2. Origin of Species

3. Origins of Species Key Question: Where do all of the new types of species come from? Initial Thoughts: 4 minutes

4. Evidence: Cornell Notes Paste the graphic organizer with guided questions into your notebook Use the class copy of the reading, and take notes on the sticky notes, then place them on your graphic organizer next to the corresponding prompt.

5. Evidence: Article Individually, read your assigned section: 1.Put a box around vocabulary words or important words. 2.Underline all repeated words or repeated ideas. 3.Circle or highlight the most powerful piece of information. 4.Write a sentence statement summarizing what your passage means.

6. As a Group: 1.Read each passage out loud in the correct order; When not your turn, follow along with the other readers using the class copy. 2.After you’ve read each passage, share your summary sentence statement with the group. 3.All group members discuss and cite your evidence why you agree or disagree; refer to the text. 4.Record summaries of the 4 passages in your journal.

7. Analysis Questions 1.Are mutations always helpful? Explain. 2.How can mutations enable the evolution of a new species to occur? 3.Under ideal conditions, bacteria have a generation time of about 20 minutes. Humans have a generation time of about 20 years. Which would you expect to evolve faster?

8. Summary What did you think about the role mutations play in natural selection before this lesson? What did you learn about the role mutations play in natural selection from this lesson? (Minimum of 3 sentences!!!) What are some further thoughts or questions you have about how the role mutations play in natural selection?

9. Reflection Darwin identified 14 species of finch on the Galapagos Islands. Your friend says that this means only 14 mutations occurred within the finch populations. Explain whether you agree with your friend and why.

10. Big Idea Mutations are the driving force behind evolution.