Evolution

1. Evolution Natural Selection

2. Week 29 Monday 04.01.2013Pick up: PacketGet out: Your spring break work Agenda: Bell Ringer (5min) Announcements (3min) Notes (22) Independent Practice Q&A (Ask questions about anything you need help on and do not understand) Bell ringer Question: Explain, in detail, how fossils provide evidence of evolution. (2 sentences minimum!!)

3. C.H.A.M.P.s • Conversation: It is expected that you remain quiet while I lecture so your classmates can learn. • Help: If you need help, raise your hand. • Activity: Guided notes on Natural Selection • Movement: You are expected to remain in your seat while students are taking notes. • Participation: You are meeting expectations if you are actively listening and taking notes.

4. Announcements Welcome Back! We have one more week of evolution and then our exam We will be using a packet again this week, since most of you commented on how much you liked them. Please keep you spring break packet out, so that I may check them off as I go around the room!

5. Theory of Natural Selection Objective: IWBAT describe changes in genetic equilibrium and understand that natural selection acts on variations (differences).

6. 1. Vocabulary • Vocabulary: • Natural Selection: Process in which individuals that have inherited __beneficial___traitsproduce ___more______ offspring than do other individuals • Beneficial: Good, helpful • Population: All the individuals of a species that live in an __area_________. • Species: A group of organisms so ___similar___ to each other that they can breed and produce fertile ___offspring_________. • Fertile: Able to ____produce__, or make, offspring

7. 2. Darwin’s Theory of Natural Selection • Organisms reproduce with each other • In most species, only a small percentage will SURVIVE to reproduce. • There are variations in individuals in a population, and the best of these traits can be passed on. • Whether an individual will survive in their environment depends on how well adapted they are Better adapted = more “fitness” = more likely to survive and reproduce!

8. Darwin’s Theory Cont. 5. The good variations will be more common, and over time new species will be made!

9. Practice #7 • Spend the next 3 minutes going over Practice #7 with your group. • Whatever you do not finish is for HOMEWORK! • If you finish early, move on to Homework #7

10. Check For Understanding A ____________ is all the individuals of a species that live in an area. 1. Habitat 2. Population 3. Group

11. Genetic Variation

12. 1. Vocabulary

13. 2. What Causes Variation? • MUTATIONS!

14. 3. Why Does Variation Matter? Why does variation matter? • Variation means there are ____differences_______ within a population • Beneficial variation = a trait that gives the organism an advanatage_____________; more likely to survive and __reproduce_________. • Variations create beneficial __adaptations_____________ over time

15. 4. Adaptations • Take 4 minutes to fill out the chart with your group. • Be prepared to share!

16. Check For Understanding What does natural selection act upon? 1. Phenotypes 2. Physical Traits 3. Both 1 and 2 are correct

17. Population Genetics

18. 1. Vocabulary • Vocabulary: • Gene Pool- All of the alleles of the population together in a large pool • Allelic Frequency- The percentage of any specific allele in the gene pool • Genetic Equilibrium- The frequency of alleles remains the same over generations • Gene Flow- Movement of genes in and out of the gene pool

19. 2. Populations, Not Individuals Evolve 2. Populations not individuals evolve: • If an organism has a physical feature, or phenotype, that is not suited for the environment, it will most likely die. This organism cannot, in its lifetime evolve using natural selection. • Natural selection acts on a range of phenotypes in a population.

20. 3. How Does This All Work? 3. How does this all work? • Think of a physical trait that an organism has (beaks of a bird) • All of the variations (short beaks, long beaks, sharp beaks, etc.) for that organism go into the gene pool • Scientists calculate the allelic percentage of how many birds have each type of beak. • If that percentage does not change, the population is in genetic equilibrium. • If the allelic frequency starts to change, phenotypes will also change and result in the process of evolution.

21. 4. Reflect • Take this time to reflect on today’s lesson in 2-3 sentences • If you have extra time, make sure all you notes are filled in, and homework is complete for tomorrow! • PG 2 & 4 are HOMEWORK! • Spring Break Packet DUE TUESDAY!

22. Week 29 Tuesday 04.02.2013Get out: Evolution Packet Agenda: Bell Ringer (5min) Announcements (3min) Notes (22) Independent Practice Q&A (Ask questions about anything you need help on and do not understand) Bell ringer Question: Explain whether or not an individual can evolve.. (2 sentences! Why or why not?) Make sure pg1-5 are DONE!!!

23. C.H.A.M.P.s • Conversation: It is expected that you remain quiet while I lecture so your classmates can learn. • Help: If you need help, raise your hand. • Activity: Guided notes on Natural Selection • Movement: You are expected to remain in your seat while students are taking notes. • Participation: You are meeting expectations if you are actively listening and taking notes.

24. Pg. 6 Types of Natural Selection Objective: IWBAT analyze the three main types of natural selection and describe examples of each

25. 1.Stabilizing Selection • The average organisms survive Example: Spiders who where the “average size” is a survival advantage. If the spider is too large, predators will more easily find them and eat them, but if the spider is too small, it may be hard to find food.

26. Think, Pair, Share • Think of another example of stabilizing selection • With your shoulder partner, explain your idea • Be prepared to share aloud!

27. 2. Directional Selection • Organisms at one extreme end of a population survive Example:Think of a woodpecker population that has short beaks and long beaks. If a species of insects that live deep in the trees invade the trees in the woodpeckers’ territory, only the woodpeckers with long beaks will survive.

28. Think, Pair, Share • Think of another example of directional selection • With your shoulder partner, explain your idea • Be prepared to share aloud!

29. 3. Disruptive Selection • Organisms at both extreme ends of a population survive. Example: Consider a population of snails that range in color from white, to tan, to dark brown. If the white snails live on a light rock, they will survive. If the dark brown snails live on a dark rock, they will survive. No matter what, the tan snail is always visible and therefore more likely to be eaten by predators!

30. Think, Pair, Share • Think of another example of disruptive selection • With your shoulder partner, explain your idea • Be prepared to share aloud!

31. Speciation

32. 1. Vocabulary • Vocabulary: • Speciation: The rise of two or more species from one __existing__________ species • Reproductive isolation: Members of populations can no longer ___mate_____ successfully • Behavioral isolation: Isolation caused by differences in courtship or mating ____behaviors_____________. • Geographic isolation: ___physical________ barriers that divide a population • Temporal isolation: ____timing__________ prevents reproduction between populations

33. 2. Types of Speciation • Using your vocabulary, make up your own example for each type of speciation!! • You may use pg. 409-410 to help with some more examples! Pg.7 B-E • Pg 8 is HOMEWORK!!!! • Check ALL of your independent practice & homework sections!! Pg1-8

34. Independent Practice/Homework • Make sure to complete your independent practice and homework. • Once you are finished, make sure to get your stamp!

35. Wednesday 04.03.2013Week 29 Get out: Evolution Packet Agenda: Bell Ringer (5min) Objective- pg.9: IWBAT Explain the role of natural selection in convergent and divergent evolution 2. Announcements (3min) 3. Notes (22) 4. Independent Practice Bell ringer Question: Compare and contrast 2 types of natural selection. (MUST BE 2 SENTENCES!) Packet done up to pg.8!!

36. Vocabulary • Adaptive Radiation- A type of divergent Evolution where an ancestral species evolves into an array of species to fit a number of diverse habitats • Divergent Evolution-The pattern of evolution in which species that once were similar to an ancestral species diverge, or become increasingly distinct. • Convergent Evolution- A pattern of evolution in which distantly related organism evolve similar traits

37. Divergent Evolution: • Darwin’s finches on the Galapagos Islands are an example of adaptive radiation. (Remember, the different islands had finches who had different shaped beaks to adapt to their environment.) • Divergent evolution occurs when populations change as they adapt to different environmental conditions, eventually resulting in a new species.

38. Convergent Evolution: • Convergent evolution occurs when unrelated species occupy similar environments in different parts of the world. • Once species of cactus in Arizona, looks like another species of cactus in Africa. Since they share a similar environment, they evolve and adapt and end up looking alike!

39. By tomorrow….. WHOLE PACKET should be DONE

40. Week 29 Thursday 04.04.2013Pick UP Evolution Lab Agenda: Bell Ringer Objective: IWBAT -Finish packet -Complete LAB! 2. Announcements 3. LAB!!! Bell ringer Question: Explain how reproductive isolation can result in speciation. (Define BOTH! 2 sentences minimum) ENTIRE packet should be done!!!!