Name: ______________________________ Date:__________ Station Lab: Examining the Evidence for Evolution (Write your answers in complete sentences) Directions: The goal of this investigation is to learn about the various lines of evidence that support macroevolution; evolution changes on a long-term timescale. Examples of the different types of evidence are presented in stations around the room. You see, scientists don’t have video footage with the story of how life came about, or a textbook that fell from the sky describing how life has changed on earth over time. Instead, scientists have the very difficult task of using the clues around them that have been left by past organisms in order to deduce how organisms evolved, and their relationship to one another. You must visit each lab table in the room, and figure out how the objects and information at the table provide evidence for macroevolution. This packet will help to guide you through. You can begin at any table around the room. Rotate clockwise. Station 1: Fossil Evidence (Optional materials: Human Skull, Ancient hominid skull, yard stick) Fossils are the preserved remains of deceased organisms. They can be skeletons or impressions, and they are usually found in sedimentary rock (rock that forms in layers over millions of years. The fossil record shows the history of how species change over millions of years. Sedimentary rock forms as bits of earth are compressed over thousands of years or more, forming rock. Layer after layer compacts on top of each other over millions of years, forming many layers of rock. As organisms die, they can become preserved in the layer of sedimentary rock being formed, which preserves and protects them for millions of years. 1. According to the picture above, which layer contains: a. The oldest fossils? ______________________
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2. Next, examine the image of the humming bird, and humming bird moth on your table, and
answer the following questions:
A. Describe, in a list, all of the SIMILARITIES that you see between the bird and moth.
B. Are birds and insects (like this moth) closely related groups of organisms? Explain.
3. Next, examine the image of the salmon, dolphin, and ichthyosaur on your table, and
answer the following questions:
A. Describe all of the SIMILARITIES that you see between the salmon, dolphin and
ichthyosaur.
B. Are dolphins, fish, and dinosaurs closely related groups of organisms? Explain.
4. CONVERGENT EVOLUTION explains the patterns that you saw with the organisms on
the previous page. Write a definition for convergent evolution below.
5. The humming bird is a vertebrate, with bones arranged like yours in its wings. The
hummingbird moth is an invertebrate, and has no bones, but possess wings that are similar in
shape to the hummingbird. The wings of the hummingbird, and wings of the moth, are called
analogous structures, and evolved separately from one another. Why do certain species of
organisms look/behave similar to other organisms, despite the fact that the two species are
not closely related at all?
6. DIVERGENT EVOLUTION works in the opposite way that convergent evolution works.
In other words, divergent evolution occurs when species that are closely related to oneanother have differences in appearance or behavior.
If you look at the graphic of mammals, on the table, you can see that mammals vary greatly
in size, shape, color, and behavior. Yet, despite looking very different, all mammals are arelatively closely related category of animals. The fossil record suggests that the first
mammal appeared only recently (220 million years ago).
What causes closely related species to look so different (hint: what factors influence the
appearance of organisms)?
Provide at least two more examples of divergent evolution (research examples only after
you've tried to come up with some with your lab group first.
Station 1 Materials: Examine any skulls you have at your table. If there are no skulls, then refer to the
image below.
Station 2 Materials: Place the circles with the organism's name on it in the circles arrows below to predict
the percentage of DNA that the organisms share with humans. After your group is satisfied with you
prediction, lift the flap, and answer the questions in your packet.
Station 2 Materials (continued): This page is for the teacher.
Cut these circles out, and leave them at station two for students to make predictions.
Cut out the rectangle, and staple it flap onto the dotted line from previous page (it serves as a flap to hide
the answers).
Flap 4 is on the next page.
Here is a picture of what the poster (with flaps) should look something like.
Station 5 Materials
Station 6 Materials: Convergent Evolution
Station 6 Materials (continued): Convergent Evolution