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Evolution Stations. Station 1, Picture A 1.Function in first picture? – Flying 2.Similarities? – Shape, function 3.Differences? – Structure, texture,

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Presentation on theme: "Evolution Stations. Station 1, Picture A 1.Function in first picture? – Flying 2.Similarities? – Shape, function 3.Differences? – Structure, texture,"— Presentation transcript:

1 Evolution Stations

2 Station 1, Picture A 1.Function in first picture? – Flying 2.Similarities? – Shape, function 3.Differences? – Structure, texture, pieces

3 Station 1, Picture B 4. What differences are there in B? – Different bone structure, what they are made up of 5.Did they come from related organisms? Why? – No, when looking at how they bones are all alligned differently and the moth doesn’t even have bones 6.How can this evidence support the idea of evolution? – They all came from different places, but all evolved to be efficient flyers. In order to do this, they all arrived at about the same type of wing

4 Station 2 1.Function in first picture? – It varies from picking something up, to walking, swimming, and flying 2.Similarities? – The same bones are found in every structure 3.Differences? – They have all ended up in a different shape to give the organism the biggest advantage in its own environment

5 Station 2 4.Did they come from related organisms? Why? – Looks like yes since all the same bones are found in each 5.How can this evidence support the idea of evolution? – It looks like they have a common ancestor so that would support evolution

6 Station 2 Notice the bone structure. Look at the colors One picture has all 4 with very similar bone structure. Which one?

7 Station 3 1.What similarities do you observe in the first stage of each development? – The shape all seems to be very similar at very early development 2.What differences do you observe in the first stage of each development? – Small details like head size are still slightly different 3.What similarities do you observe in the third stage of each development? – There are not as many here, just that all are not finished developing

8 Station 3 1.What differences do you observe in the third stage of each development? – Different body parts have developed to make noticeable differences 2.Do you think the 4 different images came from related organisms? Why or why not? – The first stage makes it seem possible, but after that it doesn’t look at strong. Maybe a very, very far away ancestor 3.How can this evidence be used to support the theory of evolution? – The fact that they look similar early could possibly mean a common ancestor. That would support evolution.

9 Summarize So how can you summarize what station 3 shows us? – Write one sentence on the bottom of page 6

10

11 Station 4 1.Why might a whale have a hipbone if it doesn’t walk or use it for any purpose? – In the past, its ancestor had a use for it 2.A friend or family member goes into surgery and has their appendix removed. Why are they able to live a long healthy life? – The appendix has no function for us anymore. 3.As you get older the last teeth that come into your mouth are your wisdom teeth. Many people often have their wisdom teeth removed. Explain why you don’t need them to help you eat? – Our diet has changed and we take better care of our teeth

12 Station 4 1.Why do you think we have wisdom teeth if we don’t need them? – They used to serve a function - Teeth fell out…..rotting, decay 2.When you see a video of an ostrich they are often running at high speeds. Even though they have wings they are never seen flying. Why don’t these use their wings even though they have them? – They do not have a reason to use them any longer. They have been selected against 3.Explain why the star nosed mole doesn’t have functional eyes. (They cannot see but still survive) – It lives in the dark under ground. It no longer had a use, so it was selected against

13 Main point? What do you think the main point I wanted you to take out of station 4 was? Put yourself in my shoes.

14 Station 5 1.What similarities do you observe in each of the horses? – Same shape, head, neck, legs 2.What differences do you observe in each of the horses? – There was a big size difference from distant past to now 3.Do you think the 4 different images came from related organisms? Why or why not? – Yes, they are all extremely similar in appearance

15 Station 5 1.What could have caused the horses to change? – Being bigger helped horses survive. The biggest ones in each generation were the ones who survived and had offspring 2.How can this evidence be used to support the theory of evolution? – Being big was selected for, so the animal evolved (in this case, continued getting bigger)

16 Station 6 1.What is the biggest habitat difference between the left and right organism? – Changed from aquatic to land 2.Do you think all of the organisms are related? Why or why not? – Yes, the tree they fall in shows they all share a common ancestor

17 Station 6 1.How can this evidence be used to support the theory of evolution? – Even though they look different, you can trace them back to one ancestor. This change over time would be a good piece of evidence for the theory of evolution

18 Explain what fits here

19 Station 7 1.How can being located in a different area change a species? – It will slowly change the organism, with traits that make it more suited for their environment eventually dominate 2.How might a species change over time if it moves to a colder climate? – Individuals best suited to live in the cold will survive, making so more in the next generation have that trait that enables them to stay warmer. The generation after will continue in that direction

20 Station 7 1.How might a species change over time if it moves to a habitat that is a different color? – Individuals best suited to live in that environment safely, making so more in the next generation have that trait that enables them live easier. The generation after will continue in that direction 2.How might a species change over time if a new predator moves into the area? – It will either have to move to a new location, adapt to change its habits so it is safe, or be eaten and become extinct


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