evidence for the theory of evolution (cer) hot lab

7/25/2019 Evidence for the Theory of Evolution (CER) HOT Lab

1/13

Teacher

Evidence for the Theory of Evolution(Adapted from: Prentice Hall Laboratory Manual)

NGSSS:SC.912.L.15.1 Explain the scientific theory of evolution is supported by the fossil record,

comparative anatomy, comparative embryoloy, bioeoraphy, molecular bioloy, and observed

evolutionary chane! (AA)

Puro!e of La"#Activity:

"o examine and piece toether part of s#eleton from duplicate fossili$ed bones!

"o compare the partial s#eleton to s#eletons of modern day alliator and bird!

"o explore the evidence of evolution throuh comparative anatomy, embryoloy, and

molecular bioloy!

Prere$ui!ite!:

%tudents should be familiar &ith 'ar&ins "heory of Evolution by natural selection!

%tudents should be able to describe the process of adaptation and evolution usin thetenets of 'ar&in!

%tudents should be able to identify factors that could influence natural selection and ive

examples and explanations such as climate overpopulations, mutations, and pollution!

%tudents understand the concepts of enetic drift, ene flo&, mutation, and natural

selection!

%tudents should be familiar &ith the evidences that support the "heory of Evolution:

throuh comparative anatomy: homoloous structures, analoous structure, and vestiialstructures comparative embryoloy, and molecular bioloy!

Safety: Pointed*tip scissors can cut or puncture your s#in! Al&ays direct a sharp ob+ect or ede

a&ay from yourself and others! se sharp instruments only as directed!

%aterial! &er 'rou(:

-eplica fossili$ed bone .casts/

%cissors

Paper

"ape or lue

Procedure!: )ay of Activity:

*efore

activity:

+hat the teacher ,ill do:

a!Ma#e copies of the paper fossils and homoloous structure &or#sheet!b!'iscuss the essential 0uestion: 1hat are some evidences that support the

theory of evolution2c!%ho& 'iscovery Education video clip * %upport for the "heory of Evolutiond!Have students read the bac#round information about the fossil they are

oin to piece toether and ho& fossils are obtained!e!Have students ans&er pre*lab 0uestions or discuss &ith the class the pre*

lab 0uestions iven!3! 'escribe the process by &hich paleontoloists and their team remove
http://player.discoveryeducation.com/index.cfm?guidAssetId=E8C6C371-63AD-41D5-BF95-8F69D2A69B07http://player.discoveryeducation.com/index.cfm?guidAssetId=E8C6C371-63AD-41D5-BF95-8F69D2A69B07


2/13

Teacher

fossils from roc#! Lare earth*movin e0uipment is used to move roc#!"hen smaller hand e0uipment is used to remove bits of roc# and dirtfrom the fossils! "he fossils are covered in plastic &rap or foil to protectthem! "hen they are covered &ith plaster! A paleontoloist &or#s underthe fossils to remove them from the roc#! "he fossil bloc# is thenremoved from the earth, tipped over, and plaster is applied to the

bottom side! "he fossils are no& ready to transport to a laboratory forstudy!

4! 5ossil s#eletons are rarely complete! Ho& do you thin# casts andcollaboration help paleontoloists create more complex s#eletalmodels26f a scientist at one lab or museum is missin a #ey piece of as#eleton, the scientist can re0uest a cast of the missin bone from acolleaue!

7! 1hat role do you thin# inferences play in the &or# of a paleontoloist2Ans&ers may vary! 1hen certain bones are not available forobservation, the paleontoloist &ill have to infer &hat the bone mayhave loo#ed li#e based on other bone sample and the homoloous

bone in similar species!

)urin'activity:

+hat the teacher ,ill do:a! "o ma#e the activity more realistic and challenin, cut out the bone pieces

and place them in envelopes! -andomly remove one bone from eachenvelope and place it in a different envelope! Lab roups &ill then have tocollaborate to et all the pieces that they need!

b! se comparative anatomy to help uide them in the placement of otherbones! Activity ta#es approximately 48 minutes for Part A!

c! Have students chec# off &hich features you observe in each s#eleton!Activity should ta#e approximately 39 minutes!

d! Activity : color the homoloous structures the same color accordin to

each species! Approximately 39 minutes!e! Activities '*; can be continued the next day! overs analoous structures,

vestiial structures, and comparative embryoloy!f! Expected results of piecin toether Deinonychusbones &ith only one limb

of each!

Afteractivity:

+hat the teacher ,ill do:a! 'iscuss &ith the class ho& they thin# each contributes to the evidence to


3/13

Teacher

the theory of evolution! %tudent ans&ers should include that each branchprovides proof of each evolution of the species!

b! 'iscuss the molecular evidence that contributes also to the theory ofevolution! 1ith the advancement of '


4/13

Teacher

Evidence for the Theory of Evolution(Adapted from: Prentice Hall Laboratory Manual)

NGSSS:SC.912.L.15.1 Explain the scientific theory of evolution is supported by the fossil record,

comparative anatomy, comparative embryoloy, bioeoraphy, molecular bioloy, and observed

evolutionary chane! (AA)

*ac'round /nfor0ation:Evolution is not +ust a historical process it is occurrin at this moment! Populations constantlyadapt in response to chanes in their environment and thereby accumulate chanes in theenes that are available to the species throuh its ene pool! 6n today?s lab you &ill exploresome of the evidence for evolution and &ill examine a fe& of the mechanisms throuh &hichevolution acts! 6n this laboratory you &ill revie& some of the classical examples used asevidence for evolution! @eep in mind that the support oes far beyond these simplistic examplesand this selection is only intended as an introduction to the sub+ect!

6n 3BC scientist Dohn strom discovered the fossil s#eleton that you &ill study in an area calledthe loverly 5ormation in =rider, Montana! "he area that strom and his team prospected thatfield season had not yielded as many fossils as they had hoped! Ho&ever, on the last day of theseason, strom discovered some bones he could not identify! "he next year he returned tosearch for more of the s#eleton! Eventually this ne&ly discovered, extinct animal &as namedDeinonychus!

Deinonychuslived durin the early retaceous period, approximately 388 million years ao! 6tbeloned to a roup of dinosaur species called theropods, relatively small meat*eatindinosaurs that &al#ed on 4 les! "he animal received its name, &hich means .terrible cla&/,because the second toe on each of its hind feet had a lare, sharp cla& that probably &as usedto tear the flesh from prey! "he cla&s &ere held up off the round as the animal moved about,possibly preventin the cla&s from &earin do&n! Fou &ill observe that the Deinonychusss#eleton shares many features of the s#eletons of both modern alliators and birds! Manyresearchers hypothesi$e that the ancestor of birds &as a feathered theropod! Ho&ever, otherresearchers hypothesi$e that theropods and birds share common features because they had acommon ancestor from &hich both lineaes evolved separately! Much further research isneeded to evaluate these 4 hypotheses! 6n this lab, you &ill model the &or# performed bypaleontoloists as you examine Deinonychusand identify the reptilian characteristics itss#eleton retains as &ell as the bird li#e features it displays!

Pro"le0 State0ent: 1hat are some evidences that support the theory of evolution2

Safety: Pointed*tip scissors can cut or puncture your s#in! Al&ays direct a sharp ob+ect or edea&ay from yourself and others! se sharp instruments only as directed!

oca"ulary: evolution, fossil, homoloous structures, molecular bioloy, vestiial oran,comparative bioloy


5/13

Teacher

Prearin' o!!il!-emovin fossils from roc# is a lon process that re0uires both s#ill and a lot of patience! 5irst,the roc# surroundin the top and bottom of the fossils is removed &ith lare earth*movine0uipment! %cientists use smaller e0uipment such as shovels, pic#s, and brushes &hen &or#inclose to a fossil! =efore removin a fossil from the round, &or#ers must encase it in a plaster.+ac#et/ to prevent it from crumblin durin transport to the lab! After treatin a fossil &ith lue to

harden it, paleontoloists cover the top of the fossil &ith tissue paper or foil to protect it from theplaster! "he plaster is allo&ed to harden on the top and sides of the fossil! "hen thepaleontoloist climbs under the fossil and frees it from the round! "he fossil is removed fromthe roc# and flipped over so that plaster can be applied to the bottom side!

6n the lab, a person called a .preparatory/ beins that lon process of removin the plaster+ac#et and the small bits of roc# still surroundin the fossil! "he preparatory may use amicroscope and tools as fine as needles to clean the fossils literally one rain of sand at a time!nce the bones are free from the roc#, paleontoloists may ma#e casts of the bones to send toother paleontoloists so they can collaborate in studyin them!

Pre3La" 4ue!tion!:3! 'escribe the process by &hich paleontoloists and their team remove fossils from roc#!4! 5ossil s#eletons are rarely complete! Ho& do you thin# casts and collaboration help

paleontoloists create more complex s#eletal models27! 1hat role do you thin# inferences play in the &or# of a paleontoloist2

%aterial! &er 'rou(:

-eplica fossili$ed bone .casts/

%cissors

Paper

"ape or lue

olor pencils

Procedure!:Part A: omparative Anatomy

3! Loo# closely at the scapula, sternum, tail, and feet of the t&o s#eletons (5iure 3)!4! 5ill in data in "able 3 by chec#in off &hich features you observe in each s#eleton!7! omplete the 'ataGAnalysis section belo&

Part =: Deinonychus 5ossil Evidence3! 5ind the Deinonychus.casts/ and spread them out on a flat surface!


6/13

Teacher

9! omplete the 'ataGAnalysis section belo&

Part : laim Evidence -easonin (E-)3! "hin#in bac# on our essential 0uestion: .1hat are some evidences that support the theory

of evolution2/ and loo#in at your Deinonychus .cast/ ma#e a clai0 in reference to theevolutionary history of the modern day alliator and bird in other &ords, &hich species is

most related to the Deinonychus?4! Analy$e the fossils and complete the third column in table 3!7! -evie& the information on table 3 and select at least t&o pieces of evidence that support

your claim!C! =e prepared to present defend your claim (thin# of the reasons of ho& the evidence supports

your claim)9! omplete the E- handout

Part ': Homoloous %tructures3! arefully examine the dra&ins of the bones sho&n in 5iure 4! Loo# for similarities amon

the various animals!

4! olor each part of the human arm a different color! (


7/13

Teacher

)ata Analy!i!#e!ult!:Part A: omparative Anatomy

i'ure 1

Ta"le 1

Characteri!tic Alli'ator *ird Deinonychus


8/13

Teacher

Part =: Deinonychus 5ossil Evidence asts


9/13

Teacher

Part ': Homoloous %tructures"hese structures are formed in similar &ays durin embryonic development and share li#earranements ho&ever they have some&hat different forms and functions! "hey are calledhomoloous structures!

i'ure 2


10/13

Teacher

3! 'escribe the function of each structure from 5iure 4 in "able 4!

Ta"le 2

Ani0al unction of Structure

Human

1hale

at

=at

=ird

rocodile

2. Are the bones arraned in a similar &ay in each animal2


11/13

Teacher

Part 5: Analoous %tructures%ome apparently unrelated animals have orans &ith similar functions, yet are very differentin structure and form! "hese structures are called analoous structures!

i'ure 6

3!1hat function do these structures share2

4!Ho& are these structures different2

7!'o birds and insects share any structural (elements inside the &in) similarities that&ould suest they are closely related taxonomically2

Part ;: estiial %tructures

i'ure 7

3! Explain &hy eyesiht is not an important adaptation to life in a cave!

4! 1hat do you thin# has become the most important adaptation of the cave fish (thin#about senses)2 (Explain your ans&er)

7! 1hat about the internal structure of the cavefish and minno& suest common ancestry2


12/13

Teacher

Part H: Human estiial %tructures

Ta"le 6

Structure Po!!i"le unction +hy ve!ti'ial8

appendix (diests leavesin #oala bears)

coccyx (tail bones)

muscles that move ears

muscles that ma#e hairstand up

Part 6: omparative Embryoloy

i'ure 5

Ta"le 7

Secie! Li!t !i0ilaritie! of each e0"ryo to other!

5ish

"urtle

%alamander

Human


13/13

Teacher

Conclu!ion!:

Explain in pararaph form, ho& each of the follo&in provides evidence for evolution:

fossil evidence

comparative anatomy (homoloous structures, analoous structures, and vestiial

structures)

comparative embryoloy

E-tend:-esearch and &rite about the concepts of bioeoraphy and molecular bioloy! ite examplesof &here they are helpful in determinin the evolutionary history of an oranism!

evidence for the theory of evolution (cer) hot lab

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