Drill #33
March 27, 2014
What do you notice about this photo?
Can you find the animal?
• This walking stick is a great example
of camouflage.
• Charles Darwin developed an
explanation for how such camouflage
developed.
Objectives
• SWBAT
• Outline the differences between
Lamarck’s and Darwin’s Theories of
Evolution
• Describe the two parts of Darwin’s
evolution theory:
• Descent with modification
• Natural Selection
Agenda
• 2 Genetic Disorder Presentations
• Pass forward Luccian Packet
• Notes on Evolution
Homework
• Evolution HW
Evolution
• Looking at this cartoon, how would you define
evolution?
Evolution
• Change in the genetic makeup of a population over
time
• Continuous process that results in biological
diversity
• Adaptation-an inherited trait that increases an
organisms chance of survival in the environment
• More adaptations to the environment=survival
• Less adaptations to the environment=extinct
Theories of Evolution - Lamarck
• Jean Baptiste de Lamarck, late 1700s,
Believed that organisms adapted to their environment
• His hypothesis was:
• Use and disuse
• Structures grew or shrank based on how
much they were used
• Transmission of acquired traits
• Parents could transmit the characteristics
acquired through use and disuse directly to
their offspring
Lamarck Example
• A male fiddler crab uses its
front claw to ward off predators
and to attract mates.
Lamarck Example (cont).
• Because the front claw is
used repeatedly, it becomes
larger and larger with each
use (3).
• This characteristic (large
claw) is then passed onto its
offspring.
Evaluating Lamarck’s Theory
• Lamarck did not know:
• how traits were inherited.
• an organism’s behavior had no effect on its heritable
characteristics.
• acquired traits cannot be passed on to offspring.
• But, he was correct in stating that organisms change over
time and paved the way for future evolutionary theories.
Theories of Evolution - Darwin
• Charles Darwin (1809-1882)
Darwin developed his theory while working as a naturalist
on the HMS Beagle (1831)…
He noticed:
•
Variations existed among
individuals in a species
•
Individuals will compete for
resources like food and space
•
Competition would lead to the
death of some individuals while
others would survive
•
Individuals that had the
favorable variations were more
likely to survive and reproduce
Darwin’s finches
http://www.schooltube.com/video/48c821e
613a9f3bf23e3/
New seating chart
Drill #1
3/31/14
• What was incorrect about Lamarck’s
theory of evolution? What was correct
about his theory?
Two Parts to Darwin’s Theory
1. Newer forms appearing in the fossil record are
the modified descendants of older species.
* ALL species descended from one or a few
original types of life*
2. Evolution occurs as a result of natural selection
or survival of the fittest.
Survival of the fittest!
• Individuals with favorable adaptations or
traits would survive and reproduce more
successfully than individuals without these
favorable traits.
Fitness = a single organism’s genetic contribution
to the next generation
• An individual with high fitness is…
1. Well adapted to its environment
2. Reproduces more successfully
KEY TO NATURAL SELECTION:
1.
Genetic variation within the population
2. Organisms do NOT select traits, the
environment does!
Activity
• Go over differences of Lamarck’s and
Darwin’s theories together
• Toni’s activity
Homework
• Complete back side of Evolution Worksheet
Drill #2
4/1/14
• Use Darwin’s theory of evolution to
explain how birds are direct descendants
of dinosaurs.
A ship that had been used for many years in arctic exploration
was moved to a harbor in the warm waters of the Caribbean.
Worms that had lived on the ship bottom crawled off in the
warm waters and attempted to attach to other ships in this
area where there were no similar worms. Some of the worms
were able to survive and reproduce. What would you expect to
happen to this group of worms over many generations in this
new environment?
a) The worms will mate and produce offspring just as they did in their
previous environment, and the group’s traits will likely remain unchanged
after many generations.
b) The worms will gain new, more complex traits through natural selection
that will help them better adapt to the warmer waters because natural
selection leads to more complex and better adapted organisms.
c) Worms possessing genetic variations that help them to survive and thrive
in the new environment will leave more offspring than others lacking those
traits. Over time, the proportion of the worm population with these adaptive
traits will likely increase.
d) The mutation rate will increase in this group of worms in order to promote
evolution.
A ship that had been used for many years in arctic exploration
was moved to a harbor in the warm waters of the Caribbean.
Worms that had lived on the ship bottom crawled off in the
warm waters and attempted to attach to other ships in this
area where there were no similar worms. Some of the worms
were able to survive and reproduce. What would you expect to
happen to this group of worms over many generations in this
new environment?
a) The worms will mate and produce offspring just as they did in their
previous environment, and the group’s traits will likely remain unchanged
after many generations.
b) The worms will gain new, more complex traits through natural selection
that will help them better adapt to the warmer waters because natural
selection leads to more complex and better adapted organisms.
c) Worms possessing genetic variations that help them to survive and thrive
in the new environment will leave more offspring than others lacking those
traits. Over time, the proportion of the worm population with these adaptive
traits will likely increase.
d) The mutation rate will increase in this group of worms in order to promote
evolution.
Objectives
• SWBAT
• Outline the differences between
Lamarck’s and Darwin’s Theories of
Evolution
• Describe the two parts of Darwin’s
evolution theory:
• Descent with modification
• Natural Selection
Agenda
• Pass forward homework assignments
• Pick up posters today
• Intro to Animal Adaptation Project
• Evolution Vocabularly
Animal Adaptation Project
Examples
Drill #3
4/2/14
Which describes natural selection?
a. Some live and some die in each generation
b. Only the largest and strongest survive
c. Random assortment of genes results in better characteristics in the following
generations
d. The best adapted individuals survive and reproduce, contributing the most to
the next generation
Which of the following is NOT one of the premises on which
evolution by natural selection is based?
a. Organisms usually produce many more offspring than the
environment can support.
b. Most natural populations remain approximately the same size
through time.
c. Organisms can alter their genes to help them survive in a particular
environment.
d. Hereditary differences between organisms can be passed on to their
offspring.
SWBAT:
• Review what they have learned about
Darwin's finches and experience
"survival of the fittest" for themselves.
Agenda
• Darwin’s Finch Lab
• Have vocab out on desk during
lab for me to check.
Darwin’s finches Lab
• You will be investigating evolution by
"competing" for food like Darwin's finches
might have competed.
• Each group will be given 3 different type of
"beak" to work with.
• Each group will also be given two different
kinds of food.
• Only use your “beak” as a bird would use it.
No scooping allowed or piercing of food
allowed!
Drill #4
4/3/14
• Why is genetic variation important to
the survival of a species?
Darwin’s Finches Lab
• Did you get the results you expected?
Why or why not?
SWBAT:
• Simulate changes in peppered moth
populations due to pollution and
predation
• Observe how species can change over
time due to natural selection
Agenda
• Natural Selection Online Lab:
Peppered Moth Survey
• Turn in Finch lab worksheet.
Peppered Moth Survey Lab
You will learn about:
• the life cycle of this
moth,
• the impact of pollution
and predation on moth
populations,
• and a series of
experiments conducted to
determine if natural
selection had an effect on
peppered moth color.
Lab Groups 1:
1: Chris, Jakim, Steph
2: Ben, Charlie, JaVonne
3: Anjelica, Morgan, Christine
4: John, Aisha, Patrick
5: Ty, Nicole, Emma
6: Maya, Luke, Josh
7: Jenna, Riley
Lab Groups 2:
1:
Stephanie, Rasha, Courtney
2:
Ally, Brad, Sara
3:
Cassidy, Tori, Alec
4:
Godfirst, Nicole, Kristen
5:
Tyler, Sanaa, Delaney
6:
Justin, Sandra, Kelly
7:
Brooke, Christa, Brittany
8:
Shannon, Julia
Lab Groups 3:
1:
Trevor, Garrett, Arianna, Darcy
2:
Brett, Izzy, Dylan,
3:
Amy, Anna, Conver
4:
Felix, Skylar, Cole, Grace
5:
Nick, Ashley, Audrey, Samm
6:
Lauren, Austin, Abby, Chris
7:
Allie, Courtney, Jake, Bryce
Wrap Up
• Do organisms or the
environment select for certain
traits?