Focus Lesson: Take it to the NEXT LEVEL! Complete the dihybrid cross. Keep in mind! The test will probably not ask you to do this, rather you will need to ANALYZE this data. Determine the parents’ genotypes, and identify the phenotypic ratio.

Home Learning Have you completed ALL assigned work? Are you keeping up with our new knowledge? Vocabulary on Page 22 Remediation/ Enrichments on Page 26 Have you completed ALL assigned work? We are up to Page 28 in our notebook! Have you referenced the website for makeup work?

Daily Objectives WHAT SUPPORT EXISTS TO SUGGEST DESCENT WITH MODIFICATION? Remember- we’ve just learned that adaptations to the environment can create phenotypic differences from ancestor species. SWBAT explain how scientists utilize the fossil record SWBAT explain how geographic isolation and environmental differences leads to speciation. SWBAT describe how homologous structures and similar embryology demonstrate common ancestry. SWBAT define the concept of coevolution.

How will we get there? FCIM: Dihybrid Column Page 28: Gallery Walk Last Class This Class FCIM: Punnett Cross Column Page 25: Data Analysis and Conclusions Quiz 3: Natural Selection v Genetic Drift Track your grade Remediation/ Enrichment Home Learning: Quarter 3 Review Packet (DUE WED) FCIM: Dihybrid Column Page 28: Gallery Walk Page 29: Notes Home Learning Study New Vocabulary Complete Review Packet

Scientific Thinking… What is meant by the term favorable trait? Give an example of a favorable trait in a population of your choice. (Example: Having a longer neck would be a favorable trait because they can eat more food!)

Page 28 Gallery Walk: Expectations: Only talk to your own group. Each group will travel to different stations around the room to view different pictures. Use the handout to make observations and draw inferences about what you are looking at. Need more room? Use the lines of Page 28 for extra space. Expectations: Only talk to your own group. Move quickly, professionally and with PURPOSE! Total Time= 15-20 minutes

Reflect Debrief: What inferences did you make at these pictures? What type of evidence might paleontologists (people that study fossils) find that would allow them to see the big picture of a species’ evolutionary past? Answer to question 2: A complete skeleton or fossil remains that give information about the environment or other species existing at the same time.

Predict: What are these objects? Are these naturally occurring?

Predict: Why do you have a femur? Why would a whale have a femur?

Predict: How did similar looking organisms end up on different continents?

Infer: Which layer is OLDER? H or Z. WHY?

A B C D E F Look at columns C and F. Make two observations on similarities you see. Predict: What organisms are these embryos?

Observe: What similarities do between these bones?

In 1978 archaeologist, Mary Leakey, discovered these footprints buried in volcanic ash. Make observations from this picture, focusing on the prints in the ash. Predict: What kind of organism left these tracks? (HINT: they were NOT left by the two men in the picture)

Big Question Before fancy technology, how did people figure out what evolved from what? Fossil records, Geography, Embryology, Anatomy, etc.

Page 29: Notes Support for the Theory of Evolution ALL scientists have to use observations to support their thoughts. What do scientists use to support the theory of evolution?

Fossil Records Mineralized material (ex. bone). Records changes in a species over time. Can see possible common ancestry between 2 species.

Fossils and Stratigraphy How do scientist’s know how old fossils are? STRATIGRAPHY- the order of rock and dirt layers in the soil. Science was pioneered by Charles Lyell. Law of Superposition states that new material will accumulate ABOVE older material. A homo ergaster is found below a homo erectus. What conclusion can you draw based on Lyell’s law?

Anatomy Homologous Structures: body parts on different species that are similar and most likely evolved from a common ancestor.

Embryology Similar features of embryos (unborn offspring) in different organisms suggest evolution from a common ancestor. Explain that even though crabs and barnacles look extremely different…they have the exact same larvae.

Vestigial Structures Structures that had a function in an early ancestor but are no longer useful

Vestigial Structures Continued Organisms that share these structures share a common ancestor. Shrink because they no longer have a function Other examples include: eyebrows, male nipples,

Biogeography Geographic isolation and environmental differences could lead to speciation. Speciation= formation of new species.

Coevolution Coevolution: process in which 2+ species evolve in response to changes in each other. “An arms race between interacting species” Example: Bat vs. Moth http://www.youtube.com/watch?v=O8psKvn0_3w Video shows the bat and moth both making genetic changes to out compete the other species.

Back to our Big Question… Before fancy technology, how did people figure out what evolved from what? Ask students this question. They should have the various answers listed in the Big Question slide from earlier.

This picture describes the process of ___________ We Do! This picture describes the process of ___________ Speciation (geographic isolation)

This picture describes the process of ___________ Coevolution

This picture describes the process of ___________

This picture is an example of ____________________ Homologous structures

What are 5 methods we can use to prove common ancestry between two species? Embryology Fossil Records Homologous structures Vestigial Structures Biogeography

COMPLETE YOUR QUARTER 3 REVIEW PACKET OVER THE WEEKEND! Review Vocabulary You need to know ALL of the words that we used in class today. Make flashcards! Study with a friend! Use www.classzone.com to play vocabulary games! COMPLETE YOUR QUARTER 3 REVIEW PACKET OVER THE WEEKEND!