A. Image: Homologous Structures

1. What does the prefix “homo” mean?

2. Using only the image above...

i. List at least 2 similarities between all 4

animals.

ii. List at least 2 differences between all 4

animals.

3. Describe the function of each structure in the chart below:

Animal Function

Human

Cat

Whale

Bat

4. Thinking beyond the image provided, what do humans, cats, whales, and bats all have in common? List at least 2 commonalities.

B. Text: Excerpt from Charles Darwin’s “Origin of Species”--First Edition (1859)

“Again, it may be asked, how is it that varieties, which I have called incipient species, become ultimately converted into good and distinct species, which in most cases obviously differ from each other far more than do the varieties of the same species? How do those groups of species, which constitute what are called distinct genera, and which differ from each other more than do the species of the same genus, arise? All these results, as we shall more fully see in the next chapter, follow inevitably from the struggle for life. Owing to this struggle for life, any variation, however slight and from whatever cause proceeding, if it be in any degree profitable to an individual of any species, in its infinitely complex relations to other organic beings and to external nature, will tend to the preservation of that individual, and will generally be inherited by its offspring. The offspring, also, will thus have a better chance of surviving, for, of the many individuals of any species which are periodically born, but a small number can survive. I have called this principle, by which each slight variation, if useful, is preserved, by the term of Natural Selection, in order to mark its relation to man's power of selection. We have seen that man by selection can certainly produce great results, and can adapt organic beings to his own uses, through the accumulation of slight but useful variations, given to him by the hand of Nature. But Natural Selection, as we shall hereafter see, is a power incessantly ready for action, and is as immeasurably superior to man's feeble efforts, as the works of Nature are to those of Art.”

1. After reading the passage, make a list of the most commonly used words or phrases (not including, “a, the, of, etc.”).

2. After reading the passage, are there any words that you cannot define? If so, list them here:

3. With your group, summarize the main idea(s) of this passage in a two to three sentences. C. Graphic: Phylogeny of Darwin’s Finches

1. Compare any two finches that are close together in the diagram. What do you notice about their appearances?

2. Which finch looks the most similar to the ancestor finch? Why do you think they look alike?

3. Which of the following pairs contains organisms that are more closely related—large tree finch and medium tree finch OR large tree finch and small tree finch? Why?

D. Data Analysis: Peppered Moths

1. Make a KEY for the symbols used in the graph.

2. What change in the environment caused the population number changes seen in the graph?

3. What is the relationship between the two sets of data? (i.e. As the number of squares changes, what happens to the circles?)

4. Create a hypothesis as to why the two population numbers changed over time.

E.Claim, Evidence, Reasoning (CER): Molecular Evidence for Evolution

The Number of Amino Acid Differences in a Gene among Five Vertebrate Species

Wild Horse Venomous Snake

Red Junglefowl

Emperor Penguin

African Wild Donkey

Wild Horse 0 21 11 13 1

Venomous Snake

0 18 17 20

Red Junglefowl

0 3 10

Emperor Penguin

0 12

African Wild Donkey

0

1. All of the above species are vertebrates. With your group, generate a definition for the word “vertebrate.”

2. Based on the data, which species do you think are more closely related--Wild Horse and African Wild Donkey OR Red Junglefowl and Emperor Penguin? Explain your reasoning and provide evidence.

3. Make a claim (statement) about how the number of amino acid differences between two different species may serve as evidence for evolution.

F.Map: Biogeographical Evidence for Evolution

1. How does this map differ from a present-day map of the world?

2. Why are fossil remains of the Triassic land reptile Lystosaurus found in South America and Africa?

3. If the continents in the map above were to separate, how might that affect the populations of these organisms (Cynognathus, Lystrosaurus, Glossopteris, and Mesosaurus)?

G. Song: “Evolution of Dance” (2006)

https://www.youtube.com/watch?v=dMH0bHeiRNg

1. How do the dances in this video compare to the most popular dance style(s) today?

2. Why do you think this video is called “Evolution of Dance”?

3. Can you identify a single moment in this song where the dance changes abruptly to a completely new type of dance? Describe the transition between dances.

Source shuffle with images (normally 7 objects/sources)● Image or art to look at (can come stand at the front and look at it projected)● Poetry

● Maps charts● Primary source statement or letter● Song (do together)● Propaganda

Could be stations around the roomKids exposed up frontKids can add their own anecdotes in groups Refer back to pictures or lyrics to reference content later

Could have AP kids create these shuffles in the last few weeks for introducing science content in regular bio

Would be good with Excerpts from “Origin of Species”APES: environmental science, sources, fake news, biasACT test prep: review strategies, graph comparisons, interpretations, competing hypotheses