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    This document provides instructions for students to work independently on a speciation activity. It outlines 4 parts for the activity: 1) defining vocabulary terms, 2) reading about speciation and annotating, 3) reflecting on differences between speciation types, and 4) setting up a table of contents for their notebook. Students are directed to work silently and not ask their neighbors for help, using time limits for each section and having their work checked periodically by the teacher.

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    10 31 11 1 Independent

    Uploaded by

    api-442186052
    2K views5 pages
    This document provides instructions for students to work independently on a speciation activity. It outlines 4 parts for the activity: 1) defining vocabulary terms, 2) reading about speciation and annotating, 3) reflecting on differences between speciation types, and 4) setting up a table of contents for their notebook. Students are directed to work silently and not ask their neighbors for help, using time limits for each section and having their work checked periodically by the teacher.

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    This document provides instructions for students to work independently on a speciation activity. It outlines 4 parts for the activity: 1) defining vocabulary terms, 2) reading about speciation and annotating, 3) reflecting on differences between speciation types, and 4) setting up a table of contents for their notebook. Students are directed to work silently and not ask their neighbors for help, using time limits for each section and having their work checked periodically by the teacher.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    2K views5 pages

    10 31 11 1 Independent

    Uploaded by

    api-442186052
    This document provides instructions for students to work independently on a speciation activity. It outlines 4 parts for the activity: 1) defining vocabulary terms, 2) reading about speciation and annotating, 3) reflecting on differences between speciation types, and 4) setting up a table of contents for their notebook. Students are directed to work silently and not ask their neighbors for help, using time limits for each section and having their work checked periodically by the teacher.

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    You are on page 1of 5

    October 24 + 25 

    Independent Station Expectations 


    You are to work ​silently​ and ​independently​ for the duration of the rotation. If you have a 
    question, raise your hand so Ms. Chavez can assist you. ​Do not ask your neighbors​. 
     
    If Ms. Chavez cannot promptly assist you, move on to another part of the assignment, 
    leaving room for what is confusing. 
     
    Use this ​Google Timer​ to time yourself for each section.​ ​Make sure to turn the sound off. 
     
    I will do ​2 spot checks​ during your work time to make sure you are actively working. I 
    included a reminder for when these checks will occur in your directions. 
     

    Part 1 - Vocabulary​ ​(10 min) 


    RIGHT SIDE  
    1. Below the objective, write “​VOCABULARY​.” 
    2. Create the following table in ​blue ink​ below the vocabulary title. Then, fill in the 
    words and definitions in ​black ink​. In the final column, either​ draw a sketch​ to 
    represent the vocabulary word ​or​ re-write the definition ​in your own words​. 

    Word  Definition  Drawing/Definition in 


    your own words 

    species  a group of organisms that   


    is able to mate and 
    produce viable offspring 

    speciation  the formation of new and   


    distinct species in the 
    course of evolution 

    fertile  able to conceive young   


    or produce seed 

    viable  capable of surviving or   


    living successfully, 

    1
    October 24 + 25 
     

    especially under 
    particular environmental 
    conditions 

    gene flow  the introduction of   


    genetic material (by 
    interbreeding) from one 
    population of a species to 
    another 

     
    3. Highlight​ the vocabulary word. 
    4. STAMP 1 

    Part 2 - Reading​ ​(10 min) 


    RIGHT SIDE 
    1. Glue in the reading that starts with “”Because biological species…,” found in the 
    center of your table. 

    2
    October 24 + 25 
     
    2. Read and annotate the article following CATCH annotation guidelines. You can 
    reference the purple CATCH annotations criteria for success resource, which 
    should be glued in the front of your notebook. 
    3. Here is a copy of the text you should be pasting in and reading: 

    Because biological species are defined in terms of their ability to reproduce, 


    speciation (spee - cee - ae - shun), the formation of a new species, depends on 
    reproductive isolation – the existence of barriers that stop members of two 
    species from interbreeding and producing viable (healthy), fertile offspring. 
    Reproductive isolation leads to increased build up of genetic differences and may 
    result in behavioral isolation and mechanical isolation. In behavioral isolation, 
    species evolve different mating habits, times, or locations, which prevent the 
    organisms from being able to mate and produce viable (healthy) offspring. In 
    mechanical isolation, the species evolve structural differences in their sex organs 
    that make them not work together, preventing mating and thus, the formation of 
    a viable offspring.  
     
    Speciation can take place with or without geographic isolation. In allopatric (ah - 
    lo - pa - trick) speciation (from the Greek allos, other, and patra, homeland), 
    different species develop when a population is divided into geographically 
    isolated (separated) subpopulations. For example, the water level in a lake may 
    go down, resulting in two or more smaller lakes that are now home to separated 
    populations. Or a river may change course and divide a population of animals 
    that cannot cross it. Once geographical isolation has occurred, the separate gene 
    pools may split as a result of natural selection. Reproductive isolation may then 
    evolve as a side effect of genetic changes. 
     
    In sympatric (sim - pa - trick) speciation (from the Greek syn, together), 
    speciation occurs in populations that live in the same geographic area. How can 
    reproductive barriers form between sympatric populations while their members 
    stay in contact with each other? Although this contact makes sympatric 
    speciation less common than allopatric speciation, sympatric speciation can 
    occur if interactions within a species are reduced by factors such as habitat 
    differentiation. In habitat differentiation, a subpopulation uses a habitat or 
    resource not used by the original population which results in habitat isolation 
    between populations.  
       
    STAMP 2 

    3
    October 24 + 25 
     

    Part 3 - Reflections​ ​(10 min) 


    LEFT SIDE  
    1. Write the title “​SPECIATION REFLECTIONS​.” 
    2. Below this title, copy the following questions in ​blue ink​ and respond in ​black ink​. 
    Criteria For Success​: 
    ❏ Answers the question fully, with as much detail as possible 
    ❏ Directly references evidence from class to support responses 
    ❏ Ties the observations to a theory, or both if there is evidence of both 
    a. What is the difference between behavioral and mechanical isolation?  
    [Your response] 
    Sentence Starters​: 
    ● Behavioral isolation occurs when… while mechanical isolation…  
    b. Summarize allopatric speciation in your own words. 
    [Your response] 
    Sentence Starters​: 
    ● In allopatric speciation, two species are formed when…  
    c. Summarize sympatric speciation in your own words. 
    [Your response] 
    Sentence Starters​: 
    ● In sympatric speciation, two species are formed when…  
    STAMP 3 
     

    Part 4 - Table of Contents Set Up​ ​(5 min) 


    1. Flip to the ​second page​ in your notebook.  
    2. Title this page “​TABLE OF CONTENTS​.” 
    3. In ​blue ink​, create the following table in your notebook, according to the picture 
    provided. 

    DATE  NAME  PAGES 

    4
    October 24 + 25 
     

     
    4. Fill out the table of contents in ​black ink​ for the lessons and homework 
    assignments we have covered so,​ ​using your own page numbers and dates​. 

     
    Part 6 -Done Early ​ ​(10 min) 
    1. Follow the Weebly instructions to complete Homework 10. 

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