Science HS STAAR Review for biology This is the 3rd reporting category of the 5 in biology: Biological Evolution & Classification.

Reporting category #3- Biological Evolution & Classification This reporting category will have 10 total questions over 3 readiness & 7 supporting standards.

SE 7- evolutionary theory is a scientific explanation for the unity & diversity of life

Evidence of Common ancestry- anatomy Homologous RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental. This slide is used to remind the students of the difference between these two terms: homologous= similar in function & in evolutionary origin- refer to the graphic above that shows the bat/bird/pterodactyl; seal & dolphin; sheep & dog; & shrew & human. Indicate similar bones in each subgroup in all animals. Point out the humerus or phalanges in each animal & discuss how it has changed to meet the needs of the animal that possesses it. analogous= similar in function but not evolutionary origin- refer to the bottom right graphic above which compares the wings of a moth, pterodactyl, bird, & bat. All serve the same function, but the wing structure is different in each. Analogous

Evidence of Common ancestry- biogeography RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental. The top left graphic shows the distribution of the fossil evidence of several ancient organisms supports the theory that the continents were once joined together. The top right graphic shows the variety of placental mammals found around the world can be compared to the marsupial mammals found in Australia. Point out a few comparisons (i.e. wolf vs. Tasmanian wolf / mole vs. marsupial mole / flying squirrel vs. flying phalanger). The bottom graphic shows the ancient distribution of anteater-type animals around the world. Point out how the animal’s features (i.e. fur or leather plates) show how they adapt to their environments.

Evidence of Common ancestry- fossils & anatomy RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental. More evidence supporting the modification of fish fin anatomy into a structure that could function for locomotion in amphibians.

Fossil record reveals RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental & SS 7B- analyze & evaluate scientific explanations concerning any data of sudden appearance, stasis, & sequential nature of groups in the fossil record. The left graphic shows the geologic time scale. Point out the progression after these “firsts:” for plants- first vascular land plants seed ferns & scale trees first flowering plants for animals- first soft-bodied metazoans first chordates first fishes first amphibians first reptiles first dinosaurs first mammals first birds first primates evolution of humans Point out the time periods when organisms “diversify:” metazoans during ordovician period; jawed fishes during devonian period; reptiles during permian period; dinosaurs during jurassic period; mammals during tertiary period. Ask- what conditions were present that led to these diversities? The right graphic is a nice illustration of the evolutionary history of the cat family. Ask the students: Are any of these cat genera still living today? (yes, i.e. lynx, puma, felis, panthera). Feel free to lead a discussion on how the cranium (skull) of the cat has changed over time.

Evidence of Common ancestry- molecular biology RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental. This graphic shows how the protein cytochrome c (found in almost all living things) can be used to show how different species are related to each other. This protein helps organisms get energy & it is made of 100 amino acids. The 100 amino acids that make up the cytochrome c of humans & chimpanzees are identical. There are six differences in the amino acids that make up the cytochrome c of humans & monkeys. The cytochrome c of humans & kangaroos differs in 14 amino acids. Biologists now recognize that a small number of amino acid differences means that the two species are more closely related in evolutionary terms. On the other hand, a large number of differences means the two species are more distantly related The animation link takes you to the WGBH Educational Foundation website for an interactive animation you can use with your students. Cytochrome c (length of branch proportional to # of differences in primary sequence) Animation Link

Evidence of Common ancestry- developmental biology Animation link RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental. This graphic shows 8 animals at various developmental stages. Although they all resemble one another in the top row, you can definitely tell a difference between them in the bottom row. This provides evidence that all vertebrates follow a common plan in their early stages of embryological development. We now know this is due to their having similar sets of genes coming from common ancestors. Animation link is of a sliding time scale- pretty cool!

Sample question: Question #1: Birds & reptiles are similar in that they are vertebrates & lay eggs. They differ in that reptiles have teeth & birds have beaks. Some birds do possess teeth. However, these teeth are present only in the embryonic stage. Which conclusion is best supported by the presence of teeth in bird embryos? A. birds & reptiles share a common ancestor B. modern reptiles are the ancestors of modern birds C. birds & reptiles eat similar types of foods D. ancestors of reptiles had beaks similar to those of birds RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental.

Sample question: Question #2: The table shows a comparison of some amino acids found in Cytochrome c. The two organisms in the table that are most closely related are: A. Q & T. B. R & S. C. Q & R. D. Q & S. RS 7A- analyze & evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, & homologies, including anatomical, molecular, & developmental.

Natural selection- Change in populations Animation link SS 7C- analyze & evaluate how natural selection produces change in populations, not individuals; SS 7D- analyze & evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, & a finite supply of environmental resources, result in differential reproductive success; & RS 7E- analyze & evaluate the relationship of natural selection to adaptation and to the development of diversity in & among species. Simple graphic used to review how the elements of natural selection result in differential reproductive success- two types of caterpillars on the left hand side genetic variation & competition for resources results in those organisms that have characteristics that encourage their ability to survive being selected over those organisms that have characteristics that do not enhance their survivability the non-hairy caterpillars are eaten because the bird prefers not to eat hairy caterpillars hairy caterpillars are found in a greater number. Animation link is from W.H. Freeman & illustrates phenotypic variation & the three types of selection (stabilizing, directional, & disruptive).

Natural selection- change in populations Elaphe obsoleta (rat snake) can mate between adjacent populations SS 7C- analyze & evaluate how natural selection produces change in populations, not individuals. Start with the cartoon in the top right corner- natural selection does not allow organisms to select what they need the environment does the selection. The left graphic shows the rat snake has populated the southern U.S. Even though there are many observable differences between the different subspecies, they are able to produce viable offspring between adjacent populations. The bottom right graphic shows the classic adaptive radiation of Darwin’s finches nice illustration of how a common ancestral species of finch changed according to the feeding habit of the modern species (i.e. thick, triangular beak with the top beak over the bottom beak to more easily tear fruit; the small, pointed beak to catch insects; the thick, triangular beak with the top & bottom of the same size to break open seed pods).

Sample question: Question #1: A population of organisms migrates to a new habitat. If the habitat’s conditions stay the same, after several generations natural selection will most likely change the population in which way? A. by creating several related species B. by increasing the population’s genetic diversity C. by attracting appropriate prey species to the habitat D. by allowing the organisms best suited to the habitat to survive SS 7C- analyze & evaluate how natural selection produces change in populations, not individuals.

Sample question: Question #2: Although all rat snakes are members of the same species, different rat snake populations have different scale patterns. Which of the following provides the best evidence that these pattern differences are caused by adaptations to local conditions? A. Environmental conditions can affect a snake’s pattern after its birth. B. Snakes with different patterns can mate & produce viable offspring. C. Even though the patterns are different, all rat snakes are black & white in color. D. The dominant pattern depends on the geographic location of that population. SS 7C- analyze & evaluate how natural selection produces change in populations, not individuals.

Natural selection- differential reproductive success Finite resources Inherited variation Inherited variation Multiple offspring SS 7D- analyze & evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, & a finite supply of environmental resources, result in differential reproductive success. Review each of these elements of natural selection: Inherited variation= peppered moths can be found in a dark & light variety. Depending on the background they land on, they can blend in or be seen by predators selection against the obvious variety; male peacocks develop large, colorful plumage used to attract the drab-colored peahen. Females select the male with the most favorable physical characteristics (true of most bird species). Multiple offspring= rodents produce a large number of offspring since frequently & many of them will not survive to adulthood. Finite resources= the environment is often hostile & organisms must compete for resources needed to survive & reproduce (these are often in short supply). Zebra probably doesn’t taste like chicken!

Sample question: Question #1: A species of rabbit is introduced into a new area. After ten years, the population of rabbits has increased & the rabbits are a major pest. What does this indicate about the environment the rabbit was introduced into? A. the environment had little food for the rabbits B. the environment had little shelter for the rabbits C. the environment had little water for the rabbits D. the environment had few predators for the rabbits SS 7D- analyze & evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, & a finite supply of environmental resources, result in differential reproductive success.

Sample question: Question #2: The squirrel gets most of its food from eating nuts. The squirrel has adapted sharp teeth to help it chew through the nuts. Which statement best explains how this trait developed in squirrels? A. Squirrels with the trait were more likely to survive long enough to pass it on. B. Squirrels taught their offspring how to eat nuts. C. Squirrels with the trait attracted partners & reproduced. D. Squirrels with the trait were better able to protect themselves from prey. SS 7D- analyze & evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, & a finite supply of environmental resources, result in differential reproductive success.

Natural selection- other evolutionary mechanisms Animation link Gene flow (migration) Genetic drift SS 7F- analyze & evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, & recombination. This slides shows the evolutionary mechanisms. Define each as you refer to each illustration. Genetic drift= happens in all populations; where some individuals, by chance, may leave behind more descendents (& genes) than other individuals (i.e. the person is stomping on green bugs brown bugs become more abundant). Gene flow or migration= any movement of genes from one population to another (i.e. pollen being blown by wind or transferred by an insect, a brown beetle joining a population of green beetles). If genes are carried to a population where those genes previously did not exist, gene flow can be a very important source of genetic variation. Recombination= (back in cell unit) an event that occurs during crossing over when DNA is exchanged between a pair of chromosomes the resulting genetic makeup of the offspring can be very different from either parent. Mutation= a random change in the genetic makeup of an organism that can change how it looks, how it behaves, & its physiology. Can be beneficial, neutral, or harmful to the organism. Ask the students if they can spot the white-tail deer in this picture? Is this a beneficial, neutral, or harmful mutation? Animation link is on genetic drift. Recombination Mutation

Sample question: Question #1: Two species of sunflowers grow on either side of a mountain. For a while, the two sunflower populations evolve separately. With the climatic changes an animal population crosses from one side of the mountain chain to the other, bringing some sunflower pollen with it. This movement is called: A. gene flow. B. genetic drift. C. mutation. D. artificial selection. SS 7F- analyze & evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, & recombination.

Cell complexity Animation link Endosymbiotic theory SS 7G- analyze & evaluate scientific explanations concerning the complexity of the cell. The right graphic shows the Endosymbiotic theory- an explanation of how complex organelles (like mitochondria & chloroplasts) may have developed in cells. Endo= inside or inner + symbiont= living in a relationship with another organism. The left graphic shows how mitochondria & chloroplasts now live in all eukaryotic cells. Animation link explains the endosymbiotic theory. Animation link Endosymbiotic theory

Sample question: Question #1: What theory explains the origin of chloroplasts & mitochondria in eukaryotic cells? A. the theory of natural selection B. the cell theory C. the endosymbiotic theory D. the theory of evolution Question #2: What evidence does not support the evolution of chloroplasts & mitochondria from prokaryotic cells? A. the double-membranes of the organelles B. the fossil record C. similar methods of reproduction D. the presence of circular DNA in both organelles SS 7G- analyze & evaluate scientific explanations concerning the complexity of the cell.

Se 8- taxonomy is a branching classification based on the shared characteristics of organisms & can change as new discoveries are made

Three Domains (Eukarya also used) Taxonomy SS 8A- define taxonomy & recognize the importance of a standardized taxonomic system to the scientific community; RS 8B- categorize organisms using a hierarchical classification system based on similarities & differences shared among groups; & SS 8C- compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, & animals. Define the term taxonomy= the science dealing with the description, identification, naming, & classification of organisms. Remind the students that our current taxonomic system has undergone many changes to reach its current state. Review the left graphic as you remind the students of the three domain system currently in use. Also point out the unique characteristics used to separate the six kingdom classification system. It may help to tie each kingdom to a common organism each student can remember. Three Domains (Eukarya also used) Six Kingdoms

Taxonomy- naming organisms D K P C O F G S SS 8A- define taxonomy & recognize the importance of a standardized taxonomic system to the scientific community; & RS 8B- categorize organisms using a hierarchical classification system based on similarities & differences shared among groups. The right graphic shows how the taxonomic system can be used to identify a common hoverfly. Read each taxonomic level (rem. the domain is eukarya) from kingdom to species. Remind the students that the genus & species are used to identify the scientific name of the organism with the first letter of the genus name always capitalized & the species name in lower case. The scientific name is italicized when printed in a text & underlined when written by hand. Scientific names are important in science because they allow scientists to distinguish between different varieties of similar organisms using a common, global language; they help scientists when writing & communicating scientifically; & they also tell you something about the organism (i.e. red oak= Quercus rubra oak + red; human being= Homo sapiens man + thinking). The right graphic shows Carolus Linnaeus, the father of taxonomy. Review the levels of taxonomy below his picture: domain, kingdom, phylum, class, order, family, genus, species. Students may have learned an acronym for these levels. Binomial nomenclature Episurphus balteatus

Sample question: Species is to last name as: A. scientific name is to common name. B. phylum is to kingdom. C. class is to order. D. genus is to first name. Question #2: What is the best explanation for why scientists developed the system, shown above, to categorize living organisms? A. It allows the great diversity of living things to be classified & organized. B. Scientists needed a system to help them determine which organisms were the most important. C. It allows scientists to arrange the fossil record in chronological order, as well as by size of organism. D. Scientists needed a system to help them organize the order in which organisms were to be collected & studied. SS 8A- define taxonomy & recognize the importance of a standardized taxonomic system to the scientific community; & RS 8B- categorize organisms using a hierarchical classification system based on similarities & differences shared among groups.

Classifying using a dichotomous key RS 8B- categorize organisms using a hierarchical classification system based on similarities & differences shared among groups. Candy! Illinois fish

Sample question: What is a dichotomous key? A. A tool that allows a scientist to categorize organisms that only have two legs. B. A tool used to identify species by giving a series of choices that lead to the name. C. A chart that helps classify organisms using DNA samples & electrophoresis. D. A chart with pictures of organisms that help to categorize them by height & width. RS 8B- categorize organisms using a hierarchical classification system based on similarities & differences shared among groups.

Sample question: Question #2: A student observes the following organisms in the classroom: a bean plant, a goldfish, a water plant, a spider plant, a fly, & humans. Which of the following would be the most useful step toward developing a hierarchical system for classifying these organisms? A. looking up all of the available methods of scientific classification currently in use B. making a list of traits that the organisms share & traits that differentiate them C. looking at cells from each organism under a microscope D. making a sketch of each different organism RS 8B- categorize organisms using a hierarchical classification system based on similarities & differences shared among groups.

Comparing the 6 current kingdoms SS 8C- compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, & animals. This is a basic graphic that shows the unique characteristics of each kingdom. Work your way from the top to bottom as you outline & have students define each distinguishing term. Animation link is a game from NortonBooks.com where students are asked to drag each organism to their respective kingdom. Animation link

Sample question: Question #1: Living organisms are classified into kingdoms based on their structure & shared characteristics. In what kingdom would a scientist classify an organism that is made up of eukaryotic cells, is multicellular, & is a consumer? A. Animalia B. Archaea C. Plantae D. Protista Question #2: A member of which kingdom may be unicellular & either autotrophic or heterotrophic? A. Animalia B. Fungi C. Protista D. Plantae SS 8C- compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, & animals.