A Fishy Twist on Adaptations
|
|
|
- Millicent Collins
- 7 years ago
- Views:
Transcription
1 Station 1 A Fishy Twist on Adaptations Introduction Does the coloration of an animal affect its chances for survival? Do feeding mechanisms alter an organism s chance of living? How could an organism s reproductive strategy affect the individual? How could it affect the species? Throughout time, people have marveled at the vast diversity found in nature. Adaptations have led to the vast array of variation and have resulted in the enormous diversity among species. There are also pressures in the environment which can select for those organisms best suited for survival. These are called selective pressures; the adaptations that best help organisms in the environment will be favored and organisms possessing them would be favored for survival. Procedure Design an underwater habitat. What sources of food are there? What color is the habitat? What hiding places could there be? On poster paper, draw and color the habitat. Draw a fish to live in this habitat. Choose specific adaptations for body shape and structure, jaw shape and structure, and coloration. Design, color, and cut out the fish. Tape it into its habitat. List and describe the fish s adaptations. How does it move around? How does it catch and eat its food? How does it hide from predators? How does it signal to a mate of the same species? Assign your fish a scientific name, including a genus (first name, capitalized) and species (second name, lower case). Both names should be italicized or underlined. Answer Analysis Questions 1 & 2 Next, place your fish in another group s habitat. Answer Analysis Questions 3 8 Analysis Questions 1) How is your fish adapted to the habitat in which it lives? 2) Which adaptations are most important to your fish s survival in this habitat? 3) List and justify any adaptations that will limit the success of your fish in its new habitat. 4) List and justify any adaptations that will increase the success of your fish in its new habitat. 5) Using your answers from questions 3 and 4, predict what would happen over time to your fish species in the new habitat. Predict what would happen over time to the population of this fish species in the new habitat. 6) Which adaptation is most important for the survival of the individual fish? Please explain your reasoning. 7) Which adaptation is most important for the survival of the fish species? Please explain your reasoning. 8) What role do adaptations play in Darwin s theory of Natural Selection? Please be specific. The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 1 Page 1
2 Station 2 Skull Morphology Introduction Over the course of evolutionary time, descendants become different from their ancestors. Animals that have a recent common ancestor often share more characteristics than animals that have a more ancient common ancestor. Traits that are similar to one another because they were inherited from a common ancestor are homologous traits. Your nose is homologous to a dog s nose, because the last common ancestor of humans and dogs had a nose that was made of cartilage, located in the middle of its face, and was used for smelling. For the same reason, your nose is homologous to an elephant s nose, even though they look very different! However, your nose is not homologous to a bird s beak, because the last common ancestor of mammals and birds did not have a beak, and the bird s beak and our nose are derived from different ancestral structures (the upper and lower beak of a bird are homologous to our jaws, as both structures are made up of the maxilla and mandible bones). How do we know what traits an ancestor had, since it doesn t exist today? We use a tool called parsimony, which states that the simplest explanation is probably the correct one. Is it more likely that the last common ancestor of birds and mammals evolved a beak, and then mammals lost their beaks (two assumptions), or that the last common ancestor of birds evolved a beak (one assumption)? By observing different traits of animal skulls, homology can be inferred and used to make hypotheses about common ancestry. Procedure Examine the skulls and categorize them in terms of similarity. Determine which traits you will examine, and the criteria for placing the skulls in each category. Form a hypothesis about common ancestry. Analysis Questions 1) What criteria did your group use for categorizing the skulls? Make a list. 2) Describe the habitat you think each group of organisms (skull category) would be best adapted to living in and explain your reasoning. 3) Respond to the following questions for each skull category; you may also draw sketches to support your written explanations: What do you think the ancestor species of each group might have looked like? What do you think the ancestor species habitat was like? List the major differences there might be in skull morphology between the modern species and their ancestor species. The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 2
3 Kornilovdream Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 3
4 Mularczyk Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 4
5 Michael Kitchin Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 5
6 Molli66 Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 6
7 Kornilovdream Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 7
8 Kornilovdream Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 8
9 Station 3 DNA Sequence Evolution Introduction DNA is important to the study of evolution for two related reasons. First, DNA contains all of the information that is required to make an organism, and that information is organized into units called genes. So an organism with a long beak has genes for making a long beak that are distinct in some ways from the genes for making a short beak. This hints at the second important quality of DNA DNA is passed from parents to their offspring, and it changes over evolutionary time. The reason that long-beaked parents have long-beaked offspring is because they pass their longbeak genes to the next generation through the DNA in their sperm and eggs. Recall that in order for evolution to occur, variation among organisms must be heritable, or passed from parents to their offspring. Therefore, in order for evolution of morphological (body shape) and physiological (body chemistry) traits to occur, the DNA encoding those traits has to evolve as well. When a DNA sequence changes between a parent and its offspring, a mutation is said to have occurred. Mutations are mistakes that are made when DNA is being copied. Mutations can have three fates: 1. First, if a mutation is bad for the function of the gene, natural selection will prevent the organisms that have that mutation from successfully reproducing and passing along the mutation to future generations. Many mutations that are selected against in this way will never be seen by scientists, because the organisms that had them were sick or died very quickly without leaving offspring. We won t look at this type of mutation today. 2. Second, if a mutation is neutral for the function of the gene, it may be passed along to future generations but will not be a special advantage. Neutral mutations arise and accumulate in DNA at an extremely slow rate. 3. Third, if a mutation is advantageous for an organism because it changes the function of the gene in a way that helps the organism to better adapt to its environment, it will be passed along to more members of future generations compared to a neutral mutation. When a gene accumulates a number of mutations that change its function, we have evidence that those are helpful mutations, and that the gene s function is adapting in the species. By looking at the sequence of genes, we can infer the history of their adaptive changes to the environment. In this exercise, we are going to perform a McDonald-Kreitman Test in order to answer the question: Is the Adh gene of the fruit fly Drosophila evolving in an adaptive manner? The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 3 Page 9
10 Procedure Look at the DNA sequences of the Adh gene from two species of Drosophila one individual of Drosophila simulans (DsimC) and 5 individuals of Drosophila yakuba (DyakL, J, I, G, A). The sequences are divided into triplet codons. Cross off all triplet codons where the sequence is the same in every individual in both DsimC and all of the Dyak sequences. These unchanged parts of the gene cannot tell us anything about how the gene evolved. You should have 32 codons left where there are differences among the sequences. Next, sort these differences into this 2x2 matrix following these instructions: 1. Differences in the FIRST POSITION of a codon change the function of the gene. Differences in the LAST POSITION of a codon do not change the function of the gene. 2. Differences between the DsimC sequence and ALL of the Dyak sequences represent divergences between the two species that have been selected for by natural selection. Differences among the Dyak sequences represent new mutations that have not yet stood the test of time. No change to function Among Dyak Between Dsim and Dyak Total Change to function Total Now, add up the totals for the rows and columns of this matrix. What proportion of the total number of differences that change the function of the gene are divergences between Drosophila simulans and Drosophila yakuba? What proportion of the total number of differences that do not change the function of the gene are divergences between Drosophila simulans and Drosophila yakuba? IF YOU HAVE STATISTICS, YOU CAN PERFORM A G-TEST FOR INDEPENDENCE HERE. Analysis Questions 1) What does it mean that a greater proportion of the differences that change the function of the gene have stood the test of time, compared to the proportion of differences that don t change the function of the gene? 2) The gene Adh encodes the enzyme alcohol dehydrogenase, which is necessary for organisms to extract chemical energy from alcohol in their food. Fruit flies, as their name implies, live on rotting fruit, which produces alcohol when fermented by bacteria or yeast. What natural selective pressures might act on the gene Adh to favor changes in its function? What might you guess is different about the food of Drosophila simulans and Drosophila yakuba? The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 3 Page 10
11 DsimC A T G G C G T T T A C T T T G A C C A A C A A G A A C G T G A T T T T C DyakL A T G G C G T T T A C C T T G A C C A A C A A G A A C G T G G T T T T C DyakJ A T G G C G T T T A C C T T G A C C A A C A A G A A C G T G G T T T T C DyakI A T G G C G T T T A C C T T G A C C A A C A A G A A C G T G G T T T T C DyakG A T G G C G T T T A C C T T G A C C A A C A A G A A C G T G G T T T T C DyakA A T G G C G T T T A C C T T G A C C A A C A A G A A C G T G G T T T T C DsimC G T T G C C G G T C T G G G A G G C A T T G G T C T G G A C A C C A G C DyakL G T G G C C G G T C T G G G A G G C A T T G G T C T G G A C A C C A G C DyakJ G T G G C C G G T C T G G G A G G C A T T G G T C T G G A C A C C A G C DyakI G T G G C C G G T C T G G G A G G C A T T G G T C T G G A C A C C A G C DyakG G T G G C C G G T C T G G G A G G C A T T G G T C T G G A C A C C A G C DyakA G T G G C C G G T C T G G G A G G C A T T G G T C T G G A C A C C A G C DsimC A A G G A G C T G C T C A A G C G C G A C C T G A A G A A C C T G G T G DyakL A A G G A G C T G G T C A A G C G G G A C C T G A A G A A C C T G G T G DyakJ A A G G A G C T G G T C A A G C G G G A C C T G A A G A A C C T G G T G DyakI A A G G A G C T G G T C A A G C G G G A C C T G A A G A A C C T G G T G DyakG A A G G A G C T G G T C A A G C G G G A C C T G A A G A A C C T G G T G DyakA A A G G A G C T G G T C A A G C G G G A C C T G A A G A A C C T G G T G DsimC A T C C T C G A C C G C A T T G A G A A C C C T G C T G C C A T T G C C DyakL A T C C T C G A C C G C A T T G A G A A C C C G G C T G C C A T C G C C DyakJ A T C C T C G A C C G C A T T G A G A A C C C G G C T G C C A T C G C C DyakI A T C C T C G A C C G C A T T G A G A A C C C G G C T G C C A T C G C C DyakG A T C C T C G A C C G C A T T G A G A A C C C G G C T G C C A T C G C C DyakA A T C C T C G A C C G C A T T G A G A A C C C G G C T G C C A T C G C C DsimC G A G C T G A A G G C A A T C A A T C C A A A G G T G A C C G T C A C C DyakL G A G C T G A A G G C A A T C A A T C C A A A G G T G A C C G T C A C C DyakJ G A G C T G A A G G C A A T C A A T C C A A A G G T G A C C G T C A C C DyakI G A G C T G A A G G C A A T C A A T C C A A A G G T G A C C G T C A C C DyakG G A G C T G A A G G C A A T C A A T C C A A A G G T G A C C G T C A C C DyakA G A G C T G A A G G C A A T C A A T C C A A A G G T G A C C G T C A C C DsimC T T C T A C C C C T A T G A T G T G A C C G T G C C C A T T G C C G A G DyakL T T C T A C C C C T A C G A T G T G A C C G T G C C C A T T G C C G A G DyakJ T T C T A C C C C T A T G A T G T G A C C G T G C C C A T T G C C G A G DyakI T T C T A C C C A T A C G A T G T G A C C G T G C C C A T T G C C G A G DyakG T T C T A C C C C T A T G A T G T G A C C G T G C C C A T T G C C G A G DyakA T T C T A C C C C T A T G A T G T G A C C G T G C C C A T T G C C G A G The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 11
12 DsimC A C C A C C A A G C T G C T G A A G A C C A T C T T C G C C A A G C T G DyakL A C C A C C A A G C T G C T G A A G A C C A T C T T C G C C C A G C T G DyakJ A C C A C C A A G C T G C T G A A G A C C A T C T T C G C C C A G C T G DyakI A C C A C C A A G C T G C T G A A G A C C A T C T T C G C C C A G C T G DyakG A C C A C C A A G C T G C T G A A G A C C A T C T T C G C C C A G C T G DyakA A C C A C C A A G C T G C T G A A G A C C A T C T T C G C C C A G C T G DsimC A A G A C C G T C G A T G T C C T G A T C A A C G G A G C T G G T A T C DyakL A A G A C C A T C G A T G T C C T G A T C A A C G G A G C T G G C A T C DyakJ A A G A C C A T C G A T G T C C T G A T C A A C G G A G C T G G C A T C DyakI A A G A C C A T C G A T G T C C T G A T C A A C G G A G C T G G C A T C DyakG A A G A C C A T C G A T G T C C T G A T C A A C G G A G C T G G C A T C DyakA A A G A C C A T C G A T G T C C T G A T C A A C G G A G C T G G C A T C DsimC C T G G A C G A T C A C C A G A T C G A G C G C A C C A T T G C C G T C DyakL C T G G A C G A T C A C C A G A T C G A G C G C A C C A T C G C C G T C DyakJ C T G G A C G A T C A C C A G A T C G A G C G C A C C A T C G C C G T C DyakI C T G G A C G A T C A C C A G A T C G A G C G C A C C A T C G C C G T C DyakG C T G G A C G A T C A C C A G A T C G A G C G C A C C A T C G C C G T C DyakA C T G G A C G A T C A C C A G A T C G A G C G C A C C A T C G C C G T C DsimC A A C T A C A C T G G C C T G G T C A A C A C C A C G A C G G C C A T T DyakL A A C T A C A C C G G C C T G G T G A A C A C C A C G A C G G C C A T C DyakJ A A C T A C A C C G G C C T G G T G A A C A C C A C G A C T G C C A T C DyakI A A C T A C A C C G G C C T G G T G A A C A C C A C G A C G G C C A T C DyakG A A C T A C A C C G G C C T G G T G A A C A C C A C G A C T G C C A T C DyakA A A C T A C A C C G G C C T G G T G A A C A C C A C G A C T G C C A T C DsimC T T G G A C T T C T G G G A C A A G C G C A A G G G T G G T C C C G G T DyakL C T G G A C T T C T G G G A C A A G C G C A A G G G T G G A C C C G G T DyakJ C T G G A C T T C T G G G A C A A G C G C A A G G G T G G A C C C G G T DyakI C T G G A C T T C T G G G A C A A G C G C A A G G G T G G A C C C G G T DyakG C T G G A C T T C T G G G A C A A G C G C A A G G G T G G A C C C G G T DyakA C T G G A C T T C T G G G A C A A G C G C A A G G G T G G A C C C G G T DsimC G G T A T C A T C T G C A A C A T T G G A T C C G T C A C T G G A T T C DyakL G G T A T C A T C T G C A A C A T T G G A T C C G T G A C T G G A T T C DyakJ G G T A T C A T C T G C A A C A T T G G A T C C G T G A C T G G A T T C DyakI G G T A T C A T C T G C A A C A T T G G A T C C G T G A C T G G A T T C DyakG G G T A T C A T C T G C A A C A T T G G A T C C G T G A C T G G A T T C DyakA G G T A T C A T C T G C A A C A T T G G A T C C G T G A C T G G A T T C The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 12
13 DsimC A A T G C C A T C T A C C A G G T G C C C G T C T A C T C C G G C A C C DyakL A A C G C C A T C T A C C A G G T G C C C G T T T A C T C C G G C A C C DyakJ A A C G C C A T C T A C C A G G T G C C C G T T T A C T C C G G C A C C DyakI A A C G C C A T C T A C C A G G T G C C C G T T T A C T C C G G C A C C DyakG A A C G C C A T C T A C C A G G T G C C C G T T T A C T C C G G C A C C DyakA A A C G C C A T C T A C C A G G T G C C C G T T T A C T C C G G C A C C DsimC A A G G C T G C C G T G G T C A A C T T C A C C A G C T C C C T G G C G DyakL A A G G C T G C C G T G G T C A A C T T C A C C A G C T C C C T G G C G DyakJ A A G G C T G C C G T G G T C A A C T T C A C C A G C T C C C T G G C G DyakI A A G G C T G C C G T G G T C A A C T T C A C C A G C T C C C T G G C G DyakG A A G G C T G C C G T G G T C A A C T T C A C C A G C T C C C T G G C G DyakA A A G G C T G C C G T G G T C A A C T T C A C C A G C T C C C T G G C G DsimC A A A C T G G C C C C C A T T A C C G G C G T G A C C G C T T A C A C C DyakL A A A C T G G C C C C C A T C A C C G G C G T G A C C G C T T A C A C C DyakJ A A A C T G G C C C C C A T C A C C G G C G T G A C C G C T T A C A C C DyakI A A A C T G G C C C C C A T C A C C G G C G T G A C C G C T T A C A C C DyakG A A A C T G G C C C C C A T C A C C G G C G T G A C C G C T T A C A C C DyakA A A A C T G G C C C C C A T C A C C G G C G T G A C C G C T T A C A C C DsimC G T G A A C C C C G G C A T C A C C C G C A C C A C C C T G G T G C A C DyakL G T G A A C C C C G G C A T C A C C C G C A C C A C C C T G G T G C A C DyakJ G T G A A C C C C G G C A T C A C C C G C A C C A C C C T G G T G C A C DyakI G T G A A C C C C G G C A T C A C C C G C A C C A C C C T G G T G C A C DyakG G T G A A C C C C G G C A T C A C C C G C A C C A C C C T G G T G C A C DyakA G T G A A C C C C G G C A T C A C C C G C A C C A C C C T G G T G C A C DsimC A A G T T C A A C T C C T G G C T G G A T G T T G A G C C C C A G G T T DyakL A A G T T C A A C T C C T G G C T G G A T G T T G A G C C C C A G G T G DyakJ A A G T T C A A C T C C T G G C T G G A T G T T G A G C C C C A G G T G DyakI A A G T T C A A C T C C T G G C T G G A T G T T G A G C C C C A G G T G DyakG A A G T T C A A C T C C T G G C T G G A T G T T G A G C C C C A G G T G DyakA A A G T T C A A C T C C T G G C T G G A T G T T G A G C C C C A G G T G DsimC G C C G A G A A G C T C C T G G C T C A T C C C A C C C A G C C C T C G DyakL G C C G A G A A G C T C C T G G C T C A C C C C A C C C A G C C C T C G DyakJ G C C G A G A A G C T C C T G G C T C A C C C C A C C C A G C C C T C G DyakI G C C G A G A A G C T C C T G G C T C A C C C C A C C C A G C C C T C G DyakG G C C G A G A A G C T C C T G G C T C A C C C C A C C C A G C C C T C G DyakA G C C G A G A A G C T C C T G G C T C A C C C C A C C C A G C C C T C G The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 13
14 DsimC T T G G C C T G C G C C G A G A A C T T C G T C A A G G C T A T C G A G DyakL T T G G C C T G C G C C C A G A A C T T T G T C A A G G C C A T C G A G DyakJ T T G G C C T G C G C C C A G A A C T T T G T G A A G G C C A T C G A G DyakI T T G G C C T G C G C C C A G A A C T T T G T G A A G G C C A T C G A G DyakG T T G G C C T G C G C C C A G A A C T T T G T G A A G G C C A T C G A G DyakA T T G G C C T G C G C C C A G A A C T T T G T G A A G G C C A T C G A G DsimC C T G A A C C A G A A C G G A G C C A T C T G G A A A C T G G A C T T G DyakL C T G A A C C A G A A C G G T G C C A T C T G G A A A C T G G A C T T G DyakJ C T G A A C C A G A A C G G T G C C A T C T G G A A A C T G G A C T T G DyakI C T G A A C C A G A A C G G T G C C A T C T G G A A A C T G G A C T T G DyakG C T G A A C C A G A A C G G T G C C A T C T G G A A A C T G G A C T T G DyakA C T G A A C C A G A A C G G T G C C A T C T G G A A A C T G G A C T T G DsimC G G C A C C C T G G A G G C C A T C C A G T G G A C C A A G C A C T G G DyakL G G C A C C C T G G A G G C C A T C C A G T G G T C C A A G C A C T G G DyakJ G G C A C C C T G G A G G C C A T C C A G T G G T C C A A G C A T T G G DyakI G G C A C C C T G G A G G C C A T C C A G T G G T C C A A G C A C T G G DyakG G G C A C C C T G G A G G C C A T C C A G T G G T C C A A G C A C T G G DyakA G G C A C C C T G G A G G C C A T C C A G T G G T C C A A G C A C T G G DsimC G A C T C C G G C A T C T A A DyakL G A C T C C G G C A T C T A A DyakJ G A C T C C G G C A T C T A A DyakI G A C T C C G G C A T C T A A DyakG G A C T C C G G C A T C T A A DyakA G A C T C C G G C A T C T A A The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 2 Page 14
15 Station 4 Analogous and Homologous Structures Introduction Structural evidence supports evolution. Skeletal structures that are similar suggest common ancestry. Those structures that are less similar suggest a more distant ancestry. Quadrupeds are animals that walk on four legs. The back legs and feet are called hindlimbs. Humans are bipedal (walk on two legs). By observing the skeletal structure and photos of various animal groups, one can identify what traits of the hind limbs might be adaptations of the animal to its particular mode of locomotion. The front legs are called forelimbs/forelegs. Since humans are bipeds their forelimbs are called arms and hands. Animals use their forelimbs for many different tasks, such as grasping, holding, digging, climbing, and running. In evolutionary terms, form fits function. Procedure Observe the various animal skeletons and/or photographs. Look for any similarities and differences in structure. Analysis Questions 1) Define the word homologous. 2) Define the word analogous. 3) List three similarities between the foot of a human and the foot of a bird. 4) For each of the following animals, describe the structure of the hindlimb and/or the forelimb and the function they serve: lion, hawk, horse, wolf, frog and mole. Example: Describe the foot of a red fox. The foot helps the animal to run, because it has pads on the feet and to hunt because it has sharp claws for digging and holding onto its prey. The bones are long and provide support for the animal s body, helping it to run fast. 5) How are the wings of the bat, insect, and bird similar? How are they different? 6) Would you classify the wings of a bat, insect, and bird analogous or homologous? Explain your answer. 7) Besides the tasks listed in the introduction, for what other activities can animals use their forelimbs? 8) Compare the skeletal structure of all of the animals at this table. List five similarities between the animals. 9) For each animal, describe the main function of the forelimb and the hindlimb. What are they used for? 10) For each forelimb, describe one feature that makes the hand well suited for its function. In other words, relate the structure to the function of the forelimb. Do the same for the hindlimb. 11) Do fish have forelimbs? Explain why or why not. 12) What can be said about the genomes of animals that have homologous structures? The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 4 Page 15
16 Shirell Delaney Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 4 Page 16
17 argonaut The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 4 Page 17
18 Mularczyk Dreamstime.com The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 4 Page 18
19 Station 5 Natural Selection Changes Populations Over Time Introduction Evolution is the process by which living things change over many generations. Evolution requires only three simple things in order to occur. First, individuals of a species must have variation, which means they are different from one another. Second, these differences must be heritable (inherited by offspring from their parents). Third, some of these differences must make certain individuals more likely than others to survive and reproduce (the ability to survive well enough to reproduce is called fitness). When individuals with greater fitness have more offspring than those with lower fitness, natural selection has occurred. That s it! As long as there are heritable differences among individuals, and these differences make some individuals more successful at survival and reproduction than others, evolution by natural selection will occur. At this station, you will observe how differences in reproductive success cause populations to become different over time. Procedure Decide what kind of organism you are going to be as a class. e.g. We are birds. Split into two equal teams. With your team, choose an adaptation you will have that will improve your fitness over the other team in some environment. e.g. Team A can fly longer distances to find food, and Team B has a stronger beak to crack hard nuts. Identify your teams with two different colored chips, blocks, cards, etc., ~50 per team. Flip a coin. Heads means the environment favors Team A. Tails favors Team B. After every coin toss, the winning team puts 3 chips into a box. The losing team puts only one chip into the box. This represents the next generation. Empty the box and count. Write down how many individuals from your team made it into the next generation. Flip the coin again. For each individual who made it into the next generation, put either 1 or 3 chips into the box. What is the proportion of colors in the box after this generation? Repeat the coin toss. ADDITIONAL STEP: At the teacher s discretion, the environment can stay steady through multiple turns (favoring one team over the other). ADDITIONAL STEP: At the teacher s discretion, a natural disaster can remove half of the chips in the box at random. ADDITIONAL STEP: At the teacher s discretion, the carrying capacity of the environment, that is the total number of chips in the box, can be set. Once the population grows to that size, the team that wins the toss gets to replace 1/3 of the losing team s chips with their own chips, keeping the total number the same. Does a team go extinct? Analysis Questions 1) How does this proportion of colors change in every generation? 2) How did the proportion change when the environment consistently favored one team over the other? 3) How did the random disaster change the proportion? 4) How was the game different when the carrying capacity of the environment was set? 5) How does this game help you to understand the process of evolution? The Field Museum Chicago Center for Systems Biology Genes, Traits, and Individuals Student Pages Station 5 Page 19
Practice Questions 1: Evolution
Practice Questions 1: Evolution 1. Which concept is best illustrated in the flowchart below? A. natural selection B. genetic manipulation C. dynamic equilibrium D. material cycles 2. The diagram below
Observing Vertebrate Skeletons
Name Class Date Chapter 33 Comparing Chordates Observing Vertebrate Skeletons Introduction One characteristic common to all vertebrates is the presence of a skeleton. The endoskeleton provides support,
This is a series of skulls and front leg fossils of organisms believed to be ancestors of the modern-day horse.
Evidence of Evolution Background When Charles Darwin first proposed the idea that all new species descend from an ancestor, he performed an exhaustive amount of research to provide as much evidence as
Summary. 16 1 Genes and Variation. 16 2 Evolution as Genetic Change. Name Class Date
Chapter 16 Summary Evolution of Populations 16 1 Genes and Variation Darwin s original ideas can now be understood in genetic terms. Beginning with variation, we now know that traits are controlled by
Evolutionary Evidence
Evolutionary Evidence 7th Grade, Science and English/Language Arts: Age of Mammals Make the most of your Museum field trip by integrating it into your classroom curriculum. These lesson plans provide a
1. Over the past century, several scientists around the world have made the following observations:
Evolution Keystone Review 1. Over the past century, several scientists around the world have made the following observations: New mitochondria and plastids can only be generated by old mitochondria and
CCR Biology - Chapter 10 Practice Test - Summer 2012
Name: Class: Date: CCR Biology - Chapter 10 Practice Test - Summer 2012 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. What is the term for a feature
Theory of Evolution. A. the beginning of life B. the evolution of eukaryotes C. the evolution of archaebacteria D. the beginning of terrestrial life
Theory of Evolution 1. In 1966, American biologist Lynn Margulis proposed the theory of endosymbiosis, or the idea that mitochondria are the descendents of symbiotic, aerobic eubacteria. What does the
Principles of Evolution - Origin of Species
Theories of Organic Evolution X Multiple Centers of Creation (de Buffon) developed the concept of "centers of creation throughout the world organisms had arisen, which other species had evolved from X
Biology 1406 - Notes for exam 5 - Population genetics Ch 13, 14, 15
Biology 1406 - Notes for exam 5 - Population genetics Ch 13, 14, 15 Species - group of individuals that are capable of interbreeding and producing fertile offspring; genetically similar 13.7, 14.2 Population
Name. Period. Date. Science.. Variation and Selection in the...egyptian Origami Bird (Avis papyrus)..
Name. Period. Date. Science.. Variation and Selection in the....egyptian Origami Bird (Avis papyrus).. INTRODUCTION: The Egyptian Origami Bird (Avis papyrus) lives in arid regions of North Africa.. It
Worksheet: The theory of natural selection
Worksheet: The theory of natural selection Senior Phase Grade 7-9 Learning area: Natural Science Strand: Life and living Theme: Biodiversity, change and continuity Specific Aim 1: Acquiring knowledge of
AP Biology Essential Knowledge Student Diagnostic
AP Biology Essential Knowledge Student Diagnostic Background The Essential Knowledge statements provided in the AP Biology Curriculum Framework are scientific claims describing phenomenon occurring in
The Story of Human Evolution Part 1: From ape-like ancestors to modern humans
The Story of Human Evolution Part 1: From ape-like ancestors to modern humans Slide 1 The Story of Human Evolution This powerpoint presentation tells the story of who we are and where we came from - how
Connected Experience: Evolution and the Galápagos Tortoise
Connected Experience: Evolution and the Galápagos Tortoise GRADE LEVELS 6 th -8 th ; California Content Standards for 7 th and High School Biology Objectives SUBJECTS Life Sciences DURATION Pre-Visit:
Silent, Nighttime Hunters By Guy Belleranti
By Guy Belleranti Owls are raptors, or birds of prey. They are carnivores who quickly and silently swoop down on their prey from above. Most raptors such as eagles, hawks and falcons are day hunters. They
Name That Adaptation. Background: Link to the Plan Read Section 5 (Whooping Crane Ecology and Biology) in the Management Plan
Summary Students will explore structural, physiological, and behavioral adaptations of whooping cranes. Objectives: Students will be able to: Define an adaptation Describe several whooping crane adaptations
Evolution (18%) 11 Items Sample Test Prep Questions
Evolution (18%) 11 Items Sample Test Prep Questions Grade 7 (Evolution) 3.a Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms. (pg. 109 Science
Meet the Nonfiction Main Idea Challenge
Meet the Nonfiction Main Idea Challenge What s the challenge? Students often give the topic or a fact as the main idea when they have read nonfiction. What students need to do to meet the MAIN IDEA requirement
Teacher s Manual Carnivore/Herbivore Week
Teacher s Manual Carnivore/Herbivore Week This kit contains a week s worth of Lunch and Learn type activities that is, five half-hour lessons related to the theme of Carnivores and Herbivores. It contains
World Oceans Day at ZSL Whipsnade Zoo
World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on
A Hands-On Exercise To Demonstrate Evolution
HOW-TO-DO-IT A Hands-On Exercise To Demonstrate Evolution by Natural Selection & Genetic Drift H ELEN J. YOUNG T RUMAN P. Y OUNG Although students learn (i.e., hear about) the components of evolution by
Evidence for evolution factsheet
The theory of evolution by natural selection is supported by a great deal of evidence. Fossils Fossils are formed when organisms become buried in sediments, causing little decomposition of the organism.
Investigating Adaptations
Investigating Adaptations 4 th Grade Duration Pre-Visit: 40 minutes Museum Visit: 60 minutes Post Visit: 50 minutes Concepts Adaptations reveal what organisms need in their environment to survive. Location
Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 1: What do plant parts do?
Insert Photo or Graphic for Unit or Lesson Theme Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 1: What do plant parts do? Insert Photo/Graphic parts Insert Photo/Graphic
Animal Adaptations Investigation (K-3)
Animal Adaptations Investigation (K-3) At a glance Students explore the Zoo in search of animals that fit certain categories and discover their adaptations. Time requirement One Zoo visit of at least 60
Structures of animals
Structures of animals Name: All animals have been designed with different parts, which we call structures, that make up their bodies. Each of these structures is important as it is used to perform a specific
Animal Adaptations. Standards. Multiple Intelligences Utilized. Teaching First Step Nonfiction. Titles in this series: Reading.
Teaching First Step Nonfiction Animal Adaptations K 2nd Grade Interest Level 1st Grade ing Level Titles in this series: What Can Live in a Desert? What Can Live in a Forest? What Can Live in a Grassland?
Dinosaur Hall Second Grade Dinosaur Lesson Teacher Pages Pre Visit On site Visit
Dinosaur Hall Second Grade Dinosaur Lesson Teacher Pages Pre Visit Earth Sciences 3d. Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn
AP: LAB 8: THE CHI-SQUARE TEST. Probability, Random Chance, and Genetics
Ms. Foglia Date AP: LAB 8: THE CHI-SQUARE TEST Probability, Random Chance, and Genetics Why do we study random chance and probability at the beginning of a unit on genetics? Genetics is the study of inheritance,
[chime plays] [music plays]
![[chime plays] [music plays]](/thumbs/40/20934652.jpg "[chime plays] [music plays]")
[chime plays] [CLARKE (narration):] The animal kingdom is made up of major groups, recognized by key traits. Fish have fins. Some land animals have four legs, others six, and several different groups have
The Making of the Fittest: Evolving Switches, Evolving Bodies
OVERVIEW MODELING THE REGULATORY SWITCHES OF THE PITX1 GENE IN STICKLEBACK FISH This hands-on activity supports the short film, The Making of the Fittest:, and aims to help students understand eukaryotic
Name: DUE: May 2, 2013 Ms. Galaydick. Geologic Time Scale Era Period End date (in millions of years) Cenozoic Quaternary present
Name: DUE: May 2, 2013 Ms. Galaydick Objective: Use the diagrams to answer the questions for each set: USING SCIENCE SKILLS PART #1 Geologic Time Scale Era Period End date (in millions of years) Cenozoic
GCSE BITESIZE Examinations
GCSE BITESIZE Examinations General Certificate of Secondary Education AQA SCIENCE A BLY1B Unit Biology B1b (Evolution and Environment) AQA BIOLOGY Unit Biology B1b (Evolution and Environment) HIGHER TIER
Fishy Adaptations. Adapted from: Fashion a Fish in Project Wild Aquatic Education Activity Guide. The Council for Environmental Education, 1992
Fishy Adaptations Adapted from: Fashion a Fish in Project Wild Aquatic Education Activity Guide. The Council for Environmental Education, 1992 Physical Structure Grade Level: Basic Duration: 45 minutes
Lecture 10 Friday, March 20, 2009
Lecture 10 Friday, March 20, 2009 Reproductive isolating mechanisms Prezygotic barriers: Anything that prevents mating and fertilization is a prezygotic mechanism. Habitat isolation, behavioral isolation,
Bony Fish Anatomy Worksheet
Educational Material Bony Fish Anatomy Worksheet Teacher Information This activity is designed to be team-taught by the classroom and art teacher. Use this guide in conjunction with fish-related art to
LAB : THE CHI-SQUARE TEST. Probability, Random Chance, and Genetics
Period Date LAB : THE CHI-SQUARE TEST Probability, Random Chance, and Genetics Why do we study random chance and probability at the beginning of a unit on genetics? Genetics is the study of inheritance,
IDENTIFICATION OF ORGANISMS
reflect Take a look at the pictures on the right. Think about what the two organisms have in common. They both need food and water to survive. They both grow and reproduce. They both have similar body
reflect What about other living things? Do all animals look the same as their parents?
reflect Look at the boy and his father. How do they look the same? They both have two arms and two legs. They both have eyes and a nose. They look a lot alike! People can look like their parents. We get
Problem Set 5 BILD10 / Winter 2014 Chapters 8, 10-12
Chapter 8: Evolution and Natural Selection 1) A population is: a) a group of species that shares the same habitat. b) a group of individuals of the same species that lives in the same general location
Dinosaur Time-line. What other animals lived then? How long ago did the dinosaurs live? Did dinosaurs live at the same time as people?
Dinosaur Time-line How long ago did the dinosaurs live? The Age of Dinosaurs began nearly 250 million years ago, but the first true dinosaurs appeared closer to 220 million years ago. Some dinosaurs evolved
Section 3 Comparative Genomics and Phylogenetics
Section 3 Section 3 Comparative enomics and Phylogenetics At the end of this section you should be able to: Describe what is meant by DNA sequencing. Explain what is meant by Bioinformatics and Comparative
Level Topic Basic Intermediate Advanced Open. What is a typical How common is sexchanging clownfish family like? father)?
Examples of potential biology topics in Finding Nemo (Pixar Animation Studios 2003, G). Clownfish mating What are other complex Can you compare and What is a typical How common is sexchanging in fish?
Dogs and More Dogs. NOVA presents the story of dogs and how they evolved into the most diverse mammals on the planet.
Program Overview NOVA presents the story of dogs and how they evolved into the most diverse mammals on the planet. The program: discusses the evolution and remarkable diversity of dogs. notes that there
Title: Create A New Animal. Grade Level: 3 rd -5 th. Subject: Biology. Time: 60-90 minutes
Title: Create A New Animal Grade Level: 3 rd -5 th Subject: Biology Time: 60-90 minutes Objective: Students will better understand physical adaptations of certain animals, and how those adaptations increase
Name Class Date. Adapting to the Environment Adaptations and Survival
CHAPTER 3 4 SECTIN Adapting to the Environment Adaptations and Survival EFRE YU READ After you read this section, you should be able to answer these questions: What adaptations help animals survive? What
MS. Structure, Function, and Information Processing
MIDDLE SCHOOL LIFE SCIENCE Alignment with National Science Standards Use the chart below to find Science A-Z units that best support the Next Generation Science Standards* for Middle School Life Science,
FAQs: Gene drives - - What is a gene drive?
FAQs: Gene drives - - What is a gene drive? During normal sexual reproduction, each of the two versions of a given gene has a 50 percent chance of being inherited by a particular offspring (Fig 1A). Gene
2. You are going to be reading about one type of dinosaur called Tyrannosaurus rex or T. rex for short. What do you know about this dinosaur?
Building Context 1. You are going to be reading about a dinosaur. Write down some things that you know about dinosaurs. 2. You are going to be reading about one type of dinosaur called Tyrannosaurus rex
Process 3.5. A Pour it down the sink. B Pour it back into its original container. C Dispose of it as directed by his teacher.
Process 3.5 Biology EOI sample test questions Objective numbers correspond to the State Priority Academic Student Skills (PASS) standards and objectives. This number is also referenced with the local objective
Principles of Ecology
2 Principles of Ecology section 1 Organisms and Their Relationships Before You Read On the lines below, list the organisms that you have encountered today. You share the same environment with these organisms.
Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering
Course Description: Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering In this course participants will experience introductory explorations of
(D) 181-183, 186-187, 190-193 TFYI 187 TPK 190
NEVADA Life Science Content Standards for Grade 8 Life s Structure and Function A From Bacteria to Plants B Animal Diversity C Human Body Systems D OBJECTIVES Content Standard 6.0: Structure and Function
This hands-on activity incorporates observing, classifying, predicting, sequencing, formulating models, and drawing conclusions.
SCIENCE Science and the Environment 4 th Grade FOOD CHAINS Overview: All organisms, or living things, depend on other organisms for nutrients. The movement of nutrients through an environment is visualized
Identifying Vertebrates Using Classification Keys
Name Class Date Chapter 18 Classification Identifying Vertebrates Using Classification Keys Introduction Organisms such as vertebrates (animals with backbones) are classified into groups according to certain
Animal Adaptations -- Vocabulary
Section 1 Objectives o Children will understand what animal adaptations are. o Children will be able to explain why animal adaptations are important. o Children will be able to explain different types
These pages build on Units 2B & C and introduce predator-prey relationships and food chains.
Unit 4B Habitats Teaching Notes These pages build on Units 2B & C and introduce predator-prey relationships and food chains. Curriculum, resource and other links Sc1 & Sc2 Resources Associated with this
Evolution, Natural Selection, and Adaptation
Evolution, Natural Selection, and Adaptation Nothing in biology makes sense except in the light of evolution. (Theodosius Dobzhansky) Charles Darwin (1809-1882) Voyage of HMS Beagle (1831-1836) Thinking
Evolution by Natural Selection 1
Evolution by Natural Selection 1 I. Mice Living in a Desert These drawings show how a population of mice on a beach changed over time. 1. Describe how the population of mice is different in figure 3 compared
Lesson Title: Constructing a Dichotomous Key and Exploring Its Relationship to Evolutionary Patterns
Lesson Title: Constructing a Dichotomous Key and Exploring Its Relationship to Evolutionary Patterns NSF GK-12 Fellow: Tommy Detmer Grade Level: 4 th and 5 th grade Type of Lesson: STEM Objectives: The
Making Tracks Elementary School 5-E Lesson
Making Tracks Elementary School 5-E Lesson Objectives -Student will analyze fossil footprints of two and four legged dinosaurs to learn more about how these animals lived. -Students will experiment with
Mythical Monsters Made Real!
Mythical Monsters Made Real! A Cooperative Lesson on Physical and Behavioral Adaptations Purpose (Teacher Version): The purpose of this lesson is use the skills and knowledge learned in previous adaptation
giganotosaurus Michael P. Goecke
giganotosaurus Michael P. Goecke Giganotosaurus A Buddy Book by Michael P. Goecke VISIT US AT www.abdopublishing.com Published by ABDO Publishing Company, 4940 Viking Drive, Edina, Minnesota 55435. Copyright
6. Which of the following is not a basic need off all animals a. food b. *friends c. water d. protection from predators. NAME SOL 4.
NAME SOL 4.5 REVIEW - Revised Habitats, Niches and Adaptations POPULATION A group of the same species living in the same place at the same time. COMMUNITY-- All of the populations that live in the same
What is a fossil? 1. What does the name of your dinosaur mean? 2. In which geological time period did your dinosaur live?
Name: School: Date: 1. What does the name of your dinosaur mean? 2. In which geological time period did your dinosaur live? 3. Where in the world are the fossil remains of your dinosaur found today? 4.
6. Evolution and Domestication of Wolves
6. Evolution and Domestication of Wolves Wolf Evolution Scientists are not absolutely certain how and where the wolf evolved. By examining fossil bones, especially skulls, of animals that lived millions
Grade 5 Standard 5 Unit Test Heredity. 1. In what way will a kitten always be like its parents? The kitten will...
Grade 5 Standard 5 Unit Test Heredity Multiple Choice 1. In what way will a kitten always be like its parents? The kitten will... A. be the same color. B. learn the same things. C. have the same body structures.
Classification Why Things are Grouped classify Methods of Classification
Classification What features do biologists use to group living things? You know that most plants are green and do not more around. You also know that most animals are not green and do move around. The
Answer Key. Vocabulary Practice
Answer Key Vocabulary Practice Copyright by McDougal Littell, a division of Houghton Mifflin Company A. Categorize Words 1. organism, L; cell, L; species, L; transgenic, B; biotechnology, T; molecular
Name Class Date. binomial nomenclature. MAIN IDEA: Linnaeus developed the scientific naming system still used today.
Section 1: The Linnaean System of Classification 17.1 Reading Guide KEY CONCEPT Organisms can be classified based on physical similarities. VOCABULARY taxonomy taxon binomial nomenclature genus MAIN IDEA:
AMERICAN MUSEUM OF NATURAL HISTORY SCAVENGER HUNT
AMERICAN MUSEUM OF NATURAL HISTORY SCAVENGER HUNT Begin on the 4 th floor. Take the stairs since they are faster than the elevators. Look but do not touch while in the museum. Keep your voices low but
Carnivore, omnivore or herbivore?
Carnivore, omnivore or herbivore? Physical adaptations of the giant panda Student booklet (ST) October 2010 panda_st_student.doc Context The Giant Panda is a species that is faced with extinction. It is
Zoo Activity Packet Grades 3-5. Thank you for choosing Reid Park Zoo for a field trip this year!
Zoo Activity Packet Grades 3-5 Thank you for choosing Reid Park Zoo for a field trip this year! 22ND STREET AFRICAN ELEPHANT Expedition Tanzania Adaptation Zone S. RANDOLPH WAY ALDABRA TORTOISE LEE H.
Biological kinds and the causal theory of reference
Biological kinds and the causal theory of reference Ingo Brigandt Department of History and Philosophy of Science 1017 Cathedral of Learning University of Pittsburgh Pittsburgh, PA 15260 E-mail: inb1@pitt.edu
Monstrous Mutations Lab on the Effect of Random Mutations on Animals Survival Skills
Name: Life Science Date: Period: Change Over Time Natural Selection Monstrous Mutations Lab on the Effect of Random Mutations on Animals Survival Skills Introduction The process of evolution involves changes
Tracing the evolution of the genus Homo is important for understanding the ancestry of humans; the only living species of Homo.
Section 3: Tracing the evolution of the genus Homo is important for understanding the ancestry of humans; the only living species of Homo. K What I Know W What I Want to Find Out L What I Learned Essential
Animal skeletons. The museum holds hundreds of skeletons - of fish, amphibians, reptiles, birds and mammals.
Animal skeletons All animals have skeletons of one sort or another. Mammals, birds, reptiles, amphibians and fish have bony skeletons. These skeletons come in all shapes and sizes, but they also share
Grade Level Content Expectations addressed: Activities: Schedule of Field Trip Activities at the Detroit Zoo 8:15 am Board Bus at School
Title: Comparing and Contrasting Ecosystem Biodiversity Submitted by: Tracy Ortiz Email: tracy.ortiz@att.net School: Coffey K-8 Educational Learning Community Date: May 12, 2010 Target Grade: 6 Duration:
Rainforest Alliance Learning Site Third Grade-Lesson 2 1 www.rainforest-alliance.org/education
Third Grade Ecuadorian Rainforest National Standards for Grade 3 Lessons Language Arts Writing Standard 4 Level 2 Grade 3-5 2. 3. 4. Gathers and uses information for research purposes (encyclopedias, dictionaries,
Genetics for the Novice
Genetics for the Novice by Carol Barbee Wait! Don't leave yet. I know that for many breeders any article with the word genetics in the title causes an immediate negative reaction. Either they quickly turn
WJEC AS Biology Biodiversity & Classification (2.1 All Organisms are related through their Evolutionary History)
Name:.. Set:. Specification Points: WJEC AS Biology Biodiversity & Classification (2.1 All Organisms are related through their Evolutionary History) (a) Biodiversity is the number of different organisms
Okami Study Guide: Chapter 3 1
Okami Study Guide: Chapter 3 1 Chapter in Review 1. Heredity is the tendency of offspring to resemble their parents in various ways. Genes are units of heredity. They are functional strands of DNA grouped
Chapter 4 The role of mutation in evolution
Chapter 4 The role of mutation in evolution Objective Darwin pointed out the importance of variation in evolution. Without variation, there would be nothing for natural selection to act upon. Any change
The Toledo Zoo Aviary
The Toledo Zoo Aviary Look at the Birdie Bird Adaptations Lesson Learning Strategies Background Knowledge Vocabulary Comprehension Application/ Extension Problem Solution Guide Personal Clues Questions
Classification and Evolution
Classification and Evolution Starter: How many different ways could I split these objects into 2 groups? Classification All living things can also be grouped how do we decide which groups to put them into?
Materials and Resources:
Keywords: class classification family genus invertebrates kingdom order phylum species 1. Engage: Introduction: Students investigate different questioning techniques through a classification game. Materials
WEEK 6 EOC Review Evolution, Human Body, Biotechnology
WEEK 6 EOC Review Evolution, Human Body, Biotechnology Benchmarks: SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and
Name: Date: Problem How do amino acid sequences provide evidence for evolution? Procedure Part A: Comparing Amino Acid Sequences
Name: Date: Amino Acid Sequences and Evolutionary Relationships Introduction Homologous structures those structures thought to have a common origin but not necessarily a common function provide some of
The Wolf Is a Dog Is a Wolf Or Is It? The Wild Wolf and the Domestic Dog
The Wolf Is a Dog Is a Wolf Or Is It? The Wild Wolf and the Domestic Dog Teacher Notes Grade: 5 and up Subject: Language Arts Duration: Several days of observation of a family dog or that of friends. Much
A Method of Population Estimation: Mark & Recapture
Biology 103 A Method of Population Estimation: Mark & Recapture Objectives: 1. Learn one method used by wildlife biologists to estimate population size of wild animals. 2. Learn how sampling size effects
1 Characteristics of Living Things
CHAPTER 2 1 Characteristics of Living Things SECTION It s Alive!! Or Is It? BEFORE YOU READ After you read this section, you should be able to answer these questions: What are all living things made of?
Feathered, But Not Ready for Takeoff
Name: Feathered, But Not Ready for Takeoff by Guy Belleranti When you hear the word bird I bet one of the first things you think of is flying. But did you know there are almost 40 different birds that
Emerald Tree Boa: Emerald Tree Boas are bright green to blend in with their habitat. They are part of the boa family and are constrictors.
Anaconda: The anaconda lives in the swamps and rivers. Anacondas can also climb trees. Adults can get as big as 20 feet long. Anacondas are good swimmers. They have scales and can swim quickly. They kill
LAB : PAPER PET GENETICS. male (hat) female (hair bow) Skin color green or orange Eyes round or square Nose triangle or oval Teeth pointed or square
Period Date LAB : PAPER PET GENETICS 1. Given the list of characteristics below, you will create an imaginary pet and then breed it to review the concepts of genetics. Your pet will have the following
Name: Class: Date: Multiple Choice Identify the choice that best completes the statement or answers the question.
Name: Class: Date: Chapter 17 Practice Multiple Choice Identify the choice that best completes the statement or answers the question. 1. The correct order for the levels of Linnaeus's classification system,
Preparation. Educator s Section: pp. 1 3 Unit 1 instructions: pp. 4 5 Unit 2 instructions: pp. 6 7 Masters/worksheets: pp. 8-17
ActionBioscience.org lesson To accompany the article by Lawrence M. Page, Ph.D.: "Planetary Biodiversity Inventories: A Response to the Taxonomic Crisis" (May 2006) http://www.actionbioscience.org/biodiversity/page.html
SNP Essentials The same SNP story
HOW SNPS HELP RESEARCHERS FIND THE GENETIC CAUSES OF DISEASE SNP Essentials One of the findings of the Human Genome Project is that the DNA of any two people, all 3.1 billion molecules of it, is more than
Boy, Were We Wrong about Dinosaurs!
TEXT STUDY Boy, Were We Wrong about Dinosaurs! BY KATHLEEN V. KUDLINSKI MAP Grade 3 Unit 6 UNIT Fantastic Adventures with Dragons, Gods, and Giants TYPE Informational Text (Lexile 900L) OVERVIEW RATIONALE
Chapter 13: Meiosis and Sexual Life Cycles
Name Period Chapter 13: Meiosis and Sexual Life Cycles Concept 13.1 Offspring acquire genes from parents by inheriting chromosomes 1. Let s begin with a review of several terms that you may already know.