Three-Level Reading Guide: Here Today, Gone Tomorrow€¦ · Sample Table 1: Green Worm Population Generation 1 Generation 2 Generation 3 1. Initial Beige Worm Population 25 (use

Name Date

Issues and Life Science • Student Sheet 89.1

Three-Level Reading Guide: Here Today, Gone Tomorrow©

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1. Check the statements below that you believe agree with what the readingsays. Sometimes, the exact words found in the reading are used. At othertimes, other words may be used to communicate the same meaning.

a. Species that are in danger of becoming extinct are considered

endangered.

b. A disruption in the food web most likely caused the extinction of

the dinosaurs.

c. Elephants descended from mammoths.

d. Humans and mammoths lived on earth at the same time.

2. Check the statements below that you believe represent the intended meaningof the reading.

a. Extinct species are gone forever.

b. Humans and dinosaurs lived on earth at the same time.

c. Although there are theories, reasons for the extinction of the mam-

moth are still a mystery.

d. Elephants in the wild compete with people for food.

3. Check the statements below that you agree with, and be ready to support your choices with ideas from the reading and from your own knowledge andexperience.

a. The people in Asia should be more concerned about saving the

Asian elephant.

b. Since all species eventually become extinct, the Asian elephant

should be allowed to become extinct.

c. We should save the Asian elephant even if it is not possible for

them to live in the wild, only in zoos.

Name Date


Discussion Web: Should the Asian Elephant Be Saved?©

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Should the wild pop-

ulation of the Asian

elephant be saved?

Yes

No

Issues and Life Science • Transparency 90.1

Geologic Time Scale©2015 The Regents of the University of California

F-21

Time Scale Geologic Time Divisions Notable Fossils or Events (million years ago)

Cenozoic Abundant mammals, including humans

Cretaceous

Mesozoic Jurassic

Triassic

Permian Mass extinction

Carboniferous Reptiles

Paleozoic Devonian Insects, amphibians

Silurian Land plants

Ordovician Fish

Cambrian Marine invertebrates

Proterozoic Aquatic plants

Archean Bacteria, algae

Earth formed

65

250

540

2,500

4,000

4,500

Dinosaurs, floweringplants, birds, mammals


Fossil Information©2015 The Regents of the University of California

F-23

Geologic Time Divisions Phylum Class Genus

Cenozoic

Tertiary Mollusca Gastropoda Goniobasis

Tertiary Vertebrata Osteichthyes Knightia

Mesozoic

Cretaceous Mollusca Gastropoda Admetopsis

Jurassic Mollusca Cephalopoda Ammonite

Carboniferous Pterophyta Polypodiopsida Alethopteris

Paleozoic

Carboniferous Coelenterata Anthozoa Tabulopyllum

Devonian Brachiopoda Articulata Mucrospirifer

Cambrian Arthropoda Trilobita Elrathi

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Fossil Observations©

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Fossil Name (Genus) Sketch Comments (for example,

“looks like a clam shell”)

Goniobasis

Knightia

Admetopsis

Ammonite

Alethopteris

Tabulopyllum

Mucrospirifer

Elrathi

Name Date


Footprint Analysis ©

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Observations Inferences

FossilFootprint

Card 1

FossilFootprint

Card 2

FossilFootprint

Card 3


Correlation of Time Cards with Geologic Time Scale©2015 The Regents of the University of California

F-45

Names of Geologic Time Divisions Starting Time Time Card

Phanerozoic Cenozoic Quaternary Period 1.8 myaEra Era

Tertiary Period 65 mya

Mesozoic Cretaceous Period 145 mya Era

Jurassic Period 200 mya

Triassic Period 250 mya

Paleozoic Permian Period 300 mya Era

Carboniferous Period 360 mya

Devonian Period 415 mya

Silurian Period 440 mya

Ordovician Period 490 mya

Cambrian Period 540 mya

Precambrian Proterozoic Era 2,500 mya Time

Archaean 4,000 mya

Hadean 4,500 mya

E

A

C

D

F

B

G

K

L

J

H

I

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Personal Time Scale©

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Number of Order of Events Years Ago Name

MostRecent

MostDistant

Name Date


Major Divisions of Geologic Time©

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Length of this Length of this time Geologic Name Time span (mya) time span (my) span on timeline (cm)

Cenozoic (E) 65 – 0 (present)

Mesozoic (A) 250 – 65

Late Paleozoic (C) 415 – 250

Early Paleozoic (D) 540 – 415

Late Pre-Cambrian (F) 4,000 – 540

Early Pre-Cambrian (Time Card B) 4,500 – 4,000 500 10


Correlation of Rock Layers©2015 The Regents of the University of California

F-57

Layer 1:(shale)

fern

Layer 2:(shale)

ammonite

Layer 2:(shale)

fernammonite

Layer 2:(sandstone)

fernammonite

Layer 3:(sandstone)

fernammonite

Layer 3:(sandstone)

fernammonite

Layer 3:(shale)

ammonitetrilobite

Layer 4:(sandstone)ammonite

Layer 5:(shale)trilobite

Layer 1:(shale)

ammonitetrilobite



Layer 4:(sandstone)

trilobite


Layer 4:(shale)

ammonitetrilobite

Layer 4:(shale)

ammonitetrilobite

Layer 1:(sandstone)

fishfern

Layer 1:(sandstone)

fish



Core #1 Core #3Core #2 Core #4

Layer 1:(shale)

fern

Layer 2:(shale)

ammonite

Layer 2:(shale)

fernammonite

Layer 2:(sandstone)

fernammonite

Layer 3:(sandstone)

fernammonite

Layer 3:(sandstone)

fernammonite

=?=?=?=?

=?=?=?=?

====

Layer 3:(shale)

ammonitetrilobite



===

==

==

Layer 1:(shale)

ammonitetrilobite



Layer 4:(sandstone)

trilobite


Layer 4:(shale)

ammonitetrilobite

Layer 4:(shale)

ammonitetrilobite

Layer 1:(sandstone)

fishfern

Layer 1:(sandstone)

fish




Timeline for Fossils©2015 The Regents of the University of California

F-59

Cenozoic

Mesozoic

Paleozoictrilobite

ammonite

fern

fish?

?

Name Date


Stratigraphic Columns from Drill Cores©

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Cor

e #

1C

ore

#3

Cor

e #

2C

ore

#4

Name Date


A Meeting of Minds ©

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Would scientists today agree or disagree with the following statements? Readeach statement and put an X on the appropriate line.

Scientists today would

Agree Disagree

1. If a population’s food source changes, such as birds that used toeat soft berries can now only find hard seeds, birds that have thevariation of stronger beaks are more likely to survive than birdsthat have weaker beaks.

2. Because the birds now have to eat hard seeds, their beaks willgrow stronger during their lifetime, and they will pass thesestronger beaks on to their offspring.

3. Because these birds have to eat hard seeds, the birds with thestrongest beaks will survive and reproduce, so that over time, theentire population will have stronger beaks.

4. If an environmental change occurs, some individuals within apopulation may have a physical variation that allows them to sur-vive better than others.

5. If an environmental change occurs, the entire population of ani-mals will physically change over a generation or two.

6. A parent who practices his or her golf swing, and can hit the balla great distance, will very likely pass the ability to hit a golf ball along way to his or her child.

7. A parent who is a good athlete may pass the characteristic of goodcoordination to his or her child.

Name Date


Worm Populations ©

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Generation 1 Generation 2 Generation 3

1. Initial Green Worm Population 25 (use the total in box 5 (use the total in box 5from Generation 1) from Generation 2)

2. Number of Green Worms Eaten(collected from the ground)

3. Number of Green Worms Surviving in the Wild (subtract Row 2 from Row 1)

Multiply Row 3 by 4 X 4 X 4 X 4

4. Number of Green Offspring Worms (four times the value in Row 3)

Add rows 3 and 4 to get Final Population Add rows 3 and 4 Add rows 3 and 4 Add rows 3 and 4

5. Final Green Worm Populationin the Wild

Sample Table 1: Green Worm Population

Generation 1 Generation 2 Generation 3

1. Initial Beige Worm Population 25 (use the total in box 5 (use the total in box 5from Generation 1) from Generation 2)

2. Number of Beige Worms Eaten(collected from the ground)

3. Number of Beige Worms Surviving in the Wild (subtract Row 2 from Row 1)

Multiply Row 3 by 4 X 4 X 4 X 4

4. Number of Beige Offspring Worms (four times the value in Row 3)

Add rows 3 and 4 to get Final Population Add rows 3 and 4 Add rows 3 and 4 Add rows 3 and 4

5. Final Beige Worm Populationin the Wild

Sample Table 2: Beige Worm Population

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Forkbird Populations©

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Generation

Initial

1

2

3

4

5

6

7

8

9

10

1-Tined Forkbirds 4-Tined Forkbirds2-Tined Forkbirds

Generation

Initial

1

2

3

4

5

6

7

8

9

10

1-Tined Forkbirds 4-Tined Forkbirds2-Tined Forkbirds

Table 2: Class Forkbird Population Data

Table 1: Group Forkbird Population Data

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Anticipation Guide: Origins of Species©

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Before starting the activity, mark whether you agree (+) or disagree (–) with eachstatement below. After completing the activity, mark whether you agree (+) or dis-agree (–) with each statement below. Under each statement, explain how theactivity gave evidence to support or change your ideas.

Before After

1. There is no variation within a species, only between species.

2. All genetic variation is due to mutations.

3. Harmful mutations often get passed on to the next generation.

4. A mutation can never be helpful to a species.

5. Natural selection means the organism that is best adaptedto its environment is more likely to survive.

6. Two organisms are considered to be different species if theycannot successfully reproduce with each other.

7. Darwin observed beagles to develop his theory of evolution.

8. Scientists today depend mainly on observations of physicalfeatures of organisms to determine if species are related.


Comparing Fossil Families ©2015 The Regents of the University of California

F-113

Graph of Fossil Fish Families over Time

Graph of Fossil Reptile Families over Time

Graph of Fossil Mammal Families over Time


An Evolutionary Tree©2015 The Regents of the University of California

F-115

fish reptiles mammals


History of Fossil Amphibian Families©2015 The Regents of the University of California

F-117

Name Date


Graphs of Fossil Families©

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Figure 2: Graph of Fossil Reptile Families Over Time

Figure 3 : Graph of Fossil Mammal Families Over Time


Whale Evolutionary Tree©2015 The Regents of the University of California

F-131

paraxonians (hoofed land mammals)

cowsModern

basilosaurs (B)

remingtonocetids

pakicetids

Miocene (25 mya)

Oligocene

Eocene

Paleocene (65 mya)

toothed and baleenwhales (including O)

protocetids

ambulocetids (A)

sheep pigs hippopotami

mesonychids (M)

dorudontids (D)


Scientific Illustration of Ambulocetid©2015 The Regents of the University of California

F-133

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Whale Fossil Chart©

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DNA Samples©

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Fish (trout) T C G A G A T T G C

Mammal #1 (dog) T G G A C A C C G A

Mammal #2 (whale) T G G A C A T C G A

Mammal #3 (horse) T G G A C A T C G A

Reptile (iguana) C G G A C A T C G C

Studen

t pair

2St

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t pair

1

!

!

!

!

!

!

Fish (trout) T C G A G A T T G C

Mammal #1 (dog) T G G A C A C C G A

Mammal #2 (whale) T G G A C A T C G A

Mammal #3 (horse) T G G A C A T C G A

Reptile (iguana) C G G A C A T C G C

!

!

!

!

!

!

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Unusual Vertebrates©

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Kiwi T C G A C A T C G C

Platypus T G G A C A T C G A

Armadillo T G G A C A T C T A

Fruit bat A G G A C A T C G A

Studen

t pair

2St

uden

t pair

1

Kiwi T C G A C A T C G C

Platypus T G G A C A T C G A

Armadillo T G G A C A T C T A

Fruit bat A G G A C A T C G A

!

!

!

!

!

!

!

!

!

!

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Comparing Primates©

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The following DNA sequences are from a different gene than the sequences used in the rest of this

activity. Compare them, and use the evidence to draw an evolutionary tree for humans, rhesus mon-

keys, and chimpanzees.

Human A C C T T A G T G A T C C A G A T C A T

Rhesus A C C T G A G T G A G C C A G A T C A T

Chimp A C C T T A G T C A T C C A G A T C A T

Studen

t pair

2St

uden

t pair

1

!

!

!

!

Human A C C T T A G T G A T C C A G A T C A T

Rhesus A C C T G A G T G A G C C A G A T C A T

Chimp A C C T T A G T C A T C C A G A T C A T

!

!

!

!

Name Date

Issues and Life Science • Student Sheet 100.4a

Classifying Vertebrates©

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Humans and other primates are classified as vertebrates, a group of animals that have jointed

backbones. In this activity, you will act as scientists investigating how physical features are used

to classify vertebrates.

Procedure

1. Review the classification chart at the end of Activity 100 in your Student Book and compare

the five classes of vertebrates. “Cold-blooded” animals are animals that adjust their body

temperatures by moving to warmer or cooler locations. Their temperatures sometimes vary

with the environment’s temperature, but they aren’t always cold. “Warm-blooded” animals

regulate their body temperature to a fairly constant level by generating heat within their

bodies, but they aren’t always warm. Because of this, scientists now use different terms to

describe these animals.

2. Some students have discovered some strange vertebrates and ask for your help as a scientist

in identifying them. They have sent you letters containing pictures and descriptions of these

creatures. You can find the letters below and on the following pages.

For each mystery vertebrate:

a. Read the letter and look at the picture.

b. Working in your group of four students, discuss with your group members which vertebrate

class might include this species.

c. In your science notebook, record which class you believe it belongs to and your reasons. You

do not need to agree with your group members.

Analysis

1. What characteristics do you think best distinguish each vertebrate class?

2. Why do some vertebrates appear to fit into two or more different classes?

Animal A

My husband and I were having lunch outside at our hotel in Mexico when I saw

a small creature flash across the wall. I later saw a similar animal sunning itself

outdoors. I'm enclosing a picture. The next day, I managed to catch one. It was

sunning itself on a rock and its skin felt hot and dry, not moist. I could feel a line

of bones along its back. As I held it, it seemed to get a little stressed; I noticed

that it started to breathe faster. So I set it down and it ran off. We really liked

these creatures and would like one as a pet. What kinds of animals are these?

J. Stirbridge

Name Date

Issues and Life Science • Student Sheet 100.4b

Classifying Vertebrates (continued)©

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Animal B

One of my kindergarten students brought in a picture of this animal. Hariette toldthe class that she saw one of these animals when she lived in New Zealand. She saidthat it looked hairy and that it was very rare. Harriette and her dad saw the animalpoke around for worms with its sharp beak. Her dad is out of the country andHarriette wants to do a project on this animal. What is it? Thank you.

Mr. Kalmus and Class K-1

Animal C

May 23, 1860

My collecting party was recently in the new territory of Australia, where we were astounded to find a mostamazing variety of strange and unknown animals. The animal I have sketched below appears to be trulynew to the world of science. We have also made observations of these creatures in their natural habitat.They live in ponds and streams and are covered by dark fur. The animal has a bill like a duck,which it uses to find snails and food in the mud of the stream. We then observedsomething most extraordinary. The female lays an egg which she keeps in herpouch until it hatches. The tiny baby licks milk from the skin of the mother's belly.

What is your opinion of these mysterious new creatures?

Sincerely,Murray Jones

Animal D

My girlfriend and I accidentally ran over this thing on our last road trip! Meliaran over to pick up the animal as soon as I stopped. The animal looked scaly,but had some hairs poking out between the “scales.” Although it was a coldnight, Melia said its body was still warm. Melia wants to put up signs warningpeople to look out for these animals so that no one else accidentally runs oneover, but we don't know what they are. She's an artist, so she drew a picture ofit for you. Can you help us identify this animal?

Tim

Animal E

Nina and I are in 5th grade. We love to go snorkeling near the reefs by my house inGuam. We saw some very strange-looking animals underwater. I tried to draw one foryou. They have a head like a horse but they have a fin on their back. One day, we sawone of them moving around and then some babies came out near its stomach! Thebabies swam straight to the surface but then came back down. We watched and watchedbut never saw them go back up to the surface. How can they breathe? What are they?

Thanks, Thomaso

Name Date

Issues and Life Science • Student Sheet 100.4c

Classifying Vertebrates (continued)©

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Animal F

I was scuba diving in Thailand when I saw this long, stripedcreature, maybe as thick as my thumb, working its way alongthe bottom and sticking its head into holes. Its head was small-er than an eel's and I know that eels stay in their holes duringthe day. (This was a day dive.) Also, the animal was smoothand round, with no fins. I also noticed that it regularly went tothe surface for air. Any ideas about what it is?

Phil

Animal G

I am writing to ask you about some flying animals that nearlyflew right into us when Pearl and I went caving last summer.We were near the entrance to a cave when I heard this twitter-ing sound and saw some shadows fly past me. Pearl panickedand ran. She wouldn't go back to the cave. Later that night, Iwent exploring myself. When I shone my flashlight on the ceil-ing, I saw hundreds of really tiny animals hanging there. Theyseemed to be grouped together to keep warm because the cave was so cold. I think they were babies,because they looked much smaller than the creatures I had seen before. I saw one of the larger creaturesfly into the cave and go to one of the babies. The baby seemed to be getting milk from the adult. I waswondering if you could help me figure out what these things are.

Sincerely yours,

Thelma

Animal H

From: Ruby Riter

Subject: strange animal

I'm a travel writer with the Leisure Time Gazette. I was onassignment in Malaysia and saw these strange animals on themud near mangrove swamps.

I want to write about them for next week's travel section, but Ineed more information. I saw some of these animals swimmingunderwater, but I didn't see any of them come up for air. However, they seemed to do okay on land too.When I checked them out through a telephoto lens, I noticed that they had some kind of fin going downtheir back as well as scales on their bodies. Can you get back to me ASAP? My deadline is in three days.Thanks a lot.

Name Date


Three-Level Reading Guide: Birds of a Feather?©

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1. Check the statements below that you believe agree with what the readingsays. Sometimes, the exact words found in the reading are used. At othertimes, other words may be used to communicate the same meaning.

a. Dodo birds and the modern pigeon are related.

b. The dodo bird was a slow, clumsy bird.

c. Flight was possible for the dodo birds, but there was no need to

because they had no predators.

d. Wild pigeons and pigeons that live near people are very similar.

2. Check the statements below that you believe represent the intended meaningof the reading.

a. Animals become extinct for many reasons, some of which have to

do with human activity.

b. If humans had never come to Mauritius Island, the dodo bird

would probably be alive today.

c. Neither pigeons nor dodos adapted to humans in the environment.

d. People hunting the dodo is the primary reason the dodo became

extinct.

3. Check the statements below that you agree with, and be ready to support your choices with ideas from the reading and from your own knowledge andexperience.

a. Natural selection explains the extinction of the big, flightless dodo

bird.

b. Since the dodo lived for millions of years on the island of Mauritius

and humans have only lived about 10,000 years on earth, the

dodos could be considered more successful than humans.

Name Date


Discussion Web: Should Dodos be Re-created?©

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Should dodos be

re-created?

Yes

No

Documents

Three-Level Reading Guide: Here Today, Gone Tomorrow€¦ · Sample Table 1: Green Worm Population Generation 1 Generation 2 Generation 3 1. Initial Beige Worm Population 25 (use