Name: _______________________________ Class Color: ______________________ Date: ___________L/P

Evidence for EvolutionStations Activity

Activity created by Ms. Gately; Adapted from the BSCS Biology Textbook

DO NOW: Read the background text and answer the questions that follow.

Science and Religion:Text from https://www2.palomar.edu/anthro/evolve/evolve_3.htm; italicized words added for clarification

The Nobel Prize winning scientist Linus Pauling aptly described science as the “search for truth.”  Science does this by continuously comparing its theories objectively with evidence in the natural world.  When theories no longer conform to (agree with) the evidence, they are modified (changed) or rejected in favor of new theories that do conform.  In other words, science constantly tries to prove its assumptions to be false and rejects implausible explanations.  In this way, scientific knowledge and understanding grow over time. 

1. Science uses _____________________ to support its theories.

2. When theories no longer agree with evidence, they are ___________________.

Religious explanations for the order of things are not science because they are based primarily on faith and do not subject themselves to be objectively falsified (proved wrong).  Because of this fundamental difference in the approach to understanding our natural world, the U.S. Supreme Court in effect decided in 1987 that the Biblically based "creation science" (the belief that God created all things exactly as they are today) is not a science and cannot be taught as such in public schools as an alternative or in addition to the mainstream evolutionary theory of the biological sciences.  However, religious creation stories and the idea of "intelligent design" (the theory that an intelligent being created the universe) can be taught in philosophy, religion, or history courses.  Religion and Science provide different approaches to knowledge.  It is important to understand both.

3. Religious explanations are not considered science because they are based on

______________, and beliefs cannot be proved “wrong”.

4. Where can religious understanding of the world be taught? ____________________________

_________________________________________________________________________________________________

Evolutionary Theory:

“Charles Darwin proposed that evolution could be explained by the differential survival of organisms following their naturally occurring variation.”

5. Re-read that sentence and re-state in your own words:

________________________________________________________________________

________________________________________________________________________

What process is being described? __________________ ____________________

Version A

Name: _______________________________ Class Color: ______________________ Date: ___________L/P

What Is “Evidence for Evolution”?If evolution is the proven theory that populations of organisms change over time (instead of remaining constant, as taught in many religions), providing evidence of change supports the theory of evolution. If organisms are shown to be related by a common ancestor, this shows how they have changed (evolved!) from an earlier version into the organisms they are today.

Activity:This activity will expose you to three careers dedicated to providing evidence for evolution. In each of three stations, you will work as a paleontologist, developmental biologist, and molecular biologist to review evidence and draw conclusions about organisms’ ancestry.

1. Directions for each station are listed on the table. Read them first when you arrive at the station.

2. Some information must be recorded in this lab packet, and will be labeled “Record in LAB PACKET.”

3. Some information must be recorded in your homework journal, and will be labeled “Record in HOMEWORK JOURNAL”. Make sure to put the correct information in the correct place.

4. Each station will last 10 minutes. Stay focused to complete the task within that timeframe.

5. The stations do NOT need to be completed in order.

Group Roles:Determine the roles for your group. Everyone needs a role; some people may have two roles. Fill out all role boxes before moving to your station. (Show teacher for approval.)

At the end of the activity, grade each member A-F on how well they did their job.

Leader (Keeps group on task):

___________________________________ Grade: _______

Reader (Reads directions aloud):

___________________________________ Grade: _______Time Keeper (Updates group on time remaining):

___________________________________ Grade: _______

Record Keeper (Makes sure all members of group have written down information):

___________________________________ Grade: _______

Communication Cue Cards:See lab stations for phrases to help complete your job and communicate with your group mates! You must use at least one phrase per station, but try for more!

Name: _______________________________ Class Color: ______________________ Date: ___________L/P

Station 1: Paleontologist:

1. Read the directions at the station and complete the activity.

Mystery Bones:

2. Which organism are the mystery bones most closely related to? _______________________

3. How do you know? What is your evidence? _______________________________________________

_________________________________________________________________________________________________

Homologous Structures:

4. How are the bone structure of the human, cat, whale and bat similar?

_________________________________________________________________________________________________

5. What does this mean about their ancestry (past)?

_________________________________________________________________________________________________

Vestigial Structures:6. What is an example of a vestigial structure in animals?

_________________________________________________________________________________________________

7. What are TWO examples of vestigial structures in humans?

_________________________________________________________________________________________________

8. Look at this picture comparing the arm of a

human and the wing of a chicken. Is this an

example of a Homologous Structure or a

Vestigial Structure? How do you know?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

______________________

Evidence for Evolution:

How do paleontologists provide evidence for evolution? (Reference the “What is Evidence for

Evolution?” section on page 2 if needed.)

Name: _______________________________ Class Color: ______________________ Date: ___________L/P

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Station 2: Developmental Biologist

1. Read the directions at the station and complete the activity.

Puzzle 1:

2. What do you notice about the similarities among all the species?

_________________________________________________________________________________________________

3. What features do all embryos of the species share? Name at least two.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Puzzle 2:

4. Make an additional observation about the similarities between organism embryos:

_________________________________________________________________________________________________

5. Sharing these embryo features shows that these organisms share a common

_________________________.

Evidence for Evolution:

How do developmental biologists provide evidence for evolution? (Reference the “What is

Evidence for Evolution?” section on page 2 if needed.)

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Name: _______________________________ Class Color: ______________________ Date: ___________L/P

Station 3: Molecular Biologist

1. Read the directions at the lab station and complete the activity.

Humans and Thick-Tailed Bush Baby:

2. Thick-Tailed Bush Baby & Human matching pairs: _____________ (add all 3 together)

a. % similarity = _____________ / 180 x 100 = _______________% (# of matching pairs)

Humans and Apes:

3. Chimpanzee & Human matching pairs: ________________ (add all 3 together)

a. % similarity = _____________ / 180 x 100 = _______________% (# of matching pairs)

4. Gorilla & Human matching pairs: _______________ (add all 3 together)

a. % similarity = _____________ / 180 x 100 = _______________% (# of matching pairs)

5. Orangutan & Human matching pairs: _____________ (add all 3 together)

a. % similarity = _____________ / 180 x 100 = _______________% (# of matching pairs)

6. Which ape are humans most related to? ______________________________

7. How do you know? _________________________________________________________________________

Evidence for Evolution:

How do molecular biologists provide evidence for evolution? (Reference the “What is Evidence

for Evolution?” section on page 2 if needed.)

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Thick-tailed Bush Baby: Chimpanzee: Gorilla: Orangutan:

Name: _______________________________ Class Color: ______________________ Date: ___________L/P