May 24, SWBAT identify their current mastery of Evolution. SWBAT obtain an 80% or higher on their Evolution Unit Test.

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1 Aims: May 24, 2017 SWBAT identify their current mastery of Evolution. SWBAT obtain an 80% or higher on their Evolution Unit Test. Agenda 1. Do Now 2. Independent Practice 3. Practicing our AIMS: E.9 - Review Analysis How will you help our class earn all of our S.T.R.I.V.E. Points? Unit test countdown: 1 Study Day! 1

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3 SCIENCE 8 Unit Rev iew E.9 Name: Date: Homeroom: REVIEW OBJECTIVES: By the end of review, students will be able to SWBAT identify their current mastery of Evolution SWBAT obtain an 80% or higher on their Evolution Unit Test. DO NOW Directions: Review the following infomation. ANNOTATE parts that you relate to. Critical thinking means clear thinking, careful thinking, testing ideas, drawing conclusions through careful observation, using common sense, thinking creatively, recognizing errors in thinking, recognizing the difference between fact and opinion, evaluating ideas and evidence, looking for connections between ideas, and determining answers by putting together information or drawing conclusions based on your learning. As college students, you are expected to advance beyond grade school methods of memorization and recall of data to applying good critical thinking skills. Critical thinkers: Find answers, share information, talk to others, seek out facts and don't use the excuse, "The teacher didn't cover this in class." Take time for ideas, identify possibilities, and are not content with pat answers. Base their judgments on evidence, make an effort to be fair-minded, and form opinions after studying facts and evidence. Know that truth is often complex. Look for connections between subjects and realize that concepts and strategies learned in one subject often apply to other subjects. Think for themselves, learn from others' experience, and make their own judgments. In every test situation, you will use critical thinking skills. Example of critical thinking in a multiple choice question: All of the following are recommended study practices except: A. finding a tutor to help you prepare for a test. B. devoting at least 2 hours of study for every hour in class. C. attending every class and taking good notes. D. joining a study group. 3

4 PRACTICE: Diversity (9 points) 1. Identify the two main ways variations are introduced into a population. (2 pts) 2. Explain why bacteria, like E. coli, can evolve faster than an animal, like a bird or fish. (2 pts) 3. Male salmon are typically large and aggressive. However, some are much smaller and have the ability to mimic the female salmon s appearance. Salmon, like all species, must be able to both survive and reproduce in order to avoid extinction. Research has shown that females prefer to mate with the large aggressive males; however, this trait makes them more likely to be seen and killed by other males. Both types of male adaptations (aggression and mimicry) can be considered advantageous for salmon. Identify one process could cause the variations in size observed in salmon. Then, identify one factor that could affect which trait is selected for in a particular environment. (2 pts) 4

5 4. When a paramecium, a single-celled organism, is living under stressful conditions, it sometimes switches from asexual to sexual reproduction. Describe the main advantage for switching to sexual reproduction. (1 pt) 5. A student notes that there are two related species of birds (A and B) that occur in similar numbers in one location. Species A reproduces asexually and Species B reproduces sexually. After exposing both bird populations to an environmental change, the student observes that the population of Species B has become significantly larger than the population of Species A. Explain why Species B most likely had a survival advantage over Species A. (1 pt) 6. A species of fish has a genetic mutation within the population that allows some to survive in fresh or saltwater. The students allow the fish population to grow and then periodically change the water type. Select graph best represents the expected frequency of the mutant gene in the fish population over time and explain why. (1 pt) 5

6 PRACTICE: Natural Selection (12 points) 7. Describe how a population of zebras, being hunted by lions, might evolve to become faster over time. Your explanation should use the words: variation, adaptation, and natural selection. (3 pts) 8. Predict what would happen to a species when environment changes and none of the organisms have a successful adaptation. (1 pt) 9. A population of turtles in a nearby lake consisted of turtles with plain brown shells and turtles with patterned shells. After a drought killed many nearby plants, the turtles with the patterned shell became much more visible to predators. Provide an explanation of what will happen to the turtle population and why. (2 pts) 6

7 10. The diagram below shows the evolution of Eevees from a common ancestor. As their ancestors spread to new environments, they found a variety of different climates. Gradually, behaviors and body structures evolved that took advantage of these different climates, resulting in the formation of several new species. (3 pts) PART A Describe how the tails of the Eevee species Vaporeon and Leafeon that use them for survival differ from the tails of the Eevee species that are only used for decoration. PART B Other types of Pokémon arrived at the islands, but they found it difficult to compete with the many forms of Eevees. Explain why the Eevees were able to compete so successfully against the new arrivals. PART C Some of the Pokémon that could not compete with the Eevees were successful living on other islands. State one reason why this could be possible. 7

8 11. An environmental change occurs, causing a change in the color of mice present in an ecosystem. The graph shows the color distribution in a mice population at two different times. State at least two possible explanations for the results shown in the graph. (2 pts) 12. Use the cartoon below to help explain why Lamark s theory of evolution through acquired traits was eventually replaced with Darwin s theory of Natural Selection. (1 pt) 8

9 PRACTICE: Evolution (11 points) 13. Several species of extinct humanoids lived throughout the African continent. One species, Homo sapiens, is still alive. The skeletons of the extinct humanoids are in museums and can be studied. How could scientists find out how closely related the living one is to the extinct ones? (1 pt) 14. Scientists are studying the evolutionary history of a group of tortoises in the Galapagos Islands, and they develop an evolutionary tree, as shown below. Which species is closest related to Species 4? Explain how you know. (2 pt) 9

10 15. Today s horses are the result of a long process of evolution. Over millions of years, small changes were passed from one generation to the next. The first fossil horse species were small, but over time, they increased both height and speed. The species alive today are the so le survivors of a once much more widespread group. (3 pt) PART A Explain why some horse species did not survive. PART B Provide a possible explanation for the increase in height and speed of the horses over millions of years. PART C Explain why it took so long for horses to evolve in this way, while insects and bacteria can undergo evolution much more rapidly. 16. Explain the modern theory of evolution. (1 pt) 10

11 17. A species of parrot lives in an environment with plentiful resources for it. If nothing changes, describe the evolution of this species over generations. Then, identify one factor that would increase the development of a new species. (2 pts) 18. State three pieces of evidence that supported Wegener s hypothesis of Continental Drift and Pangaea. Then, identify which of these also supports the Theory of Evolution. (2 pts) DON T JUST PRACTICE UNTIL YOU GET IT RIGHT, PRACTICE UNTIL YOU CAN T GET IT WRONG! 1. A characteristic that an organism exhibits during its lifetime will only affect the evolution of its species if the characteristic: A. results from isolation of the organism from the rest of the population B. is due to a genetic code that is present in the sex cells of the organism C. decreases the number of genes in the body cells of the organism D. causes a change in the environment surrounding the organism 2. Any variation that can help an organism survive in its environment is called a(n): A. Adaptation B. Characteristic C. Competition D. Homologous structure 11

12 3. When the adaptive characteristics of a species are inadequate to allow survival, that species is likely to A. mate with other species B. form a fossil C. produce a beneficial mutation D. become extinct 4. A new chemical was discovered and introduced into a culture containing one species of bacteria. Within a day, most of the bacteria were dead, but a few remained alive. Which statement best explains why some of the bacteria survived? A. They had a genetic variation that gave them resistance to the chemical. B. They were exposed to the chemical long enough to develop a resistance to it. C. They mutated and became a different species after exposure to the chemical. D. They absorbed the chemical and broke it down in their digestive systems. 5. In the levels of classification, is more specific than family. A. phylum B. class C. genus D. order 6. Extinction of a species could result from A. evolution of a type of behavior that produces greater reproductive success B. synthesis of a hormone that controls cellular communication C. limited genetic variability in the species D. fewer unfavorable mutations in the species 7. In a group of mushrooms exposed to a poisonous chemical, only a few of the mushrooms survived. The best explanation for the resistance of the surviving mushroom s is that the resistance A. was transmitted to the mushrooms from the poisonous chemical B. resulted from the presence of mutations in the mushroom C. was transferred through the food web to the mushrooms D. developed in response to the poisonous chemical 12

13 8. The bones in the forelimbs of three mammals are shown below. For these mammals, the number, position, and shape of the bones most likely indicates that they may have A. developed in a common environment B. developed from the same earlier species C. identical genetic makeup D. identical methods of obtaining food 9. Which statement is best supported by the theory of evolution? A. Genetic alterations occur every time cell reproduction occurs B. The fossil record provides examples of every organism that ever lived C. Populations that have advantageous characteristics will increase in number D. Few organisms survive when the environment remains the same 10. Certain insects resemble the bark of the trees on which they live. Which statement provides a possible biological explanation for this resemblance? A. The insects needed camouflage so they developed protective coloration. B. Natural selection played a role in the development of this protective coloration. C. The lack of mutations resulted in the protective coloration. D. The trees caused mutations in the insects that resulted in protective coloration. 11. What will most likely occur if two different plant species compete for the same requirements in an ecosystem? A. They will usually develop different requirements. B. One species may adapt to a different environment. C. One species may be eliminated from that ecosystem. D. They will alter the environment so that they can both survive in that ecosystem. 13

14 Use the information below to answer question 12. In birds, the ability to crush and eat seeds is related to the size, shape and thickness of the beak. Birds with larger, thicker beaks are better adapted to crush and open seeds that are larger. One species of bird found in the Galapagos Islands is the medium ground finch. It is easier for most of the medium ground finches to pick up and crack open smaller seeds rather than larger seeds. When food is scarce, some of the birds have been observed eating larger seeds. 12. Describe one change in beak characteristics that would most likely occur in the medium ground finch population after many generations when an environmental change results in the permanent shortage of small seeds. 13. A population of raccoons preys on worms that live in the soil of the ecosystem. Some of the raccoons have a genetic variation for sharper claws, which allows them to dig up worms more easily. Explain how this variation leads to more competition within the raccoon population. Over time which trait will become more common if the worm population was harder to dig up? How does this question relate to natural selection? Which trait, sharp or normal claws are better adapted to the environment? 14

15 Science 8 Name: SKILL SNAPSHOT Date: Homeroom: Like A Scholar? Redo? E.9: Review Analysis Quick Notes: Yes No Yes No MY OVERALL SCORE IS out of 35 My current skills show (circle your score): Mastery (28-35) Progressing (23-27) Not Yet (0-22) What are some actions you can do to make today s review effective and tomorrow s test cute and cuddly? CONCEPT : Parts I Could Do BY MYSELF Diversity Concepts I Needed REMINDING to do Grade earned Mastery (8-9) Progressing ( 7 ) Not Yet ( 0-6 ) Describe one way you will improve your answers for next time. 15

16 CONCEPT : Parts I Could Do BY MYSELF Natural Selection Concepts I Needed REMINDING to do Grade earned Mastery (10-12) Progressing ( 9 ) Not Yet ( 0-8 ) Describe one way you will improve your answers for next time. CONCEPT : Parts I Could Do BY MYSELF Evolution Concepts I Needed REMINDING to do Grade earned Mastery (9-11) Progressing ( 8 ) Not Yet ( 0-7 ) Describe one way you will improve your answers for next time. 16

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