16.1 Darwin’s Voyage of DiscoveryName:

Biology 5.0Date: Period:

Lesson Objectives

  • State Charles Darwin’s contribution to science.
  • Describe the three patterns of biodiversity noted by Darwin.

Lesson Summary

Darwin’s Epic Journey - Darwin developed a scientific theory to explain how evolution, or change over time, occurs in living things. Darwin’s theory explains how modern organisms have evolved over long periods of time through descent from common ancestors.

Observations Aboard the Beagle- During his five-year trip on the Beagle, Darwin made many observations and collected a great deal of evidence.

  • He noticed that many different, yet ecologically similar, animal and plant species occupied different, yet ecologically similar, habitats around the globe.
  • On the Galápagos Islands, Darwin noticed that the traits of many organisms—such as the shell shapes of tortoises—varied from island to island. He noticed that different, yet related, animal and plant species occupied different habitats within a local area.
  • Darwin collected fossils, the preserved remains of ancient organisms. He noticed that some fossils of extinct species resembled living species.

Darwin’s findings led him to think that species are not fixed and that they could change by some natural process.

Term / Definition / How I’m Going to Remember the Meaning
The process by which modern organisms have changed over long periods of time from their common ancestors / The root of evolution is evolve, which means “to change,” so evolution is the process by which organisms change.
A preserved remain or trace of a once-living organism

Use the drawings of the tortoises to answer the following questions.


Isabela Island tortoiseHood Island tortoise

1.The tortoises eat plants. On one island, plants grow very close to the ground. Which island is this most likely to be? Circle the correct answer. Isabela Island Hood Island

2.Explain your answer to question 1. Why did you choose the island that you did?

3.Galápagos tortoises are certainly not the only organisms that show variations. Describe variations you have observed among another group of organisms, like plants, butterflies, birds, or fish.

4.
On the map, place the labels Rheas (S. America), Emus (Australia), and Ostriches (Africa) on the continents where they are found. Why were the similarities among rheas, ostriches, and emus surprising to Darwin?

5.Why might Darwin come to think that the finches of the Galápagos Islands might be related to the finches of South America, despite how different the birds were in appearance?

6.Darwin observed that the birds he would eventually discover were finches had differently shaped beaks. What might this suggest about the eating habits of the birds? Explain.

7.What did the similarities between fossil animals and modern animals suggest to Darwin?

8.Complete the graphic organizer by listing three ways that species vary. For each pattern of biodiversity, list an example.

vary

an example of which isan example of which isan example of which is

16.2 Ideas That Shaped Darwin’s ThinkingName:

Biology 5.0Date: Period:

Lesson Objectives

  • Identify the conclusions drawn by Hutton and Lyell about Earth’s history.
  • Describe Lamarck’s hypothesis of evolution.
  • Describe Malthus’s view of population growth.
  • Explain the role of inherited variation in artificial selection.

Lesson Summary

An Ancient, Changing Earth In Darwin’s day, most Europeans believed that Earth and all its life forms were only a few thousand years old and had not changed very much in that time. Several scientists who lived around the same time as Darwin began to challenge these ideas. These scientists had an important influence on the development of Darwin’s theory of evolution.

  • Geologists James Hutton and Charles Lyell argued that Earth is many millions of years old.
  • They also argued that the processes changing Earth today, like volcanism and erosion, are the same ones that changed Earth in the past.

Knowing that Earth could change over time helped Darwin realize that species might change as well. Knowing that Earth was very old convinced Darwin that there had been enough time for life to evolve.

Lamarck’s Evolutionary Hypothesis Jean-Baptiste Lamarck was one of the first scientists to propose hypotheses about how evolution occurred.

  • To explain evolution, Lamarck hypothesized that all organisms have an inborn drive to become more complex and perfect. According to Lamarck, an organism could gain or lose traits during its lifetime by using or not using certain organs.
  • Lamarck also hypothesized that acquired characteristics could be passed on to an organism’s offspring leading to evolution of the species.

Scientists now know that most of Lamarck’s ideas about evolution are incorrect. However, he correctly suggested that life is not fixed and was the first to offer a natural and scientific explanation for evolution. Further, he recognized that an organism’s traits are linked to its environment.

Population Growth Thomas Malthus thought that if the human population continued to grow unchecked, it would run out of living space and food. Darwin realized that this was true of all organisms, not just humans.

Artificial Selection Plant and animal breeders in Darwin’s time used a process now known as artificial selection to improve their crops and livestock. In artificial selection, nature provides the variations, and humans select those they find desirable. Darwin experimented with artificial selection. The results from his experiments indicated natural variation was very important because it provided the raw material for evolution.

Lamarck’s Evolutionary Hypotheses

  1. How did Lamarck propose that species change over time?

Use the diagram to answer the following questions.

  1. According to Lamarck’s hypothesis, what occursbetween steps 2 and 3 in the diagram above to make the crab’s claw grow larger?
  2. Which step in the diagram shows the inheritance of acquired traits as proposed by Lamarck?
  3. How would Lamarck have explained the length of a giraffe’s neck?

Population Growth

For the following questions, write the letter of the correct answer on the line at the left.

______1.

______2.

______3.

______4.

______5.Which observation caused Thomas Malthus to form his theory about population growth?

  1. Human birth rate was higher than the death rate.
  2. War caused the death of thousands of people.
  3. Famines were common in England in the 1800’s.
  4. The offspring of most species survived into adulthood.

______6.Which of the following is an idea attributed to Malthus?

  1. As a population decreases in size, warfare and famine become more common.
  2. As a population increases in size, the percentage of offspring that survive also increases.
  3. If the human population grew unchecked, its rate of evolution would increase geometrically.
  4. If the human population grew unchecked, there wouldn’t be enough living space and food for everyone.

______7.Malthus’s ideas led Darwin to conclude that

  1. Earth is much older than previously thought.
  2. the size of the human population can grow indefinitely.
  3. many more organisms are born than will survive and reproduce.
  4. organisms are able to evolve through a process known as artificial selection.

Artificial Selection

  1. How do humans affect artificial selection? What role does nature play?
  2. What is another name for artificial selection?
  3. Describe how you could use artificial selection to breed pigeons with large beaks.

16.3 Darwin Presents His CaseName:

Biology 5.0Date: Period:

Lesson Objectives

  • Describe the conditions under which natural selection occurs.
  • Explain the principle of common descent.

Lesson Summary

Evolution by Natural Selection - Darwin published On the Origin of Species in 1859. In the book, Darwin describes and provides evidence for his explanation of how evolution occurs. He called this process natural selection because of its similarities to artificial selection. Darwin’s theory of evolution by natural selection can be summed up as follows:

  • More offspring are produced than can survive to reproduce. There is competition for limited resources, or a struggle for existence.
  • Individuals exhibit variation in their traits and some of these differences can be passed on to their offspring.
  • Inherited traits that increase an organism’s ability to survive and reproduce are called adaptations.
  • Differences among adaptations affect an individual’s fitness—the ability to survive and reproduce in a specific environment.
  • Only the fittest organisms live to reproduce and pass on their adaptive traits to offspring. This is known as the survival of the fittest.

From generation to generation, populations continue to evolve as they become better adapted, or as their environment changes.

Common Descent Darwin argued that all species are descended, with modification, from common ancestors. Through descent with modification, all organisms—living and extinct— are linked on a single tree of life.

Term / Definition / How I’m Going to Remember the Meaning
An inherited characteristic that increases an organism’s ability to survive
How well an organism can survive and reproduce in an environment / I know it is important for me to be physically fit so I can live longer.
The process by which organisms that are most suited to their environment survive and reproduce

Evolution by Natural Selection

1.What does the phrase struggle for existence mean?

2.Why is camouflage considered an adaptation?

3.How does an animal’s level of fitness relate to its chances of survival and reproduction?

Evolution by Natural Selection

An adaptation is an inherited characteristic that helps an organism survive and reproduce in its environment. Over time, adaptations become more and more common in the population. For example, suppose that the water in a pond gets darker over a period of four years. The diagrams and table below show what might happen to a frog population living in the pond.Use the diagrams below to complete the table.

Adaptations of Frog Populations Over Time
Year / Light-Colored Frogs / Dark-Colored Frogs
1 / 6
2
3
4

4.In which year was the number of light-colored frogs greater than the number of dark-colored frogs?

5.How did the numbers of light- and dark-colored frogs change over time?

6.Which adaptation is best suited to life in the pond in Year 3? Circle onelight coloring dark coloring

7.How do the dark-colored frogs show “survival of the fittest”?

8.How is natural selection different from artificial selection?

For the following questions, write True if the statement is true. If the statement is false, change the underlined word or words to make the statement true.

9.______Natural selection acts on acquired traits.

10.______Any inherited characteristic that increases an organism’s chance of survival is considered an adaptation.

11.______Natural selection is the ability of an individual to survive and reproduce in its specific environment.

12.Below is a partially completed flowchart that models how natural selection drives evolution. The missing steps are listed below, out of order, and lettered A–D. Write the letter of the missing step in a blank box in the flowchart.

  1. Adaptations are passed on to the next generation.
  2. The accumulation of adaptations may lead to the evolution of a new species.
  3. These offspring have few or no offspring of their own.
  4. Some offspring inherit traits that increase fitness (adaptations).

Common Descent

For the following questions, complete each statement by writing the correct word from the word bank.

descended

different

evolve

fossil

modification

related

reproduce

stability

13.Natural selection depends on the ability of organisms to , which means to leave descendants.

14.Every organism alive today from ancestors who survived and reproduced.

15.Over many generations, adaptation could cause successful species to into new species.

16.Common descent suggests that all species, living and extinct, are .

17.The principle that living species descend, with changes, from other species over time is referred to as descent with .

18.The record provides physical evidence of descent with modification over long periods of time.

16.4 Evidence of EvolutionName:

Biology 5.0Date: Period:

Lesson Objectives

  • Explain how geologic distribution of species relates to their evolutionary history.
  • Explain how fossils and the fossil record document the descent of modern species from ancient ancestors.
  • Describe what homologous structures and embryology suggest about the process of evolutionary change.
  • Explain how molecular evidence can be used to trace the process of evolution.
  • Explain the results of the Grants’ investigation of adaptation in Galápagos finches.

Lesson Summary

Biogeography is the study of where organisms live now and where they and their ancestors lived in the past. Two biogeographical patterns are significant to Darwin’s theory:

  • The first is a pattern in which closely related species differentiate in slightly different climates. The Galápagos tortoises and finches follow this pattern.
  • The second is a pattern in which very distantly related species develop similarities in similar environments. The rheas, ostriches, and emus fall into this pattern.

The Age of Earth and Fossils

  • Radioactive dating techniques have confirmed that Earth is ancient—approximately 4.5 billion years old.
  • Recent fossil finds document intermediate stages in the evolution of many groups including whales, birds, and mammals.

Comparing Anatomy and Embryology

Homologous structures are shared by related species and have been inherited from a common ancestor. Similarities and differences among homologous structures help determine how recently two groups shared a common ancestor.

  • Body parts that share a common function, but neither structure nor common ancestry, are called analogous structures. Analogous structures do not provide any evidence for evolutionary descent.
  • Homologous structures that are greatly reduced in size or have little to no function are called vestigial structures.
  • Many homologous structures develop in the same order and in similar patterns during the embryonic, or pre-birth, stages of related groups. These similarities provide further evidence that the animals share common ancestors.

Genetics and Molecular Biology At the molecular level, the universal genetic code and homologous molecules such as genes and proteins provide evidence of common descent.

Testing Natural Selection Scientists have designed experiments to test natural selection. Observations of Galápagos finches confirm that competition and environmental change drive natural selection.

The chart below shows key terms from the lesson with their definitions. Complete the chart by writing a strategy to help you remember the meaning of each term. One has been done for you.

Term / Definition / How I’m Going to Remember the Meaning
Body parts that share the same function but not the same structure
The study of where organisms now live and where their ancestors lived in the past / Bio refers to life, and geography refers to land, so biogeography refers to where organisms live.
Structures that are shared by organisms and that have been inherited from a common ancestor
Homologous structures that have little or no useful function in an organism

Concept Map A concept map can help you organize information and show how ideas are connected. Fill in the concept map below using the bank below.

1

  • Fossils
  • Genetics
  • Tests of natural selection
  • Where organisms live now, where their ancestors lived
  • How organisms have changed over time
  • Homologous structures

1

The Age of Earth and Fossils

In the fossil record, an intermediate form is a fossil that shows some characteristics of an earlier related organism and some characteristics of a later related organism. The diagrams below show organisms whose fossils make up part of the fossil record. The organisms are in order from oldest (organism 1) to most recent (organism 6). Use the diagrams to answer the questions.

  1. Draw an animal that might have been an intermediate form between organism 1 and organism 3.
  2. Draw an animal that might have been an intermediate form between organism 4 and organism 6.

Organism 1(oldest) / Organism 2 / Organism 3
Organism 4 / Organism 5 / Organism 6 (most recent)
  1. Describe one change you see between organism 1 and organism 3.
  2. Describe a situation in which organism 4 might have had an advantage over organism 3?
  3. How might these fossils provide evidence for evolution?

Complete the table about types of anatomical structures.

Types of Anatomical Structures
Structure Type / Description / Example
Structures that are shared by relatedspecies and that have been inheritedfrom a common ancestor
Body parts that share common function, butnot structure
Body parts in animals that are so reduced
in size that they are just vestiges, or traces,of homologous structures in other species

Match the structure with the correct type. A structure type may be used

1

Anatomical Structure

_____ 1.

_____ 2.

_____ 3.

_____ 4.

_____ 5.

_____ 6.bat wing and mouse arm

_____ 7.reptile foot and bird foot

_____ 8.dolphin fin and fish tail

_____ 9.eyes on a blind cave fish

_____ 10.snake tongue and dog nose

Structure Type

  1. homologous structure
  2. analogous structure
  3. vestigial structure

1

Use the illustrated homologous structures to answer the following questions.

  1. How are the forelimbs similar?
  2. How are the forelimbs different?
  3. How are homologous structures such as forelimbs evidence for common descent?
  4. How does the pattern of embryological development provide further evidence that organisms have descended from a common ancestor?

Comparing Anatomy and Embryology/Genetics and Molecular Biology