High School Biology Enrichment/Instructional Packet June 1- 12, 2020
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High School Biology
Enrichment/Instructional Packet
June 1- 12, 2020
Aligned with the
Next Generation Science Standards
Prince George’s County Public Schools
Division of Academics
Department of Curriculum and Instruction
The teacher will not grade this packet.
High School Biology
Enrichment/Instructional Packet
June 1-12, 2020
Student Directions: The calendar provided below is a snapshot of the activities and assignments. The
subsequent pages in the packet have explicit details and directions for completing each task. Use the
calendar in this packet to pace out the tasks. Track your progress by check marking each activity as it is
completed.
Science Journal:
You will need your Evidence Notebook to record brief constructed responses, extended responses,
exploration ideas, flowcharts, and diagrams, etc. If you do not have your Evidence Notebook, then you
will need to create a science journal to record your information.
● Create a science journal by stapling several pieces of paper together or use a notebook or
binder with paper. Be creative and decorate the cover to show science in your world.
Resources:
● HMH Dimensions: Biology textbook.
High School Biology Calendar
HMH Dimensions: Biology Textbook
Evolution
Day 1 Day 2 Day 3 Day 4 Day 5
⬜ Two Theories of ⬜ Evidence for ⬜ Evidence for ⬜ The Fossil ⬜ Changes
Evolution Evolution: Evolution: Record Over Time
Developmental Anatomical
Similarities Evidence
Day 6 Days 7 and 8 Days 9 and 10
⬜ Can You Explain It? ⬜ Theory of Natural ⬜ Evidence for Evolution- Unit
‘Chicken and Dinosaur’ Selection Summary Writing Prompt
Two Theories of Evolution
If you had been a biologist in the 1800s, you would have had to decide between two main theories
about how evolution occurred. Consider the long neck of a giraffe. How did that evolve? Read the two
explanations below, and then answer the questions that follow.
Theory 1
The ancestors of giraffes had short necks, and there was great competition for the plant food near the
ground. Some of the giraffes kept trying to stretch their necks to reach leaves higher in the trees. As
they stretched and stretched, their necks became longer. As their necks became longer, they were
able to reach more food. Those ancestral giraffes survived to reproduce, while the giraffes that had
not stretched their necks died. The offspring of giraffes with stretched necks inherited the longer
necks. This process continued for generation after generation. In this way, giraffes evolved with
longer and longer necks.
Theory 2
The ancestors of giraffes had short necks, and there was great competition for the plant food near the
ground. Some of the ancestral giraffes naturally had slightly longer necks than others. The individuals
with longer necks could reach leaves higher up in trees, and therefore could eat more food. Because
those ancestral giraffes ate more food, they survived to produce offspring while the individuals with
shorter necks did not. The offspring of giraffes with longer necks inherited the longer necks. This
process continued for generation after generation. In this way, giraffes evolved with longer and longer
necks.
Answer the following questions in your Evidence Notebooks.
1. In Theory 1, what caused the giraffe neck to become longer?
2. In Theory 2, what caused the giraffe neck to become longer?
3. According to what scientists now know about genes, could the giraffes’ offspring have inherited
longer necks as described in Theory 1? As described in Theory 2? Explain.
4. Which of the two theories matches Darwin’s theory of evolution? Explain.
Evidence for Evolution: Developmental Similarities
Invertebrates have an initial larval stage in which many organisms look quite similar, suggesting an
evolutionary connectedness. At an early stage, some of these animals look exactly the same to the
untrained eye. For example, barnacles and crabs show striking similarities as larvae even though as
adults they take on very different body forms and behaviors. Barnacles become stationary animals,
attaching to solid structures or larger animals. They must rely on their food to come to them. Crabs,
on the other hand, use their legs to move around and capture food.
All vertebrates have three basic body features as embryos—a tail, limb buds, and pharyngeal arches.
Note these common features in all four vertebrate embryos shown in the illustration. Human embryos
have a tail and pharyngeal arches, just as fish do. Homeobox genes direct the future development of
these structures. Structures that once appeared very similar eventually differentiate in both structure
and function. For example, pharyngeal arches become gills in adult fish. In mammals, however,
pharyngeal arches develop into ear and throat structures. Biologists use shared developmental
patterns as evidence of common ancestry.
1. Writing Prompt: What similarities do the vertebrate embryos in the illustration share? How
does this pattern of similarities help support common ancestry?
2. The pharyngeal arches and tail eventually go away as a human embryo develops. Which cell
processes are most likely responsible for these changes in structure in the embryo? Choose all
correct answers.
A. nondisjunction of chromosomes
B. apoptosis in tissues
C. changes in gene expression
D. differentiation of cells
Evidence for Evolution: Anatomical Evidence
Homologous Structures
Homologous structures are features found in different organisms that share structural similarities but
may have very different functions. Their appearance across different species offers strong evidence
for common descent. It would be unlikely for many species to have such similar anatomy if each
species evolved independently. For example, all four-limbed vertebrates, or tetrapods, share
homologous bones in their forelimbs. The images compare the forelimbs of humans, bats, and dogs.
In all of these animals, the forelimbs have several bones that are very similar to each other in
appearance despite their different functions.
1. Review the three photos below. What patterns do you notice in the structures below in terms of
similarities? How do the similarities support common ancestry?
Analogous Structures
Homologous structures such as the bat wing and human hand are based on the same underlying
body plan, but have diverged into distinct structures because of their use. We do not use our arms
and hands the same way that a bat uses its wing. In contrast, analogous structures are structures that
perform a similar function but are not similar in origin. Think about the wings of a parrot and those of a
dragonfly. Both bird and insect wings have similar shapes and structures because they are both used
for flight. However, wings develop differently in birds and insects, and they are made of different
tissues. For example, bird wings have bones. In contrast, insect wings do not have bones, only
membranes. The similar function of wings in birds and flying insects evolved separately.
2. What is the difference between homologous and analogous structures? Which type of
structure indicates common ancestry? Explain your answer.
The Fossil Record
Directions: Use the information and images below to answer the questions.
A Close Relative of the Elephant
A hyrax is an animal that has been called a rock rabbit and looks like a guinea pig. Fossil records
show that hyraxes first appeared on Earth approximately 37 million years ago. As they evolved, some
became mouse-sized, while some were the size of a horse. Some eventually adapted to marine life
and are related to manatees, and some became grazers and are related to elephants.
Hyrax and Elephant
Source: https://www.mnn.com/earth-matters/animals/photos/12-facts-change-way-see-elephants/elephants-closest-relative-rock-hyrax
1. A section of the mammalian evolutionary tree is shown
on the right. Which number would indicate the most
recent common ancestor of the hyrax, elephant, and
manatee on the section of this mammalian evolutionary
tree?
A. 1
B. 2
C. 3
D. 4
2. Identify one type of molecular evidence that could have
been used to develop this mammalian evolutionary tree,
and describe one specific way that the evidence could
have been used to construct the tree.Changes Over Time Use the figure above to answer the following questions. Write your answers in your Evidence Notebook. 1. What is this type of diagram called, and what is the purpose of such a diagram? 2. What types of evidence did scientists use to make this diagram? 3. Did amphibians evolve from reptiles? Give evidence for your answer. 4. What is the common ancestor of mammals and turtles? 5. Are birds more closely related to mammals or to reptiles? Explain your answer. 6. What could cause scientists to change the information on this diagram in the future?
Can You Explain It?
The photos show a modern chicken and the fossilized remains of a dinosaur that lived about 150
million years ago. This dinosaur species, named Archaeopteryx, was discovered in the 1860s. It was
about the size of a chicken, and like all modern birds, it had feathered wings and a fused collarbone.
But it also had many reptilian characteristics, including clawed toes, a long tail, and teeth.
In the 1990s, scientists discovered theropod fossils with feathers. Theropods were dinosaurs that
walked on two legs, such as Tyrannosaurus rex. They first appeared over 200 million years ago
during the Triassic period. This important discovery showed that feathers did not originate as an
adaptation for flight. These theropods were covered with feathers, but they did not have wings. They
were running animals. This means that feathers originally had another function in theropods.
Explain: What evolutionary evidence supports the conclusion that chickens and other modern birds
are descendants of dinosaurs? In your Evidence Notebook, write a short explanatory text that cites
specific evidence about lines of evidence for evolution to support your claim, and explain your
reasoning.
Theory of Natural SelectionNatural selection causes populations to adapt over time. The main principles of natural selection are:
• Genetic Variation- There is natural variation in the population.
• Overproduction- More offspring are produced than can survive.
• Competition- Individuals must compete for resources, and some will outcompete others.
• Adaptation- Over time, beneficial traits become more common in the population, as individuals
with those traits survive better and reproduce more often.
1. Which statement is true about natural 3. The illustration shows tortoises from
selection? Albemarle and Abingdon islands.
A. It forms new traits.
B. It acts on variable traits.
C. It forms new genetic material
D. It acts on genetic material directly.
2. A population of white rabbits migrates to
a new environment with much less snow.
When the population is observed many
generations later, the majority of the
population is now brown. How did this
adaptation most likely occur? Number
the statements in the correct order.
______ The brown fur gene becomes The variations in the features of the
more prevalent in the population. tortoise populations on Albemarle and
______ The population of rabbits Abingdon islands are examples of
randomly mates, increasing __________.
genetic diversity. A. natural selection
______ Offspring with the brown fur gene B. vestigial structures
have more success surviving and C. acquired characteristics
mating.
D. molecular fingerprinting
______ Brown fur provides better
camouflage in the new
environment for the individual. 4. In your Evidence Notebook, explain the
four steps of evolution by natural
______ The brown individual successfully
selection.
breeds and passes on the gene
for brown fur.
______ An individual in the population
grows brown fur because of a
randomly generated gene.
Evidence for Evolution- Unit SummaryWriting Prompt: How does evolution work to create the diversity of life on Earth? Your answer to this question will become the claim for your scientific explanation. Use the rubric below to help guide you as your respond to the prompt.
Biology
Enrichment/Instructional Packet Answer Key
June 1-12, 2020
Topic Answer
Two Theories of 1. Some ancestral giraffes stretched their necks to reach leaves
higher in trees. They passed this trait to their offspring.
Evolution
2. Some ancestral giraffes had longer necks than others. These
giraffes were better able to eat the leaves higher in trees, and
thus survived. They passed this trait to their offspring.
3. In Theory 1, the offspring could not have, because stretching a
neck does not change the organism’s genes. Only genes are
passed from parents to offspring. In Theory 2, the offspring could
have, because the ancestral giraffes naturally had longer necks.
Students should infer that this trait was a gene-controlled
variation within the species. Thus, the gene could be passed
from parent to offspring.
4. Theory 2 matches Darwin’s theory since it includes all the
factors that affect natural selection, including overproduction,
variation, and selection.
Evidence for 1. Answers will vary. Sample Response: The vertebrate embryos
share features such as a tail and pharyngeal arches. Evidence
Evolution:
such as this suggests that vertebrates and other organisms
Developmental evolved from distant common ancestors.
Similarities 2. B, C, D
Evidence for Answers will vary.
Evolution: Anatomical 1. Each of the homologous structures uses a simiar pattern of
bones in relation to the others. The human hand and the bat
Evidence
wing have more extended bones than the dog foot. Homologous
structures shared among these three species suggests that they
have a commmon ancestor.
2. Homologous structures may be used for different functions but
share the same developmental pattern and basic structure.
Analogous structures may look similar in appearance but
developed separately in ifferent species. Homologous structures
are evidence of common ancestry.
The Fossil Record 1. B
2. Answers may vary. Sample Response:
Evidence: DNA- The more similar the DNA codes of organisms
are, the closer the organisms will be on the tree.
Evidence: Similar proteins- If organisms produce several similarproteins, they are likely to be closely related and closer on the
evolutionary tree.
Evidence: Amino acid sequences- The more amino acid
sequences that are the same in two organisms, the more closely
related they are.
1. It is a branching tree, which shows how scientists think different
Change Over Time groups of organisms are related.
2. Evidence includes fossils as well as similarities in body structure,
early development, and DNA sequences among modern–day
organisms.
3. Amphibians did not evolve from reptiles; both amphibians and
reptiles evolved from a common ancestor.
4. Invertebrate ancestor
5. To reptiles, because the diagram shows a closer relationship
between reptiles and birds.
6. Any new information might cause a change, including newly
Answers will vary. Sample Response:
Can You Explain It? Both skulls have large eye sockets, and nostril openings on the top of
the snout, and the shape of the two is similar. However, Archaeopteryx
(the dinosaur) has teeth while the chicken does not. The presence of
homologous structures in the Archaeopteryx fossil evidence and
modern chicken skull suggests that birds and dinosaurs share a
common ancestor.
Theory of Natural 1. B
2. First, the population of rabbits randomly mates, increasing
Selection
genetic diversity. Second, an individual in the population grows
brown fur because of a randomly generated gene. Third, brown
fur provides better camouflage in the new environment for the
individual. Fourth, the brown individual successfully breeds and
passes on the gene for brown fur. Fifth, offspring with the brown
fur gene have more success surviving and mating. Sixth, the
brown fur gene becomes more prevalent in the population. This
shows the trait randomly appearing due to genetic variation,
helping the individual compete more successfully, and spreading
throughout the population.
3. A
4. First, populations produce more offspring than can possibly
survive in an environment (overproduction). Next, the offspring
vary in their characteristics. And much of this variation is genetic
(variation). Then, in a certain environment, individuals with
certain heritable traits survive and reproduce better than
individuals without those traits (competition). Finally, those traits
that help individuals reproduce and survive better become more
common over time (adaptation).
Evidence for Evolution Answers will vary (see rubric adjacent to the writing prompt)
Unit SummaryYou can also read
