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    LAS Q3 Weeks 1 - 8 - GENBIO 2 Science-Pocket-Lesson-In-General-Biology-2

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    Angela Mae

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    CIENCE POCKET Bee GENERAL BIOLOGY 2 ~ FULLY/ ALIGNED WITH Ze THE K-12 SCIENCE ray CURRICULUM /2 * INDIVIDUALIZED ACTIVITY ~ BASED COMPACT LESSONS ~ CONTAINS REAL-WORLD CONNECTIONS Soe eT LEER EU Tay ST SCIENCE POCKET LESS Senior High School - STEM Based ON BIOLOGY 2 7 wELe? TABLE OF CONTENTS Third Quarter Pocket Lesson 1 Genetic Engineering 1 Pocket Lesson 2 Applications of Recombinant DNA 4 Pocket Lesson 3 History of Life on Earth 8 Worksheet 1 Geologic Time Scale 13 Pocket Lesson 4 Mechanisms of Evolution 14 Pocket Lesson 5 Development of Evolutionary Thought 19 Pocket Lesson 6 Evidences of Evolution 24 Pocket Lesson 7 Taxonomy and Phylogeny 29 Worksheet 2 Evolutionary Relationships of Organisms 34 Answer Key 35 ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 200, SCIENCE POCKET LEGS Senior High School - STEM Based ON BIOLOGy 2 ELC: GENETIC ENGINEERING Lee) START up Do we need genetically engineered enumerate the proees crops to feed the world? inering otc genetic endl of get purpose ¥ identity the engineeting You are now going to prepare your plant. Think about your desired characteristics for the plant. Examples are size of the crop. how quickly it grows. how many crops one plant can give. what range of temperatures it survives in. In a piece of bond paper. draw the finished product of your desired plant. Write down all the characteristics in a way that everyone wants to have it. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 200, G DIRECT TALK © You hear about them alle time, They are often depicted in cartoons, comic books, movies and. Acience fiction as mad scientists. These are the scientists who take a gene from one organism and pace it \ ino an unrelated organism. Who arre these scientists? To help you sort his ou lt us fst ook at the scientists who are invelved in manipulating genes and then leam how they da what they do, GENETIC ENGINEERING's tte process of using recombinant DNA (DNA technology to alter the geneticmakeup of an organism. Humans have manipulated genomes indirectly by controling breeding and selecting offspring with desired traits, GENETIC ENGINEERS are scientists who manipulate genes. The manipulations that genetic engineers perform include changing a gene, changing how a gene is regulated, or moving a gene from one organism to another Identify the gene of the DNA of interest and isolate the gene from the donor organism to be Expression ofthe gene to obtain the desired product. Tests must be carried out to determine whether there is expression and at what level it takes place. Insert the gene into another piece of DNA called a vector Which allows it to be taken up by f STEPS OF i the recipient cell and replicated. <0 ¢ GENETIC ! Growth of the transformed 1 organi \_ ENGINEERING §)—(3)) transfer Q a Transfer ofthe recombinant vectors into the calls of recipient SX s. oa (Seletion (4) “S~-- ne comers never e competent calls to pick up the recombinant DNA molecules, Select those cells which contain the desired recombinant vectors. PURPOSE OF GENETIC ENGINEERING =i ‘Production of varieties of plants having particular desirable characteristics, ‘Improvement in the production of bio-chemical's and commercially important | organic chemicals, ; ‘Correction of genetic disorder in higher organisms. H + The sequencing of gene, the prerequisite for mapping the genome as well as Utlizing the gene for horizontal transfer involved in raising transgenic organism. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL —SCIENCE DEPARTMENT € 2020, FLASH CHECK Answer the following questions. 1. Define genetic engineering. 2, What made genetic engineering possible? 3. Give examples on how genetic engineering can be used. REFERENCES CONNECT Blog Openstax pages 191-198 D-OCOY 6 iy 1095-14 Feouay gan ToacharGuie5-6pof hips iw genome, govlgeneies- 2003) was a female domestc sheep, and th a first mammal cloned from an adult somatic cel using the process of nuclear transfer. Dolly Engineetinal~text=Genetci20engineer| had three mothers: one provide the egg, 20s 20e% Oprocessslecing.2 another the DNA, anda third carried the Cofsring 20vihs20deseedY 20a cloned embryo to tem. nny bolnydscussion congo engineerngloenec-enginewing- ‘pupose-ane-bascsleps- iotechnoloaw61387 ips bi libata oBookshates er sbioleayBookts5A Micobolony (Gwin V1843A Genet Enaineerng ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL ~ SCIENCE DEPARTMENT € 2020 SCIENCE POCKET LESS Senior High School - STEM, BIOLOGY 2 ' wELe? APPLICATIONS OF RECOMBINANT DNA eased START UP =@ spoT GOAL s of piscuss the application v Dis “rer ‘ao advan tages an i ° a of using recombinan disat DNAtechnology Conduct a short interview with one of your family members or your friend online. Present the plant you created from our previous lesson, Discuss to them the process of genetic engineering. Ask them about how they think the positive and negative effects of genetically modified organisms (GMO). Write your questions and their responses on a piece of paper. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, DIRECT TALK | Genetic engineering has always been atopic of controversy: benefits added f0 | | humans or related to ethical considerations. The technology is important in the WAS wen m ae ~ \ | fale of eqreuture, mechs, boremedaton and bctchnctogy. However, te | | principal source of hesitation is the ecological impact of the use of recombinant | | DNA technology. RECOMBINANT DNA (RDNA) is a ‘orn of atc DNA that is created by combining two or more sequences that would not normally occur together tough the process of gene spicing RECOMBINANT DNA TECHNOLOGY is 2 technology which allows DNA to be produced via atifcial means. The procedure has been used to ‘change DNA in lving organisms and may have even ‘more practical uses inthe future GM Fruits/Vegetables GM Crops. GM Animals GM Microbes Vaccines Antibodies Growth hormones Recombinant protein Anticancer drugs Forensic evidences Genetic disorders Gene therapy APPLICATION OF RECOMBINANT DNA Biohydrogen Biomethanol Bioethanol Biobutanol Genetically Modified Products feed plants In agrcuture, development of genetcaly modified crops with a purpose to improve both yield and resistance to plant pests or herbicides seams fo have gained a degree of puble acceptance and is already practiced in a commercial contest in several couniries. These are examples of GM product: 4) Insectesistant plants ~ it contains a gene that encodes a bacterial protein tha is toxc to certain insects that 2) Cold-olerance plats -antfreeze gene from cold water fish introduced to tobacco and potato plants 3) More healthful plants — high-starch potatoes that absorb less oil when fried, bananas resistant to fungal infection that extends shel Ife, seedless minimelons, sweet peas and peppers that retain sweetness longer. 4). Transgenic animals ~ sheep carry a gene for a human protein that may help in treatment of cystic fibrosis, ‘mouse expressing rat growth hormone, mosquitoes with “se-miting gene” and ther offspring wil not reach adulthood thus, wil nt contrbute tothe spread of disease cause by mosquitoes, ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL —SCIENCE DEPARTMENT € 2020, G DIRECT TALK¢) ‘Therapeutic Products Pharmaceutical companies already are producing molecules made by recombinant DNA to treat human ‘diseases and safe vaccines. Recombinant bacteria are used in the production of human growth hormone and human insulin. Recombinant vaccine involves inserting the DNA encoding an antigen that stimulates an immune response into mammalian cells, expressing the antigen in these cells and then punting it from them. Insulin : Hormone required to properly process sugars and fats ! Growth Hormone Deficiency : -Fauly ptutary and regulation : Vaccine Avoid the risk of using actual infectious organism Consist of non-replicating plasmids “Can induce strong long-term cellular immune responses, Now easily produced by bacteria (Ecol) NOT ALWAYS GOOD! High doses of HGH can cause permanent side effects - AS adults | normal growth has stopped so excessive GH | can thicken bones and enlarge organs : “Treat ciabotes -Now easily produced by bacteria (Ecol Diagnosis Forensic Evidences - Identifying vicim and suspect by matching genetic samples with DNA database. Genetic Disorders - direct detection and analysis of various genetic defects at the DNA level are ‘ow possible using cloned gene or aligonucleatide probes, Gene Therapy ~ is the correction of a genetic ‘deficiency in a cell by the addition of new DNA to the cell. Some diseases that have gene therapy stucis in clinical tials (cystc fibrosis, muscular Aystrophy, cancer, AIDS) Gene Therapy OR ake Energy Application Biohydrogen ~ Cyanobacteria, facilitate hydrogen production, which is environmental friendly energy source, The specific production is maintained by uilizing the requied enzymes property as these enzymes play a Key role in the product formation. The advanced approaches like genetic engineering, alteration in nutrient ané growth conditions, combined culture, metabolic engineering, and cell-ree technology have shown positive results to increase the hydrogen production in cyanabacteria and other biofuels The conductive biofims of Geobacter suffureducens are potential sources in the field in renewable energy, bioremediation, and bioeectronics BIOETICS is the study of controversial ethics brought about by advances in Biology and Medicine. it blends with philosophy, theclogy, history and law, it refers to the ethical implications. and applicaton of the healt related lie sciences incucing biotechnology such as cloning, gene therapy, life extension, human genetic engineering In choosing DNA technology, public ‘education should be an important consideration. Ethical concems should be addressed by roling out ‘effectively communicated information ‘campaigns and by designing strategies for stronger community engagement. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, FLASH CHECK Match the following genetically modified organism to its application, Write the letter that corresponds to your answer. ot ug rt in the dark animals Dees . Soy al Energy Sources 1. Insulin for diabetes: High Quality Crops / Animals Com for livestock feeds . Detection of congenital disease . Large quantities of tomatoes Biodiesel and ethanol from com . Anticancer drugs 0, Large size mouse ‘Therapeutic REFERENCES: shsciencelsummarylng t PPT? ZORecombinant.20DNA pl psfenulyiat chong ed!-runen ioSS4ecnotelchapter Sof species. One that dees net hitp:moderaveontine com JABBIIABB. hi g 1.20013 pot an sur planet but ene www ncbisnim ih govlpmelatcles! thal makes it better for PMCS 1783640 ~ Yasmina Haque ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL ~ SCIENCE DEPARTMENT € 2020 SCIENCE POCKET ae Senior High School - STEM BIOLOGY 2 HISTORY OF LIFE ON EARTH START UP =@ fo ai features of v Enumerate general pristory of fe oF Study the disorganized letters. Try to organize or rearrange the letters to form the exact word based on the supported description. It is a group of vertebrates where the young are nourished with milk from special secreting glands of the mother. They are the first living things in Earth, Animals classified as ancient reptiles It is the first division in geologic time scale ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, GeOLoGicTimeScALe . [The history of life on Earth is recorded in rock strata which may be compared to the pages of a book. The study of | | ossis (paleontology), together wth other geological and biological evidence, provides infomation onthe history of | | Earth and he evolton of He, Foss provide evidence abot the relatve ages of rock sata, paleo-envronments and | | evolution oie. The esl record hasbeen used io develop te warvidegeleica ime scale. Organisms may lave | | races of te etence inthe sediments formed ding, or shorty ater niifetmes, The Geologic Time Scale is divided into four major units: Eons, Eras, Periods and Epochs The summary of major events was presented below. Cenozoic ERA ‘Modern form of human species Grasses Fist apes First known horse (Eahippus) PUT ECE) Me@SOZOIC ERA Dinosaur's extinction Firs lowering plants Earthworms First mammals ‘Stage of the age of dinosaur & a : : HY PALEOZOIC ERA Winged insects Fist insects Frist sharks Amphibians Fems First land plants First jawed fish Ce ey PRECAMBRIAN TIMe Jellyfish First eukaryotes Significant rise in oxygen rokaryotes (bacteria) Formation of Earth and Moon P7U Cy ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL —SCIENCE DEPARTMENT € 2020, 10 ificant Time-scale Fossis FAUNA - These fossils represent some of the eatlest known multicellular ‘organisms, which led from about §80 to 560 mya. All the fossis aro of soft-bocied animals, many of which cannot be matched with ling species. Prior to their discovery there vas no evidence of life between single celled cganisms, and the complex, harc-bodied organisms of the aly Cambrian, Probably most ofthe Eciacaran fossils represent animals, ARCHACOCYATHA Mombers_of the now extinct phylum Archaeocyatha featured in the Cambran Explosion, and were amongst the ealest organisms with hard parts. They were cup-shaped organisms‘ wich resembled both sponges + and corals, They Ived in shallow Probable appearance seas between 540 and 20 mya, of erganism GRAPTOLITeS Graptoles were smal, aquatic colonial animals that first appeared during the Cambrian Period and persisted into the Early Carboniferous Period. A graptolite colony consisted of branches lined by one of two rows of cups that contained the individual animals of the colony. The animals were bilaterally symmetrical and tentacled, They possessed a chtinous outer covering and lacked mmineralsed hard-parts. it has been suggested that graptoltes are related to the hemichordates, a erimitve group of vertebrates. Three examples of Ordovician araptolites (right) Reconstructed Edlacaren seafloor TRILOBITeS Trilobtes assumed a varity of bizare shapes, ranging in size from a few milimetres to 20 cm or more, Trilobite fossils are easily recognised by their distinctive threeobed, three- segmented form. Trlobites, exclusively marine animals, were amongst the earliest organisms to possess hard parts. They were primitive crustaceans. Trlobites fist appeared at the beginning of the Cambrian Period, when they dominated the seas, flourishing in considerable numbers and changing variety. smalls Trilobites (three labes/segments) reap gap ‘Ammonites lived in all te oceans (shallow seas) ofthe world from the Devonian period to the end ofthe Mesozoi era Tey were free-swimming molluscs with flat, coiled shells tat were separated by pattons into gasfiled chambers. ‘Ammonites are important index fossils because of their wide geographic distribution, rapid evolution, and easily recognizable features. Three groups of ammonites succeeded one another through time, each group having @ more complex shell vattern. Left: Many ammonites were giants: this specimen is more than 1 metre in olameter. Right: The chambered, modem rnautius (above) is a living descendent of ammonites. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, S pect TaLk } Dinosaurs are classified as repties, although there is ‘evidence that some types were warm-blooded. They dominated Earth's landscape for 140 millon years in the Mesozoie era, which has been called the “Age of Dinosaurs” Dinosaurs were terrestrial animals that inhabited all parts of the globe. They adapted toa wide range of environments and climates. Contrary to popular belief, not all dinosaurs were of sigantic. and ferocious, They were a diverse group of creatures that came in all sizes and shapes. They all had haifess bodies and scaly skins lke the modern-day reotles. Re Some dinosaurs walked on upright and had long tals, whilst ‘others walked on all fours. Some were camivores, while ‘others were herbivores. The mass extinction of the dinosaurs, ‘ammonites and many other forms of life at 65 milion years Dinosaurs came in many shapes and sizes ago defines the boundary between the Mesozoic and ‘Cenozoic eras, The mammals are a group of vertebrates where the young are nourished with mik from special secreting glands (mammae) of the mother. In addition to these characteristic mik glands, several other unique features distinguish ‘mammals ‘© Hairs a typical mammalian feature, although in many whales it has disappeared except inthe foetal stage. ‘© Mature rd blood calls in ll mammals lack a nucleus; all other vertebrates have nucleated red blood cals, ‘© A chain of three tiny bones transmits sound waves across the middle ear. A muscular diaphragm separates the heart andthe lungs from the abdominal cavity. Mammals evolved at about the same time as the dinosaurs, and coexisted with them, However, all Mesozoic mammals were small and insignificant, After the extinction ofthe dinosaurs, mammals grew in size and civersfed, to become the dominant forms of terrestial if Diprotodon Zygomaturas Two examples of giant marsupials (Australian megafeuna) are ilustrated above: both were dprotodontds (i. they had two very large teeth as incisors). Diprotodon the largest known marsupial) was a grassland dweller, whereas Zygomaturs fived in forest ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, 11 FLASH CHECK Complete the table below for the organisms listed. (20) NAME OF ORGANISM ‘TIME RANGE. 41, Ediacaran fauna 2. Archaeocyatha 3. Telobites 4. Graptoltes, 5. Ammonites Dinosaurs Mammals ‘APPEARANCE CONNECT 7 THEORIES ON THE ORIGIN OF LIFE |. Itstarted with an electric spark . Molecules of life met on clay Life began at deep-sea vents had a chilly start 5. inswer lies in understanding DNA formation Life had simple beginnings Life was brought here from elsewhere in space REFERENCES: “© tps 3. edu-cnealiplaneteartn hapt-19-Marshak pat + itoiasoscience msc s.edu aulibany3- ft imescal thew 0 Wt theories cgi htm) ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL ~ SCIENCE DEPARTMENT € 2020 WORKSHEET 1 - GEOLOGIC TIME SCALE To understand evolution, humans must think in units of time much larger than those we use to define ur lives. Biology alone cannot fully explain the evolution of life on our planet. It's necessary to include ‘the physical sciences -- geology, chemistry, and physics ~ in order to understand the conditions in which life arose and evolved. The story of life is told primarily by its victims. Scientists say that only fone in a thousand species that have ever lived survives today. The other 99.9% are extinct, gone forever. No matter how well adapted a creature is to its environment, history has shown that even the most dominant can be wiped away. Extinction is by and large a natural process in which species, {groups, and even whole families of organisms disappear. All extinctions identified in this timeline are ‘mass extinction events. The geologic time scale we use to study the history of the earth and of it life forms is commonly referred to as "deep time," and it's a concept perhaps as difficult to conceive as. deep space. ‘Study the timeline below and answer the questions that follow. “Table 1 Major Events in Geological Time Today ‘Oem ‘The Present 100,000 ya 1 mm Homo Sapiens (Modern Form of Human Species) 2 mya, Zzan ‘Grasses =a mya 33am First Apes =50 mya. Sem Fohippus (First Known Horse) 65 mya 6.5an ‘CENOZOIC ERA = 65 mya 65am. Dinosaurs Extinction 140) i4em First Flowering Plants 200 20m Earthworms (=220 mya Bem First Mammals "240 mya 24cm. ‘Start ofthe age of the dinosaurs 248 24.8 em MESOZOIC ERA 330 mya 33.em Winged Insects =380 38cm First Insects =390 Ea Fist Sharks ~395 mya 39.5 cm 400 mye 40cm, ems, 440 44 em Fist Land Plats 440 44cm First Jawad Fish "540 MYA, 5 ‘PALEOZOIC | Analysis: 1, For how long has there been life on Earth? 2. For what percentage of time has life existed on Earth (round to the nearest whole number). 3, For about how many years of geological time have humans existed on Earth? 4. For about how many years of geological time have the dinosaurs existed on Earth? 5. Did dinosaurs exist at the same time as humans? 6. How do scientists determine when an era begins and when it ends? 7. What is the purpose of making a geological timeline? Referenc http://www2.mbusd.org/staff/pware/pdf/GeologicalTimeline.paf ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 220, 13 SCIENCE POCKET LESS Senior High School - STEM BIOLOGY 2 MECHANISMS OF EVOLUTION stems of descent wo v show pat mon ancestor ‘modification for ee stat prosuce inthe mecha y Bn pestis =_ = n to genera generation How does beak size affects the lf of Galapagos finches? _ INSTANT TASK _ Populations evolve through mutation, gene flow, genetic drift, and natural ‘Selection. Use the picture below to answer the questions that follow. 1, What does population of rats after selection and drift have in common? 2. What happened to the population after migration? 3. What happened to the population after mutation? 14 ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, © peer TALK) an ~ on EVOLUTION js the process by which modem organisms have descended from ancient: a ancestors. Evolution is responsible for both the remarkable similarities we see across all life and the amazing versity ofthat life — but exactly HOW DO@S FT WORK? =) This section examines the mechanisms of ae evolution focusing on Be > Descent and the genetic diferences that are tap pera and pessed on ote nex generation > Mutation, migration (gene flow), genetic df, » and natural selection as mechanisms of change "ton & > The importance of genetic variation > The random nature of genetic drit'and the effects of a reduction in genetic variation > How variation, differential reproduction, and heredity result in evolution by natural selection oot oo DESCENT WITH MODIFICATION Evolution defined as descent with modification from a common ancestor. It occurs when there is a change in gene frequency within a population over time, These genetic differences are heritable and can be passed on to the next generation. Compare these two examples of change in beetle populations Which ene is an example oF evolution? @ BeeTLes on BeeTLeS OF A ADICT DIFFERENT COLOR Imatne 1 yeu or wo of Most of the beatles in the fought in which there are ¢ population have the genes for ap few plants that these beetles right green coloration and a ae few of them have a gene that makes them brown A the estes nave the same chnces of sural Aer runber of gears, ag and reproducion, bul things have changed: brown G2 because of food resco, basic ors ore common Bee ae ae the beetles in the population than they used to be and are ale smaller than the preceding generation of «Makeup most of the yy bees population Example 1 is not evolution because difference in weight came about because of environmental influences — the low fod supply nt because ofa change inte frequency of genes. The changing color in Example 2 deftly evolution: these two genraions of the same population ae genelcaly ferent How dict it happen? 15 ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, © ptrect TALK ¢) The process of EVOLUTION or GENETIC CHANGE over time has resulted in the wide ‘variety of living things that make their home on this planet. Scientists describe five mechanisms that. drive evolution: NATURAL SCLECTION, MUTATION, Generic DRIFT, Gene FLOW and Recomemarion, In natural selection, ‘organisms with characterises | Pd ig. to an ropotice. Wen thy pte, by pats ot | gt *, y ” characterises on to their offspring through genes. | Organisms with characteristics that are not woll sulted | for their environment are not as likely to survive to | reproduce and pass on their characterises, The | r———————————~————— ‘selection’ in natural selection refers tothe selective Imagine that green belies or easier forbs spa | pressure the environment places. on populations of | | 2% hence, eat: Brown beets are a ite more likly t | ‘organisms. The environment cannot support all of the | | SUvWe f0 produce offspring. They pass thir genes for inva in @ population, There may not be enough | brown coloration on to ther offspring. So in the next | food, space, or water for everyone, and predators kil |, Seneratin, brown beetles are more common than in ihe | members ofthe population. 1. Previous generation. Mutations generate the raw material for natural selection. A mutation is any | ‘change inthe sequence of DNA ina cell, Mutations can be harmful, beneficial, | ‘or neutral, meaning they have no effect on the organism in which the mutation | ‘occurs, Mutations occur at random, According to Darwin, when an individual | bom with a beneficial mutation, that indvdual wil be mare lly to survive | than others without the mutation, a principle called “survival of the fittest.” ‘The beneficial mutation wil likely be passed on tothe next generation. ‘A mutation could cause parents wih genes for bright green coloration to have ‘offspring with a gone for brown coloration. That would make genes for brown coloration more frequent in the population than they were before the mutation, ALLELES: diferent, forms of gene that can occur in an individual | Genetic drift is another mechanism of evolution. In contrast to natural selection, which favors certain traits, genetic | | dat is a random process. Genetic drit refer tothe idea that specific traits, controlled by alleles on a chromosome, | ean become more or lass common in a population completely by chance. This process can change the diversity of@ | | species, particulary in small populations. As the population gets smaller, the random elimination ofa few individuals | | could eiminatea rat atogeter ino other indviduls happen to have the trait to pass it onto the next generation. | ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 220, G DIRECT TALK¢) | Genetic drift affects the genetic makeup ofthe population but, unlike natural selection, | through an entirely random process. So although genetic drift is a mechanism of | evolution, it doesnt work to produce adaptations, Imagine that in one generation, two brown beetles happened to have four offspring survive to reproduce. Several green beetles were kiled when someone stepped on them and had no offspring. The next generation would have a few more brown beetles than the previous generation — but just by chance. These chance changes from generation to generation are known as genetic drift, ¥ =! GENE FLOW: any movement of genes from one population to another and ig an important source of genetic variation. | Gene flow - also called migration - is any | 4 | movement of indvduals, andor the genetic material! they cary, fom enepopuaton anater ean ete | increase or decrease the genelic diversity of a| population. Genes may be added to the gene pool of a | population when individuals enter that population | (immigration). In contrast, genes may be removed | from the gene pool ofa population when individuals | 1 Some individuals rom a population of brown Beetles might | leave that population (emigration). Gene flow | | have joined a population of green beetles. That would | includes las of different kinds of events, such as pollen | | make genes for brown coloration more frequent in the | | boing blown to @ new destination or peoale moving to | | grzen beetle population than they were before the brown | 1 raw is or ours 1 beeties migrated int it I RECOMBINATION i Recombination is the process by which genetic | | material from ferent individuals becomes | combined during sexual reproduction (and some | forms of asexual reproduction). Recombination can. | 1 1 I papa) | fesuk in enormous diversity in species. | | This crossing-over process resuils in an unlinking and 1 Through sexual recombination, alleles are shuffled | | recombination of parental genes. In the example above, one | and produce multiudes of new combinations within | | end of each chromosome of this homologous pair is 1 1 1 L every generation, and organisms are able to! | exchanged along with the genes that they contain, The next generate milions of new alle combinations inher | | generation intents chromasomes with partially now gametes (sex cells). f | Sequences of alleles. | Recombination by itself does not cause evolution to occur. Rather, itis a contributing mechanism | | ates th atl etn by creaing conan l gres that rarest foro apant ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, 18 FLASH CHECK Read the descriptions of concepts from the lesson in the let column (20>) below. Match each description with the correct term in the right column, Genetic material breaks and trades places with athe genetic materia. NATURAL SELECTION 2 An alle is eliminated rom the population Ce CROSSING OVER 3. The movement of alleles into and out of a population 4, Produces the raw material for natural selection GENE FLOW 5 ‘An organism survives and reproduces because of inherited characteristics that make it well MUTATION suited for its environment, CONNECT DARWIN'S FINCHES The finches on the Galapagos Islands have all developed different beaks. Originally, the finches had large beaks for cracking large nuts. A group of finches came from another island that were larger and drove those away and ate their nuts. Over time, the finches i mn cfory and General Biologw/Bo0K%43A Conc ols in Biology (OpenStax)/1%3A Evolut in and lis Prooesses/112%3A Mechanis ‘ms of Evolution + hiosfeveluton berkeley. edulevolbravfaricl 0 Clevo 16 + htochoos isd oroloadipaget757/X ‘SL_BZF EvoutonayMechansms EXPLA] \N STENscopeda pd! «iene? plomar edulantolsynhtls developed beaks to eat smaller nuts nt 7. that the other finches did not eat + hitosilopent.umn edulevolutontiolovlcha ‘erloonei-dt-2/ + hitosiexamples yourdictonarycomlexamle ‘of evolution him] ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL ~ SCIENCE DEPARTMENT € 2020 IO! 2 4 BIOLOGY Mw DEVELOPMENT OF EVOLUTIONARY THOUGHT Se ‘Choose ONE ofthe island environments from the four described below. Design a squirel for your chosen isiand that has adapted to the island's ‘environment. include atleast 3 adaptations, Draw a squirel wit its adaptations in ts island envionment Use a bond paper for your drawing NDE "STAND? + Fat fat few ils ground isso rt + Rocky shoreline with many tide pools long the besch {Salter and tren growintbe eter | « yay actin s somewhat seered by rock oxtops. cea e ar eect" | Te pot contain braces oysters sea urchin ras surounde + algae grows thik slong rocky shoreline + Sandy beach with no algal routh ‘algae is thing inthe tide pools where the animals feed + Fresh water's avalable |The curentis strong along rocky outerops where the algae grows best 1 Fresh water is avalble WANDS BaANDe Desertike + xan volcano, with plant changing wth attude moving up the Atewspecesofcacusive onbarerods | volcano Alargecacuseatingtortoiselveshere | * Grasses grow at the base, Peseneainretereentiel + Furtherup the slope the erases eve way tolow shrubs They protect thei eggs trom the sunby | * Halfway up the sland becomes quite ish; tropical plants and trees standing ove the nests wath otspread dominate the ondscape wings ‘thigh altitude, there i requentrainshowers ‘The nests are found onthe windy side of Arapor (meat eating bird preys upon the smaller birds. the land which is somewhat cooled by Other beds fish the waters about one mile offs. offshore breezes. oth nstin trees Example of Adaptation: The panda's "hurt" is actually an enlarged bone ofthe wrist. Pand’s eat bamboo. Its diffi to hancle and break the hard stalks, so an enlarged writ Bone helps to grasp the bamboo. In another environment where the ‘ood source isnot plans, an exta ‘inger’ would have litle benefit, perhaps even be cumbersome. The hands of pandas have been beneficial only because oftheir need fora batter grip on bamboo, ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTIVENT € 2020, © pect TALK > THEORY oF EVOLUTION 1705) 20 ™, _— developed the concept of species first person to recognize that groups of plants and animals could be | distinguished from other groups by their ability to mate with one another | and produce offspring ! recognized that species shared similares with other species, and grouped these ona second level of classfcation called genus first fo use the labels genus and species Father of Taxonomy developed a method of classifying plants and animals Systema Naturae (Systems of Nature) fist published in 1735 standardized Ray's use of genus and species terminology and established the system of BINOMIAL NOMENCLATURE added two categories in classification: order and class include humans in his classification of animals, placing them in the genus Homo and species sepiens recognized the dynamic relationship between the external environment and living forms ‘Natural History fst published in 1749 emphasized the importance of change in the universe and in the changing nature of species believed that when groups of organisms migrated to new areas, they were gradually altered as a result of adaptation toa different environment rejected the idea that one species could give rse to another TAXONOMY: The branch of science concerned with the rules of classifying organisms on the basis of evolutionary relationships. BINOMIAL NOMENCLATURE: (binomial, meaning “two names”) In taxonomy, the convention established by Carolus Linnaeus whereby genus and species names are used to refer to species. For example, Homo sapiens refers to human beings. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, SP os wen a4 © prrect TALK {) gtancfather of Chales Darwin 2 physician, inventor, naturalist, philosopher, post, and leading member of awel-known intlletual community in England expressed his views that ife had originated in the seas and that all species had descended from a common ancestor Zoonomia (The Laws of Organic Lite) published in 1794 iat scent expla he evtonary process 7 believed that species change was influenced by environmental change | ‘example of Lamarck’s theory: ia stripped al the leaves fom the lower | branches of a tee (environmental change), ies to reach leaves on upper | branches and stretched thei neck ove tine I ‘traf acquired by an animal during its litetime can be passed onto | offspring. This is genetically incorect, ifs been made fun of and | dismissed es sooo joined the five-year scienific expedition onthe HMS Beagle 1 published a book that was extremely controversial because t went against | the idea thatthe world was created by God ; his idea became the general acceptance of the people tha’s why he is | known as the “FATHER OF EVOLUTION” I (nthe Origin of Species by Means of Natural Selection published in 1859. | This statement summarizes the Natural Selection: “tat once struck me | that under these circumstances favourable variations would tend to be | preserved, and unfavourable ones to be destroyed. The result of this | would be the formation of anew species” I T During the stopover at the Galépagos islands, Darwin noticed that the vegetation and animals shared many 1 | enfants wit hose onthe mana of South America, The insght that Davin ges ftom the Artes is | | legendary. He recognized thatthe varus Galipagos finches had all descended from a common mainland | | ancestor and had been modfied ove time in responce io dferent sland habitats and dietary preferences | ome eaten eer re eee => => o (0) Ged Foch (yee foc (o) hee foc ead (6) Ground rch frown Man fod eds Mn od: eaves, bud woncpecker sewer inch) Beacheawy Dncome, rte i bod secs Hafod inact Beak ck short Beak st sraght Beak elon, ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, G DIRECT TALK¢) joined an expedition to Amazon, Southeast Asia and Malay Peninsula to | collect birds and insect specimens publshed a paper suggesting that species were descended fom ote | species and thatthe appearance of new species was influenced by | environmental factors | described evolution as a process dtiven by competion and natural | selection ! Species were mutable, not fixed; and they evolved from other | species through the mechanism of natural selection, \ I — a= ———} {Darwin had realized that natural selecton was the Key to evluton, The basic processes, as he understood them, are | | 88 follows: i | [Al species are capable of producing offspring ata faster rate than food supplies increase. : Theres biological variaon wihin all speces I Since in each goneration mor offspring are produced than can survive, and owing tolmitedresoures, there | ‘s competition between navidvals | Indvduals wth favorable tras (for example, speed, resistance to disease, protective coloration) increase the | lkelnood of survival and reproduction. \ ‘The environmental context determines whether or nol a tral is beneficial. What i favorable in one setting | ray bea abil in another. | Tris are inherited and passed on to the next generation. Because individuals who possess favorable traits | ‘become more common in the population; less favorable traits aren't passed on as frequently, and they | ‘become less common. Individuals who produce more offspring in comparison to others are said to have | ‘greater reproductive success. | ‘Over long periods of geclogical time, successful variations accumulate in a population, so that latr | ‘gonerations may be distinct from ancestral ones. intime, a new species may appear. \ > Geographical isolation also contributes to the formation of new species, As populations of a species become | ‘geographically isolated from one anather, they begin to adapt to diferent environments. i i i I i i i i i 1 i i i i ‘contribute more offspring to the next generation than individuals who don't. Over time these characteristics | i i I i i i I i i i i i I 1 I I Darwin recognized the uniqueness of individuals and realized that variation among them could explain how selection | ‘occurs, Favorable variations are selected, or chosen, for survival by nature; unfavorable ones are eliminated, : I ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, FLASH CHECK CRITICAL THINKING QuesTiOoNnS 1. After reading this topic, how would you respond to the question, “If humans evolved from monkeys, why do we still have monkeys?” 2. Given what you've read about the scienttfc method, how would you explain the differences between science and religion as methods of explaining natural phenomena? REFERENCES: CONNECT http://rastitho.pt/EVO/ewExter nalFiles/Lewis Cap2.odf + hilosifsciwaikaloac.nzievoltonDevel Natural selection operates ‘somentévolThouaht shim on individuals, favorably oF + hose stanford edulentiesievolus unfavorably, but it’s the population socbeforedarwin! that evolves. The unit of natural eo ee selection is the individual the unit 0201090400002 of evolution is the population (because individuals don't change genetically, but over time, populations do}. + itoszhviw cols netSample- Chapters/CO3/E6-71-03-01 pat + itossesourcesfinalste.n nl ef Enh mI andSdistancelearring€voluton2020 pol 23 ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL ~ SCIENCE DEPARTMENT € 2020 SCIENCE POCKET LESSO Senior High School - STEM BIOLOGY 2 EVIDENCES OF EVOLUTION evolution in evidences _ MatonshiPS Read the TWO statements below and decide | et whether you AGREE or DISAGREE nr vee usng te iene Ling eee among org iving species contain no evidence that ‘of evoution they are related to each other. Plants and animals share simiar genes, Are these two organisms related based on evolution? In other words, do you think they share a common ancestor? Explain. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, © peer TALK) an When Charles Darwin frst proposed the idea that all new species descend from an ‘ancestor, he performed an exhaustive amount of research to provide as much evidence as possible. \ Today, the major pieces of evidence for this theory can be broken down into the FOSSIL RECORD, EMBRYOLOGY, BIOGEOGRAPHY, COMPARATIVE ANATOMY, and MOLECULAR BIOLOGY. Fossils are formed when organisms become buried in sediments, causing litle decomposition ofthe organism. As time progresses various sedimentary layers get deposited, with the oldest on the bottom and the youngest an the top. Fossils ate also formed through freezing, being embedded in amber, preserved in tar, or even footprints and imprints. By observing the appearance, abundance and types of fossils in each of these layers we can understand the progression of the species that ved in that location aver time Early fossils are fairy simple organisms, while later fossts become increasingly complex. This supports our more recent understanding of genetics and evolution: new alleles and genes develop from existing genes by mutation, and it seems unlikely that more complex organisms (hose with many different genes) would develop fist and then become more simple (having fewer genes). Fossil records are supported by other evidence. EMBRYOLOGY Embryology is the study of the development, structure and function of embryos. When comparing vertebrate embryos in the ealy stages of development, you will see stiking similarities. Even species that bear litle resemblance in thei adult frm may have stikinaly similar embryonic stages. ‘When looking at humans we see thatthe ‘embryo passes through a stage in which thas gil structures tke those of the fish from which all terrestrial animals evolved. Fora large portion of its development the human embryo also has a tal. This tail is usually reabsorbed before bith, Gills could be considered homologous traits between humans and fish: in humans the parathyroid glands (endocrine glands in your neck) develop from the branchial arches. In fish, a gene called Gom-2 controls the development of branchial arches into gis. ifthe gene mutates then the gis fail to develop. ‘The development of mammals, sh, reptiles and birds are linked tothe branchial arteries Biologists long ago proposed that fish evolved into amphibians, which evolved into reptiles, which evolved into birds, More recent stucies ‘of embryonic development suppor this idea ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, © ptrect TALK ¢) All the places where species lve is known as species distribution. When looking closely at distributions itis clear that many unique species occur in isolated pockets or islands. When looking at these unique species through the lens of evolution, we would expect unusual species in isolated areas because isolation is necessary before speciation can occur. ‘The theory ofthe movernent of the Earth's tectonic plates was supported by the distribution of the fossils of particular species. Moving continents also explains why Australia has most ofthe world's marsupials andthe only two ‘monotremes; the platypus and the echidna. The platypus and the echidna are the only two living monotremes in the world. They evolved at a time when Australia became an isolated continent after being separated from Antarctica. 26 Molecular Biology is the study of gene structure and function, Darwin did not know about genes, but scientists today know that mutations in genes are the source of variations upon which natural seletion acs. Genes provide powerful support for evolution. Comparing Sequences: Allvng organisms have genes. Al genes are made of DNA and all genes work in similar ways, This supports the idea that all Iving organisms are related. For example, all organisms have a gene cytochrome ¢, a protein required for celular respiration. Humans and rhesus monkeys, have nearly identical ctochrome c. The more closely related two species are, the more similar their genes and proteins are Divergence: Scientists have found that some stetches of shared DNA mutate at regular, predictable rates. Scienlsts use this ‘molecular clock’ to estate when in the past living species spit from common ancestors. For example, whales and porpoises are more closely related to hippopotamuses than they are to other Iving organisms Whales and hippopotamuses share an ancestor that ived 50-60 milion years ago. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, G DIRECT TALK¢) COMPARATIVE ANATOMY ‘Comparative anatomy compares the structures of organisms ofboth lving species and fossis, Comparisons of anatomical features in iffrent organisms often provide evidence to support the theory of evolution, Organisms are often classed together according to similaties in their structures. It was through comparing the anatomy of organisms that scientists discovered phylogeny, meaning the evolutionary history of a group of organisms. Comparative anatomy includes homologous and analogous structures as well as vestigial features. HOMOLOGOUS STRUCTURES are body parts of organisms that are similar in structure and position but diferent in function, Humans, cats, frogs, bats and birds look diferent and move in diferent ways, Humans use their arms for balance and their hands to grasp objects. Cats use their forelimbs to walk, run ‘and jump. The forelimbs of bats and birds are wings ‘and are used for flying. Homologous. structures suggest that these species ate related and they ‘evolved from recent common ancestors. en ANALOGOUS STRUCTURES are body parts that sax ee si, perform a similar function but difer in structure, For ‘example, the wings of birds and butterfies are used for flight. But bird wings are covered with feathers. Buttery wings are covered with tiny hairs. Though used for the ‘same function, the wings of birds and butterflies are too different in structure to suggest close common ancestry. Buttery wing Bir wing SS ‘Analogous structures - the fn of shark, the wing cof penguin and the flipper ofa dolphin serve the ‘same function but have diffrent internal anatomy VESTIGIAL STRUCTURES ate body pats that have lost their original function through evolution. Ostrches have ings yet they cannot fy. An ostich’s wings are an example of vestigial structures. Other examples are human appendix, tall bone and wisdom teeth. ‘Whale hes tiny peki boe ons boy, Pais bones are hip bones, which in many species attach the leg bones to the body. Modern whales do not have legs but the pelvic bones suggest that whales came from ancestors that used legs for walking on land, The fossil evidence supports this condusion, Many fosss of whale ancestors show a slow loss of legs over rion years and at the same time, whale ancestors became adapted to watery environments. PLATYPUS and DUCK are example of CONVERGENT EVOLUTION. Analogous structures show convergent evolution. This means that organisms evolve similar structures and functions because they live in similar environments. ‘SAN PEDRO RELOCATION CENTER NATIONAL HIGH SCHOOL - SCIENCE DEPARTMENT € 2020, 27 FLASH CHECK ‘As you swipe though your news feed in Facebook, you notice that there is an article 7 about evlon. You ate cus since you ete - NEWS becoming an expert on evlion so you read Read the frst four sentences ofthe article. 1s no way that evolution happened. It is something made up by scientists. and has no scientific evidence backing it up. It is impossible’ for ‘ter reading the entre atic, you feel itis rare Te your duly as a STEM student to write a letter peepee on ees) respon the ea of hi ale 0 tha thay may provide the public with more accurate eames information regarding evolution. Write a one paragraph (at least 6 sentences) response regarding the evidence for Earth's bistory and evolution. Be sure to include the folowing terms: evolution, anatomical evidence, homologous siructures, analogous structures, vestigial structures, DNA, fossils and theory REFERENCES: CONNECT Ifyou don't have + hitos/thsbiogs.tyoepad comfiles/ovide this, congrats, you noe-for-evoluion-ractice-key. pal + hitosshwwpeckskilese oraemslibvNY (01913880/CentrctyDomai827/Evden ce-for-evolion-actseett pdf + htpsZiwww.chestrfed orasi/nander sifledownload ashx?modulenstanced 1 158datai=6308F ieName=ine 200 ironment&20and,20change%20over, oie 200 oat + htodisconradscience weebly comuploa S/I7/48714635/evidence of eval ond + htosstipnere comborotot voltonf~text=8ut one 2orealy $4 20extraordinanys20hin, our 20tendo ‘ns20%,2010%420be%Z0speciic Stet] 50 i304 a atsHiZ0%20vou te 20ev0lving. are evolving! Palmatis ionaus Extraordinary hint of evolution is actually found wihin our arms. in our tendons. 10 18% of aur human population has ‘evolved aut ofthis tendon tis attached to an ancient muscle called the palmaris longus, wich was primarly used by ree-

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