COURSE: Biology
I.
Grade Level/Unit Number:
II:
Unit Title:
III.
Unit Length:
IV.
Major Learning Outcomes:
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V.
1.00
Unit 3
Evolutionary Mechanisms
2 weeks (on a 90 min per day block schedule)
The student will gain an understanding of
The development of the theory of evolution by natural selection as related to the
scientific process
The hypotheses about the evolution of the first living things
The evidence for the change of organisms over time – both fossil and biochemical
evidence
The steps in the theory of natural selection
The current evidence for evolution seen in antibiotic and pesticide resistance
The history of classification systems
The changing nature of classification systems related to new understandings about the
evolutionary relatedness of organisms
The differences and similarities between eukaryotes and prokaryotes
The characteristics that are similar and different among the Protists, Fungi, Plants, and
Animals
The use of dichotomous keys in classifying organisms
Content Objectives Included (with RBT Tags):
Objective
Number
3.05
4.01
9 - 12
Objective
Examine the development of the theory of evolution by natural selection
including:
 Development of the theory.
 The origin and history of life.
 Fossil and biochemical evidence.
 Mechanisms of evolution.
 Applications (pesticide & antibiotic resistance).
Analyze the classification of organisms according to their evolutionary
relationships.
 The historical development and changing nature of classification
systems.
 Similarities and differences between eukaryotic and prokaryotic
organisms.
 Similarities and differences among the eukaryotic kingdoms: Protists,
Fungi, Plants, and Animals.
 Classify organisms using keys.
Learner will develop abilities necessary to do and understand scientific
inquiry. Goal 1 addresses scientific investigation. These objectives are an
integral part of each of the other goals. Students must be given the
opportunity to design and conduct their own investigations in a safe
Biology- Unit 3
DRAFT
RBT
Tag
B4
B4
1
1.01
1.02
1.03
1.04
1.05
laboratory. The students should use questions and models to formulate the
relationship identified in their investigations and then report and share those
findings with others.
Identify biological problems and questions that can be answered through
scientific investigations.
B1
Design and conduct scientific investigations to answer biological questions.
 Create testable hypotheses.
 Identify variables.
 Use a control or comparison group when appropriate.
 Select and use appropriate measurement tools.
 Collect and record data.
 Organize data into charts and graphs.
 Analyze and interpret data.
 Communicate findings
Formulate and revise scientific explanations and models of biological
phenomena using logic and evidence to:
 Explain observations.
 Make inferences and predictions.
 Explain the relationship between evidence and explanation.
B6
Apply safety procedures in the laboratory and in field studies:
 Recognize and avoid potential hazards.
 Safely manipulate materials and equipment needed for scientific
investigations.
Analyze reports of scientific investigations from an informed scientifically
literate viewpoint including considerations of:
 Appropriate sample.
 Adequacy of experimental controls.
 Replication of findings. Alternative interpretations of the data.
C3
B6
B4
VI.
English Language Development Objectives (ELD) Included:
NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English
Proficiency Students (LEP)- English Language learners communicate information,
ideas, and concepts necessary for academic success in the content area of science.
Suggestions for modified instruction and scaffolding for LEP students and/or students
who need additional support are embedded in the unit plan and/or are added at the end
of the corresponding section of the lessons. The amount of scaffolding needed will
depend on the level of English proficiency of each LEP student. Therefore, novice level
students will need more support with the language needed to understand and
demonstrate the acquisition of concepts than intermediate or advanced students.
Biology- Unit 3
DRAFT
2
VII.
Materials/Equipment Needed:
Activity
The Scientific Process and
Evolution
For LEP Activity
Materials
Group Sets of the cartoon cards from the website
Laminator accessibility (optional)
popular magazines for cutting out pictures, scissors, glue,
construction paper
Evolution Concept Map
Poster paper
Post-it notes
Markers
Fossil Comparison Activity
Variety of fossils or pictures of fossils
fossils AND pictures
Video from Nova’s Evolution series or computers to access
PBS Evolution website
ability to display English subtitles/closed-captioning
Rulers
Tape measures
Scales
Stop watches
(other measuring devices as needed)
Graph paper
Computers with Excel (optional)
Pink and blue colored pencils
Calculators with square root key
Goldfish crackers (pretzel and cheese)
Big bowl
Small plates
yellow and brown colored pencils
graph paper
Computer Lab or teacher computer with projection device
Color copies of the Cytochrome comparison sheets
Darwin’s Dangerous Idea
Human Variation
Measurement
Fishy Frequencies
Sex and the Single Guppy
Molecular Connection
Rat Island
Poster paper
Markers or crayons or colored pencils
Pesticide Resistance
Concept Map Check-Point
3 x 5 cards
Poster paper
Post-it notes
Markers
Common Names Versus
Scientific Names
Dichotomous Key Activity
Biology- Unit 3
3 x 5 cards with pictures from website
Scissors
Copies of pages from website
For shoe activity, odd shoes or pictures
Colored pencils
World map
Tape
DRAFT
3
Taxonomy Learning Guide
Final Concept Map
VIII.
Poster paper
Post-it notes
markers
Detailed Content Description:
Please see the detailed content description for each objective in the biology support document.
The link to this downloadable document is in the Biology Standard Course of Study at:
http://www.ncpublicschools.org/curriculum/science/scos/2004/23biology
IX.
Unit Notes:
This unit is focused on evolution as a significant theory central to understanding other biological
concepts. In particular, this unit deals with evidence for the evolutionary process and with the
mechanism of natural selection. The unit also includes applications of concepts of evolution
such as antibiotic and pesticide resistance. This unit also includes classification systems and
their relationship to understanding of the evolution of species. Specifically, students will gain
an understanding of:










The development of the theory of evolution by natural selection as related to the
scientific process
The hypotheses about the evolution of the first living things
The evidence for the change of organisms over time – both fossil and biochemical
evidence
The steps in the theory of natural selection
The current evidence for evolution seen in antibiotic and pesticide resistance
The history of classification systems
The changing nature of classification systems related to new understandings about the
evolutionary relatedness of organisms
The differences and similarities between eukaryotes and prokaryotes
The characteristics that are similar and different among the Protists, Fungi, Plants, and
Animals
The use of dichotomous keys in classifying organisms
In each unit, Goal 1 objectives which relate to the process of scientific investigation are
included. In each of the units, students will be practicing the processes of science: observing,
hypothesizing, collecting data, analyzing, and concluding.
In each unit, Goal 1 objectives which relate to the process of scientific investigation are
included. In each of the units, students will be practicing the processes of science: observing,
hypothesizing, collecting data, analyzing, and concluding.
The unit guide gives an overview of the activities that are suggested to meet the Standard
Course of Study Goals for Unit Three. The guide includes activities, teacher notes on how to
weave the activities into the content, and supplementary notes related to other issues such as
preparation time and time to complete the activity. If a teacher follows this unit (s)he will have
addressed the goals and objectives of the SCOS. However, teachers may want to substitute
other activities that teach the same concept.
Biology- Unit 3
DRAFT
4
Teachers should also refer to the support document for Biology at
http://www.ncpublicschools.org/curriculum/science/scos/2004/23biology for the detailed content
description for each objective to be sure they are emphasizing the specified concepts for each
objective.
Essential Questions for Unit Three:
Following are the essential questions for this unit. Essential questions are those questions that
lead to enduring understanding. These are the questions that students should be able to
answer at some level years after the course. These questions are designed to incorporate
multiple concepts. Students will work on answering these questions throughout the unit.
Teachers are advised to put these questions up in a prominent place in the classroom and refer
to them during the teaching of the unit.
1)
2)
3)
4)
What types of evidence support the theory of evolution by natural selection?
What are the theorized steps in the process of evolution by natural selection?
What evidences of natural selection can be found in present day ecosystems?
What is the relationship between classification systems and the evolutionary relatedness
of organisms?
Modified Activities for LEP Students:
Those activities marked with a  have a modified version or notes designed to assist teachers
in supporting students who are English language learners. Teachers should also consult the
Department of Public Instruction website for English as a Second Language at:
http://www.ncpublicschools.org/curriculum/esl/ to find additional resources.
Computer Based Activities
Several of the recommended activities are computer based and require students to visit various
internet sites and view animations of various biological processes. These animations require
various players and plug-ins which may or may not already be installed on your computers.
Additionally some districts have firewalls that block downloading these types of files. Before
assigning these activities to students it is essential for the teacher to try them on the computers
that the students will use and to consult with the technology or media specialist if there are
issues. These animations also have sound. Teachers may wish to provide headphones if
possible.
X.
Global Content: Aligned with 21st Skills:
One of the goals of the unit plans is to provide strategies that will enable educators to develop
the 21st Century skills for their students. As much as students need to master the NCSOS goals
and objectives, they need to master the skills that develop problem solving strategies, as well as
the creativity and innovative thinking skills that have become critical in today’s increasingly
interconnected workforce and society. The Partnership for 21st Century Skills website is
provided below for more information about the skills and resources related to the 21st Century
classroom.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=27&Itemid=120
NC SCS Biology
1.03, 3.05
Biology- Unit 3
21st Century Skills
Communication Skills
Conveying thought or opinions
effectively
DRAFT
Activity

Scientific Process and
Evolution
5
1.03, 3.05 & 4.01
1.01, 1.02. 1.03 &
3.05
1.03 & 3.05
Goal 1, 3.05, 4.01
Goal 1, 3.05, 4.01
1.03, 3.05, 4.01
1.03 & 3.05
1.01, 1.02, 1.03,
3.05 & 4.01
4.01
Goal 1, 3.05 &
4.01
Biology- Unit 3
When presenting information,
distinguishing between relevant and
irrelevant information
Explaining a concept to others
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
database programs
Developing visual aides for
presentations
Using a computer for
communication
Learning new software programs
Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
DRAFT
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Rat Island
Dichotomous Key
Rat Island
Dichotomous Key
Taxonomy Learning Guide
Human Variation
Measurement Activity
Rat Island

Rat Island
All activities
All activities
 Fossil Activity
 Dichotomous Key
 Taxonomy Learning Guide

Rat Island
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Sex and the Single Guppy
Pesticide Resistance
Common Names vs.
Scientific Names
Taxonomy Learning Guide

Most of the activities can be
presented as opportunities for
students to follow written directions.
The teacher will have to work with
most students to develop this skill
over time. The following activities
are well suited to developing skills
in following directions:
 Human Variation
Measurement Activity
 Fishy Frequencies
 Molecular Connection
 Dichotomous Key
6
1.01, 1.02, 1.03,
3.05
3.05 & 4.01
4.01
3.05 & 4.01
Goal 1, 3.05 &
4.01
1.02, 3.05 & 4.01
3.05 & 4.01
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing
Proofing and Editing
Synthesizing information from
several sources

Scientific Process and
Evolution
 Evolution Concept Map
 Video: Darwin’s Dangerous
Idea
 Fishy Frequencies
 Sex and the Single Guppy
 Rat Island
 Pesticide Resistance
 Pesticide Resistance
 Taxonomy Learning Guide
 Common Names vs.
Scientific Names
All activities
All the activities
All the activities
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1.01, 1.02, 1.03,
3.05 & 4.01
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
 Rat Island
Most of the activities are designed
to be done and discussed in teams.
The following activities are well
suited to developing team
interdependence skills:
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1.01, 1.02, 1.03 &
3.05
1.01, 1.02, 1.03 &
3.05
Biology- Unit 3
Thinking/Problem-Solving Skills
Identifying key problems or
questions
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Evaluating results
DRAFT
Common Names vs.
Scientific Names
Taxonomy Learning Guide
Concept Mapping
Evolution Concept Map
Human Variation
Measurement Activity
Rat Island
Pesticide Resistance
Human Variation
Measurement Activity
Sex and the Single Guppy
Human Variation
Measurement Activity
7
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Fishy Frequencies Activity
Molecular Connection
Pesticide Resistance
Developing strategies to address
problems
Developing an action plan or
timeline
Biology- Unit 3
DRAFT
8
XI.
Unit Guide: Evolutionary Mechanisms
Total: 10 - 90 min days
ENGAGE:
This activity (The Scientific Process and Evolution) engages the student in understanding how
the scientific process works. Each group of students will be given a set of cards with cartoon
pictures (a blend of The Three Little Pigs and Little Red Riding Hood). The teacher will keep
one card from each set. Each group will try to reconstruct a logical story (hypothesis) from the
cards (evidence). Then groups will present their stories. Finally, the teacher will give the
students one more card (a new piece of evidence). Students will adjust their stories
(hypotheses) to fit the new evidence. All materials and discussion of process are found at the
website listed below.
http://www.wcer.wisc.edu/ncisla/muse/naturalselection/materials/section1/index.html
Guiding Question: How is the scientific process applied to studying the process of evolution?
Before the activity: Teachers should explain to students that they will be using a cartooning
activity to better understand the processes of science and their application to studying evolution.
Focus Objectives: 3.05, 1.02, 1.03, 1.05
Activity Time: 60 minutes
Preparation Time: Teachers will find all materials at the website listed below. There is a
complete teacher explanation. The cartoon cards and student handout are also available. The
cartoon cards can be printed in color, laminated, cut and saved for future years.
After the activity: Teachers should lead students in a discussion of science. The emphasis
should be on science as a process of observing and gathering evidence, then forming and
testing hypotheses that explain the evidence. When new evidence is found, hypotheses
sometimes must be rejected or changed. Teachers should then make the connection to
evidence that supports the theory of evolution by natural selection.
LEP Alternative to Cartoon Activity
USING EVIDENCE TO SEQUENCE PHOTOS
 Provide various popular magazines.
 Allow students to cut out 5 pictures of people at various life stages (baby, small
child, teenager, adult, senior citizen).
 Students should glue the pictures onto construction paper in the correct order.
 Students should write examples of the EVIDENCE they used from the pictures to
put them in order.
o Examples of EVIDENCES—must be observable in photo, nothing about
behavior, cognitive abilities!
o Baby-small size, shorter bones, fine hair
o Child-larger than baby, smaller than teenager, muscles and bones allow
walking, skull larger
o Teenager-bones longer, muscles defined, secondary sex characteristics
(maybe not in all photos)
Biology- Unit 3
DRAFT
9
o Adult-bones longer, hair color/texture, fat deposits characteristic of
males/females
o Senior-shorter stature, condition of teeth, hair color/texture
After posters are complete, allow students to share their pictures and
EVIDENCES with a neighbor.

Relate the activity to the scientific process. How do scientists gather information on
which to base their theories?
Language (ELP) Objectives for LEP students:
 Write examples of evidence observed in various magazine pictures.
 Discuss how the evidence can be used to put the pictures in sequence from oldest to
youngest.
 Discuss how scientists use evidence to formulate theories.
EXPLORE:
Students will be given a list of words (or they can generate their own list). They will work in
groups to create concept maps of the process of evolution by natural selection. This concept
map will be returned to them and adjusted with their new knowledge at the end of the unit.
For LEP students:

Lead a class discussion to define the concept map terms PRIOR to asking students to
complete the map.
Have the students write the definitions in their notebooks and allow them to refer to the
definitions as they work.
Circulate among the groups as they work on their maps. Guide their work with questions
like: “Why did you choose to connect those two terms?”, “Are the links you made the
only way these words/concepts relate?”
Allow students to verbally explain their maps to you and to other groups.
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Extension: Students use their concept maps to write a paragraph about evolution.
Guiding Question: What are the connections among the major concepts in the theory of
evolution?
Before the Activity: Explain to students that they will be creating a concept map. If the
students have not done concept maps in previous units, they will need to be taught how to
construct a concept map (see Unit 1).
Focus Objectives: 3.05, 1.03
Language (ELP) Objectives for LEP students:
 Discuss
as a class with teacher support. 10
BiologyUnit 3 content area-related vocabulary/concepts
DRAFT

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Write definitions of words for concept map.
Discuss words and their relationships with a partner.
Listen to teacher’s explanation of how to complete a concept map.
Evolution Concept Map
Following is an example of the words that could be given to students for creating
their concept maps.
See Unit One for more detailed concept map instructions.
Methods for doing concept maps include:
1. Use of Inspiration Software – requires a site license.
2. Place words on post-it notes and let students place these on poster board.
3. Students simply write the words on poster board and create the
connections.
4. Use group white boards and white board pens. (Note: large pieces of tile
board – available at Lowes or Home Depot can be purchased and cut into
poster board sized pieces to make smaller boards that can be used by
groups.
WORD LIST
Evolution
Fossils
Biochemistry
Reproduction
Environment
Adaptations
Natural Selection
Allele frequencies
Species
Variation
Other words that could be added now or later:
Antibiotic Resistance
Pesticide Resistance
Biology- Unit 3
DRAFT
11
Geographical Isolation
Anatomical Structures
Fossil Dating
Activity Time: 45 minutes
Preparation Time:
Teachers will need to get materials ready – post-it notes and poster paper or a computer lab
with concept mapping software.
After the Activity: Explain to students that they will be examining evidence supporting the theory
of evolution and performing related activities. At the end of the evolution unit, they will return to
their concept maps and adjust them according to what they have learned.
EXPLORE:
Teachers will use a real fossil collection or pictures of fossils for this (Fossil Comparison
Activity) activity. Students will be given some open-ended questions to help them learn about
how fossils are used as evidence for evolution.
For LEP students:
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



Limit the number of fossils to 8-10.
If possible, provide real fossils AND pictures of the 8-10 you select.
Have students sketch the fossils prior to answering the questions and provide them with
background information about the organism, its environment, its approximate age.
Select questions from the list provided in Fossil Comparison Activity that correspond to
the fossils you have selected.
Allow students to work with a partner and use the background information you provided
to answer the questions on notebook paper.
Guiding Question: How can fossil evidence be used to understand evolution?
Before the Activity: Explain to the students that they will be going to various stations,
examining fossils, and answering questions. Let them consult with each other; the discussions
can be very productive. Give them a quick lesson on ratios if you are going to have them
estimate the width of a megalodon jaw.
Focus Objective: 3.05, 1.05
Language (ELP) Objectives for LEP students:
 Sketch fossils and write organisms’ names, environments, and ages.
 Listen
about selected fossils.
BiologyUnit 3to background information
DRAFT
 Read questions related to specific fossil examples.
 Study fossils and pictures to write answers to questions.
 Discuss fossils and pictures with a partner and with the teacher.
12
Activity Time: 60 minutes
Preparation Time: Teachers will need to set out the fossil stations or copy pictures (in color)
from a website such as the one listed below.
http://www.fossilmuseum.net/EdResources/FossilImages.htm
Safety: Remind students that the fossils are very old. If you use real fossils, the students
should be very careful. Don’t let them handle the fossils over the floor, but have them hold the
fossils over a table.
Note:
This is an example of possible questions used for a specific fossil collection.
Sample Fossil Questions
NAME____________________________
1.
(Collection of shark’s teeth) Shark teeth are commonly found at the bottom of the ocean,
but other parts of the shark are rarely found there. Suggest a reason for this.
2. (fossil leaf – carbon imprint) What type of fossil is this according to how it was formed?
What environment would these organisms have lived in?
3. (cast of fossil univalve) How do you think that this fossil formed?
What kind of environment did it live in?
4. (piece of fossil wood) What does this sample have in common with wood?
What does this sample have in common with rock?
5. (rock with several fossil plant parts – carbon film) Fossil evidence suggests that much
vegetation found in Canada today is similar to what was found 14,000 years ago in our area.
Suggest an explanation for this.
6. (strange seed pod from the tropics) Is this a fossil? Why or why not?
7. (Insect in amber – with stereoscope)How might this arthropod have been preserved so
completely?
8. (mold of fossil bivalve) What kind of fossil is this according to how it was formed?
Biology- Unit 3
DRAFT
13
What kind of environment did this organism live in?
9. What is the common name of this fossilized organism?
What used to live in the tiny holes?
10. (fossil feces from dinosaur) Do you have any idea what this might be? Hint: It came from
one end of a dinosaur.
11. (fossil wood) Is this an example of actual remains or replaced remains? Explain.
12. (arrowheads) What are these?
Are they fossils?
Why or why not?
13. (fossil coral and a rock with fossil fern) If the coral fossil was found in a deeper stratum of
rock in the same general location as the fern fossil, which do you think is older?
14. (fish fossil – carbon film) How do you think this fossil was formed?
I thought Wyoming was where “the deer and the antelope play.” Why was this fossil found
there?
15. (fossil shark vertebrae) What part of the anatomy of a large animal do you think this fossil
came from?
This was an ocean-dwelling organism. Any guesses?
16. (ammonite – mold and cast – fit together) Is this fossil a mold or a cast? Explain.
17. (varnished blowfish – recent) Is this a fossil? Why or why not.
18. (three thigh bones – one rock replaced, one recent, one plastic) One of these is a fossil.
Which one? Explain.
19. (trilobite) Fossils of this type are common. Why are fossils like these and like shark’s teeth
more abundant than other fossils.
20. (any kind of fossil cast) What kind of fossil formation is this?
What kind of organism was it?
21. (reproduction of a megalodon tooth and a modern shark jaw plus a ruler) This is a fossil
shark’s tooth. Looking at the shark jaw and the given measurements of jaw width and tooth
length, estimate the width of the jaw that the fossil tooth came from.
22. (plant fossil) How was this fossil formed?
Biology- Unit 3
DRAFT
14
Certain fuels are often associated with an abundance of these organisms. Cite two
examples of these fuels.
23. (fossil barnacle) Relatives of these organisms live today – often on boat bottoms. What do
you think these are?
24. (fossil pig molar) Was this animal a herbivore or carnivore? Explain.
25. (one fossil mold and one carbon film fossil) Describe the difference in the ways that these
two fossils were formed.
26. (fossil rock with a branch and some leaves) Are the branch and leaves in this fossil from
the same type of organism? Explain.
27. (large rock with many fossil bivalves and univalves) How many fossil organisms are here?
What kind of environment do you think they once lived in?
28. (fossil clam and seed pod of same shape and size) One of these is a fossil. Which one and
why?
29. Fossils of this type are very common. Can we say that these organisms are therefore more
abundant than other organisms that lived at the same time? Why or why not?
30. (two vertebrae – one very heavy and one very light) Lift both of these fossils. How do you
explain the difference in weight?
Which is probably oldest? Why?
31. (fossil fish vertebrae) What part of a marine skeleton are these?
After the Activity:
Explain that fossils were very early evidence of evolution and that today, scientists still analyze
and study fossils to better understand the evolution of specific species. When discussing fossil
formation, help students understand that how a fossil is formed tells something about the
environment that the organism lived in.
EXPLORE:
The first hour of “Darwin’s Dangerous Idea” (a NOVA video from the Evolution collection) will be
shown. Questions to guide the viewing are provided. There are video clips and associated
activities that can be found at the website noted. This website is excellent. It is tied to the
complete series of videos (8 hours) in the Evolution series – PBS.
For LEP students:


Use the modified version of video questions that follows.
Discuss key terms BEFORE viewing the video. Be sure students write
definitions/explanations.
 Put English subtitles on while video is playing.
Biology3
DRAFT
 StopUnit
the video
and discuss answers
to questions as they arise.
15
Guiding Question:
How did Darwin develop his idea about evolution by natural selection?
Before the activity: Explain that this video is a dramatization of part of Darwin’s life, including
his research and journey on the H.M.S. Beagle.
Darwin’s Dangerous Idea – Part1
Video Guide – Evolution Series
Name_____________________________
1. What were some of the amazing things that Darwin found in South America?
2. How did Darwin explain the great variety in the beaks of the finches that were
found on the different islands of the Galapagos?
3. Darwin proposed that the evolution of species was like a branching “tree of
life.” What did he mean by this?
4. What is the scientist, Schneider, hoping to learn as he and his team explore a
remote region of rainforest in Ecuador?
5. How did the leaf-like praying mantis probably evolve ?
6. How might hummingbirds of different beak lengths have evolved?
7. What is the tool that Smith and Schneider used to study hummingbirds that
Darwin never had?
8. How does the information from “selective breeding” (of dogs, for example)
support Darwin’s ideas about natural selection?
9. Darwin marries Emma Wedgewood. His brother advises him to keep his theory
to himself and not tell Emma. Why?
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10. Darwin read Malthus’ book about populations reproducing exponentially. How
did he use this information in his idea about the “struggle for survival?”
11. How does our experience with HIV, the virus that causes AIDS, support
Darwin’s idea of evolution by natural selection?
Darwin’s Dangerous Idea – part 1
Video Guide – Evolution Series
We will watch the video together. We will stop and discuss the answers for each
of the following questions. Pay close attention to the organisms and the
explanations.
First, we need to define the following terms. You may write the definitions on the
back of this sheet or on a piece of notebook.
Key Vocabulary:
Galapagos Islands
finch
tortoise
adaptations
evolution
natural selection
variations
survival
beak
remote region
selective breeding
exponential population growth
HIV and AIDS
struggle for survival
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12. List/Describe/Draw 3 amazing things that Darwin found in South America?
13. According to Charles Darwin, why do the Galapagos finches have different beak
shapes?
14. Darwin proposed that the evolution of species was like a branching
__________.
15. What is the scientist, Schneider, hoping to learn as he and his team explore a
remote region of rainforest in Ecuador?
16. How is the leaf-like praying mantis adapted for survival?
17. How might hummingbirds of different beak lengths have evolved?
18. What is the tool that Smith and Schneider used to study hummingbirds that
Darwin never had?
19. How does the information from “selective breeding” (of dogs, for example)
support Darwin’s ideas about natural selection?
20. Darwin marries Emma Wedgewood. His brother advises him to keep his theory
to himself and not tell Emma. Why?
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21. Darwin read Malthus’ book about populations reproducing exponentially. How
did he use this information in his idea about the “struggle for survival?”
22. How does our experience with HIV, the virus that causes AIDS, support
Darwin’s idea of evolution by natural selection?
Focus Objective: 3.05
Language (ELP) Objectives for LEP students:




Discuss content area-related questions with a partner.
Discuss key terms as a class.
Write definitions of key terms.
Listen to video and write answers to questions.
Activity Time:
90 minutes (with discussion)
Preparation Time: The only preparation time involves copying the student question sheet.
Ideas for discussion can be found at the website below. If a teacher does not have this video,
there are many video clips on line that can be used in place of showing the video.
Note: The website has excellent video clips from the video series and these can be used for
this discussion without actually owning the video series.
http://www.pbs.org/wgbh/evolution/
Click on Teachers and Students and then click on Teacher’s Guide. Finally click on Web
Resources under Unit 2.
After the activity: The teacher should lead students in a discussion of Darwin’s life, journey,
and conclusions. The teacher should emphasize the evidence that Darwin found to support his
ideas.
ELABORATE:
In this (Human Variation Measurement Activity) activity, students will measure a multitude of
thumbs. They will create histograms from their measurements. This activity will be linked to an
understanding of the role that variation plays in the process of evolution by natural selection.
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Guiding Question: What is the value of variation in the process of evolution?
Before Activity: Teacher will explain to students how to make sample measurements and also
how to create histograms. The teacher also needs to explain to students that this activity will
be focused on variation in human traits.
Focus Objective: 3.05, 1.02, 1.03
Language (ELP) Objectives for LEP students:









Use modified lab sheet that follows.
Discuss content area-related terms as a class with teacher support.
Write definitions of key terms.
Read laboratory procedures to complete activity.
Explain hand span measurement and purpose of activity to 50 people from whom data is
gathered.
Discuss data and concepts with a partner.
Write complete sentences to answer analysis questions.
Discuss concept of variation with partner and with teacher.
Read and manipulate data to create graphs of results.
Activity Time:
90 minutes
Preparation Time: The teacher will need to have measuring devices available – rulers, tape
measures, or other items. Graph paper should also be made available to students. There
are excellent graph paper websites that can be used to produce graph paper for copying. The
questions will also need to be copied. The website below contains all the instructions,
questions, and other helpful information.
http://www.ncsu.edu/scivis/lessons/variation/varlab2.html
For LEP students:








Use modified lab directions and data sheet below.
Provide the data sheet for each student.
Have students gather measurements for 50 people.
Students should do this for homework over 2-3 nights.
Provide rulers for students to take home and return to you.
After data is gathered, students should make a bar graph on the sheet provided.
Guide students through answering the first set of questions on the student sheet.
Omit the Visualization of Data section.
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Variation Lab
Purpose: To observe, measure, and analyze variation in organisms and create a graphical
representation of that information.
Background:
Look around the room at your fellow students and you will see that everyone is not the same.
People come in all different shapes and sizes. These differences are called variation. All
populations of organisms have variation. Some variation comes from what the organism
inherits from its parents. Other variation is caused by differences in the environment. For
example, a plant might grow larger in a sunnier environment. In this lab we will investigate
human variation in hand span.
Key Vocabulary:
variations
hand span
inherit
environment
advantage
disadvantage
axis (axes)
internal
external
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Materials:
metric rulers
100 people—about half male, half female---no one under 15 years old
graph paper
pink and blue colored pencils or crayons
Procedure:
1. Spread your hand flat on a table stretching out the distance from you thumb to your pinkie as
far as possible.
2. Measure the distance from the tip of your thumb to the tip of your pinkie. Round to the
nearest centimeter.
3. Record.
4. Collect data from 50 people. You should measure 25 females and 25 males. Do not measure
anyone under 15 years of age.
DATA FOR FEMALES
measurement
in cm
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
12
13
14
15
16
17
18
19
20
21
22
23
24
number of
persons at
measurement
DATA FOR MALES
measurement
in cm
10
11
number of
persons at
measurement
5. Make a bar graph of your data. Graph the males and females separately. Color the male bars
blue; color the female bars pink.
6. Check your graph to be sure that:
a) it has a title.
b) the axes are both labeled.
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c) label printing is clear and a good size.
e) the axes are a good length and scale for your data.
f) the males are blue, the females are pink
Analysis Questions:
1. Define the term variation in your own words.
2. Describe the pattern of variation in your population.
3. What causes the variation in hand spread that you have observed.
4. Describe a situation in which a larger hand might provide an advantage.
5. Describe a situation in which a smaller hand might provide an advantage.
6. List at least ten characteristics that vary in human populations. Try to think of some that are
internal rather than externally visible.
7. Why is variation an advantage to the population overall?
Note: As an extension of this activity, students can compare the sizes of hominid skulls with
the following online activity: http://www.indiana.edu/~ensiweb/lessons/hom.cran.html
In order to do this lab, it is beneficial to have actual skull casts for the students to measure
(perhaps purchase one per year and use drawings to augment the collection). Large calipers
are also needed and students should be cautioned about careful handling of the casts.
After Activity: Students should discuss the questions at the end of the activity that focus on the
reasons for variation in populations and what the adaptive advantages might be.
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ELABORATE:
In this activity (Fishy Frequencies), students will be introduced to the concept of the HardyWeinberg Equilibrium and will connect evolution to the shift in allele frequencies over time.
Students will “prey” upon little goldfish and pretzel fish crackers – at first without selection, and
then with selection. They will compare the change in allele frequencies when they look at class
data.
For LEP students:



Teacher should read and understand all background information provided with the
lab.
Use the modified version of the lab sheet with students.
Complete activity as described in modified version.
Guiding Question: What are the relationships among variations in a population, selection,
change in allele frequencies and evolution?
Before Activity: The teacher should go over the instructions for the activity and make sure that
students understand where they need to be random and where they need to “select”.
Fishy Frequencies
Fishy Frequencies (with Hardy-Weinberg)
XI.
NC Standard Course of Study Goals and Objectives:
Biology Competency Goal 2: The learner will develop an understanding of the continuity of life and the changes of
organisms over time.
Objective 2.06: Examine the development of the theory of biological evolution including: The origins of life,
patterns, variation, and natural selection.
Teacher Notes:
This activity shows allele frequencies changing over time as a result of selection and remaining stable without
selection. It can be done with or without using the Hardy-Weinberg equilibrium equation depending on the needs of
your students. Two different sets of activity sheets are provided so that you can choose. The Hardy Weinberg
equilibrium equation allows you to figure out the frequency of alleles and genotypes from the frequency of
observable phenotypes in populations that meet the conditions for Hardy Weinberg Equilibrium. These conditions
include an infinitely large population, random mating, and no selection, mutation, migration or genetic drift. Of
course, no real population completely fits these conditions. When a population or sub-population is not in
equilibrium, population biologists can study the factors affecting the distribution of alleles. If your students do the
activity using the Hardy Weinberg equation they can see how population biologists estimate the number of
organisms heterozygous for a trait from the number of organisms with the recessive phenotype. You can also relate
the Hardy Weinberg equation to Punnett squares and use this as an opportunity to show students an application for
squaring binomials. Punnett squares can be used to calculate expected phenotype frequencies for populations as
well as the expected ratios from individual crosses. You can also take the opportunity to discuss the conditions for
equilibrium and in what ways this simulation does and does not meet these conditions.
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If you decide that your students are not ready to learn the Hardy-Weinberg equilibrium equation, you can do this
same activity and have the students simply calculate the percentages of brown and gold fish in successive
generations. By conducting the simulation twice (once without selection and once with selection) students will see
changes in percentages and you can help them understand that this means a different percentage of each allele – in
other words, allele percentages will have changed over time when a population responds to selective pressures.
In either case, one important difference is to be sure students note between this simulation and selection in a natural
setting is that in this case the population experiencing selection is being replenished from the “ocean” which is not
experiencing selection.
This activity can be done using actual edible fish crackers or it can be simulated with paper fish or other materials.
You will need a place for each group to provide their data in order to calculate the class data.
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Fishy Frequencies
Introduction:
Understanding natural selection can be confusing and difficult. People often think that animals consciously adapt to
their environments - that the peppered moth can change its color, the giraffe can permanently stretch its neck, the
polar bear can turn itself white - all so that they can better survive in their environments.
In this lab you will use fish crackers to help further your understanding of natural selection and the role of genetics
and gene frequencies in evolution.
Background: Facts about the “Fish”
1) These little fish are the natural prey of the terrible fish-eating sharks - YOU!
2) Fish come with two phenotypes - gold and brown:
a) gold: this is a recessive trait (ff)
b) brown: this is a dominant trait (F_)
3) In the first simulation, you, the terrible fish-eating sharks, will randomly eat whatever
color fish you first come in contact with. (There will be no selection.)
4) In the second simulation, you will prefer to eat the gold fish (these fish taste yummy and
are easy to catch) you will eat ONLY gold fish unless none are available in which case you
resort to eating brown fish in order to stay alive (the brown fish taste salty, are sneaky and hard
to catch).
4) New fish are born every “year”; the birth rate equals the death rate. You simulate births by
reaching into the pool of “spare fish” and selecting randomly.
5) Since the gold trait is recessive, the gold fish are homozygous recessive (ff). Because the
brown trait is dominant, the brown fish are either homozygous or heterozygous dominant (FF
or Ff).
Hardy-Weinberg:
G. H. Hardy, an English mathematician, and W.R. Weinberg, a German physician, independently worked out the
effects of random mating in successive generations on the frequencies of alleles in a population. This is important
for biologists because it is the basis of hypothetical stability from which real change can be measured. This also
allows you to figure out the frequency of genotypes from phenotypes.
You assume that in the total population of fish crackers, you have the following genotypes, FF, Ff, and ff. You also
assume that mating is random so that ff could mate with ff, Ff, or FF; or Ff could mate with ff, Ff, or FF, etc. In
addition, you assume that for the gold and brown traits there are only two alleles in the population - F and f. If you
counted all the alleles for these traits, the fraction of “f” alleles plus the fraction of “F” alleles would add up to 1.
The Hardy-Weinberg equation states that: p2 + 2pq + q2 = 1
This means that the fraction of pp (or FF) individuals plus the fraction of pq (or Ff) individuals plus the fraction of
qq (ff) individuals equals 1. The pq is multiplied by 2 because there are two ways to get that combination. You can
get “F” from the male and “f” from the female OR “f” from the male and “F” from female.
If you know that you have 16% recessive fish (ff), then your qq or q 2 value is .16 and q = the square root of .16 or
.4; thus the frequency of your f allele is .4 and since the sum of the f and F alleles must be 1, the frequency of your F
allele must be .6 Using Hardy Weinberg, you can assume that in your population you have .36 FF (.6 x .6) and .48
Ff (2 x .4 x .6) as well as the original .16 ff that you counted.
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Procedure 1:
1) Get a random population of 10 fish from the “ocean.”
2) Count gold and brown fish and record in your chart; you can calculate frequencies later.
3) Eat 3 fish, chosen randomly, without looking at the plate of fish
4) Add 3 fish from the “ocean.” (One fish for each one that died). Be random. Do NOT use artificial selection.
5) Record the number of gold and brown fish.
6) Again eat 3 fish, randomly chosen
7) Add 3 randomly selected fish, one for each death.
8) Count and record.
9) Repeat steps 6, 7, and 8 two more times.
10) Provide your results for the class. Fill in the class results on your chart.
Procedure 2:
1) Get a random population of 10 fish from the “ocean.”
2) Count gold and brown fish and record in your chart; you can calculate frequencies later.
3) Eat 3 gold fish; if you do not have 3 gold fish, fill in the missing number by eating brown fish.
4) Add 3 fish from the “ocean.” (One fish for each one that died). Be random. Do NOT use artificial selection.
5) Record the number of gold and brown fish.
6) Again eat 3 fish, all gold if possible.
7) Add 3 randomly selected fish, one for each death.
8) Count and record.
9) Repeat steps 6, 7, and 8 two more times.
10) Provide your results for the class. Fill in the class results on your chart.
FINALLY: Fill in your data chart and calculations, prepare a graph showing the frequency of the alleles in each
generation (see directions in analysis question 1) and answer the analysis questions.
PART 1 - Without selection
CHART (without selection): (Partners)
generation
gold
brown
q2
q
p
p2
2pq
q2
q
p
p2
2pq
1
2
3
4
5
CHART (without selection): Class
generation
gold
brown
1
2
3
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4
5
PART 2 - With Selection
CHART (with selection): (Partners)
generation
gold
brown
q2
q
p
p2
2pq
q2
q
p
p2
2pq
1
2
3
4
5
CHART (with selection): Class
generation
gold
brown
1
2
3
4
5
Analysis:
1) Prepare one graph using both sets of class data (without selection AND with selection). On the “x” axis put
generations 1-5 and on the “y” axis put frequency (0-1). Plot both the q and p for both sets of class data. Label
lines clearly (without selection AND with selection).
2) In either simulation, did your allele frequencies stay approximately the same over time? If yes, which situation?
3) What conditions would have to exist for the frequencies to stay the same over time?
4) Was your data different from the class data? How? Why is it important to collect class data?
5) With selection, what happens to the allele frequencies from generation 1 to generation 5?
6) What process is occurring when there is a change in allele frequencies over a long period of time?
7) What would happen if it were more advantageous to be heterozygous (Ff)? Would there still be homozygous
fish? Explain.
8) In simulation 2, what happens to the recessive alleles over successive generations and why?
9) In simulation 2, why doesn’t the recessive allele disappear from the population?
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10) Explain what would happen if selective pressure changed and the recessive allele was selected FOR?
11) What happens if the sharks only eat very large fish that have already reproduced? What happens if they eat
small gold fish, before they have a chance to reproduce?
12) In what ways did these simulations represent real life? How were the simulations different from real life
situations?
Fishy Frequencies
Introduction:
Understanding natural selection can be confusing and difficult. People often think that animals consciously adapt to
their environments - that the peppered moth can change its color, the giraffe can permanently stretch its neck, the
polar bear can turn itself white - all so that they can better survive in their environments.
In this lab you will use fish crackers to help further your understanding of natural selection and the role of genetics
and gene frequencies in evolution.
Background: Facts about the “Fish”
1) These little fish are the natural prey of the terrible fish-eating sharks - YOU!
2) Fish come with two phenotypes - gold and brown:
a) gold: this is a recessive trait (ff)
b) brown: this is a dominant trait (F_)
3) In the first simulation, you, the terrible fish-eating sharks, will randomly eat whatever
color fish you first come in contact with. (There will be no selection.)
4) In the second simulation, you will prefer to eat the gold fish (these fish taste yummy and
are easy to catch) you will eat ONLY gold fish unless none are available in which case you
resort to eating brown fish in order to stay alive (the brown fish taste salty, are sneaky and hard
to catch.).
4) New fish are born every “year”; the birth rate equals the death rate. You simulate births by
reaching into the pool of “spare fish” and selecting randomly.
5) Since the gold trait is recessive, the gold fish are homozygous recessive (ff). Because the
brown trait is dominant, the brown fish are either homozygous or heterozygous dominant (FF
or Ff).
Procedure 1:
1) Get a random population of 10 fish from the “ocean.”
2) Count gold and brown fish and record in your chart; you can calculate percentages later.
3) Eat 3 fish, chosen randomly, without looking at the plate of fish
4) Add 3 fish from the “ocean.” (One fish for each one that died). Be random. Do NOT use artificial selection.
5) Record the number of gold and brown fish.
6) Again eat 3 fish, randomly chosen
7) Add 3 randomly selected fish, one for each death.
8) Count and record.
9) Repeat steps 6, 7, and 8 two more times.
10) Provide your results for the class. Fill in the class results on your chart.
Procedure 2:
1) Get a random population of 10 fish from the “ocean.”
2) Count gold and brown fish and record in your chart; you can calculate frequencies later.
3) Eat 3 gold fish; if you do not have 3 gold fish, fill in the missing number by eating brown fish.
4) Add 3 fish from the “ocean.” (One fish for each one that died). Be random. Do NOT use artificial selection.
5) Record the number of gold and brown fish.
6) Again eat 3 fish, all gold if possible.
7) Add 3 randomly selected fish, one for each death.
8) Count and record.
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9) Repeat steps 6, 7, and 8 two more times.
10) Provide your results for the class. Fill in the class results on your chart.
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CHART (without selection) Partners:
Generation
gold
brown
% gold
% brown
brown
% gold
% brown
brown
% gold
% brown
1
2
3
4
5
CHART (with selection) Partners:
Generation
gold
1
2
3
4
5
CHART (without selection) Class:
Generation
gold
1
2
3
4
5
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CHART (with selection) Class:
Generation
gold
brown
% gold
% brown
1
2
3
4
5
Analysis Questions for Percentage Method:
1) Prepare one graph using both sets of class data (without selection AND with selection). On the “x” axis put
generations 1-5 and on the “y” axis put percentage (0-100). Plot both the gold and brown for both sets of class data.
Label lines clearly (without selection AND with selection).
2) In either simulation, did your percentages stay approximately the same over time? If yes, which situation?
3) What conditions would have to exist for the percentages to stay the same over time?
4) Was your data different from the class data? How? Why is it important to collect class data?
5) With selection, what happens to the percentages from generation 1 to generation 5?
6) What process is occurring when there is a change in percentages over a long period of time?
7) What would happen if it were more advantageous to be heterozygous (Ff)? Would there still be homozygous
fish? Explain.
8) In simulation 2, what happens to the gold fish over successive generations and why?
9) In simulation 2, why don’t the gold fish entirely disappear from the population?
10) Explain what would happen if selective pressure changed and the gold fish were selected FOR?
11) What happens if the sharks only eat very large fish that have already reproduced? What happens if they eat
small gold fish, before they have a chance to reproduce?
12) In what ways did these simulations represent real life? How were the simulations different from real life
situations?
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 Fishy Frequencies
LEP Version---omit Hardy-Weinberg portion. Data sheet for students has been modified.
Fishy Frequencies
Introduction:
Understanding natural selection can be confusing and difficult. People often think that animals consciously adapt
to their environments - that the peppered moth can change its color, the giraffe can permanently stretch its neck, the
polar bear can turn itself white - all so that they can better survive in their environments.
In this lab you will use fish crackers to help further your understanding of natural selection and the role of genetics
and resulting phenotype in evolution.
Key Vocabulary:
natural selection
consciously adapt
environment
genetics
phenotype
genotype
prey
recessive
dominant
simulate (simulation)
random (randomly)
birth rate
death rate
population
artificial selection
record
bar graph
line graph
frequency
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Background: Facts about the “Fish”
1) These little fish are the natural prey of the terrible fish-eating sharks - YOU!
2) Fish come with two phenotypes - gold and brown:
a) gold: this is a recessive trait (ff)
b) brown: this is a dominant trait (F_)
3) In the first simulation, you, the terrible fish-eating sharks, will randomly eat whatever
color fish you first come in contact with. (There will be no selection.)
4) In the second simulation, you will prefer to eat the gold fish (these fish taste yummy and
are easy to catch) you will eat ONLY gold fish unless none are available in which case you
resort to eating brown fish in order to stay alive (the brown fish taste salty, are sneaky and hard
to catch).
4) New fish are born every “year”; the birth rate equals the death rate. You simulate births by
reaching into the pool of “spare fish” and selecting randomly.
5) Since the gold trait is recessive, the gold fish are homozygous recessive (ff). Because the
brown trait is dominant, the brown fish are either homozygous or heterozygous dominant (FF
or Ff).
TRIAL 1---WITHOUT SELECTION
1) Get a random population of 10 fish from the “ocean.”
2) Count gold and brown fish and record in your chart.
3) Eat 3 fish, chosen randomly, without looking at the plate of fish
4) Add 3 fish from the “ocean.” (One fish for each one that died). Be random. Do NOT use artificial selection.
5) Record the number of gold and brown fish.
6) Again eat 3 fish, randomly chosen
7) Add 3 randomly selected fish, one for each death.
8) Count and record.
9) Repeat steps 6, 7, and 8 two more times.
10) Provide your results for the class. Fill in the class results on your chart.
TRIAL 2---WITH SELECTION
1) Get a random population of 10 fish from the “ocean.”
2) Count gold and brown fish and record in your chart.
3) Eat 3 gold fish; if you do not have 3 gold fish, fill in the missing number by eating brown fish.
4) Add 3 fish from the “ocean.” (One fish for each one that died). Be random. Do NOT use artificial selection.
5) Record the number of gold and brown fish.
6) Again eat 3 fish, all gold if possible.
7) Add 3 randomly selected fish, one for each death.
8) Count and record.
9) Repeat steps 6, 7, and 8 two more times.
10) Provide your results for the class. Fill in the class results on your chart.
FINALLY: Fill in your data chart and prepare a bar graph and a line graph showing the numbers of gold and brown
fish in each generation. Answer the analysis questions.
TRIAL 1
YOUR GROUP---WITHOUT SELECTION
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CLASS---WITHOUT SELECTION
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34
GENERATION
GOLD
BROWN
GENERATION
1
1
2
2
3
3
4
4
5
5
TRIAL 2
YOUR GROUP---WITH SELECTION
GENERATION
GOLD
GOLD
BROWN
CLASS---WITH SELECTION
BROWN
GENERATION
1
1
2
2
3
3
4
4
5
5
GOLD
BROWN
GRAPHS:
Making your BAR GRAPH:
1. Use both sets of class data---WITHOUT SELECTION and WITH SELECTION
2. On the X-axis put GENERATIONS 1-5
3. on the Y-axis put NUMBER OF FISH.
4. Draw BARS to represent the CLASS DATA
5. Color the bar representing the gold fish YELLOW
6. Color the bar representing the brown fish BROWN
7. Make sure you TITLE your graph.
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Making your LINE GRAPH:
1. Use both sets of class data---WITHOUT SELECTION and WITH SELECTION
2. On the X-axis put GENERATIONS 1-5
3. on the Y-axis put the NUMBER OF FISH
4. Plot the points for WITH SELECTION on your graph.
5. Draw a line to CONNECT the points.
6. Plot the points for WITHOUT SELECTION on your graph.
7. Draw a line to CONNECT the points.
8. Clearly label the lines WITH SELECTION and WITHOUT SELECTION
9. Make sure you TITLE your graph.
QUESTIONS FOR ANALYSIS
ANSWER IN COMPLETE SENTENCES ON YOUR OWN PAPER
1. In either simulation, did the number (frequency) of gold and brown fish stay approximately the same
over time? If yes, which situation?
2.
What conditions would have to exist for the numbers (frequencies) to stay the same over time?
3.
Was your data different from the class data? How? Why is it important to collect class data?
4.
With selection, what happens to the numbers (frequencies) of GOLD fish from generation 1 to generation
5?
5.
What process is occurring when there is a change in the numbers (frequencies) over a long period of
time?
6.
In TRIAL 2, what happens to the BROWN fish over 5 generations and why?
7.
Explain what would happen if selective pressure changed and the BROWN fish were selected FOR?
8.
What happens if they eat small GOLD fish, before they have a chance to reproduce?
9.
In what ways did these simulations represent real life? How were the simulations different from real life
situations?
Focus Objective: 3.05, 1.02, 1.05
Language (ELP) Objectives for LEP students:







Discuss content area-related terms as a class with teacher support.
Write definitions of key terms
Read laboratory procedures to complete activity.
Discuss data and concepts with a partner.
Write complete sentences to answer analysis questions.
Discuss concept of variation with partner and with teacher
Read and manipulate data to create graphs of results.
Activity Time: 60 minutes
Biology- Unit 3
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36
Preparation Time: The teacher will need to copy the student handout and make sure that the
fish crackers, paper plates, and large bowl are gathered for the activity. Students will also need
access to a calculator with a square root key.
Safety: Make sure that students don’t actually eat the goldfish that they “prey” upon. You can
provide a clean bag of goldfish for eating, if you wish.
You can save the “used” goldfish from year to year (in the freezer) and then provide fresh
goldfish for students to eat separately from the lab activity.
After Activity: The teacher should collect class data and help students graph the allele
frequency changes with and without selection. Students should discuss the relationship
between evolution by natural selection and the “shift in allele frequencies” that occurs.
ELABORATE:
This activity (Sex and Single Guppy) is found online. There are teacher notes, data sheets and
discussion questions to go with the activity. The activity will help students understand the role
that sexual selection plays in natural selection.
For LEP students:





Use Sex and the Single Guppy Lab Worksheet that follows.
Discuss key vocabulary BEFORE completing simulations.
Be sure students write definitions of key vocabulary.
Use a projector and work through all trials with the students.
Allow time for explanation and discussion as you work.
Biology- Unit 3
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37
SEX AND THE SINGLE GUPPY
The purpose of this activity is to analyze how guppy populations change
over time. The simulation activity allows you to start with a pool of
guppies and your choice of predators, you will be able to watch what
happens to your guppy population and how the introduction of
predators can affect the guppy's phenotype (appearance). The
simulation will help you understand what pressures drive guppy
evolution.
Key Vocabulary:
Write the definitions of the following words BEFORE you do the activity
analyze
guppy, guppies, guppy’s
simulation
population
predators
phenotype
pressures
evolution
bright
drab
common name
scientific name
origin
habitat
stream
hypothesis
Biology- Unit 3
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38
Open the Guppy Sex Simulator!!!
http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.html
Introduction:
1. If bright colors attract predators, why do you think guppies are so
colorful?
2. After viewing the guppy gallery, pick the fish you find most interesting.
What is the fish’s common name, scientific name, origin and average
size? Describe the phenotype (colors) of the fish you chose.
3. After viewing the predator gallery, pick the fish you find most
interesting. What is the fish’s common name, scientific name, average
size and origin?
4. View the guppy’s habitats, what habitat conditions would affect the
predator populations?
Endler’s Discovery and Variations of Guppy’s in Pools
5. Who is John Endler? What did he study and where did he study it?
6. For each of the three stream areas, describe the guppy coloration:
Pool 1:
Pool 2:
Pool 3:
7. Develop your own hypothesis about guppy coloration. The hypothesis
should answer the questions: Why do guppies in different areas of the
Biology- Unit 3
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39
stream have difference in coloration? (You can choose from the list on the
simulation, or make up your own)
Guppy Simulation
% of Brightest
Guppies
(10 generations)
% of Bright
% of Drab
% of
Guppies
Guppies
DrabbestGuppies
(10 generations) (10 generations) (10 generations)
Trial 1
Guppy: Even Mix
Predators: 30 Rivulus
Trial 2
Guppy: Even Mix
Predators: 30 Rivulus, 30
Acara
Trial 3
Guppy: Even Mix
Predators: 30 Rivulus, 30
Acara, 30 Cichlid
Trial 4
Guppy: Mostly Bright
Predators: 30 Rivulus
Trial 5
Guppy: Mostly Drab
Predators: 30 Rivulus, 30
Acara, 30 Cichlid
Summary
8. Describe how predators influence guppy coloration.
Biology- Unit 3
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40
9. Was your hypothesis correct, use your data to explain your answer.
10. What does it mean that “male guppies live in a crossfire between
their enemies and their would-be mates”?
11. Why do you think guppies in different areas of the stream have
different coloration?
12. What would happen to mostly drab guppies that were placed in a
stream with very few predators?
13. What would happen to brightly colored guppies that were placed in a
stream with many predators?
Guiding Question:
What is the role of sexual selection in evolution?
Before Activity: The teacher will need to show students how to use the website and explain the
instructions for the activity.
Focus Objective: 3.05, 1.01, 1.02, 1.03, 1.05
Language (ELP) Objectives for LEP students:







Discuss content area-related terms as a class with teacher support.
Listen to and read descriptions of guppies.
Verbally explain the results of various situations created in computer simulation.
Read laboratory procedures to complete activity.
Write results of simulation situations in data table.
Discuss data and concepts with a partner and with teacher.
Write complete sentences to answer analysis questions.
Biology- Unit 3
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41
Activity Time: 90 minutes
Preparation Time: The teacher will need to copy student materials and arrange for a single
computer (for a teacher led activity) or for a computer lab. All materials as well as the activity
are found at the website listed below. The teacher should be familiar with the website. The
teacher might want to decide ahead of time which matings the students should do.
http://www.pbs.org/wgbh/evolution/
Click on “for Teachers” and then click on Teacher’s Guide. Click on Web Resources under Unit
4. Then click on “How Does Evolution Work”. You will be doing the “Flashy Fish” activity.
Note: Another set of teacher materials may be found at
http://www.biologycorner.com/worksheets/sex-selection.html
http://www.biologycorner.com/worksheets/guppy.html
After Activity: The teacher should have students discuss their results as a class. The teacher
should reinforce the role of sexual selection in evolution and help students link sexual selection
to genetic traits and allele frequencies.
ELABORATE:
This activity (The Molecular Connection) will help students understand the biochemical evidence
for evolution and how it connects to other types of evidence. Students will compare the amino
acid sequences in cytochrome c for a variety of species and then see how those comparisons fit
a given cladogram (phylogenetic tree).
For LEP students:







Review protein structure, translation, amino acids, mRNA.
Have pictures of rhesus monkey, kangaroo, snapping turtle, bullfrog, lamprey, and tuna
available.
Use list below. Discuss key vocabulary BEFORE completing activity. Have
pictures/diagrams available.
Be sure students write definitions of key vocabulary.
Allow students to work in pairs/small groups.
Model the counting of amino acid differences. Allow students to mark on their cytochrome C
sheets.
Allow time for explanation and discussion as you work.
Molecular Connection-LEP
Key Vocabulary:
amino acids
proteins
cladogram
cytochrome C
anatomical features
Biology- Unit 3
paired
appendages
dorsal nerve cord
notochord
spinal column
DRAFT
amnion
mammary glands
placenta
foramen magnum
bipedalism
42
Guiding Question: How is biochemical evidence used to determine evolution relationships as
modeled in a phylogenetic tree?
Before Activity: The teacher should explain how to create a cladogram and what a cladogram
shows about the relationships among organisms.
Focus Objective: 3.05, 1.02, 1.03, 1.05
Language (ELP) Objectives for LEP students:







Discuss content area-related terms as a class with teacher support.
Write definitions of key terms
Read directions to complete activity.
Discuss data and concepts with a partner.
Write complete sentences to answer analysis questions.
Make oral and written predictions about evolutionary relationships based upon cladograms.
Discuss the role of biochemical evidence in understanding evolution.
Activity Time: 60 minutes
Preparation Time: Teachers will need to copy the student handouts. Teachers will also need
a class set of the cytochrome c sequence page. These pages can be placed in clear page
protectors or laminated in order to be used in future years. The website below has all of the
handouts and information needed for this activity.
http://www.pbs.org/wgbh/evolution/
Click on “for Teachers” and then click on Teacher’s Guide. Click on “Web Resources” under
Unit 3. Go to “In Depth Investigation” and Click on the “Molecular Connection”.
After Activity: Students should review as a class what they have learned about the organisms
whose sequences are being compared. Students can discuss whether this information fits their
predictions and whether it would be confirmed by other data.
EXPLAIN:
This activity (Rat Island) involves putting students in groups and giving them a description of a
particular island. Each group of students will design a rat that would be able to survive and
thrive on their particular island. Students will present their “rat creations” to the class and
explain the adaptations that were selected for (or against) over time.
Biology- Unit 3
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43
For LEP students:










Allow students to work in pairs/small groups.
Give each group an island description. Modified descriptions follow. They include simpler
language and bold-faced key terms.
One member of the group should read the description out loud. Repeat as many times as
needed.
Ask group members to discuss each of the words in bold print. They should make a written
list of any words they do not understand or questions they have.
Circulate among the groups to define words and/or answer questions about island
descriptions.
Once students understand their island descriptions, ask each group to brainstorm BEFORE
they draw. They should consider questions like: Where does our rat live? What does it
eat? Is there any competition for resources on the island? What special structures does
our rat need and why? Students should take written notes on their discussions.
Be sure to remind students that they must be able to explain HOW their rat EVOLVED into
its present form.
Students should draw and color the island habitat AND their rat species. Label the diagram
with key words from island descriptions and brainstorming notes.
Groups should present their posters to the class and orally describe the habitat and rat.
They should be prepared to answer questions from classmates and teacher.
Include notes from group discussions in grading.
Guiding Question: What is the relationship between environments and adaptations of
organisms?
Before Activity: Teacher should review the steps in evolution by natural selection. The
teacher should emphasize the “correct” language in describing the process of evolution. The
stress should be on natural variations, changes in environment, natural selection of particular
variations, passing on to offspring of the favored variations, and shifts in allele frequencies over
time. Tell students to avoid language such as “rats needed to acquire a particular adaptation.”
Focus Objective: 3.05, 1.03
Language (ELP) Objectives for LEP students:







Discuss content area-related terms as a class with teacher support.
Listen to and read descriptions of island habitats.
Discuss key terms related to descriptions and write additional questions.
Discuss group’s questions with one another and with teacher.
Orally brainstorm ideas related to island habitats and rat survival.
Write notes on brainstorming session.
Draw and label a poster using vocabulary from island description and brainstorming
discussions.
BiologyUnit
3
DRAFT
 Orally
describe
poster and answer
questions during group presentation.
44
Activity Time: 90 minutes
Preparation Time: Teachers will need to make class sets of the island descriptions for students
to use – one island per group. Students will also need poster paper and crayons, colored
pencils, or markers. Instructions and island descriptions can be found at the following website.
http://www.accessexcellence.org/AE/ATG/data/released/0187-LeslieTong/description.html
Note: The website above describes the activity and gives four island descriptions. It is
recommended that the teacher write at least 2-3 extra island descriptions in order to keep the
groups small. As an alternative, teachers could give the same island to two different groups. It
is interesting to see what two groups can do with the same description.
RAT ISLAND DESCRIPTIONS
ISLAND A
The island is mostly flat, with a few small hills. The ground is soft dirt, and several
species of shrubs (small bushes) grow towards the center of the island. There is
no animal life on land; but there are many kinds of fish in the water. The island is
surrounded by a coral reef which keeps the predators out. The shore is sandy and
no algae grows there. Fresh water is available.
ISLAND B
The island has many rocks along the shore. Tide pools form in the rocks when the
waves wash over them. The tide pools host crabs, snails, small fish, and starfish.
Algae grow all around the island; however, there is very little in the tide pools
where the various animals feed. The current is quite strong along the rocky
outcrops where the algae grow best. Fresh water is available.
ISLAND C
The island has little plant or animal life. A few species of cactus live in the dry
soil. A large cactus-eating tortoise lives on the island. A species of very large bird
nest on the island annually. They build their nests on the rocks, and protect their
eggs from the sun by standing over the nests with outspread wings. The nests are
always found on the windy side of the island which is somewhat cooled by offshore
breezes.
ISLAND D
The island is an extinct volcano. Vegetation on the island changes with the altitude
moving up the volcano. Grasses grow at the base. Further up the slope the grasses
Biology- Unit 3
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45
give way to low shrubs. Half way up, the island becomes quite lush; tropical plants
and trees dominate the landscape. At this altitude, the island experiences
frequent rain showers. There are two species of birds that inhabit the island. One
is a raptor which preys upon the smaller birds. The other eats fish in the waters
approximately one mile offshore. Both nest in trees.
After Activity: The teacher should reinforce the language of evolution. The teacher should
stress the complexities of this process and make sure students understand that “Rat Island”
activity is simply allowing them to model the adaptations that might evolve in a particular
environment.
ELABORATE:
Two activities (The Formulation of Explanations: An Invitation to Inquiry on Natural Selection
and Pesticide Resistance) and have been given that address the development of pesticide
resistant strains of flies. These are modern evidences of evolution. Either activity would be
appropriate for teaching about this topic. The activities at the websites below will allow students
to extend their knowledge of evolution and understand how some organisms have become
resistant to pesticides. Students will be able to answer how pesticide resistance (or antibiotic
resistance) provides evidence for evolution.
Guiding Question: How does pesticide resistance (or antibiotic resistance) provide evidence for
evolution?
Before Activity: Teachers should explain to students that there are modern examples of
selection that give us a model of how evolution works.
The Formulation of Explanations: An Invitation to Inquiry on Natural Selection
http://www.nap.edu/readingroom/books/evolution98/evol6-b.html
The activity above is designed to lead students in understanding how pesticide resistance
occurs in organisms.
For LEP students:







Use these modifications with The Formulation of Explanations: An Invitation to Inquiry on
Natural Selection.
Give students written copies of “to the student” sections. Have students read them out loud
to each other or to the class.
Allow students to write on their copies and underline key words.
After reading, roleplay the “to the student” portions or use diagrams/props to facilitate
understanding.
For each section, students must write their possible explanations and orally explain them to
the class. Have a class recorder write them on chart paper.
Allow time for discussion and reporting to class.
If time allows, give students a similar problem (antibiotic-resistant bacteria, pesticideresistant weeds) and have them do a short skit. They should use props and have a written
script.
Biology- Unit 3
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Pesticide Resistance
http://www.enviroliteracy.org/article.php/126.php
In this activity, students are actually involved in a game simulating the development of biological
resistance to a pesticide.
Focus Objective: 3.05, 1.01, 1.03
Activity Time: 90 minutes
Preparation Time: Teachers will need to copy student materials. The materials and
instructions can be found at the two websites listed above.
After Activity: Teachers should discuss with students the environmental problems associated
with pesticide resistance (or other resistances that are brought on my human activities).
Teachers should also help students connect the development of pesticide resistance to the
evolution of organisms over long periods of time.
Teachers should also discuss with students antibiotic resistance as a similar model of the
evolutionary process. There are many articles on various bacteria that have developed
widespread resistance to antibiotics (for example, MRSA).
EVALUATE:
Students will go back to their original concept maps and modify them to fit their new knowledge.
Guiding Question:
evolution?
What are the connections among the major concepts in the theory of
Before Activity: Explain to students that this is the next step in the concept map process.
Focus Objective: 3.05, 1.03
Activity Time:
30 minutes
Preparation Time: Teacher needs to put out the materials for finishing concept maps.
Note: The teacher may want to add more words to the original list.
After Activity: Have students post their maps in the classroom or present them to the rest of the
class if there is time.
ENGAGE:
Ask the students, “Is a guinea pig a really a pig? Is a sea horse really a horse?”. Allow time for
answers. Instruct students that oftentimes, common names (such as guinea pig and sea horse)
Biology- Unit 3
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47
are misleading. Because of this fact, organisms are given scientific names that are identifiable
around the world.
EXPLORE:
In this (Common Names vs. Scientific Names) activity students will try to imagine what an
organism looks like when given its common name. Students will then research the scientific
names of various organisms and discover the value of scientific nomenclature.
For LEP students:









Allow students to work in pairs/small groups.
Give each group 2-3 organisms from the list.
Students should discuss the name with their partner(s) and agree upon what they will write
and draw.
Students should provide a written description of the organism and a sketch of what they
think it looks like.
Each group should share at least one of its organism descriptions and drawings with the
class.
For part 2, allow students to print what they find in their research. Lead discussions about
whether or not their research matches their original descriptions/sketches.
For part 3, provide pictures of the organisms and ask students to match them with their
common names.
Discuss the importance of scientific names and point out the problems with common names.
Students should write complete sentences in paragraph form to answer the conclusion
questions.
Guiding Question:
What is the value and purpose of scientific nomenclature?
Before Activity: Explain to students that they will be given a list of organisms (common names)
and they need to try and figure out what kind of organism each one is.
Common Names vs. Scientific Names
Part 1: The following are common names for certain organisms. For each, describe
the organism based on its name. What kind of organism is it? What does it look
like? (You could draw a picture to illustrate your description).
Sea Cow:
Guinea Pig:
Sea Horse:
Kangaroo Rat:
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48
Tufted Titmouse:
River Horse:
Camel Cricket:
Prairie Dog:
Sea Cucumber:
Sea Lion:
Lady Slipper:
Queen Anne’s lace:
Jack in the Pulpit:
Stinkhorn:
Pitcher Plant:
Crown of Thorns:
Worm Snake:
Catamount:
Cheeselog:
Antbear:
Nature’s Mistake:
Sand Puppy:
Biology- Unit 3
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Part 2: Look up the organisms on the first page. You can use books or internet
sites. Find all the scientific names that you can and write them next to your
descriptions?
How close did your original descriptions come to the actual organism?
Part 3: Some of the organisms listed in part 1 have other common names. See if
you can determine what organism in part 1 corresponds to the list of alternate
names given below.
____________________:
Panther, cougar, painter cat, puma, mountain lion
____________________:
Armadillo bug; doodlebug; woodlice
____________________:
American dogwood, false box, arrowwood, white cornel
____________________:
Aardvark
____________________:
Naked Mole Rat
____________________:
Wild Carrot
Part 4:
1.
2.
Questions
Describe the value of giving scientific names to living organisms.
Why do some organisms have so many common names?
Focus Objective: 4.01
Biology- Unit 3
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Language (ELP) Objectives for LEP students:









Discuss common names of organisms with group member(s).
Write descriptions of organisms based upon their common names.
Sketch organisms that match written descriptions and group discussions.
Orally explain 1 organism and its description to the class.
Listen to presentations made by classmates.
Orally ask questions.
Use computers to research organisms.
Match pictures of organisms to their scientific names by studying the words in their names.
Write complete sentences in paragraph form to answer the conclusion questions.
Activity Time: 30 minutes
Preparation Time:
Teacher will need to copy the hand out for students.
After Activity: Lead students in a discussion of the differences in their answers. Get them to
think about the value in each type of organism having a scientific name that is the same across
the world.
Teacher Notes:
Below is a list of organisms and their respective common and scientific names. (Just so you
wouldn’t have to research them.)
Common Name
Scientific Name
Description / Discovery (if
applicable)
The Flowering Dogwood,
American Dogwood,
Cornelian Tree, False Box,
False Boxwood, Florida
Dogwood, Indian
Arrowwood, Nature's
Mistake or, White Cornel
Cornus florida, syn.
Benthamidia florida
a species of dogwood
native to eastern North
America, from southern
Maine west to southern
Ontario and eastern
Kansas, and south to
northern Florida and
eastern Texas and also in
Illionis, with a disjunct
population in eastern
Mexico in Nuevo León and
Biology- Unit 3
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51
Veracruz.
Stellar’s sea cow
Hydrodamalis gigas
guinea pig, cavy
Cavia porcellus
sea horse
Genus Hippocampus

Big-belly seahorse
Hippocampus abdominalis
Lesson, 1827 (New
Zealand and south and east
Australia)

Winged seahorse
Hippocampus alatus
Kuiter, 2001

West African
seahorse
Hippocampus algiricus
Kaup, 1856

Narrow-bellied
seahorse
Hippocampus angustus
Günther, 1870

Barbour's seahorse
Hippocampus barbouri
Jordan & Richardson, 1908

Pygmy seahorse
Hippocampus bargibanti
Whitley, 1970 (West Pacific
area (Indonesia,
Philippines, Papua New
Guinea, Solomon Islands,
etc)

False-eyed seahorse Hippocampus biocellatus

Réunion seahorse

Short-head seahorse Hippocampus breviceps

Giraffe seahorse

Knysna seahorse

Hippocampus borboniensis
Kuiter, 2001
Duméril, 1870
Peters, 1869 (south and
east Australia)
Hippocampus
camelopardalis
Hippocampus capensis
Bianconi, 1854
Coleman’s Pygmy
Seahorse
Hippocampus colemani
Kuiter, 2003

Tiger tail seahorse
Hippocampus comes
Cantor, 1850

Crowned seahorse
Hippocampus coronatus
Temminck & Schlegel,
1850
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Boulenger, 1900
52
Hippocampus denise
Lourie & Randall, 2003
Lined seahorse
Hippocampus erectus
Perry, 1810 (east coast of
the Americas, between
Nova Scotia and Uruguay)

Fisher's seahorse
Hippocampus fisheri
Jordan & Evermann, 1903

Sea pony
Hippocampus fuscus
Rüppell, 1838 (Indian
Ocean)

Big-head seahorse
Hippocampus grandiceps
Kuiter, 2001

Long-snouted
seahorse
Hippocampus guttulatus
Cuvier, 1829

Eastern spiny
seahorse
Hippocampus hendriki
Kuiter, 2001

Short-snouted
seahorse
Hippocampus hippocampus (Linnaeus, 1758)
(Mediterranean Sea and
Atlantic Ocean)

Thorny seahorse
Hippocampus histrix
Kaup, 1856 (Indian Ocean,
Persian Gulf, Red Sea, and
the Far East)

Pacific seahorse
Hippocampus ingens
Girard, 1858 (Pacific coast
of North, Central and South
America)

Jayakar's seahorse
Hippocampus jayakari
Boulenger, 1900

Collared seahorse
Hippocampus jugumus
Kuiter, 2001

Great seahorse
Hippocampus kelloggi
Jordan & Snyder, 1901

Spotted seahorse
Hippocampus kuda
Bleeker, 1852

Lichtenstein's
Seahorse
Hippocampus lichtensteinii
Kaup, 1856

Bullneck seahorse
Hippocampus minotaur
Gomon, 1997

Japanese seahorse
Hippocampus mohnikei
Bleeker, 1854

Monte Bello
seahorse
Hippocampus
montebelloensis
Kuiter, 2001

Denise's pygmy
seahorse

Biology- Unit 3
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53
Hippocampus multispinus
Kuiter, 2001
High-crown
seahorse
Hippocampus procerus
Kuiter, 2001

Queensland
seahorse
Hippocampus
queenslandicus
Horne, 2001

Longsnout seahorse
Hippocampus reidi
Ginsburg, 1933 (Caribbean
coral reefs)

Half-spined
seahorse
Hippocampus
semispinosus
Kuiter, 2001

Dhiho's seahorse
Hippocampus sindonis
Jordan & Snyder, 1901

Hedgehog seahorse

West Australian
seahorse
Hippocampus
Weber, 1913
spinosissimus
Hippocampus subelongatus Castelnau, 1873

Longnose seahorse
Hippocampus trimaculatus
Leach, 1814

White's seahorse
Hippocampus whitei
Bleeker, 1855 (east
Australia)

Zebra seahorse
Hippocampus zebra
Whitley, 1964

Dwarf seahorse
Hippocampus zosterae
Jordan & Gilbert, 1882
(Gulf of Mexico and the
Caribbean)

Northern spiny
seahorse

Kangaroo rat
Dipodomys californicus
Tufted titmouse
Baeolophus bicolor
River horse
Hippopotamus amphibius
massive thick-skinned
herbivorous animal living in
or around rivers of tropical
Africa
Camel cricket
Subfamily
Rhaphidophorinae- camel
crickets: United States
Diestrammena asynamora
Brunner, 1888
Subfamily Tropidischiinae
— camel crickets: Canada
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Scudder, 1869
54
Prairie dog
Genus Cynomys About 14
other genera in subfamily

Gunnison's Prairie
Dog
Cynomys gunnisoni

White-tailed Prairie
Dog
Cynomys leucurus

Black-tailed Prairie
Dog
Cynomys ludovicianus

Mexican Prairie Dog
Cynomys mexicanus

Utah Prairie Dog
Cynomys parvidens
Sea cucumber
Sea lion
Lady’s slipper
Class Holothuroidea
contains sea cucumbers.
There are approximately
1150 species of sea
cucumbers.
A sea lion is one of many
marine mammals of the
family Otariidae.
Cypripedium
Cypriepedium acaule Aiton
Moccasin flower
Queen Anne’s lace Wild
carrot, bishop's lace
Daucus carota
Venus fly-trap
Dionaea muscipula
Jack-in-the-Pulpit, Bog
onion, Brown dragon,
Indian turnip, Wake robin or
Wild turnip
Arisaema triphyllum
Stinkhorn, The Phallaceae,
or stinkhorns, are a family
of basidiomycetes
Notable species:
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
Phallus impudicus,
the common
stinkhorn

Phallus hadriani,
(sometimes
considered as a
subspecies of
Phallus impudicus)
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55

Phallus ravenilii

Phallus indusiatus
(syn. Dictyophora
indusiata), Chinese
"bamboo fungus,"
eaten as a food in
southwestern China
Crown of thorns
The families Nepenthaceae
and Sarraceniaceae are the
best-known and largest
groups of pitcher plants.
Euphorbia splendens
Crown-of-thorns starfish
Acanthaster planci
Pitcher plant
As mentioned above there
are over 1800 species and
many are undiscovered.
Some of the better known
starfish include:

Blue sea star

Japanese sea star

Carpet sea star

Eleven-armed sea
star

Pincushion sea star

Comb sea star

Crown of thorns sea
star
Worm snake or Blind snake
Carphophis amoenus
Panther, Catamount,
Cougar, Painter cat, and
Puma, Mountain lion
felis concolor
Woodlice vary throughout
the English-speaking world.
They include: "armadillo
pill bug" (usually applied
only to the genus
Armadillidium)
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56
bug", "cheeselog"
(Reading, Berkshire),
"doodlebug" (also used for
the larva of an antlion) rolypoly", "potato bug", "roll up
bug" , "slater" and "sow
bug".
Aardvark or Antbear
Orycteropus afer
Binturong or Bearcat
Arctictis binturong
Naked Mole Rat or Sand
Puppy
Purple Frog or Pignose
Frog
Birds
Heterocephalus glaber

American Robin

Dark-Backed Robin
Nasikabatrachus
sahyadrensis
class Aves, subphylum
Vertebrata, and phylum
Chordata
 Turdus migratorius

T. m. nigrideus
northern-nesting
subspecies
ELABORATE:
There are many dichotomous key activities that can be done to help students understand how
organisms are classified or identified. Two websites containing dichotomous key activities are
provided below.
For LEP students:





Use shoe activity found on website listed below.
Allow time for discussion among students and with you.
Have students copy the key they created in their notebooks.
After the key is created, give each group a unique shoe or picture of one (ice skate, slipper,
scuba flipper, ballet shoe, etc.) that they must fit into their scheme.
Each group should explain to the class how they decided to add their special shoe in and
why. Ex: We put the ice skate in the sneaker kingdom because it has laces like sneakers.
We put the slipper in the flip flop kingdom because you can just slip it on. We had to make
a new kingdom because this shoe is unlike any of the others.
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Guiding Question:
How can organisms be identified using a dichotomous key?
Before Activity: The teacher should reinforce the value of organizing living things with a
taxonomic system as discussed in the previous activity. The teacher should briefly explain how
to use a dichotomous key and do one organism as an example.
Focus Objectives: 4.01, 1.02
Language (ELP) Objectives for LEP students:




Discuss shoe classification with classmates and teacher.
Write a dichotomous key to classify shoes.
Discuss placement of a unique shoe into the kingdoms created by the class.
Orally explain the placement of the unique shoe.
Activity Time: 45 minutes
Preparation Time: Decide on a dichotomous key activity. If the following website is used, then
student materials will need to be copied. The cards can be laminated for use in future years.
http://www.microbeworld.org/resources/experiment/pgs1-6.pdf
Note: The following website has instructions for doing a dichotomous key using student shoes.
http://www.teachers.net/lessons/posts/1228.html (classification of shoes)
Great activity for LEP students
The teacher could buy a variety of pasta or use pictures of various kinds of pasta and let
students work in groups to develop a dichotomous key for their pasta collection.
This website has a dichotomous key that uses actual organisms (pictures).
http://www.seaworld.org/just-for-teachers/lsa/i-012/pdf/4-8.pdf
After Activity:
Students should review the process of using a dichotomous key by actually using a key that
involves real organisms. See website above.
For LEP Students:
Be sure to provide an opportunity for students to identify unknown objects with a real dichotomous
key. Stress that all of the vocabulary in a given key is not necessarily important. What is important
is the actual USE of the key.
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ELABORATE:
Students will build upon their knowledge of characteristics of organisms and dichotomous keys
to compare/contrast organisms from the three domains and the six kindgoms. This guide
(Taxonomy Learning Guide) will help students learn about the characteristics of various
kingdoms and the taxonomic levels.
Guiding Question: What are the characteristics of organisms in various taxonomic levels?
Before Activity: Teachers should go over the various taxa and briefly explain the divisions to the
students before they attempt the learning guide.
For LEP students:






Review vocabulary: prokaryote, eukaryote, multicellular, unicellular, autotroph, heterotroph,
cell wall, and chloroplast.
Provide textbook references, posters, computers for finding information.
Group students into 6 groups. Assign each group 1 of the kingdoms to research.
Allow students to report their findings to the class.
Make a wall size chart similar to the one below. As each group reports fill in information. Be
sure students complete the chart in their notebooks.
Keep wall chart up as you complete the unit.
Characteristics of Domains and Kingdoms
Taxonomy Learning Guide
DOMAIN
KINGDOM
Cell Type
(eukaryotic or
prokaryotic)
Cell Wall
Presence or
absence?
Composition?
Chloroplasts
Bacteria
Eubacteria
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Archaea
Archaebacteria
Protista
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Eukarya
Fungi
Plantae
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59
Number of
cells
Mode of
Nutrition
(heterotroph
or autotroph)
Examples
For LEP students:





Explain that the chart below provides classification information about the organisms.
If possible, provide pictures of each of the organisms.
Stress to students that they do not need to memorize the taxa names. They need to
COMPARE the taxa of the organisms to answer questions.
Lead group discussion about the questions.
Have students write answers to the questions in their notebooks. They should use complete
sentences and include content vocabulary wherever appropriate.
Characteristics of the Taxon Groupings
Golden
Lemur
Taxon
Human
Tiger
Praying
Mantis
Dogwood
Domain
Eukarya
Eukarya
Eukarya
Eukarya
Eukarya
Kingdom
Animalia
Animalia
Animalia
Animalia
Plantae
Phylum or
Chordata
Chordata
Chordata
Arthropoda
Magnoliophyta
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Division
Class
Mammalia
Mammalia
Mammalia
Insecta
Magnoliopsida
Order
Primates
Primates
Carnivora
Dictyoptera
Cornales
Family
Lemuridae
Hominidae
Felidae
Mantidae
Cornaceae
Genus
Hapalemur
Homo
Panthera
Mantis
Cornus
Species
H. aureus
H. sapiens
P. tigris
M. religiosa
C. florida
Analysis Questions:
1) If you compared cytochromes of these species, which would be most similar? Unlike?
2) Which two species are most closely related? Explain.
3) Which three species are most closely related?
4) Which organism is least closely related to all of the others?
5) Which taxon has the fewest types of organisms? Explain.
Focus Objective: 4.01, 1.03
Language (ELP) Objectives for LEP students:








Discuss content vocabulary.
Listen to class discussions.
Research information about 1 kingdom and discuss it with partner(s).
Write necessary information in chart.
Orally report findings to class and write information on wall chart.
Write information from wall chart on notebook chart.
Discuss how classification information may be used.
Use content vocabulary in written answers to analysis questions.
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Activity Time: 30 minutes
Preparation Time: Teachers will need to make copies of the learning guide.
EXPLAIN:
Instruct students to explain the answers to the questions from the lab to other students.
After Activity: Discuss the questions and answers with the students.
EVALUATE:
Students will complete their concept map, including information about evolution and
classification.
For LEP students:




Allow students to refer to all information in their notebooks as they work.
Circulate among the groups as they work on their maps. Guide their work with questions
like: “Why did you choose to connect those two terms?”, “Are the links you made the
only way these words/concepts relate?”
Encourage additions/revisions based upon what they have learned.
Allow students to verbally explain their maps to you and to other groups. Ask students to
concentrate on explaining the additions/changes they made and why.
Extension: Students use their concept maps to re-write the paragraph they wrote at the
beginning of the unit.
Guiding Question: What is the relationship between concepts of evolution and our
understanding of relatedness of organisms?
Before Activity: Explain to students that they will be combining their understanding of evolution
and their new knowledge of taxonomy into one concept map that links the ideas of both areas.
Objective:
1.05 for LEP students:
Focus
Language
(ELP) 4.01,
Objectives



Discuss words and their relationships with a partner.
Explain concept map links to teacher and other students.
Use completed concept map to write a paragraph about evolution.
Activity Time: 30 minutes
Preparation Time: Teacher will need to set out the materials for completing the concept maps.
After Activity: Lead a class discussion where students share their concept maps linking ideas
of evolution and taxonomy. Be sure to address any areas of the concept maps that are weak
and/or incomplete.
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Sample Assessment Questions
Goal 3.05
1. What type of fossilized remains would provide the greatest evidence of an organism’s
diet?
a. Hip Socket
b. Cranium Bones
c. Femur Bone
d. Teeth
2. Which combination of factors provides the greatest potential for evolutionary change in a
species?
a. Small population and no natural selection
b. Large population and no natural selection
c. Small population and the occurrence of natural selection
d. Large population and the occurrence of natural selection
3. During the past decade, doctors have noted the appearance of several super bugs,
which are bacteria that show multiple resistances to antibiotic. The development of
these super bugs has been linked to the overuse of antibiotics. Which of the following is
the best explanation for the increase in the appearance of these super bugs?
a. Use of the antibiotic has caused a random mutation that allows the bacteria to be
resistant.
b. Use of the antibiotic has caused a random mutation that allows the bacteria
less resistant.
c. Use of the antibiotic has created an environment where only bacteria that
have a random mutation that conveys resistancy survive and reproduce.
d. Use of the antibiotic has destroyed all bacteria which has allowed for the
appearance of the super bugs.
4.
The description of the earliest life forms as being anaerobic is based of the absence of
which gas from the early earth atmosphere?
a. carbon dioxide
b. free oxygen gas
c. methane
d. free hydrogen gas
Goal 4.01
1. In which kingdom would an eukaryotic, multi-cellular and autotrophic organism be
classified?
a. Eubacteria
b. Fungi
c. Animalia
d. Plantae
2. Which classification taxon includes organisms that are able to mate and to produce fertile
offspring?
a. kingdom
b. species
c. family
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d. order
3. Using the following classification information, which two organisms are the most closely
related?
Classification Taxon
Examples
Kingdom- Animal
dolphin, house cat, songbird, lynx, wolf, earthworm, butterfly,
hydra
Phylum- Chordata
dolphin, house cat, songbird, lynx, wolf
Genus- Felis
house cat, lynx
Species- Felis domastica
house cat
a.
b.
c.
d.
house cat and dolphin
lynx and house cat
songbird and house cat
wolf and house cat
Modified Sample Assessment Questions
Words in bold print are key words. Pay close attention to these words when reading and
answering questions
Goal 3.05
1. Which fossil provides the best evidence of an organism’s diet?
a. vertebrae (backbones)
b. cranium (skull) bones
c. leg bones
d. teeth
2. Which combination of factors provides the greatest potential for evolutionary change in a
species?
a. small population and no natural selection
b. large population and no natural selection
c. small population with natural selection
d. large population with natural selection
3. During the past decade, doctors have noted the appearance of bacteria that are resistant to
antibiotics (medicine). The development of these bacteria has been linked to the overuse of
antibiotics. Which of the following supports this idea?
a. Use of the antibiotic has killed all bacteria.
b. Use of the antibiotic has killed the bacteria that are genetically resistant. The
non-resistant bacteria have survived and reproduced.
c. Use of the antibiotic has killed the bacteria that are genetically non-resistant.
The resistant bacteria have survived and reproduced.
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According to scientists, the earliest life forms on Earth were anaerobic. This
suggests the absence of which gas from Earth’s early atmosphere?
e. carbon dioxide
f. oxygen
g. methane
h. hydrogen gas
Goal 4.01
1. Which kingdom contains eukaryotic, multicellular heterotrophs?
e. Eubacteria
f. Fungi
g. Animalia
h. Plantae
2. Which classification taxon includes organisms that are able to mate and to produce
fertile offspring?
e. kingdom
f. species
g. family
h. order
3. Use the classification information below. Which two organisms are the most closely
related?
Classification Taxon
Examples
Kingdom- Animal
dolphin, house cat, songbird, lynx, wolf, earthworm, butterfly,
hydra
Phylum- Chordata
dolphin, house cat, songbird, lynx, wolf
Genus- Felis
house cat, lynx
Species- Felis domastica
house cat
e.
f.
g.
h.
house cat and dolphin
lynx and house cat
songbird and house cat
wolf and house cat
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