Evolution and Natural Selection, Biology Lesson PowerPoint, Charles Darwin

4. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn.

5. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

6. http://sciencepowerpoint.com/Website Link:

10. • Evolution Available Sheet that follows slideshow for classwork.

13. • The earth is roughly 4.6 Billion years old. – Primitive life is believed to have formed 3.85 Billion years ago. – The earth is old, and a lot has changed over time. Copyright © 2010 Ryan P. Murphy

14. • The earth is roughly 4.6 Billion years old. – Primitive life is believed to have formed 3.85 Billion years ago. – The earth is old, and a lot has changed over time. Copyright © 2010 Ryan P. Murphy

15. • The earth is roughly 4.6 Billion years old. – Primitive life is believed to have formed 3.85 Billion years ago. – The Earth is old, and a lot has changed over time. Copyright © 2010 Ryan P. Murphy

16. • We have all seen pictures like this, what do you really know about evolution?

22. • We have all seen pictures like this, what do you really know about evolution? – Please talk it over with your table group and be prepared to speak about your conversation.

27. • The earliest ideas of evolution as change over time can be seen as lore and myth. – Still very much unexplained.

28. • The earliest ideas of evolution as change over time can be seen as lore and myth. – Still very much unexplained.

30. • For most of modern history until the early 1800’s, most biological thinking was essentialism. – This is the idea that every species has characteristics that are unalterable or cannot change. Copyright © 2010 Ryan P. Murphy

33. • Geneticist have the ability to actually alter a species by changing genes.

34. • Geneticist have the ability to actually alter a species by changing genes.

35. • Geneticist have the ability to actually alter a species by changing genes. – This is a picture of a beak that was genetically altered to grow teeth.

36. • A gene is a unit of heredity that is transferred from a parent to offspring.

37. • A gene is a unit of heredity that is transferred from a parent to offspring. This is when genes change over time in a population of organisms… Evolution

40. • During the Enlightenment of the early 1800’s, many of scientist moved from the physical sciences to natural history.

41. • During the Enlightenment of the early 1800’s, many of scientist moved from the physical sciences to natural history. – Many exciting fossils were found during this period.

45. • Jean-Baptiste Lamarck proposed the theory of transmutation of species, which turned out to have some flaws. – Nonetheless was the first real theory of evolution. Copyright © 2010 Ryan P. Murphy “How do you think a giraffe got a long neck?”

55. “I’m Charles Darwin.” “I answered the question…” “What are the laws of life.”

56. • It wasn’t until Charles Darwin and Alfred Russel Wallace published their views of evolutionary theory in 1859 that science finally had an explanation for evolution.

57. • Picture of Alfred Russel Wallace.

62. • Alfred Russel Wallace – He is best known for independently proposing a theory of evolution due to natural selection that prompted Charles Darwin to publish his own theory.

63. • Alfred Russel Wallace – He is best known for independently proposing a theory of evolution due to natural selection that prompted Charles Darwin to publish his own theory. Why Darwin and not Wallace? Learn more at… http://www.bbc.co.uk/news/uk-wales-21549079

64. • Which one is a younger Charles Darwin, and which one is Alfred Russel Wallace.

70. • The Butler Bill prevented the teaching of evolution in Tennessee.

79. • It wasn’t until the mid 1930’s that evolution gained some acceptance in the field of biology.

80. • Remembering the Monkey Trials (NPR) – http://www.npr.org/2005/07/05/4723956/timelin e-remembering-the-scopes-monkey-trial Learn more at… http://www.ushistory.org/us/47b.asp

81. • The First Amendment does not permit the state to require that teaching and learning must be tailored to the principles or prohibitions of any religious sect or dogma... – The state has no legitimate interest in protecting any or all religions from views distasteful to them. Copyright © 2010 Ryan P. Murphy

84. • Summary – – Creationism cannot be taught in a public school. – Evolution is not a religion. – Evolution to some is a theory, a fact by others. – A theory is an educated guess based on large amounts of data. It explains a great deal about how things may have changed over time, but can be revised and changed as new information is found. – It is the backbone of biology, and backed by mountains of evidence. Copyright © 2010 Ryan P. Murphy

90. • Which is Charles Darwin, Alfred Russel Wallace, and John Scopes?

112. • Carbon and Radioactive isotope dating is an extremely accurate method. – Dating to millions / billions of years ago. – May be off by 30,000 years. – But when your talking millions that is very close. Copyright © 2010 Ryan P. Murphy

121. • I could have shown thousands of more slides of fossil evidence… – For time sake we must end. Copyright © 2010 Ryan P. Murphy Learn more about the fossil record and evolution at… http://www.agiweb.org/news/ evolution/examplesofevolution .html

122. • You can now complete this question.

126. • How many neck bones (vertebrae) does a giraffe and human have?

139. They all have… Some have… Copyright © 2010 Ryan P. Murphy Eyes, Nose, Ears, Mouth Warmbloodedness Heart, Lungs, Organs Eat Food, Move Tetrapods (four limbs) Walrus has lost limbs. Teeth, Fur, Hoofs, Smell Glands Eggs Live Birth

150. • Modern day animals share similar characteristics. – Here, the arm bones of the earliest amphibian are similar in modern species. – Size and shape changes over time. Copyright © 2010 Ryan P. Murphy

189. Millions of Years Ago Present

204. • Video Link! (Optional) Hank explains vestigial structures. – Preview for language. – http://www.youtube.com/watch?v=OAfw3akpRe8 – Note location of where the fossil was found. Amphibians don’t inhabit this colder area (Evidence of continental drift). Copyright © 2010 Ryan P. Murphy

205. • Picture of fossil and recreation of an early amphibian. – Note location of where the fossil was found. Amphibians don’t inhabit this colder area (Evidence of continental drift). Copyright © 2010 Ryan P. Murphy

206. • Picture of fossil and recreation of an early amphibian. – Note location of where the fossil was found. Amphibians don’t inhabit this colder area (Evidence of continental drift). Copyright © 2010 Ryan P. Murphy

213. • The Coelacanth.

214. • The Coelacanth. – Believed to have gone extinct with dinosaurs.

215. • The Coelacanth. – Believed to have gone extinct with dinosaurs. – Rediscovered (living) in 1938 off the coast of South Africa.

216. • The lobe-finned fish are thought to be the start of the terrestrial (land) animals.

217. • The lobe-finned fish are thought to be the start of the terrestrial (land) animals. – Picture of lung fish moving across the mud.

225. • The lobe-finned fish are thought to be the start of the terrestrial (land) animals. – Picture of lung fish moving across the mud. “What we call arms were once legs.” “We are tetrapods.”

226. • One theory suggests that land animals developed when smaller bodies of water periodically dried up.

227. • One theory suggests that land animals developed when smaller bodies of water periodically dried up. – Being able to crawl from one pool to the next aided in survival.

228. • One theory suggests that land animals developed when smaller bodies of water periodically dried up. – Being able to crawl from one pool to the next aided in survival. – This ability was passed on from one generation to the next.

229. • Another theory

230. • Another theory – Lunged gulping fish could to avoid predation in the aquatic habitats by climbing into the shallows and then eventually the land. Learn more about lobe finned fish and tetrapod evolution at… http://dinosaurs.about.com/od/otherprehistoriclife/a/tetrapods.htm

232. • Which picture below is a tetrapod?

258. • Question to answer in your journal to optional video on next slide. – Describe 3 pieces of information about Tetrapod evolution. – Include visuals and evidence found and not found. Copyright © 2010 Ryan P. Murphy

259. • Video Link (Optional)! Tetrapod Evolution • Part I http://www.youtube.com/watch?v=k- 5oQlnXSTM&feature=results_main&playnext=1&list=PL05E9C5F10C1EB2B4 • Part II http://www.youtube.com/watch?v=B3iFADplW6U&feature=related • Part III http://www.youtube.com/watch?v=8HCTFe_XZFQ&feature=related • Part IV http://www.youtube.com/watch?v=JKRTrC1B1PI&feature=related • Part V http://www.youtube.com/watch?v=khUw_OGRcBs&feature=related

260. • You can now complete these questions.

261.  Evidence of Evolution  The fossil record of changes in plants and animals over millions of years.  From simple to more complicated.  - Chemical and Anatomical similarities  -  - Copyright © 2010 Ryan P. Murphy Next notes

266. • Alfred Russel Wallace reasoned that the Indonesian archipelago can be divided into two distinct parts. – One in which animals are closely related to those of Australia. – And one in which the species are largely of Asian origin.

270. • Alfred Russel Wallace reasoned that the Indonesian archipelago can be divided into two distinct parts. – One in which animals are closely related to those of Australia. – And one in which the species are largely of Asian origin. Learn more about the Wallace Line at… http://www.radford.edu/~swoodwar/CLASSES/GEOG235/zoogeo g/walline.html

280. • What is so unique about this salamander?

281. • What is so unique about this salamander?

283. • Many species have entered caves where they have changed form. – If you live in complete darkness, than you don’t need eyes and rely on other senses such smell, and touch. Copyright © 2010 Ryan P. Murphy

287. • This is a cave angel fish. – It has special hooks so that if can hold on to rocks in cave waterfalls. – It also doesn’t have eyes and has lost the colored pigment in its skin. Copyright © 2010 Ryan P. Murphy

288. • Video! Cave Dwellers – Life evolving in one of the most difficult places on Earth. – http://www.youtube.com/watch?v=2ke1agwb00U – More: http://www.youtube.com/watch?v=RbZ0T0TlwjE

299. • Selective Breeding: The intentional breeding of organisms with desirable traits in an attempt to produce offspring with similar desirable characteristics or with improved traits. Copyright © 2010 Ryan P. Murphy

302. • Corn 6,000 to 10,000 years ago looked much different than it does today. – By breeding the best corn species of a crop together over thousands of years, the edible part has become much larger. Copyright © 2010 Ryan P. Murphy

303.  Evidence of Evolution  The fossil record of changes in plants and animals over millions of years.  From simple to more complicated.  - Chemical and Anatomical similarities  - The geographic distribution of species  - Copyright © 2010 Ryan P. Murphy Next notes

306. • Genetics (DNA) A more recent branch of science that shows how organisms have evolved and are related on a genetic level. Copyright © 2010 Ryan P. Murphy Remember: Evolution is the change in the gene pool over time

311. • Genetics (DNA) A more recent branch of science that shows how organisms have evolved and are related on a genetic level. Copyright © 2010 Ryan P. Murphy Remember: Evolution is the change in the gene pool over time , The gene pool is the set of all genes, or genetic information, in any population.

326. • Everyone trace your hand like so in your journal.

327. • Everyone trace your hand like so in your journal.

328. • Video Link! Five Fingers of Evolution – Describes genes / genetics a bit. – http://www.youtube.com/watch?v=5NdMnlt2k eE

329. • Evolution is the change in the gene pool overtime. – Gene Pools can change when… – Populations can shrink • Diseases, extinctions, introduction of new better adapted species, predators. – Non-random mating • Organisms choose strongest mate, ones in similar boundaries, – Mutations in the genes • Genes can change. Some are good, some are bad. • The environment will decide. – Movement in and out of the population • Immigration, gene flow. – Natural selection • Adaptations to the environment that do well replace poor ones. Usually an advancement.

353. • How does society use the information learned from studying DNA. – DNA is used to convict criminal in a court of law. – DNA is used to determine genetic diseases and disorders. – DNA is used to determine paternity – Whose the father or mother of a child? – DNA is also used as a tool to see how species are connected, and how they have changed. Copyright © 2010 Ryan P. Murphy

354. • How does society use the information learned from studying DNA. – DNA is used to convict criminal in a court of law. – DNA is used to determine genetic diseases and disorders. – DNA is used to determine paternity – Whose the father or mother of a child? – DNA is also used as a tool to see how species are connected, and how they have changed. Copyright © 2010 Ryan P. Murphy

362. • You can now complete this questions.

363. • Modern Importance of evolution. – Evolution is the change in species over long periods of time. – Today, the environment is changing at an alarming rate. – Can organisms evolve to this rapid environmental change? Is it occurring too fast? Will they change or will they be wiped out. Copyright © 2010 Ryan P. Murphy

367. • Activity Reading! Charles Darwin – Found in activities folder. – Please read the difficult passage about Charles Darwin and record well written responses to the questions in your journal.

368. • Video Link! Darwin Biography – https://www.youtube.com/watch?v=xOl0tHVV6Ck

369. • You can now complete page one of the bundled homework.

374. • Part I – Organisms have changed over time, and the ones living today are different from those that lived in the past. – Furthermore, many organisms that once lived are now extinct. The world is not constant, but changing. Copyright © 2010 Ryan P. Murphy

375. • Part I – Organisms have changed over time, and the ones living today are different from those that lived in the past. – Furthermore, many organisms that once lived are now extinct. The world is not constant, but changing. The fossil record provides ample evidence for this view. Copyright © 2010 Ryan P. Murphy

376. • Student speaker on the next slide. – Each line will be color coded and unfold one at a time. – Populations split into different species, which are related because they are descended from a common ancestor. – Thus, if one goes far enough back in time, any pair of organisms has a common ancestor. – This explained the similarities of organisms that were classified together -- they were similar because of shared traits inherited from their common ancestor. – It also explained why similar species tended to occur in the same geographic region. Copyright © 2010 Ryan P. Murphy

378. • All organisms are derived from common ancestors by a process of branching over time… – Populations split into different species, which are related because they are descended from a common ancestor. – Thus, if one goes far enough back in time, any pair of organisms has a common ancestor. – This explained the similarities of organisms that were classified together -- they were similar because of shared traits inherited from their common ancestor. – It also explained why similar species tended to occur in the same geographic region. Copyright © 2010 Ryan P. Murphy

388. What happened here?

389. That species went extinct

396. • We make the assumption that there is just one tree of life, or just one genesis.

397. • We make the assumption that there is just one tree of life, or just one genesis. – Some scientists have theorized life may have begun more than once.

398. • We make the assumption that there is just one tree of life, or just one genesis. – Some scientists have theorized life may have begun more than once.

407. • You can now complete these questions.

409. • Change is gradual and slow, taking place over a long time. – This was supported by the fossil record, and was consistent with the fact that no naturalist had observed the sudden appearance of a new species. Copyright © 2010 Ryan P. Murphy

410.  Change is a slow process over many generations.  Punctuated evolution shows us that change can during some periods speed up.  Large extinction events are common. Copyright © 2010 Ryan P. Murphy

422. • The mechanism of evolutionary change was natural selection. – This was the most important and revolutionary part of Darwin's theory, and it deserves to be considered in greater detail. Copyright © 2010 Ryan P. Murphy

436. • How cool would it be to be a frog?

437. • How cool would it be to be a frog? – You can jump wicked high.

438. • How cool would it be to be a frog? – You can jump wicked high. – You can stick out your tongue really far.

439. • How cool would it be to be a frog? – You can jump wicked high. – You can stick out your tongue really far. – You can see underwater…

440. • How cool would it be to be a frog? – You can jump wicked high. – You can stick out your tongue really far. – You can see underwater… – You can relax on lilly pads.

445. “Ahhhhhhhhh, Dragonfly larvae!”

446. “Ahhhh!” “Carnivorous Beetle!”

447. “This is a bummer!”

448. “Ahhhhh!” “Fishing Spider!”

449. “Oh no!” “Our puddle is drying up.” “Help”

450. “Hey, I made it to a frog!”

451. “Didn’t see that coming.”

452. “Um, a little help here!”

453. “Anyone out there.” “Hello.” “Anyone.”

454. “Ouch!” Just get it over with.”

455. “We’re suppose to be on the same team.”

457. “Frog dissection, C’mon, can’t I catch a break!”

458. “Ouch!” “That left more than a mark.”

459. “Frogs legs!” “I’m ending up as frog legs.” “Seriously!”

460. • Maybe a few of those 20,000 eggs in a good year will survive to reproduce.

461. • Maybe a few of those 20,000 eggs in a good year will survive to reproduce. “Hurry up!” “I see a snake coming”

470. • We are the result of 3.8 Billion years of a struggle to survive. – Only those most suited to their environment will survive to reproduce and pass on that advantage. Copyright © 2010 Ryan P. Murphy

471. • Bear Eating Monsters Available Sheet.

475. You today

476. • Remember to thoroughly clean and disinfect your hands and work area.

484. • No two individuals are alike. – Variation is a part of natural selection. –Teacher to give each table group a population of Teddy Grahams. –Try and find two that are absolutely identical. –How are they all different? Copyright © 2010 Ryan P. Murphy

487. • Happy Bears have too much fun and don’t pay attention. – They dance around in study halls, they don’t always do homework. – They goof around too much and as a result always get eaten by the monster. Copyright © 2010 Ryan P. Murphy

488. “Oh no!” “I should have payed more attention in class.”

490. • Activity! Bear Eating Monsters. –Please record a hypothesis (educated guess) of what will happen to the two bear populations. “I’m hungry and ready to eat some bears.” Copyright © 2010 Ryan P. Murphy

492. • Note! If your group cannot cooperatively share in the consumption of bears through fairness and equality…

493. • Note! If your group cannot cooperatively share in the consumption of bears through fairness and equality… – All bears will be disposed of in the garbage and not your stomachs.

495. • Bear Eating Monsters Spreadsheet. – Please create the following spreadsheet in your journal. 4 across x 6 down. Generations # Happy # Sad Total Gen 1 Gen 2 Gen 3 Gen 4 Gen 5 All the way to 10 Copyright © 2010 Ryan P. Murphy

497. • Activity! Bear Eating Monsters Procedure – Teacher passes out a small pile of bears to each group. 1.) Eat three happy bears (total) at the beginning of each round.. –Not each group member eat three! 2.) Record number of happy and sad bears for generation 1 and add them together for total. 3.) Wait patiently for more bears. Repeat for 5+ generations. 4.) Remember to eat 3 happy bears at the beginning of each round before totaling. If a bear has a deformity it will not survive because resources are limited and dies. Remove it by eating fairly with your group. Copyright © 2010 Ryan P. Murphy

500. • Examples of the two graphs. Total # of Bears Generations Number of Happy and Sad Bears Happy Bears Sad Bears

501. • Examples of two graphs. Total # of Bears Generations Number of Happy and Sad Bears Happy Bears Sad Bears

502. • Examples of two graphs. Total # of Bears Generations Number of Happy and Sad Bears Happy Bears Sad Bears

504. • Questions to Bear Eating Monsters. 1.) Draw a happy and sad bear in your journal. • Have the happy and sad bear answering the questions below. 2.) What would eventually happen to the happy bear population over thousands of years? 3.) Relate this activity to something we have learned while studying evolution. Copyright © 2010 Ryan P. Murphy

506. • Answers to questions. 2.) What would eventually happen to the happy bear population over thousands of years. – Answer: The happy bear population would start declining. Eventually the population would have problems reproducing and would go extinct. Copyright © 2010 Ryan P. Murphy

507. • Answers to questions. 3.) Relate this activity to something we have learned while studying evolution.. – Answer: – #1.) Without checks like predators, populations would increase exponentially. Survival of the fittest! – #2.) Most populations are stable in size except for seasonal changes. – #3.) Natural Resources are limited. – A struggle for existence. Remember the bean game! – #4.) No two individuals are alike. – #5.) Variation is inheritable. (Animals pass their traits to their young). Copyright © 2010 Ryan P. Murphy

508. • Answers to questions. 3.) Relate this activity to something we have learned while studying evolution.. – Answer: – #1.) Without checks like predators, populations would increase exponentially. Survival of the fittest! Copyright © 2010 Ryan P. Murphy

509. • Answers to questions. 3.) Relate this activity to something we have learned while studying evolution.. – Answer: – #1.) Without checks like predators, populations would increase exponentially. Survival of the fittest! – #2.) Most populations are stable in size except for seasonal changes. – #3.) Natural Resources are limited. – A struggle for existence. #4.) No two individuals are alike. – #5.) Variation is inheritable. (Animals pass their traits to their young). Copyright © 2010 Ryan P. Murphy

512. • Answers to questions. 3.) Relate this activity to something we have learned while studying evolution.. – Answer: – #1.) Without checks like predators, populations would increase exponentially. Survival of the fittest! – #2.) Most populations are stable in size except for seasonal changes. – #3.) Natural Resources are limited. – A struggle for existence. #4.) No two individuals are alike. – #5.) Variation is inheritable. (Animals pass their traits to their young). Copyright © 2010 Ryan P. Murphy

516. • Why do Wildebeest all give birth at the same time?

517. • Why do Wildebeest all give birth at the same time?

518. • If millions of Wildebeest give birth at the same time, lions and other predators can only eat so much before becoming full.

519. • If millions of Wildebeest give birth at the same time, lions and other predators can only eat so much before becoming full. – This allows young to grow and develop.

527. • By living in a group, you gain… – Young are all born at once. – Group can protect and nourish young and each other. – Finding a mate is easy. – Safety in numbers. Copyright © 2010 Ryan P. Murphy

540. • Video! (Optional) Big Game is tough to take down. – Antelope Jumps into a Mtn. biker. – They are powerful animals that can be aggressive and can leap very high. (Biker was okay) – http://www.youtube.com/watch?v=K9ghu9l2zHQ

543. • Video – How herbivores avoid predation, and how predators attack. – http://www.youtube.com/watch?v=RtnLNmB3 ZNE&feature=results_video&playnext=1&list= PLD3493886AC9B15A5 Copyright © 2010 Ryan P. Murphy

550. • Feeding Simulations Available Sheet.

551. • Set-up of simulation. Struggle to Survive. Hula-Hoop = Habitat / Safe Zone Teacher = Predator Seeds are everywhere in the grass Grass

553. White bean = 1

554. White bean = 1 Red Bean = 5

555. White bean = 1 Red Bean = 5 Green Bean = 10

557. • Directions to Simulation (Round 1). – Each round, obtain 30 energy units • White = 1 unit • Red = 5 units • Green = 10 units • Seeds are collected at end of each round, they are not rolled over. • If you have less than 30 you die, you will play again soon. • If you have more than 30 you survive again Copyright © 2010 Ryan P. Murphy

566. • Predator Prey Second Round • Habitat and Predators – Same as first, but this time with predators. – You still need 30 energy units. – You are safe from predators if you are touching Hula-Hoop. – Predators can only walk (no running), only tag someone out if they deliberately don’t stop feeding and run away when you are standing over them making hawk noises. Copyright © 2010 Ryan P. Murphy

568. • Please record the following questions in your journal and leave four lines in between questions for your response. • Describe the competition for resources that you experienced? • What type of seeds did you look for? Why? • How did predators (hawks) affect your feeding? • How did habitat help you? Copyright © 2010 Ryan P. Murphy

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