Evolution Part I/II Unit Powerpoint For Educators - Download Unit at Www. Science Powerpoint

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Start Part I / V of an educational unit about
Change Topics in Science for
students in grades 7-10
Part I: Evolution and Natural Selection

Part II: Evolution and Natural Selection
Part III: Earth System History
Part IV: Life and Human Origins
Part V: Ecological Succession
Download the Powerpoint version of this video,

unit notes, assessments, lab handouts, review
games, videos, and much more at
www.sciencepowerpoint.com


_ This section of the unit will cover«
± Age of the Earth.
± History associated with Evolution.
± Evidences of Evolution.
± The Four Parts to Darwin¶s Theories.
± Natural Selection.
± Adaptive Radiation / Divergent Evolution.
± Convergent Evolution.
± Bird Adaptations.
± Variation of Organisms Photo Tour.
_ RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
_ BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

_ Keep an eye out for ³The Owl´ and raise
your hand as soon as you see him.
± He will be hiding somewhere in the slideshow
and finding him is worth something cool.
Ë
Ë


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_ Pay attention in this unit!

_ Evolution is the backbone to biology.

_ Evolution is the backbone to biology.
± Nothing makes sense in biology without
evolution. Besides, it is just really cool!


_ Pay attention in this unit! Evolution is the
backbone to biology.





_ How old is the earth?
± How old is the first life on earth?
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_ The earth is roughly 4.6 Billion years old.

± Primitive life is believed to have formed 3.85
Billion years ago.

± Primitive life is believed to have formed 3.85
Billion years ago. The earth is old, and a lot
has changed over time.

_ e have all seen pictures like this, what
do you really know about evolution?
_ e have all seen pictures like this, what
do you really know about evolution?
± Please talk it over with your table group and
be prepared to speak about your
conversation.
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_ The earliest ideas of evolution as change
over time can be seen as lore and myth.
± Still very much unexplained.
_ For most of modern history until the early
1800¶s, most biological thinking was
essentialism.

essentialism.
± This is the idea that every species has
characteristics that are unalterable or cannot
change.

essentialism.
± This is the idea that every species has
characteristics that are unalterable or cannot
change.

_ eneticist have the ability to actually alter a
species by changing genes.
± This is a picture of a beak that was genetically
altered to grow teeth,
altered to grow teeth,
altered to grow teeth, the information for teeth was
still in the bird from when it came from dinosaurs
but doesn¶t appear unless altered.
_ During the Enlightenment of the early
1800¶s, many of scientist moved from the
physical sciences to natural history.
_ During the Enlightenment of the early
1800¶s, many of scientist moved from the
physical sciences to natural history.
± Many exciting fossils were found during this
period.
_ ean-Baptiste Lamarck proposed the
theory of transmutation of species,

theory of transmutation of species, which
turned out to have some flaws, but
nonetheless was the first real theory of
evolution.

evolution.

evolution.

evolution.

evolution.

evolution.

evolution.

evolution.

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_ ho is this? Not Santa Clause

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_ It wasn¶t until Charles Darwin and Alfred
Russel allace published their views of
evolutionary theory in 1859 that science
finally had an explanation for evolution.
_ The ideas of Darwin were not widely
accepted during his time.

_ The ideas of Darwin were not widely
accepted during his time.

_ The Butler Bill prevented the teaching of
evolution in Tennessee.
_ In 1925, The Scopes Monkey Trials
occurred.

_ In 1925, The Scopes Monkey Trials
occurred.
± Science teacher ohn Scopes was arrested
for teaching evolution which was against state
law.

_ ohn Scopes lost the trail: He was fined 50
dollars and lost his teaching job.

_ It was the swinging 20¶s. The trial occurred
at time that put young modernist

at time that put young modernist vs.

Victorians and Traditionalist.

Victorians and Traditionalist.

_ It wasn¶t until the mid 1930¶s that evolution
gained some acceptance in the field of
biology.
_ The First Amendment does not permit the
state to require that teaching and learning
must be tailored to the principles or
prohibitions of any religious sect or
dogma...

dogma... ...the state has no legitimate
interest in protecting any or all religions
from views distasteful to them.

dogma... ...the state has no legitimate
interest in protecting any or all religions
from views distasteful to them.

_ Summary ±

_ Summary ±
± Creationism cannot be taught in a public
school.

_ Summary ±
school.
± Evolution is not a religion.

_ Summary ±
school.
± Evolution to some is a theory, a fact by others.

_ Summary ±
school.
± A theory is an educated guess based on large
amounts of data.

_ Summary ±
school.
amounts of data. It explains a great deal
about how things may have changed over
time, but can be revised and changed as new
information is found.

_ Summary ±
school.
± It is the backbone of biology, and backed by
mountains of evidence.

_ Summary ±
school.
± It is the backbone of biology, and backed by
mountains of evidence.

_ Example of Evolution -The Samurai Crab.

_ The Samurai Crab didn¶t always look like a
samurai. Every so often, one crab looked a
little more like a samurai.

_ The Samurai is revered in apan. hen
fisherman caught a crab that looked like a
Samurai they believed it was the
reincarnation of a samurai warrior.

_ The Samurai is revered in apan. hen
fisherman caught a crab that looked like a
Samurai they believed it was the
reincarnation of a samurai warrior.
_ They threw it back into the sea.

_ Over many generations, the crabs that
looked slightly more like a Samurai
reproduced more often than those that did
not.

_ Over many generations, the crabs that
looked slightly more like a Samurai
reproduced more often than those that did
not. Their young looked like samurai.

_ Overtime, the shell of these crabs began
looking more and more like Samurai,
because those that looked like a Samurai
survived to reproduce.
± This is one example of how selection leads to
changes.

_ Overtime, the shell of these crabs began
looking more and more like samurai,
because those that looked like a samurai
survived to reproduce.
± This is one example of how selection leads to
changes.

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_ Modern fisherman now catch and eat any crabs,
whether you look like a Samurai or not.

± Change in the species will continue again.

± Change in the species will continue again.
± The crab that can survive more often will reproduce
more«The environment will select survival.

_ In time, maybe crabs that look more like
Tom Cruise will be thrown back.
± Over many generations, the Cruise looking
crab will increase in numbers.
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_ Principle of superposition. The rock layers
on the bottom are older. More primitive
creatures are seen in the older rock layers.

_ Picture of fossilized cyanobacteria. 3.5
billion years ago.

_ Many fossils are primitive sea creatures of
the Cambrian period.

_ This is called a ypsum Daisy.

_ ou then find your more complicated
marine shelled fossils.

_ Oldest fossilized brain: From a fish 300
million years ago.

_ Earliest fishes: Still millions and millions of
years ago.

_ Carbon and Radioactive isotope dating ±
Extremely accurate.

Extremely accurate. Dating to millions /
billions of years ago.

billions of years ago. May be off by
30,000 years.

billions of years ago. May be off by
30,000 years. But when your talking
millions that is very close.

_ Early amphibians.

_ Early Reptiles.

_ Early Birds.

_ Early mammals ± Mesozoic, still the time
of the dinosaurs. 85 million years ago.

_ Earliest Primate fossil: 47 million years
ago.

_ Hominid fossil ± 3.2 million years ago.

_ I could have shown thousands of more
slides of fossil evidence but for time sake
we must end.

@


_ How are these life forms similar in their
structure and composition?
± Each table group gets one animal. Plan on
sharing.

They all have« Some have«








_ Modern day animals share similar
characteristics.
± Here, the arm bones of the earliest
amphibian are similar in modern species.
Size and shape changes over time.

_ hich hand is a chimpanzee¶s and which
is a humans?

_ Chimpanzee Hand Human Hand

_ Humans share characteristics with
primates.

_ Humans share characteristics with
primates.

_ hich of the following is a blastula (early
embryo) of a sea urchin, starfish, frog and
human.

human.

embryo) of a sea urchin, starfish, frog, and
human


embryo) of a sea urchin, starfish, human


human


human


human

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human *

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_ hich of the embryos below is a human,
chicken, fish, and cat?


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Cat Human
Fish Chicken

_ Picture of crustaceans living at the bottom of the
ocean near hydrothermal vents.
± Note the similarities of the different species. All
different but similar.

_ The cells of a worm, or a jellyfish, or a
grizzly bear are made of organelles that
are similar in their composition and how
they work.

_ Cells are either prokaryotic (bacteria)

_ Cells are either prokaryotic (bacteria)

_ Cells are either prokaryotic (bacteria) or
eukaryotic (cells with a nucleus).


± All cells are similar in their composition.

_ hy would a modern whale have vestigial
leg bones?

_ hy would a modern whale have vestigial
leg bones?

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_ Answer: It use to be a species with legs
before moving to the water.

_ Picture of fossil and recreation of an early
amphibian.

_ Picture of fossil and recreation of an early
amphibian.
± Note location of where the fossil was found.
Amphibians don¶t inhabit this colder area
(Evidence of continental drift).

_ Many Pythons (snakes) have spurs
(toenails) from when they use to have
legs.

_ Many Pythons (snakes) have spurs
(toenails) from when they use to have
legs.

_ hat type of snake is this?

_ This is not a snake, it is a skink. An
example of intermediate species between
lizards and snakes.

_ This is a human tailbone. This is an
example of a vestigial structure.
± Picture on right is human embryo.

_ This is a human tailbone. This is an
example of a vestigial structure.
± Picture on right is human embryo.

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_ These different salamander species are
closely related and live within a close
geographic border of one another.

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_ hat is so unique about this salamander?
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_ Many species have entered caves where they
have changed form. If you live in complete
darkness, than you don¶t need eyes and rely on
other senses such smell, and touch.

_ This is a cave angel fish.

_ This is a cave angel fish. It has special hooks so
that if can hold on to rocks in cave waterfalls.

_ This is a cave angel fish. It has special hooks so
that if can hold on to rocks in cave waterfalls. It
also doesn¶t have eyes and has lost the colored
pigment in its skin.

_ Video! Cave Dwellers, life evolving in one
of the most difficult places on earth.
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33


_ Scientist look at the genes in a DNA
molecule (It is in all of our cell).

molecule (It is in all of our cell). DNA
provides a unique marker.

molecule (It is in all of our cell). DNA
provides a unique marker. It shows how
similar and how different species are.

_ How does society use the information
learned from studying DNA.

± DNA is used to convict criminal in a court of
law.

law.
± DNA is used to determine genetic diseases
and disorders.

law.
and disorders.
± DNA is used to determine paternity ± ho is
the father or mother of a child?

law.
and disorders.
± DNA is also used as a tool to see how species
are connected, and how they have changed.

law.
and disorders.
± DNA is also used as a tool to see how species
are connected, and how they have changed.

_ Modern Importance of evolution.
± Evolution is the change in plants and animals
over long periods of time.
± Today, the environment is changing at an
alarming rate.
± Can organisms evolve to this rapid
environmental change? Is it occurring to fast?
ill they change or will they be wiped out.

alarming rate.

alarming rate.

alarming rate.

_ Charles Darwin
± Please read the difficult passage about
Charles Darwin and record well written
responses to the questions in your journal.
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_ Part I
± Organisms have changed over time, and the
ones living today are different from those that
lived in the past. Furthermore, many
organisms that once lived are now extinct.
The world is not constant, but changing. The
fossil record provided ample evidence for this
view.

_ All organisms are derived from common
ancestors by a process of branching. Over
time«
± Populations split into different species, which are
related because they are descended from a common
ancestor.
± Thus, if one goes far enough back in time, any pair of
organisms has a common ancestor.
± This explained the similarities of organisms that were
classified together -- they were similar because of
shared traits inherited from their common ancestor.
± It also explained why similar species tended to occur
in the same geographic region.

_ Part I

_ Part I
lived in the past.

_ Part I

_ Part I
view.

_ Part I
view.

time«
ancestor.

time«
ancestor.

time«
ancestor.

time«
ancestor.

time«
ancestor.

time«
ancestor.

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_ Darwin¶s Science ournal

_ This would be an incorrect according to
evolution.

_ hich picture below is the more accurate
description of evolution?

_ Answer!

_ e make the assumption that there is just
one tree of life, or just one genesis
(Beginning). Life may have begun more
than once.
one tree of life, or just one genesis.
± Some scientists have theorized life may have
begun more than once.
than once.
than once.
than once.
_ Don¶t look at humans as just coming from
apes. e are one branch on a giant tree
of primates that share a common
ancestor.

_ Don¶t look at humans as just coming from
apes. e are one branch on a giant tree
of primates that share a common
ancestor.

_ Change is gradual and slow, taking place
over a long time.

over a long time. This was supported by
the fossil record,

the fossil record, and was consistent with
the fact that no naturalist had observed the
sudden appearance of a new species.

the fossil record, and was consistent with
the fact that no naturalist had observed the
sudden appearance of a new species.

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_ A strong evidence that change in a species can
occur is when you look at selective breeding.








_ Does anyone know what this is?
± Hint, It has to do with selective breeding.

_ This is a device used to collect semen (sperm)
from prize animals for selective breeding.
± People pay big dollars for prize genes.

_ Selective Breeding: The intentional breeding of
organisms with desirable traits in an attempt to
produce offspring with similar desirable
characteristics or with improved traits.

_ Corn 6,000 to 10,000 years ago looked much
different than it does today. By breeding the best
corn species of a crop together over thousands of
years, the edible part has become much larger.



_ The mechanism of evolutionary change was
natural selection.

natural selection. This was the most
important and revolutionary part of Darwin's
theory, and it deserves to be considered in
greater detail.

natural selection. This was the most
important and revolutionary part of Darwin's
theory, and it deserves to be considered in
greater detail.

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_ Video! Evidences of Evolution.
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_ A healthy bullfrog can lay 20,000 eggs
every year.

every year. If all of those eggs survived to
frogs and reproduced,

frogs and reproduced, How many frog
would be on the planet after ten years.

frogs and reproduced, How many frog
would be on the planet after ten years.

_ Answer: 20,000 to the tenth power.

_ Answer: Enough to cover the entire earth
in frogs and out into space.

_ How cool would it be to be a frog?
± ou can jump wicked high.
± ou can stick out your tongue.
± ou can stick out your tongue.
± ou can see underwater«
_ So what is going to happen to most of
these tadpoles?

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_ Maybe two of those 20,000 eggs in a good
year will survive to reproduce.
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_ Activity! Bear Eating Monsters.



4
_ There are two types of bears,

_ There are two types of bears, Happy
Bears,

Bears, and Sad Bears.

± hich is a Happy Bear, and which is a Sad
Bear?

± hich is a Happy Bear, and which is a Sad
Bear?

* *
* Copyright © 2010 Ryan P. Murphy

_ No two individuals are alike. Variation is a
part of natural selection.

± Teacher to give each table group a
population of Teddy rahams. Students
should look and describe the variations
in individuals that they see.

± Teacher to give each table group a
population of Teddy rahams. Students
should look and describe the variations
in individuals that they see.
± How are they all different?

_ Happy Bears have too much fun and don¶t
pay attention.

pay attention. They dance around in study
halls, they don¶t always do homework.

They goof around too much and as a
result always get eaten by the monster.

They goof around too much and as a
result always get eaten by the monster.

_ Sad bears pay attention more often and
are more aware of their surroundings.

They are able to run away before the
monster can get them.

They are able to run away before the
monster can get them.
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± Please record a hypothesis (educated
guess) of what will happen to the two
bear populations.
X-

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_ Please create the following on the piece of
paper / paper towel.

_ Bear Eating Monsters Spreadsheet.
± Please create the following spreadsheet in your
journal. 4 across x 6 down.
enerations # Happy # Sad Total
en 1
en 2
en 3
en 4
en 5

_ Activity! Bear Eating Monsters Procedure

± Teacher passes out a small pile of bears to
each group.

each group.
± Eat three happy bears at the beginning of
each round..

each group.
each round..
± Record number of happy and sad bears for
generation 1 and add them together for total.

each group.
each round..
± ait patiently for more bears. Repeat.

each group.
each round..
± If a bear has a deformity it will not survive
because resources are limited and dies.
Remove it by eating it.

each group.
each round..
± If a bear has a deformity it will not survive
because resources are limited and dies.
Remove it by eating it.

_ uestions for Bear Eating Monsters.
± Find the % of happy and sad bears for each
generation.
_ Divide total # of bears by the number of happy
bears in in generation 1. Repeat 2-6.
_ Do the same for sad bears. (Shortcut - ou can
just subtract happy bear % by 100 to get sad %)
± raph either the total number of bears in each
group or the percentage. (A Line graph should
work well).

_ uestions to Bear Eating Monsters.
± Draw a happy and sad bear in your journal.
_ Have the happy and sad bear answering the
questions below.
± hat would eventually happen to the happy
bear population over thousands of years.
± Relate this activity to something we have
learned while studying evolution.

_ Answers to questions.


± Answer: The sad bear population would start
declining. Eventually the population would
have problems reproducing and would go
extinct.

learned while studying evolution..

learned while studying evolution..
± Answer:
± #1.) ithout checks like predators, populations would
increase exponentially. Survival of the fittest!
± #2.) Most populations are stable in size except for
seasonal changes.
± #3.) Natural Resources are limited. ± A struggle for
existence. Remember the bean game!
± #4.) No two individuals are alike.
± #5.) Variation is inheritable. (Animals pass their traits to
their young).

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_ Activity! Frogger: An Arcade Classic.
± ust for fun.

_ Picture of two lionesses with fresh blood on their
face from a kill.

_ e are the result of 3.8 Billion years of a
struggle to survive.

@ ´"! 7
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_ hy do ildebeest all give birth at the
same time?
_ hy do ildebeest all give birth at the
same time?
_ If millions of ildebeest give birth at the
same time, lions and other predators can
only eat so much before becoming full.
_ If millions of ildebeest give birth at the
same time, lions and other predators can
only eat so much before becoming full.
± This allows young to grow and develop.
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_ Dog ³Annie´ had 15 puppies.
± Very few looked anything like each other.

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_ Peppered Moth Activity Part I
_ Activity! Natural Selection and the Peppered
Moth.
± Use the white marbled tray.
± Drop the moths into the tray and spread them out.
± Have a person be the bird, they have small beak (clay
ball held in their hand) to collect the moths.
± They must also wear eye goggles with a clear plastic
bag over them to blur their vision.
± The bird begins by removing the 5 they spot first. Put
them aside.
± Shuffle the tray and spread out the moths so they
don¶t overlap. Repeat removal process.
± Repeat three more times. Total of 5 trials.
± Record the numbers of each type of moth left.
± hat species is left to reproduce?

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
them aside.

Moth.
± Start using the black and white marbled tray.
them aside.
don¶t overlap, Remove the 5 that your partner spots
first.
± Repeat three more times.
± hat species is left to reproduce? hy?

Part II: Peppered Moth
Moth.
± Start using the black and white marbled tray.
them aside.
don¶t overlap, Remove the 5 that your partner spots
first.
± Repeat three more times.
± hat species is left to reproduce? hy?

_ The environment decides favorable traits.

_ The environment is always changing, so
those traits are always changing. hat is
favorable one year may not last.

_ The Peppered Moth before Industrial
revolution.
± hich one would be seen more easily by
predatory birds and eaten?

_ The Peppered Moth before Industrial
revolution.

_ The Peppered Moth after the Industrial
revolution near coal burning plants.

_ The Peppered Moth after the Industrial
revolution near coal burning plants.

_ Dark Peppered moths survived more often
to reproduce in areas covered with soot
from coal.

_ Dark Peppered moths survived more often
to reproduce in areas covered with soot
from coal. The white ones died out in this
area because they were no longer
camouflaged.

_ However, now that areas are cleaning up
and countries have stricter emission
standards, the white moths are
reproducing more often,

reproducing more often, and the black are
being eaten. The environment decides
favorable traits.

reproducing more often, and the black are
being eaten. The environment decides
favorable traits.

_ ou should be very close to completion of
the Evolution and Natural Selection portion
of the unit assessment.

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Part I: Evolution and Natural Selection

Download the Powerpoint version of this video,

Part I: Evolution and Natural Selection

Download the Powerpoint version of this video,

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

  

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

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Copyright © 2010 Ryan P. Murphy

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Copyright © 2010 Ryan P. Murphy

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Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

Copyright © 2010 Ryan P. Murphy

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