2. Evolution is the process through which species change over time.
In the previous activities, you learned about evidence to support the theory of evolution.
What is evolution?
Evolution is the process through which species change over time.
Turn to a partner and discuss some of the evidence that supports the theory of evolution.
Instructional strategy – Present information on the slide. Have students copy the definition of evolution onto their notes sheet. With an elbow partner, have the students review supporting evidence. NOTE: Darwin’s Finches are specifically mentioned in the standard. Other resources than those mentioned in the following slides are linked in the content map.

3. The basis for the theory of evolution came from observations by Charles Darwin.
Instructional strategy – Present information in the slide. Have students use the information to fill in the first part of #2 on the notes sheet.

4. Darwin’s observations were made when he visited the Galapagos Islands, a chain of volcanic islands off the South American coast.
Instructional strategy – Present information on the slide. Have students use the information to finish #2 on their notes sheet.

5. Darwin’s voyage provided insight on evolution.

6. Darwin observed differences among island species.
1. Variation is a difference in a physical trait.
Galápagos tortoises that live in areas with tall plants have long necks and legs.
Galápagos finches that live in areas with hard-shelled nuts have strong beaks.

7. Darwin’s Observations
2. An adaptation is a feature that allow an organism to better survive in its environment.
Species are able to adapt to their environment.
Adaptations can lead to genetic change in a population.

8. 3. Darwin observed fossil and geologic evidence supporting an ancient Earth.
Darwin found fossils of extinct animals that resemble modern animals.
Darwin found fossil shells high up in the Andes mountains.

9. Darwin’s Observations
He saw land move from underwater to above sea level due to an earthquake.
Darwin extended his observations to the evolution of organisms.

10. Darwin’s Adventures, Observations, and Publications

11. One of Darwin’s most famous observations involved Finches, a type of bird.
Watch the video clip of finches on the Galapagos Islands. Write down observations you make about the finches such as size, type of beak, what they eat, where they live, etc.
Video link to bird

12. Darwin observed many similar looking birds with very different beaks
Darwin observed many similar looking birds with very different beaks. But how since they were all on one island?
Instructional strategy – Allow students to hypothesize how the differences ocurred. Note: Darwin’s finches are specifically mentioned in the standards.

13. Darwin’s observations made him wonder if the finches had evolved from similar species.
Common Ancestor?
Instructional strategy –Review common ancestors. Have a brief discussion on the similarities of the finches

14. The Battle of the Beak Lab

15. Survival of the Finches Lab

16. After years of analyzing his observations, Darwin proposed that the birds were closely related finch species that were suited to different environments.
Instructional strategy – Present information in the slide. Students will use the information to fill in #4 on their notes sheet.

17. Darwin proposed that evolution could be explained through a process he called natural selection.
Instructional strategy – Present information in the slide. Students will use the information to fill in the first part of #5 on their notes sheet. (The process will be explained in upcoming slides)

18. Natural Selection
A process through which species that are best suited to their environment survive and reproduce at a higher rate than other members of the species.
Instructional strategy – Present the information on the slide. The students will use the information to fill in the second part of #5.

19. Natural Selection
Instructional strategy – Use the diagram to follow the changes in both the crab and the snail. Students will need to answer #6 from their notes sheet in their notebook.

20. Instructional strategy – This is a series of slides
Instructional strategy – This is a series of slides. Have students hypothesize what made the brown beetle population increase whereas the green beetle population decreased. (Possible answers: camoflage, bad taste to birds) “Breeding Bunnies” (linked in the content map) may be used here.

21. Natural Selection Simulation
Instructional strategy – Distribute sheet to students. The teacher should use Part A as guided practice. Allow the students to attempt part B as independent practice. (May also be used to place students into groups for differentiation.)

22. Mechanisms of Natural Selection
Variations and Mutations
Reproduction and Overpopulation
Adaptations
Competition
Speciation
Survival of the Fittest…Adapt of Die

23. One of the key ideas of natural selection is variation among species.
Instructional strategy – Present the information in the slide. Students will use the information to fill in #7 on their notes sheet.

24. Within a species there are natural differences, or variations, in traits.
Instructional strategy – Present information in the slide. Have students hypothesize what causes the variations.
Look at the images of the butterflies above. What causes these variations?

25. Many of the differences among individuals results from differences in the genetic material of organisms.
Instructional strategy – Present information in the slide. Students will use the information to fill in the first part of #8 on their notes sheet.

26. Which organisms can have a greater variation in genetic material? Why?
Those who reproduce sexually have greater variation in genetic material because the organism receives genetic material from both parents.
Instructional strategy – Present information in the slide. Students will use the information to answer the last part of #8 on their notes sheet.

27. Sometimes, a genetic variation is favored by natural selection (nature influences the variation)
Instructional strategy – Present material in the slide. Have students use this slide to finish the second part of #8.
Successive Generations

28. Sometimes the genetic material itself within organisms changes, causing a new variation (mutation).
Instructional strategy – Students do not have to know ACT&G, but should be able to note a difference in the sequencing between the original and the mutation. Students will use this information to answer #9 in their notes sheet.

29. Sometimes the environment contributes to genetic variation such as the diagram to the right shows.
Instructional strategy – Present information in the slide. Follow illustration to show how the river influences genetic variation. Students will use information to fill in #10 on their notes sheet.

30. Transition slide

31. Variations and Natural Selection Activity

32. With a partner, discuss what is meant by the image below and explain why it does not happen this way.
Instructional Strategy – Allow students to discuss. (Natural selection is a result of variation over a long period of time).

33. An adaptation is any inherited trait that gives an organism an advantage in its particular environment.
Turn to an elbow partner and identify a few examples of an adaptation in organisms.
Instructional Strategy – Present information on the slide. Students will use this to fill in #11 on their notes sheet. Take 3-4 minutes to have students share their examples.

34. Instructional Strategy - present information on the slide, noting that each adaptation helped the animal survive.

35. Camouflage
Camouflage is a type of adaptation in which organisms appear to “blend” into their environment.
Instructional Strategy – Present information in slide. Students will use the information to fill in #12 on their notes sheet. Ask students to give other examples of camoflage.

36. How does camouflage help an organism survive?

37. Where Am I?
Instructional Strategy – Slide is in two parts. Allow a little bit of time (if needed) for students to find the organism. Click to bring up the red overlay.

38. Where Am I?
Instructional Strategy – Slide is in two parts. Allow a little bit of time (if needed) for students to find the organism. Click to bring up the red overlay.

39. Where Am I?
Instructional Strategy – Slide is in two parts. Allow a little bit of time (if needed) for students to find the organism. Click to bring up the red overlay.

40. Instructional strategy – Activity linked in content map.

41. This is really a caterpillar
Mimicry
An adaptation where an animal or plant resembles another creature or inanimate object, either for defense or to gain other advantages.
This is really a caterpillar
Instructional strategy – Present information in the slide. Ask students which animal the caterpillar is trying to mimic and why. Students will use this slide and the following two slides to fill in #13 on their notes sheet.

42. The King Snake resembles the Coral Snake so that predators will think it is poisonous.
Instructional strategy – Present information in slide.

43. Which one is using Mimicry? How do you know?
Instructional strategy – Viceroy butterfly is using mimicry to appear to be poisonous.

44. Did the King Snake and the Viceroy Butterfly decide to mimic the more dangerous animals?NO
Turn to a seat partner and discuss how the King Snake and Viceroy Butterfly came to mimic the more dangerous animals.
Instructional strategy – Slide is in two parts, with the question showing first (mimicry is not a decision, it is genetic, which should be brought out during the discussion).

45. Venom is another adaptation that has evolved over time.
Instructional strategy – Present information in the slide. Note: Venom is listed as a specific example as well as camouflage and mimicry in the Content Descriptors from the state. Students do not need to understand the specifics of the slide, just that the development of venom allows them to survive, reproduce, and pass along the traits. Students may want to use this information to help fill in #15 on their notes sheet.

46. Over time, venom in snakes has evolved through natural selection to be more effective.
Instructional strategy – Present information in the slide. Students will use this information to fill in #

47. Organisms do not “decide” or make a decision to evolve
Organisms do not “decide” or make a decision to evolve. The process of natural selection allows for organisms with more desirable traits to survive, reproduce, and pass the desired traits to their offspring over successive generations.
Instructional strategy – Present information on slide. Students will use the information to fill in #14 on their notes sheet.

48. Speciation
Speciation is how a new kind of plant or animal species is created.
Speciation occurs when a group within a species separates from other members of its species and develops its own unique characteristics.
The demands of a different environment or the characteristics of the members of the new group will differentiate the new species from their ancestors

51. Influence of Humans on Evolution:
Instructional strategy – choose one, but both are good. If both are shown, it works best if you show them in the order given. Students will use the information to fill in #16 on their notes sheet. Note: Peppered Moths of Manchester are specifically mentioned in the standard. The “Peppered Moth Activity” and “Peppered Moth Online Simulation” my be used here.
Moths of Manchester, England

52. The Peppered Moth
Vids under the pics

53. Peppered Moth Reading Activity

54. The Peppered Moth Simulation Lab

55. Gradualism and Punctuated Equilibrium
Punctuated change takes place in spurts allowing us to see the change. The spurt can lead to long periods of no change and then another spurt will take place…EX. The Peppered Moths

56. Gradualism and Punctuated Equilibrium
Very gradually, over a long time, the population changes. Change is slow, constant, and consistent. Ex. Human evolution

57. Review Time Darwin's theory consisted of two main points
diverse groups of animals evolve from one or a few common ancestors
the mechanism by which this evolution takes place is natural selection.

58. The Mechanisms
Organisms that adapt, mutate, reproduce with genetic variation, successfully compete with other organisms, and evolve into other species as needed will survive
Obstacles: new prey introduced, natural disasters, lack of food, overpopulation, reproductive issues, geographical isolation, and human influence

59. Breeding Bunnies Activity
Instructional Strategy – Pesticide Activity linked in content map.

60. Darwin’s Natural Selection Activity
Instructional Strategy – Pesticide Activity linked in content map.