Examine the graphic below and answer the questions.jacquotvictorybiology.pbworks.com/w/file/fetch/5027275… · · 2018-05-27Examine the graphic below and answer the questions

BLM 196© Region 4 Education Service Center. All rights reserved.

Station Card: Evidence for Evolution

Station 1: Fossil RecordExamine the graphic below and answer the questions.

Questions:

1. Which layer is the oldest? How do you know?

2. What do the organisms in the layers represent?

3. Write an explanation that summarizes the change in layers and fossilized remains of organisms.

Sandy soil

Obsidian and pumice

Limestone

Shale

Sandstone

Limestone



Station 2: Homologous and Analogous StructuresAnalyze the structures in the graphic below and answer the questions.

Questions:

1. Which structures are analogous to one another?

2. Describe how the internal structures are similar.

3. Which structures are homologous to one another?

4. How can different organisms have similar internal anatomy even though most of the structures do not perform the same function?

Homologous structures are anatomically similar.

Analogous structures have similar functions.

Alligator Bird

Bat Human



Station 3: Bird Beak Adaptations

The tools at this station represent bird beaks and the objects in the dish represent food.

Procedure:

1. Quickly sketch the chart below into your journal.

2. Choose a “bird beak” tool to pick up the food objects and place them in the cup.

3. Use the stopwatch to time a 10-second feeding trial.

4. Count the number of each food type in the cup and record the data in the chart.

5. Place the food back into the dish.

6. Repeat steps 2–6 with each of the other bird beaks and answer the questions below.

Beak Type

Food Type ScissorsBeak

ChopstickBeak

ClothespinBeak

SpoonBeak

123

Questions:

1. Which beak trait is best adapted for survival?

2. Which beak trait is not best adapted for survival?

3. How does the relation of beak traits to food traits affect which adaptations are inherited by future generations?



Station 4: Biogeography

The map above represents the 5-year journey of the HMS Beagle from 1831–1836. While on the voyage, Charles Darwin noted that organisms living in similar island habitats around the world were not alike. He also observed that island organisms more closely resembled those from neighboring mainlands. On the Galapagos Islands he observed that each island had its own distinct populations of species with slightly different traits.

Questions:

1. How could island-dwelling organisms be unique to an island, similar yet different to nearby mainland organisms, and not have the same adaptations as other organisms living in similar island habitats?


Three-banded armadilloGlyptodont


Station 5: Fossils

Darwin discovered many fossils during his journeys aboard the HMS Beagle and compared them to living organisms in the surrounding areas. The organisms above are from South America, one of the continents he visited.

Questions:

1. What are the similarities and differences between the glyptodont (glip•tuh•dahnt) fossil and the armadillo?

2. What inference can you make about their existence?



Station 6: Galapagos Tortoises

Galapagos is the Spanish word for “tortoises.” Giant tortoises living on the Galapagos Islands can weigh 500–700 pounds. The shape of a tortoise’s shell can be used to identify the island which it inhabits.

Questions:

1. How are the shells of the tortoises in each picture different from one another?

2. What connection is there between shell shape, neck length, and eating behavior of each type of tortoise?

3. If the tortoises in the picture on the right are transferred to the island occupied by the tortoise on the left, what inference could you make about the effect on the environment and on the tortoises?


Rubric

4 3 2 1

CRITERIA

Response clearly exceeds the stated standard.

Response may contain minor flaws but meets the stated standard.

Response contains a serious flaw and falls just short of meeting the stated standard.

Response is seriously flawed and misses meeting the stated standard.

Format Standards

Essay has introduction, body, and conclusion. Essay meets grammar, spelling, and punctuation rules. Bibliography has at least three references.

Essay is missing one of the stated standards.

Essay is missing two of the stated standards.

Essay meets none of the stated standards.

Communication Skills

Ideas and explanations are clear and concise. Information and arguments are logical and well thought out.

Ideas and explanations are mostly clear and concise. Information and arguments are somewhat logical.

Ideas and explanations are somewhat confusing.

Ideas and explanations are confusing. Information and arguments do not make sense.

Use of Scientific Terminology

Scientific terminology is used correctly and appropriately throughout the entire essay.

Scientific terminology is used correctly and appropriately throughout most of the essay.

Scientific terminology is used correctly throughout some of the essay.

Scientific terminology is not used or is incorrectly used throughout the essay.

Use of Scientific Evidence

All explanations and ideas are supported by factual evidence.

Most explanations and ideas are supported by factual evidence.

Some explanations and ideas are supported by factual evidence.

Explanations and ideas are not supported by factual evidence.

Evidence for Evolution Rubric


Lab

Introduction

The phrase “survival of the fittest” is often used to describe who wins in the struggle for life and is sometimes translated into the phrase “only the strong survive.” Realistically, the phrase should read “survival of the best adapted.” This better explains what Darwin had in mind when he identified natural selection as the driving force behind evolution. It means that in the struggle for life, the best adapted survive to pass on their traits to offspring who then have a better chance to pass the traits to future generations.

This experiment focuses on determining which traits of a fictitious organism, Beanicus variatus, support survival of the population and how the genetic inheritance of the population changes due to natural selection.

Scenario

A small organism, Beanicus variatus, lives among the leaves and other organic matter on the woodland floor. The skin color for B. variatus is codominant so that some organisms are a solid dark color while others are mottled or white. The phenotypes and genotypes of the organism are as follows: Red (RR), Mixed (RW), and White (WW). It is prey to a large predator that searches through the forest floor to catch and eat the organism. When the predator locates the prey, it grabs it with its thumb and first finger to place it into its mouth (the cup). It only feeds in 30-second intervals, so it catches and eats as much as it can within the time frame.

Problem:

In a population that displays three different phenotypes due to codominance in the genotype, which phenotypic trait is an advantage for survival?

Hypothesis: _______________________________________________________

Variables:

IV: ______________________________

DV: ______________________________

Materials:

50 Cranberry or pinto beans Stopwatch50 Small red beans Cardboard box lid50 Baby lima beans Shredded construction paper1 paper cup to represent a mouth


Lab

First Hunt

1. Decide which person is responsible for each of these four roles:

• Hunter: acts as a predator to find and feed on B. variatus

• Timekeeper: responsible for timing the 30-second feeding intervals

• Recorder: records and tracks data for analysis

• Materials manager: adds or removes B. variatus organisms according to data

2. Mix 10 of each type of B. variatus into the habitat box.

3. Record the initial population numbers in the first column of the data table labeled “First Generation.”

4. Time the first hunting session for 30 seconds as the hunter searches for food and puts the organisms in the cup.

5. After the first hunt, count and record the number of each organism eaten and then calculate the number of surviving organisms by phenotype.

6. For every two individuals of each phenotype, add five offspring. Offspring are not added for single-surviving organisms.

7. Add the number of survivors to the number of offspring and record the totals in the last column of the data table.

8. Add the numbers in each column to determine the changes to the total population.

First Generation

Phenotype/Genotype # in initial population # eaten # survive # offspring # organisms

in next generation

Red (RR) 10

Mixed (RW) 10

White (WW) 10

Total population 30


Lab

Second Hunt

1. Before the second hunt, enter the number of organisms for each phenotype from the first hunt (last column in the first data table) into the first column of the data table labeled “Second Generation.”

2. Add or remove the correct number of each organism to the habitat box.

3. Begin the next 30-second hunt.

4. Count and record the eaten prey and calculate the number of survivors.

5. Determine the number of offspring for every two survivors and calculate the number of organisms after the second hunt.


Second Generation


in next generation

Red (RR)

Mixed (RW)

White (WW)

Total population

Third Hunt

1. Use the data from the last column in the second hunt to fill in the first column in the data table labeled “Third Generation.”

2. Add or remove organisms of each phenotype according to the population numbers from the second hunt.

3. Begin the last 30-second hunt.

4. Count and record the eaten prey and calculate the number of survivors.

5. Determine the number of offspring for every two survivors and calculate the number of organisms after the second hunt.


7. Analyze the data and use the information to answer the questions and write a conclusion.


Lab

Third Generation


in next generation

Red (RR)

Mixed (RW)

White (WW)

Total population

Data Analysis

Graph Analysis:

Use the percent-of-population data to create four pie charts, one for each data set. Compare the charts and identify the trends you observe.

Conclusion:

Explain the trends in data from your observations and analysis. Explain how this information applies in the real world. Relate ideas about how you would improve the experiment and describe another question or a type of experiment about natural selection that you would like to perform.

Phenotype/Genotype

End of Second Hunt (3) End of Third Hunt (4)

# of organisms

Total population

% of population

# of organism

Total population

% of population

Red (RR)

Mixed (RW)

White (WW)

Phenotype/Genotype

Prehunt (1) End of First Hunt (2)

# of organisms

Total population

% of population

# of organism

Total population

% of population

Red (RR) 30

Mixed (RW) 30

White (WW) 30


Station Card: Mechanics of Evolution

Station 1: Variation Within a Species

Many species produce more offspring than can actually survive. Within any species, variation of genotypes and resulting phenotypes allows some members to survive, reproduce, and continue the species.

Examine the data table below and construct a graph of the data in your journal. Write a conclusion about variation within a species.

Questions:

1. What trends do you observe in the height of the population of people?

2. Why isn’t everyone the same height?

3. What other types of traits display variations?

Height # of people Height # of

people Height # of people Height # of

people154 cm 2 162 cm 15 170 cm 30 178 cm 16156 cm 4 164 cm 18 172 cm 26 180 cm 9158 cm 6 166 cm 20 174 cm 22 182 cm 4160 cm 11 168 cm 25 176 cm 19 184 cm 3



Station 2: Genetic Drift

In small populations of a species, the gene pool can change due to chance. Overhunting or drastic weather can significantly alter the gene pool of a small population of organisms. One mechanism of genetic drift is known as the bottleneck effect.

Procedure:

1. Quickly draw the data table below in your journal.

2. Pour 10 beads into each beaker from the container of beads.

3. Count the number of each color of bead in each beaker. The beads represent the genes in the population that survive after the population is suddenly reduced. The bead color with the highest number is the survivor.

4. Pour all the beads back into the bottle.

5. Answer the analysis questions below.

Questions:

Beads Beaker 1 Beaker 2 Beaker 3RedBlue

GreenYellow

Survivor

1. What kinds of events can drastically reduce a population?

2. How does genetic drift affect the gene pool of a population?

3. Does genetic drift affect large populations? Explain your answer.


1. Which phenotype survived better on the light background? On the dark background?

2. If the amount of pollution decreased and the environment recovered, what effect would that have on the moth phenotype?

Background Light Background Dark Background

Uneaten moths Light Dark Light Dark

Trial 1Trial 2Trial 3

Average


Station 3: Directional Selection on Polygenic Traits

Polygenic traits like pigmentation are sometimes affected by change in the environment. The light background represents the original environment. The dark background represents the environment after years of pollution.

Procedure:

1. Quickly draw in your journal the data table shown above.

2. Choose a group member to play the role of a bird hunting moths for food.

3. A different group member randomly scatters all 20 moths on the light background while the bird looks away.

4. The bird hunts for moths for 10 seconds.

5. Record the number of each type of moth not eaten by the bird.

6. Repeat steps 2–5 two more times.

7. Repeat steps 2–6 using the darker background.

8. Record the number of each type of moth not eaten by the bird. Calculate and record the averages.

Questions:



Station 4: Genetic Equilibrium

Genetic equilibrium is possible if five conditions are in place:

• The population of a species is very large.

• There is no movement in or out of the population.

• Mating is random.

• There are no mutations.

• There is no natural selection.

Procedure:

1. Calculate the percentages of the genotypes in a population of 500 organisms of a species that meets the five conditions stated above.

2. Calculate the number of times the dominant allele, T, is inherited in the population above and the number of times the recessive allele, t, is inherited.

3. Determine the frequency of each allele by dividing by 1,000 the total number of alleles inherited.

4. The frequency of the inherited alleles and the formula below are used to calculate the probability of an inherited genotype where p = T and q = t.

5. Use the formula and allele frequency calculations to determine the possible genotype frequencies of the second generation.

Questions:

1. How does the inheritance of the possible genotypes compare from generation to generation?

2. Has evolution of the population taken place? Explain your answer.

T t

T TT Tt

t Tt tt

p2 + 2pq + q2 = 1(TT) (Tt) (tt)

TT = 320 Tt = 160 tt = 20


Mechanics of Evolution Station Lab

Station 3: Make four copies


Mechanics of Evolution Station Lab

Station 3: Make four copies


DNA Analysis Pre-Lab

DNA analysis is used to determine how closely organisms are related. Arrange the DNA strips from most alike to least alike and record the letter sequence.

Questions:

1. Why is DNA used to determine how closely organisms are related?

2. What kinds of organisms could the samples represent?

3. Does DNA provide accurate data for analysis? Explain your answer.



Questions:






Questions:




Lab

BLM 214© Region 4 Education Service Center. All rights reserved. BLM 214© Region 4 Education Service Center. All rights reserved.BLM 214

A C

D

E G

F

BDNA Strips

DNA Strips


Lab

Introduction

Cytochrome C is a protein used by eukaryotic cells to facilitate cellular respiration in the mitochondria of cells. It acts as an electron carrier transferring electron energy from carbon (food) compounds to ATP molecules. Molecular biologists use comparisons of amino acid sequences for Cytochrome C and other cytochromes to determine evolutionary relationships between organisms.

Purpose:

Determine which two organisms demonstrate the closest evolutionary relationship.

Procedure:

1. Examine the list of organisms on the Amino Acid Sequence Sheet and select five organisms to compare. Write the five names in order from least to most related.

2. Draw a line between the two you think are most closely related.

3. Enter your hypothesis including an explanation of your selection.

4. Make a sketch of the data table below and enter the organisms’ names in the boxes across the top and down the side. An example is given below.

5. Analyze the letter sequence after each organism’s name. Each letter stands for an amino acid that is part of the protein, Cytochrome C, for that organism.

6. Count the number of differences in amino acids between each of the organisms and enter the data in the chart.

7. Draw a branching line to represent the evolutionary relationships and enter the names of the organisms from least to most closely related. The length of space between the branches indicates the degree of relationship.

8. Write a conclusion.

Organisms Silkworm WheatSilkworm 0 17

Wheat 17 00

00

Cytochrome C Evolutionary Tree


Lab

10 20 30 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3

– – – – G V P A – N A E N – K K I – V Q R – A Q – – – V E A – G K

A S F S E A P P – N P D A – A K I – K T K – A Q – – – V D A – A G

The two sequences above are incomplete comparisons of the silkworm moth and wheat. Examine the two sequences and count the number of differences between them. Did you count 17?

In amino acid sequencing, each amino acid is assigned letters of the alphabet. Refer to the legend to match the letter to a specific amino acid.

The numbers above the letters indicate the sequential position of each amino acid. There are between 103 and 113 amino acids that make up the Cytochrome C protein of various organisms. The dashes indicate the same amino acid and are not necessary for analysis.

Choose five organisms, comparing two at a time, and enter your data. Use a ruler or the edge of a sheet of paper to help track sequences. Let the analysis begin!

Amino Acid Symbols

A = AlanineC = CysteineD = Aspartic AcidE = Glutamic AcidF = Phenylalanine G = GlycineH = HistidineI = IsoleucineK = LysineL = LeucineM = MethionineN = AsparagineP = ProlineQ = GlutamineR = ArginineS = SerineT = ThreonineV = ValineW =TryptophanY = Tyrosine

Analyzing Amino Acid Sequences


Lab

Nam

e/Cl

ass_

____

____

____

___/

____

____

_

Dat

e __

____

____

____

____

____

_


Lab

Nam

e/Cl

ass_

____

____

____

___/

____

____

_

Dat

e __

____

____

____

____

____

_

Cy

toch

rom

e C

Lab

BLM

2

17

Nam

e/Cl

ass_

____

____

____

___/

____

____

_

Dat

e __

____

____

____

____

____

_

Cyt

och

rom

e C

Am

ino

Aci

d Se

quen

ce S

hee

t

10

2

0

30

40

50

A

min

o A

cid

#

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8 9

Ba

ker’

s Ye

ast

–

– –

T E

F K

A G

S A

K K

G A

T L

F K

T R

C E

L C

H T

V E

K G

G P

H K

V G

P N

L H

G I

F

G R

H S

G Q

A Q

G Y

S Y

T D

A

Bullf

rog

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

C E

K

– G

K –

– V

– –

– –

Y

– L

I

– –

K T

– Q

A A

– F

S –

T D

–

Ch

icke

n

– –

– –

– –

– –

– D

I

E K

– K

K I

– V

Q

K –

S Q

– –

– V

E

K –

G K

– –

T

– –

– –

H

– L

F –

– K

T –

Q A

E –

F S

– T

D –

Gra

y W

hale

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

– K

T –

Q A

V –

F S

– T

D –

H

uman

–

– –

– –

– –

– –

D V

E K

– K

K I

–

I M

K –

S Q

– –

– V

E

K –

G K

– –

T –

– –

– H

–

L F

– –

K T

– Q

A P

– Y

S –

T A

–

Kang

aroo

– –

– –

– –

– –

– D

V E

K –

K K

I –

V Q

K –

A Q

– –

– V

E

K –

G K

– –

T –

– –

– N

–

I F

– –

K

T –

Q A

P –

F T

– T

D –

Peng

uin

–

– –

– –

– –

– –

D I

E

K –

K K

I –

V Q

K –

S Q

– –

–

V E

K –

G

K –

– T

– –

– –

H

–

I F

– –

K T

–

Q A

E –

F S

– T

D –

Rh

esus

Mon

key

– –

– –

– –

– –

– D

V E

K

– K

K I

– I

M

K –

S

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

–

K T

– Q

A

P –

Y S

– T

A –

Si

lkw

orm

Mot

h –

– –

– G

V P

A –

N A

E N

– K

K I

– V

Q R

– A

Q –

– –

V

E A

– G

K –

– V

– –

– –

H

– F

Y –

–

K T

– Q

A P

– F

S –

S N

–

Whe

at

A

S F

S E

A P

P –

N P

D A

– A

K I

– K

T K

– A

Q –

– –

V D

A –

A G

– –

Q –

– –

– H

–

L F

–

– Q

S –

T

T A

– Y

S –

S A

–

60

7

0

80

9

0

1

00

110

Am

ino

Aci

d #

0 1

2

3 4

5

6 7

8 9

0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8

9 0

1 2

3 4

5 6

7 8

9

0 1

2 3

4 5

6

7 8

9 0

1 2

Ba

ker’

s Ye

ast

N

I

K K

N V

L W

D E

N N

M S

E Y

L T

N P

K K

Y I

P G

T K

M A

F G

G L

K K

E K

D R

N D

L

I T

Y

L K

K A

C E

–

Bullf

rog

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R Q

–

– –

A –

–

– S

A C

S K

Chic

ken

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S

E R

V –

–

– A

–

– –

D A

T

S K

G

ray

Wha

le

–

K N

– G

I

T –

G

E E

T L

M E

– –

E –

–

– –

– –

– –

–

– –

I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Hum

an

–

K N

– G

I

I –

G

E D

T L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E

R A

–

– –

A –

–

– K

A T

N E

Ka

ngar

oo

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Peng

uin

–

K

N –

G I

T

– G

E D

T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S E

R

A –

–

– A

–

– –

D A

T

S K

Rh

esus

Mon

key

–

K N

– G

I

T –

G E

D T

L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E R

A

–

– –

A –

–

– K

A T

N

E

Si

lkw

orm

Mot

h

– K

A –

G I

T

– G

D D

T

L F

E –

– E

–

– –

– –

– –

– –

–

– V

– A

– L

–

– A

N E

R A

–

– –

A –

–

– E

S T

K

–

W

heat

– K

N –

A V

E –

E

E N

T

L Y

D –

– L

–

– –

– –

– –

– –

–

– V

– P

– L

–

– P

Q D

R A

–

– –

A –

–

– K

A T

S

S

Cy

toch

rom

e C

Lab

BLM

2

17

Nam

e/Cl

ass_

____

____

____

___/

____

____

_

Dat

e __

____

____

____

____

____

_

Cyt

och

rom

e C

Am

ino

Aci

d Se

quen

ce S

hee

t

10

2

0

30

40

50

A

min

o A

cid

#

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8 9

Ba

ker’

s Ye

ast

–

– –

T E

F K

A G

S A

K K

G A

T L

F K

T R

C E

L C

H T

V E

K G

G P

H K

V G

P N

L H

G I

F

G R

H S

G Q

A Q

G Y

S Y

T D

A

Bullf

rog

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

C E

K

– G

K –

– V

– –

– –

Y

– L

I

– –

K T

– Q

A A

– F

S –

T D

–

Ch

icke

n

– –

– –

– –

– –

– D

I

E K

– K

K I

– V

Q

K –

S Q

– –

– V

E

K –

G K

– –

T

– –

– –

H

– L

F –

– K

T –

Q A

E –

F S

– T

D –

Gra

y W

hale

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

– K

T –

Q A

V –

F S

– T

D –

H

uman

–

– –

– –

– –

– –

D V

E K

– K

K I

–

I M

K –

S Q

– –

– V

E

K –

G K

– –

T –

– –

– H

–

L F

– –

K T

– Q

A P

– Y

S –

T A

–

Kang

aroo

– –

– –

– –

– –

– D

V E

K –

K K

I –

V Q

K –

A Q

– –

– V

E

K –

G K

– –

T –

– –

– N

–

I F

– –

K

T –

Q A

P –

F T

– T

D –

Peng

uin

–

– –

– –

– –

– –

D I

E

K –

K K

I –

V Q

K –

S Q

– –

–

V E

K –

G

K –

– T

– –

– –

H

–

I F

– –

K T

–

Q A

E –

F S

– T

D –

Rh

esus

Mon

key

– –

– –

– –

– –

– D

V E

K

– K

K I

– I

M

K –

S

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

–

K T

– Q

A

P –

Y S

– T

A –

Si

lkw

orm

Mot

h –

– –

– G

V P

A –

N A

E N

– K

K I

– V

Q R

– A

Q –

– –

V

E A

– G

K –

– V

– –

– –

H

– F

Y –

–

K T

– Q

A P

– F

S –

S N

–

Whe

at

A

S F

S E

A P

P –

N P

D A

– A

K I

– K

T K

– A

Q –

– –

V D

A –

A G

– –

Q –

– –

– H

–

L F

–

– Q

S –

T

T A

– Y

S –

S A

–

60

7

0

80

9

0

1

00

110

Am

ino

Aci

d #

0 1

2

3 4

5

6 7

8 9

0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8

9 0

1 2

3 4

5 6

7 8

9

0 1

2 3

4 5

6

7 8

9 0

1 2

Ba

ker’

s Ye

ast

N

I

K K

N V

L W

D E

N N

M S

E Y

L T

N P

K K

Y I

P G

T K

M A

F G

G L

K K

E K

D R

N D

L

I T

Y

L K

K A

C E

–

Bullf

rog

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R Q

–

– –

A –

–

– S

A C

S K

Chic

ken

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S

E R

V –

–

– A

–

– –

D A

T

S K

G

ray

Wha

le

–

K N

– G

I

T –

G

E E

T L

M E

– –

E –

–

– –

– –

– –

–

– –

I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Hum

an

–

K N

– G

I

I –

G

E D

T L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E

R A

–

– –

A –

–

– K

A T

N E

Ka

ngar

oo

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Peng

uin

–

K

N –

G I

T

– G

E D

T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S E

R

A –

–

– A

–

– –

D A

T

S K

Rh

esus

Mon

key

–

K N

– G

I

T –

G E

D T

L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E R

A

–

– –

A –

–

– K

A T

N

E

Si

lkw

orm

Mot

h

– K

A –

G I

T

– G

D D

T

L F

E –

– E

–

– –

– –

– –

– –

–

– V

– A

– L

–

– A

N E

R A

–

– –

A –

–

– E

S T

K

–

W

heat

– K

N –

A V

E –

E

E N

T

L Y

D –

– L

–

– –

– –

– –

– –

–

– V

– P

– L

–

– P

Q D

R A

–

– –

A –

–

– K

A T

S

S


Lab

Nam

e/Cl

ass_

____

____

____

___/

____

____

_

Dat

e __

____

____

____

____

____

_

Cy

toch

rom

e C

Lab

BLM

2

17

Nam

e/Cl

ass_

____

____

____

___/

____

____

_

Dat

e __

____

____

____

____

____

_

Cyt

och

rom

e C

Am

ino

Aci

d Se

quen

ce S

hee

t

10

2

0

30

40

50

A

min

o A

cid

#

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8 9

Ba

ker’

s Ye

ast

–

– –

T E

F K

A G

S A

K K

G A

T L

F K

T R

C E

L C

H T

V E

K G

G P

H K

V G

P N

L H

G I

F

G R

H S

G Q

A Q

G Y

S Y

T D

A

Bullf

rog

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

C E

K

– G

K –

– V

– –

– –

Y

– L

I

– –

K T

– Q

A A

– F

S –

T D

–

Ch

icke

n

– –

– –

– –

– –

– D

I

E K

– K

K I

– V

Q

K –

S Q

– –

– V

E

K –

G K

– –

T

– –

– –

H

– L

F –

– K

T –

Q A

E –

F S

– T

D –

Gra

y W

hale

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

– K

T –

Q A

V –

F S

– T

D –

H

uman

–

– –

– –

– –

– –

D V

E K

– K

K I

–

I M

K –

S Q

– –

– V

E

K –

G K

– –

T –

– –

– H

–

L F

– –

K T

– Q

A P

– Y

S –

T A

–

Kang

aroo

– –

– –

– –

– –

– D

V E

K –

K K

I –

V Q

K –

A Q

– –

– V

E

K –

G K

– –

T –

– –

– N

–

I F

– –

K

T –

Q A

P –

F T

– T

D –

Peng

uin

–

– –

– –

– –

– –

D I

E

K –

K K

I –

V Q

K –

S Q

– –

–

V E

K –

G

K –

– T

– –

– –

H

–

I F

– –

K T

–

Q A

E –

F S

– T

D –

Rh

esus

Mon

key

– –

– –

– –

– –

– D

V E

K

– K

K I

– I

M

K –

S

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

–

K T

– Q

A

P –

Y S

– T

A –

Si

lkw

orm

Mot

h –

– –

– G

V P

A –

N A

E N

– K

K I

– V

Q R

– A

Q –

– –

V

E A

– G

K –

– V

– –

– –

H

– F

Y –

–

K T

– Q

A P

– F

S –

S N

–

Whe

at

A

S F

S E

A P

P –

N P

D A

– A

K I

– K

T K

– A

Q –

– –

V D

A –

A G

– –

Q –

– –

– H

–

L F

–

– Q

S –

T

T A

– Y

S –

S A

–

60

7

0

80

9

0

1

00

110

Am

ino

Aci

d #

0 1

2

3 4

5

6 7

8 9

0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8

9 0

1 2

3 4

5 6

7 8

9

0 1

2 3

4 5

6

7 8

9 0

1 2

Ba

ker’

s Ye

ast

N

I

K K

N V

L W

D E

N N

M S

E Y

L T

N P

K K

Y I

P G

T K

M A

F G

G L

K K

E K

D R

N D

L

I T

Y

L K

K A

C E

–

Bullf

rog

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R Q

–

– –

A –

–

– S

A C

S K

Chic

ken

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S

E R

V –

–

– A

–

– –

D A

T

S K

G

ray

Wha

le

–

K N

– G

I

T –

G

E E

T L

M E

– –

E –

–

– –

– –

– –

–

– –

I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Hum

an

–

K N

– G

I

I –

G

E D

T L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E

R A

–

– –

A –

–

– K

A T

N E

Ka

ngar

oo

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Peng

uin

–

K

N –

G I

T

– G

E D

T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S E

R

A –

–

– A

–

– –

D A

T

S K

Rh

esus

Mon

key

–

K N

– G

I

T –

G E

D T

L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E R

A

–

– –

A –

–

– K

A T

N

E

Si

lkw

orm

Mot

h

– K

A –

G I

T

– G

D D

T

L F

E –

– E

–

– –

– –

– –

– –

–

– V

– A

– L

–

– A

N E

R A

–

– –

A –

–

– E

S T

K

–

W

heat

– K

N –

A V

E –

E

E N

T

L Y

D –

– L

–

– –

– –

– –

– –

–

– V

– P

– L

–

– P

Q D

R A

–

– –

A –

–

– K

A T

S

S

Cy

toch

rom

e C

Lab

BLM

2

17

Nam

e/Cl

ass_

____

____

____

___/

____

____

_

Dat

e __

____

____

____

____

____

_

Cyt

och

rom

e C

Am

ino

Aci

d Se

quen

ce S

hee

t

10

2

0

30

40

50

A

min

o A

cid

#

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3 4

5 6

7 8

9 0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8 9

Ba

ker’

s Ye

ast

–

– –

T E

F K

A G

S A

K K

G A

T L

F K

T R

C E

L C

H T

V E

K G

G P

H K

V G

P N

L H

G I

F

G R

H S

G Q

A Q

G Y

S Y

T D

A

Bullf

rog

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

C E

K

– G

K –

– V

– –

– –

Y

– L

I

– –

K T

– Q

A A

– F

S –

T D

–

Ch

icke

n

– –

– –

– –

– –

– D

I

E K

– K

K I

– V

Q

K –

S Q

– –

– V

E

K –

G K

– –

T

– –

– –

H

– L

F –

– K

T –

Q A

E –

F S

– T

D –

Gra

y W

hale

–

– –

– –

– –

– –

D V

E K

– K

K I

– V

Q K

– A

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

– K

T –

Q A

V –

F S

– T

D –

H

uman

–

– –

– –

– –

– –

D V

E K

– K

K I

–

I M

K –

S Q

– –

– V

E

K –

G K

– –

T –

– –

– H

–

L F

– –

K T

– Q

A P

– Y

S –

T A

–

Kang

aroo

– –

– –

– –

– –

– D

V E

K –

K K

I –

V Q

K –

A Q

– –

– V

E

K –

G K

– –

T –

– –

– N

–

I F

– –

K

T –

Q A

P –

F T

– T

D –

Peng

uin

–

– –

– –

– –

– –

D I

E

K –

K K

I –

V Q

K –

S Q

– –

–

V E

K –

G

K –

– T

– –

– –

H

–

I F

– –

K T

–

Q A

E –

F S

– T

D –

Rh

esus

Mon

key

– –

– –

– –

– –

– D

V E

K

– K

K I

– I

M

K –

S

Q –

– –

V E

K

– G

K –

– T

– –

– –

H

– L

F –

–

K T

– Q

A

P –

Y S

– T

A –

Si

lkw

orm

Mot

h –

– –

– G

V P

A –

N A

E N

– K

K I

– V

Q R

– A

Q –

– –

V

E A

– G

K –

– V

– –

– –

H

– F

Y –

–

K T

– Q

A P

– F

S –

S N

–

Whe

at

A

S F

S E

A P

P –

N P

D A

– A

K I

– K

T K

– A

Q –

– –

V D

A –

A G

– –

Q –

– –

– H

–

L F

–

– Q

S –

T

T A

– Y

S –

S A

–

60

7

0

80

9

0

1

00

110

Am

ino

Aci

d #

0 1

2

3 4

5

6 7

8 9

0

1 2

3

4 5

6 7

8 9

0 1

2 3

4 5

6 7

8

9 0

1 2

3 4

5 6

7 8

9

0 1

2 3

4 5

6

7 8

9 0

1 2

Ba

ker’

s Ye

ast

N

I

K K

N V

L W

D E

N N

M S

E Y

L T

N P

K K

Y I

P G

T K

M A

F G

G L

K K

E K

D R

N D

L

I T

Y

L K

K A

C E

–

Bullf

rog

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R Q

–

– –

A –

–

– S

A C

S K

Chic

ken

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S

E R

V –

–

– A

–

– –

D A

T

S K

G

ray

Wha

le

–

K N

– G

I

T –

G

E E

T L

M E

– –

E –

–

– –

– –

– –

–

– –

I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Hum

an

–

K N

– G

I

I –

G

E D

T L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E

R A

–

– –

A –

–

– K

A T

N E

Ka

ngar

oo

–

K

N –

G I

T

– G

E

D T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

G E

R A

–

– –

A –

–

– K

A T

N E

Peng

uin

–

K

N –

G I

T

– G

E D

T

L M

E –

– E

–

– –

– –

– –

– –

–

– I

– A

– I

–

– K

S E

R

A –

–

– A

–

– –

D A

T

S K

Rh

esus

Mon

key

–

K N

– G

I

T –

G E

D T

L

M E

– –

E –

–

– –

– –

– –

– –

–

I –

V –

I

– –

K E

E R

A

–

– –

A –

–

– K

A T

N

E

Si

lkw

orm

Mot

h

– K

A –

G I

T

– G

D D

T

L F

E –

– E

–

– –

– –

– –

– –

–

– V

– A

– L

–

– A

N E

R A

–

– –

A –

–

– E

S T

K

–

W

heat

– K

N –

A V

E –

E

E N

T

L Y

D –

– L

–

– –

– –

– –

– –

–

– V

– P

– L

–

– P

Q D

R A

–

– –

A –

–

– K

A T

S

S


Kingdom Descriptors

• Prokaryotic—no membrane-bound organelles

• No nucleus• Single celled• Cell wall with peptidoglycan; stain

pink or purple• Some autotrophs—make own food;

some heterotrophs—cannot make food

• Live almost everywhere

• Eukaryotic—membrane-bound organelles

• Have a nucleus• Most multicellular; some single

celled• Have a cell wall• Heterotrophic—cannot make food• No chloroplasts• Feed by absorbing nutrients from

decaying matter

• Prokaryotic—no membrane-bound organelles

• No nucleus• Single celled• Cell wall without peptidoglycan• Some autotrophs—make own food;

some heterotrophs—cannot make food

• Live in extreme environments


• Have a nucleus• Multicellular• No cell wall• Heterotrophic—cannot make food• No chloroplasts• High levels of cell specialization• Capable of movement


• Have a nucleus• Most single celled, some multicellular• Some move by cilia, flagella, or

pseudopods; others do not• Some autotrophic—make

food by photosynthesis; some heterotrophic—cannot make food


• Have a nucleus• Multicellular• Have cell wall• Have chloroplasts• Autotrophic—make food by

photosynthesis

Classification


Kingdom Labels

PLANTAE

ANIMALIA

FUNGI

PROTISTA

BACTERIA

ARCHAEA

Classification


Kingdom Pictures

Extreme Environment—Geyser in Yellowstone National Park


Kingdom Pictures


Kingdom Pictures


King

dom

s

King

dom

Con

cept

Map


Six-

King

dom

Cla

ssifi

cati

on C

hart

Char

acte

rist

ics

Arc

haea

Bact

eria

Prot

ista

Fung

iPl

anta

eA

nim

alia

Prok

aryo

tic o

r eu

kary

otic

Has

a n

ucle

us

Sing

le c

elle

d or

m

ultic

ellu

lar

Met

hod

for

obta

inin

g en

ergy

Type

of

repr

oduc

tion

Met

hod

of

mov

emen

t

Exam

ples


Station Cards: Survey of Kingdoms

Station 1: Kingdom Bacteria

The structure of the cell wall is one way to classify bacteria. There are two types of cell walls found in the majority of bacteria species. One type of cell wall is thicker and contains more peptidoglycan. The other type of cell wall is thinner, containing less peptidoglycan. A technique called Gram staining, named after the Danish physician Christian Gram, is used to identify the two types of cell walls. There are two types of stains, violet and pink. If a bacteria cell stains violet (purple), it is identified as Gram positive. Gram-positive bacteria have the thicker cell wall. If a bacteria cell stains pink, then it is identified as Gram negative. Gram-negative bacteria have the thinner cell wall.

Procedures:

1. Use the microscope to observe the slides of various bacteria under low and high power.

2. In your journal create a table to list the following:

• scientific name

• shape

• color stain

• Gram positive or Gram negative•

3. Read the label on the slide and record the name of the bacteria in your data table.

4. Identify the cell as Gram positive or Gram negative.


Station 2: Kingdom ProtistaAnimallike Protists

Microscope: Amoeba and Paramecia

Procedures:

1. Observe the prepared slide of Amoeba and Paramecium using the compound microscope.

2. Draw an Amoeba in your journal as it appears under the high power objective. Label the cell membrane, cytoplasm, nucleus, and pseudopod.

3. Draw a Paramecium in your journal as it appears under the high power objective. Label the cell membrane, cytoplasm, nucleus, and cilia.

• Amoeba

• x


• Paramecium

• x


Station 3: Kingdom ProtistaUnicellular Plantlike Protists

Microscope: Euglena and Volvox

Procedures:

1. Observe the prepared slide of Euglena and Volvox using the compound microscope.

2. Draw a Euglena in your journal as it appears under the high power objective. Label the cell membrane, cytoplasm, nucleus, and flagella.

3. Draw a Volvox in your journal as it appears under the high power objective. Label the protoplasm and a colonial cell.

• Euglena

• x


• Volvox

• x


Station 4: Kingdom ProtistaMulticellular Plantlike Protists

Multicellular algae are commonly known as seaweed. There are three types of algae: green, red, and brown. All three types of algae contain chlorophyll. Red and brown algae also contain accessory pigments that give them their distinctive color.

Algae are not plants because they lack roots, stems, and leaves. However, some algae have structures that serve similar functions. The structure that attaches the algae to rocks is called a holdfast. The structure that resembles a stem is called a stipe, and the structure that resembles the leaf is called the blade.

Safety: Do not open specimen jars.

Procedure:

1. Observe the preserved specimens of algae. In your journal, list the types of algae displayed at this station and describe the similarities and differences between the specimens.

2. In your journal, draw and label the structures of seaweed.


stipe

holdfast

blades

seaweed structures


Station 5: Kingdom Fungi

Safety: Do not eat mushroom or spores. Do not inhale spores.

Procedures:

1. Observe the prepared slide of yeast using the compound microscope.

2. Locate a yeast cell that is forming a bud.

3. Draw a reproducing yeast cell in your journal as it appears under the high power objective. Label the bud, cell wall, cytoplasm, and nucleus.

4. Use a hand lens or stereoscope to observe black bread mold. Locate the thin, white, threadlike structures. These are the hyphae. In your journal, draw and describe your observations of the black bread mold.

5. Mushrooms are a type of club fungi. The mushroom cap is the reproductive body of the fungus. Use a hand lens to observe the underside of a mushroom cap. Gently separate the gills and locate the small spores. In your journal, draw and label the cap, stalk, gills, and mycelium.

6. Observe the spore print from a mushroom cap. Draw the spore print in your journal.



Station 6: Kingdom PlantaeNonvascular and Seedless Plants

Nonvascular Plants

Procedures:

1. Use a hand lens or stereoscope to observe a sample of moss.

2. Use a ruler to measure in millimeters the structure of the plant that is aboveground. Record your observations in your journal.

3. In your journal, sketch the moss sample as observed using the hand lens or stereoscope.

Vascular Seedless Plants

Ferns are the most common vascular seedless plant. The major structures of the fern are the frond, rhizome, and roots. Fern leafs are called fronds. Each frond may be comprised of smaller leaflets. The frond is attached to an underground stem called a rhizome. Small roots grow downward from the rhizome and anchor the plant. Ferns reproduce with spores that are found on the underside of the fronds in structures called sori.

Procedure:


1. In your journal, sketch the fern plant and label the frond, fiddlehead, rhizome, and roots.

2. Use a stereoscope or hand lens to observe the underside of a fern leaflet. Locate the sori. Sketch your observations in your journal and label the leaflet and sori.


Station 7: Kingdom Plantae

Angiosperms

Angiosperms are vascular, flowering plants that are divided into two groups called monocots and dicots.

Procedure:

1. Observe the iris and rose plants at this station.

2. Compare the stem structure, leaf structure, and number of flower parts of each flower and determine if it is a monocot or dicot.

3. Create a data table in your journal to compare the characteristics of the two flowers.

4. Observe the prepared slide of corn Zea mays at 100x. In your journal, draw the arrangement of vascular bundles. Determine if corn is a monocot or dicot.

5. Observe the prepared slide of sunflower Helianthus at 100x. In your journal, draw the arrangement of vascular bundles. Determine if the sunflower is a monocot or dicot.



Station 8: Kingdom AnimaliaSafety: Do not open the specimen jars.

Procedures:

1. Observe each animal specimen for certain characteristics.

2. Create a data table in your journal similar to the one below.

3. Record all observations in your data table.


Specimen Common Name

Scientific Name

Invertebrate or Vertebrate

Type of Symmetry


Rubric

4 3 2 1

CRITERIA





Geographic Location of

Biome

Specific locations of the group’s biome throughout the globe are included and identified on a map.

General locations of the group’s biome on more than one continent are included and identified on a map.

One location of the group’s biome is included and identified but lacks a map.

Little, if any, evidence of biome locations are included.

Climate Conditions

All information on climatic characteristics including temperature, precipitation, and monthly statistics of the group’s biome are explained.

Climatic characteristics that include temperature, precipitation, and monthly statistics of the group’s biome are missing one of the stated goals.

Climatic characteristics that include temperature, precipitation, and monthly statistics of the group’s biome are missing two of the stated goals.

Climatic characteristics are incorrect and are missing three or more of the stated goals.

Types of Animals

Three or more animals that live in the group’s biome are named, with detailed explanations of how the animals have adapted to the environment.

Two animals that live in the group’s biome are named, with some details of how the animals have adapted to the environment.

One animal that lives in the group’s biome is named, with few details of how the animal adapts to the environment.

Animals that live in the group’s biome and adaptations to the environment are missing.

Types of Plants

Three or more plants that live in the group’s biome are named, with detailed explanations of how the plants have adapted to the environment.

Two plants that live in the group’s biome are named with some details of how the plants have adapted to the environment.

One plant that lives in the group’s biome is named, with few details of how the plant has adapted to the environment.

Plants that live in the group’s biome and adaptations are missing.

Rubric for Biome Group Project


4 3 2 1

CRITERIA





Human Impact

All forms of human impact on the group’s biome are included with scientific explanations.

Some forms of human impact on the group’s biome are included but lack detail in scientific explanations.

One location of the group’s biome is included and identified but lacks a map.

Little, if any, evidence of biome locations are included.

Solutions to Environmental

Problems

Solutions to environmental problems facing the group’s biome are included with scientific explanations.

Solutions to environmental problems facing the group’s biome are included but lack clarity on scientific explanations.

Solutions to environmental problems facing the group’s biome are included but lack a scientific explanation.

Solutions to environmental problems facing the group’s biome are missing.

BibliographyWorks cited contains at least three sources.

Works cited contains at least two sources.

Works cited contains only one source.

Works cited is not included.

Presentation

Well rehearsed with smooth delivery that holds audience attention.

Rehearsed with fairly smooth delivery that holds audience attention most of the time.

Delivery not smooth but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc., to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance the presentation.

Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation content.

Use of font, color, graphics, effects, etc., but these often detract from the presentation content.

Group Dynamics

The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person.

The workload was divided, but one person in the group is viewed as not doing his or her fair share of the work.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Rubric


Biom

es o

f the

Wor

ld

Biom

esA

quat

icD

eser

tG

rass

land

Taig

aTe

mpe

rate

Fo

rest

sTr

opic

al

Rain

For

est

Tund

ra

Gen

eral

Ch

arac

teri

stic

s

Clim

ate

Geo

grap

hic

Loca

tion

Plan

ts

Ani

mal

s

Hum

an Im

pact

Documents

Examine the graphic below and answer the questions.jacquotvictorybiology.pbworks.com/w/file/fetch/5027275… · · 2018-05-27Examine the graphic below and answer the questions