So I have to say I spent the whole day excavating this thing confused about what in the world
was going on here."
Soon after, Gingeric discovered another, larger, skull, and he realized the fetus was still inside its
mother.
37
The new species, now called Maiacetus inuus, is a member of the Archaeoceti, a group of
cetaceans (an animal group that includes whales, dolphins and porpoises) that predate modern
toothed and baleen whales. Archaeocetes had mouths full of several types of teeth, as well as
nostrils near the nose tip. Both features are seen in land mammals but not in today's whales.
Like other archaeocetes, the newly discovered whale was equipped with four legs modified for
foot-powered swimming (sort of like climbing, or scrambling, up a steep hill but instead in
water). While the whales likely could support their weight on their flipper-like limbs, they
probably couldn't go far on land.
"They clearly were tied to the shore," Gingerich said. "They were living at the land-sea interface
and going back and forth."
Land delivery
The team suggests that Maiacetus fed at sea and came ashore to rest, mate and give birth.
The head-first position of the fetus matches what is found in many land animals, particularly the
artiodactyls (pigs, deer and cows), which are thought to have given rise to ancient whales.
Human babies also emerge head first, ideally.
Scientists speculate that a head-first orientation allows land mammals to breathe even if they get
stuck in the birth canal.
That's not the case underwater. "If you're born in the water you don't want the head out away
from the mother until it's going to pop free, because you don't want it to drown,” Gingerich said.
In addition, tail-first delivery in modern whales and dolphins would ensure the baby is facing in
the same direction as its mother who is likely swimming. To keep mom and baby from getting
separated, tail-first delivery would be optimal, Gingerich said.
The research, published in the Feb. 4 issue of the online journal PloS ONE, was funded by the
Geological Survey of Pakistan, National Geographic Society, National Science Foundation and
Alexander von Humboldt Foundation.
38
Embryo Comparisons
39
A comparison of vertebrate embryos. Notice that all the above embryos begin with the same
number of gill arches. Although a human embryo does not "recapitulate" the adult stage of any
previous ancestor, certain ancestral conditions and particular structures are clearly
recapitulated. This figure is from Mayr's book What Evolution Is. According to Mayr,
"embryonic similarities, recapitulation, and vestigial structures are fully compatible with an
evolutionary explanation based on common descent, variation, and selection." As Mayr also
notes, if evolution is not true, "why should the embryos of birds and mammals develop gill slits,
like fish embryos?"
Although Mayr uses Haeckel’s original drawings in his book, he acknowledges that Haeckel’s
famous claim that “ontogeny recapitulates phylogeny” is now known not to be true, because as
noted above a human embryo does not repeat the adult stage of any previous ancestor.
The embryos of birds and mammals clearly show gill-like structures, more technically called
pharyngeal arches. Mayr is not claiming that human embryos actually have the gill slits of a
fish. Embryos of all vertebrates have deep structural similarities and these deep similarities are
said to clearly show evidence for evolutionary relationships.
40
Appendix
C
41
Creative Writing Assignment - LaMarck
We have learned that Darwin’s has the accepted theory of evolution and LaMarck was proven to
be incorrect. LaMarck believed that an organisms could change during its life in order to adapt to
its environment and those changes were passed to its offspring. (The giraffe WANTED a longer
neck so they simply stretched to make it grow so they could reach the branches). Imagine what
it would be like if LaMarck were correct. Your assignment is to design a story, essay, poem,
picture (with description), comic strip, or anything else creative that shows what evolution or life
may be like if LaMarck’s theories were correct. Be sure to give a good description of what is
happening. I know you are creative so let’s see it. You are free to use materials around the class
(paper, colored pencils, etc). You will be graded on how creative you are, how well you
demonstrate Lamarck’s theories, and how well your assignment is put together. Good luck and
have fun 
42
Appendix
D
43
Quiz over evolution so far…..
1. _______ According to the current evolutionary thought, which statement most
accurately describes the development of the complex life forms over the Earth’s
history?
a. Life began about 2 bya and have become increasingly complex since that time
b. Life began 2 bya and has undergone rises and falls in the complexity or organisms
c. Life began about 4 bya and started to increase in complexity about 1 billion years ago
d. Life began about 4 bya and stopped increasing in complexity about 1 billion years
ago
2. ________ What organism below does the fossil record begin with?
a. plants
b. mammals c. bacteria
d. Dinosaurs
3. _______ Which of the following is most likely true of Archaebacteria?
a. They are eukaryotic
b. They are not similar to any life on earth that exist today
c. All plants and animals are direct descendants of Archaebacteria
d. They are thought to be the most similar to the first living organisms on earth
4. ______ Whose theory do we currently use to explain evolution?
a. Hook
b. LaMarck
c. Darwin
d. Pasteur
5. ______ The structural similarities between the flippers of whales and the arms of
humans show
a. human species began life in the oceans
b. humans and whales have a common ancestor
c. whales evolve from humans
d. whales are older than humans
6. ______Which of the following is true about evolution?
a. evolution creates new species from atoms
b. evolution has no effect on the overall diversity
c. evolution builds on what already exist
d. evolution does not occur in humans
7. Pick 1 of the following as a short answer (Write your response on the back) THINK
EVOLUTION
1. You observe that frogs and Freddy the freshman both have 5 fingers…what’s up with that?
Explain in evolutionary terms
2. What might cause a mass extinction and how could this be seen in fossil records/rock
layers?
3. In Boas and anacondas there are remnants of feet. Explain why this may be and what it
means
44
Name:____________________________
Mod:_____________________
Evolution Exam
Match the correct Critical Vocab Word with its correct definition
a. speciation b. fitness c. homologous d. adaption e. vestigial
1. ___e__ structures that are not fully developed because they are nonfunctional
2. __c___structures having the same evolutionary origin but not the same function
3. ___d__an adjustment of a characteristic to make the organism more fit for its environment
4. __a___formation of a new species
5. __b___refers to weather a trait is likely to survive being passed from parent to offspring
6. _____ The correct order of the classification system is…
a. Kingdom, Phylum, Order, Class, Family, Species, Genus
b. Phylum, Kingdom, Class, Order, Family, Genus, Species
c. Kingdom, Phylum, Class, Order, Family, Genus, Species
d. Species, Genus, Family, Class, Order, Phylum, Kingdom
7. _____The most specific of the classifications is…
a. Kingdom
b. Class
c. Phylum
d. Species
8. _____Speciation can occur by…
a. genetic isolation
b. mutations
c. genetic drift
d. all of the Above
9. ______A whale fin, human arm, and bat wing are examples of
a. vestigial structures
b. homologous structures
c. speciation
d. ventricle structures
10. ______When species are classified based on similarities in how they look, the
classification often closely matches similarities in their
a. metabolic rate
b. life expectancy c. membrane structure d. genetic sequence
11. ______ Two organisms, the waffalump and the bazumba, are found to have similar
DNA. Which statement is BEST supported by your observation?
a. Both organisms live in the same environment
b. These organism are closely related
c. They both were influenced by a mutagen
d. These organisms reproduce sexually
12. ________ What organism below does the fossil record begin with?
a. plants
b. mammals
c. bacteria
d. dinosaurs
13. ______ Whose theory do we currently use to explain evolution?
a. Hook
b. Nelson
c. Darwin
d. Pasteur
14. _______ According to the current evolutionary thought, which statement most
accurately describes the development of the complex life forms over the Earth’s history?
a. Life began about 2 bya and have become increasingly complex since that time
45
b. Life began 2 bya and has undergone rises and falls in the complexity or organisms
c. Life began about 4 bya and started to increase in complexity about 1 billion years ago
d. Life began about 4 bya and stopped increasing in complexity about 1 billion years ago
15. _______ Which of the following is most likely true of Archaebacteria?
a. They are eukaryotic
b. They are not similar to any life on earth that exist today
c. All plants and animals are direct descendants of Archaebacteria
d. They are thought to be the most similar to the first living organisms on earth
16. ______ The structural similarities between the flippers of whales and the arms of
humans show
a. whales evolve from humans
b. humans and whales have a common ancestor
c. whales are older than humans
d. human species began life in the oceans
17. ______Which of the following is true about evolution?
a. evolution creates new species from atoms
b. evolution has no effect on diversity
c. evolution builds on what already exist
d. evolution does not occur in humans
18. ______ One explanation as to why organisms exist today after dinosaurs went extinct is
a. Dinosaurs quickly evolved into new organisms in a fast evolving environment
b. Evolution started all over again
c. There were new species on the asteroid that hit the earth and they took over
d. Ancestors of present day organisms adapted to the new environment
19. _______ The common theory is that the earliest cells on Earth were relatively simple,
lacked a nuclear membrane, etc. Over time, more complex cells developed from these
simple cells.
This describes the concept of…
a. evolution
b. genetics
c. ecology
d. inheritance of acquired characteristics
20. _______ Which statement BEST describes the driving force that leads to evolution
within a species through natural selection?
a. Individuals in a population use different parts of their body as conditions change and
then pass those genes to their offspring
b. Individuals in a population adapt as selective pressures force change
c. Individuals in a population have variations that increase their chance of survival
d. Individuals in a population change their behavior as conditions change and then pass
these to their offspring
21. _______ Which is the best evidence of evolutionary relationships between two
organisms?
a. the way they look
b. what they eat
c. the habit they live in
d. their similarities in DNA
46
22. _________Variations between two members of a population will most likely be passed
to future generations if they are
a. due to genetic change and result in unfavorable variation
b. due to genetic change and result in favorable variation
c. not due to genetic changes and result in unfavorable variations
d. not due to genetic changes and result in favorable variations.
23. ______ Which statement is true about the fossils in the rock layers above?
a. Fossil 1 is older than Fossil 4.
b. Fossil 3 is younger than Fossil 5.
c. Fossil 1 is younger than Fossil 2.
d. Fossil 3 is the same age as Fossil 5.
Using the table below answer the following question
Species 1
TTT TAG CTC AAT GGC CTA
Species 2
TTT TAG GTC AAT GGC CTA
Species 3
AAT TAG CTC AAA GGC CTA
Species 4
TTT TAT CTG AGT GCC GTA
24. _______Which of the following statements below is true about the species above
a. Species 1 and 4 are most similar
b. Species 1 and 2 are most similar
c. Species 1 and 3 are most similar
d. Species 2 and 3 are the same species
26 & 27 Pick TWO of the following to answer. Your answer should be in complete sentences
and supported with evidence and examples.
a. Describe how birds’ beak and feet are evolutionary adaptions. Be sure to give examples
b. Compare and Contrast the theories of LaMarck & Darwin and tell who has the accepted theory
47
c. Explain why all dogs are considered the same species but horses and donkeys are not
d. Give examples of at least 4 types of evidence we have to support the evolutionary theory
Choice _______
**BONUS: List the 4 ideas associated with Natural Selection**
1.
2.
3.
4.
48