Darwin and the Theory of Evolution By Stephanie Samaniego

INTRODUCTION The lesson plan will introduce students to Charles Darwin as a person and his key contributions through his Theory of Evolution using activities based on drawing, visual-learning and group activities.

LESSON OVERVIEW Grade Level & Subject: 5-8 Grade Level: Science, History of Science Length: 1 – 2 class period(s) Objectives: After completion of this lesson plan, students will: • Be familiar with Charles Darwin, his characteristics and his major contributions. • Be able to explain the ramification of Dawin’s findings on ideas of humans, nature, and Earth’s history. • Be able to compare variations between species within a plant or animal group. • Understand the concept of evolution from a common ancestor. National Standards Addressed:1 • Content Standard: NS.5-8.1 SCIENCE AS INQUIRY  As a result of activities in grades 5-8, all students should develop  Abilities necessary to do scientific inquiry  Understandings about scientific inquiry • Content Standard: NS.5-8.3 LIFE SCIENCE  As a result of activities in grades 5-8, all students should develop understanding of  Structure and function in living systems  Reproduction and heredity  Regulation and behavior  Populations and ecosystems  Diversity and Adaptations of organisms • Content Standard: NS.5-8.1 HISTORY AND NATURE OF SCIENCE 1

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As a result of activities in grades 5-8, all students should develop an understanding of  Science as a human endeavor  Nature of science  History of science

Materials Needed: • Research tools on animal species such as internet access or reference books • Projector to display images from Reproducibles #2, #3, #5 and #6 • Classroom Board • Paper and pencils for student family tree sketches • Reproducible #1 – Introduction to Charles Darwin • Reproducible #2 – H.M.S. Beagle Route • Reproducible #3 – Darwin’s Beetles • Reproducible #4 – Be a Darwinian! Worksheet • Reproducible #5 – Darwin’s Diagrams • Reproducible #6 – Modern Tree of Life Assessment: Students will be assessed through the following activities: • Participation in class activities and discussions. • Completion of Reproducible #4 – Be a Darwinian! Worksheet. • Completion of family tree (optional). • Ability to contribute to class discussion and verbally communicate Darwin’s characteristics and main contributions.

LESSON BACKGROUND Relevant Vocabulary: • • • •

Naturalist – an expert or student of natural history. Natural History – the study and description of living things, their behavior and how they relate to each other. Also the study and description of the natural world as a whole.2 Origin of Species – written by Charles Darwin in 1859; he outlines his theory on natural selection and provides evidence that species are not immutable, but have changed over time. Biological Evolution – the theory that various types of animals and plants have their origin in other preexisting types and that the distinguishable differences are due to modifications in successive generations, changing the genetic characteristics of a population over time.3

2

MSN Encarta. “Natural history.” Encarta® World English Dictionary [North American Edition]. Bloomsburg Publishing Inc. 2009. Retrieved 17 February 2010 from . 3 “evolution,” Merriam-Webster Online Dicationary, retrieved 26 February 2010 from http://www.merriamwebster.com/dictionary/evolution. Earth Day Network 1616 P Street NW, Suite 340
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• • • • •

Evolution – the process of change or development in a certain direction.4 Adaptation – the fit between organisms and their habitat. Habitat/Environment – the home or location of an organisms; includes the description of that habitat’s natural conditions (ex. desert, wetland, forest). Biodiversity – the range and variation of organisms in a particular community or system; can be measured by the number and/or type of species or genetic variations in a species. Natural Selection – mechanism that causes populations to change over time.5

Information: Charles Robert Darwin lived during the 19th century (1809-1882) in England – a time and a society that viewed themselves and the natural world as unconnected entities. Many people believed that the Earth was only 6,000 years old, compared to today’s estimate of about 4.5 billion; and although it was quite evident that some species of animals shared physical characteristics, it was a firmly rooted belief that species came from individual creations rather than a common ancestry.6 Before Darwin, naturalists or early evolutionists had already begun to question society’s embedded beliefs. Still, no one produced a substantial theory. For example, Jean-Baptiste Lamarck believed species had arisen from one another, but his explanation lacked the power to answer key questions about hereditary traits and individual distinctions.7 It was also not bold enough. Darwin’s theory of evolution was the major contributor to a change in society’s thinking. Since early childhood, Darwin loved reading, preferred observing and collecting animals outside to homework indoors, and already showed an enthusiasm and insight for naturalism.8 Several biographies note that this childhood interest became a serious profession when Darwin boarded the H.M.S. Beagle in 1831 to complete a five year voyage across the globe.9 (See Reproducible #2 – H.M.S. Beagle Map for route and/or visit http://www.aboutdarwin.com/voyage/voyage01.html for more information.) Indeed, the Beagle was a remarkable trip, providing a unique opportunity for Darwin to collect data, make observations, and ask the insightful questions that laid a foundation for the development of his evolutionary theory. In 1842, Darwin first wrote an outline for his theory. The manuscript also contained the first mention of natural selection. However, it would be nearly two decades before Darwin took his outline to the next step. He felt he needed wait for the appropriate time to share his ideas with 4

“evolution,” Merriam-Webster Online Dicationary, retrieved 26 February 2010 from http://www.merriamwebster.com/dictionary/evolution. 5 Darwin | American Museum of Natural History. Retrieved January 20, 2010 from http://www.amnh.org/exhibitions/darwin/evolution/work.php. 6 Darwin | American Museum of Natural History. Retrieved December 8, 2009 from http://www.amnh.org/exhibitions/darwin/beforedarwin/nature.php. 7 Darwin | American Museum of Natural History. Retrieved December 8, 2009 from http://www.amnh.org/exhibitions/darwin/beforedarwin/nature.php. 8 National Museum of Natural History. “Since Darwin: The Evolution of Evolution.” Retrieved December 8, 2009 from http://www.mnh.si.edu/exhibits/darwin/darwin.html. 9 Darwin | American Museum of Natural History. Retrieved December 8, 2009 from http://www.amnh.org/exhibitions/darwin/trip/index.php Earth Day Network 1616 P Street NW, Suite 340
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society and scholars and to prepare enough research and evidence to stand up to scrutiny. He correctly assumed ridicule more than interest would be the reaction when he published his theories. Only in 1858, when Darwin was notified of another man was writing a similar idea to his natural selection, did he hurriedly finish writing his theory for publishing. On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life, published in 1859, was successful overall. People in all spheres were talking about it, and while the reaction from scientists was a mixture of defamation and praise, supporters of the book confronted the harsh critics. In the end, evolution became an accepted standard in scholarship and was discussed in both academic circles and everyday conversation. Despite ill health all his life and a household of ten children, Darwin wrote over 16 books in his lifetime. Origin of Species (1859) and Descent of Man (1871) are said to be most crucial in understanding evolutionary theory. Resources: • AboutDarwin.com, http://www.aboutdarwin.com/. • Darwin, Charles. On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life. Reprinted ed. NY: Penguin Books, 1985. • Eldredge, Niles. Curator. "Darwin.” American Museum of Natural History. Retrieved 17 Feb 2010 from http://www.amnh.org/exhibitions/darwin/. • Friends of Darwin, http://friendsofdarwin.com/. • Leff, David. AboutDarwin.com: Dedicated to the life and times of Charles Darwin. Retrieved 17 February 2010 from http://www.aboutdarwin.com/index.html. • “U.S. Fish and Wildlife Service Endangered Species Program.” U.S. Fish and Wildlife Service 30 Nov 2009. Retrieved 17 February 2010 from http://www.fws.gov/endangered/wildlife.html. • “WWF-WildFinder.” World Wildlife Fund. 2010. Retrieved 17 February 2010 from http://gis.wwfus.org/wildfinder/. • Wyhe, John Van. The Complete Works of Charles Darwin Online. Retrieved 17 February 2010 from http://darwin-online.org.uk/majorworks.html.

LESSON STEPS Warm-Up: 1. Introduce Charles Darwin by having students relate to him as a young child through a few of his known characteristics. a. Read the following quote to the class: i. “He was a rather shy and reserved boy who invented wild stories, and showed off his athletic skills to the other boys. He was also very mischievous, and enjoyed being the center of attention in the household.”10 10

“Outline of Darwin’s Childhood,” AboutDarwin.com. Retrieved February 23, 2010 from http://www.aboutdarwin.com/timeline/time_02.html. Earth Day Network 1616 P Street NW, Suite 340
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b. c.

d. e.

f.

g.

h. i. j. k.

ii. Ask if it sounds like anyone they know. Tell students that it refers to a famous scientist named Charles Darwin. Has anyone heard of Charles Darwin? What do you know about him? Do any of you ever feel like not doing your homework? Do you get bored with class? Do you wish you could spend more time outside? How many of you don’t like memorization? i. Charles Darwin felt this way. He was actually a very poor student. His father, a prominent physician, even predicted that he would not amount to anything.11 Does anyone what Charles Darwin contributed? He was a naturalist, which means someone who studies the history of Earth by studying Earth itself, from the tiniest plants to the largest mountains. He contributed a major theory to the scientific world – The Theory of Evolution. Darwin is known as the Father of Evolution? Can anyone explain what this means? Although scientists of his time were beginning to piece together ideas about the origination and development of species, Darwin was actually the first person to come up with a substantial theory to explain evolution. His theory is still used today. People who agree with this theory are called evolutionists. What did people think before Darwin presented his theory? Darwin lived during the 19th century (1809-1882) in England – a time and a society that generally viewed humans and the natural world as unconnected entities. Many people thought the Earth was only 6,000 years old, compared to today’s estimate of about 4.5 billion; and although it was quite evident that some species of animals shared physical characteristics, it was a firmly rooted belief that species came from individual creations rather than a common ancestry. Although some scientists and naturalists had begun to question society’s embedded beliefs, no one produced a substantial theory. How could Darwin have accomplished so much and made such great contributions to science if he didn’t even like to study? Although Darwin didn’t like school, he still loved learning. He especially liked learning about the outside world. He spent a lot of time outside, playing with frogs, shooting birds, and exploring woods. Although Darwin didn’t do well in school, he had three qualities that made him a successful scholar: i. He was an avid reader. ii. He was an observer, taking in information about the world around him. iii. He was a questioner, asking insightful questions with an open mind for the answers. 12 Why might these three qualities be important for a naturalist? They were extremely necessary for finding out about the Earth. Reading a lot, paying close attention, and asking thoughtful questions help a naturalist improve their reasoning and make discoveries. To go more in depth into Darwin, you may wish to go over Reproducible #1 – Introduction to Charles Darwin as a class (optional). One of Darwin’s earliest hobbies was collecting insects and beetles. This tied closely with his interest in the natural world. Show Reproducible #3 – Darwin’s Beetles.

11 National Museum of Natural History. “Since Darwin: The Evolution of Evolution.” Retrieved December 8, 2009 from http://www.mnh.si.edu/exhibits/darwin/darwin.html. 12 National Museum of Natural History. “Since Darwin: The Evolution of Evolution.” Retrieved December 8, 2009 from http://www.mnh.si.edu/exhibits/darwin/darwin.html.

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i. What do you think this is? It’s one of Darwin’s beetle collections. ii. Do any of you have collections? What is the point in collecting something? Answers will vary but should reflect the desire to see and possess all the various forms of something you find interesting. iii. Do the beetles in this collection all look alike? No, there are a lot of tiny differences between these beetles Darwin called these “variations.” He kept noticing that although the differences were so small, there were so many of them in just one type of insect. His observation and understanding of variations within these beetles is an example of Darwin’s insight or carful thought. iv. Can you tell how this collection organized? The beetles are catalogued with other beetles that have similar characteristics. 1. This picture is just part of one case of Darwin’s collection. He had many more of these of numerous kinds of insects, all catalogued the same way. v. How might this hobby have contributed to his scientific career? He was observing details and making comparisons between species. This hobby also kept him outdoors and interested in the natural world. vi. Do you think this insight would be helpful toward Darwin’s evolutionary theory? Yes! By collecting, cataloging and organizing all of these species of insects, Darwin was able to make observations about the variations between species, which laid the foundation for his later ideas. Darwin actually says “variation is the key to understanding how species change.”13 2. Write following quotation on board or overhead: “In my examination of Orchids, hardly any fact has so much struck me as the endless diversity of structure” – Charles Darwin.14 i. What is the quotation about? Variations between species of orchid. Darwin is so surprised by the diversity and variations among this one type of flower that it puzzles him and makes him think. 3. Let’s find out what Darwin is talking about! We’re going to do our own naturalist experiment to discover nature’s abundant diversity. Activity One: So Many Variations! Students will select a plant or animal family and sketch out the variety of species within that group in order to understand Darwin’s discoveries on diversity and variation. 1. Have students pick a general type of plant or animal (monkeys, beetles, frogs, whales, butterflies, orchids, pine trees, etc.) 2. Using reference books and/or the internet, they will then look up the varieties of species within that group. For example, beetles can be broken up into dung beetle, ground beetle, flea beetle, and so forth. To find the different varieties of their plant/animal family, they can 13American

Museum of Natural History. Darwin exhibition. Retrieved December 9, 2009 from http://www.amnh.org/exhibitions/darwin/idea/infinite.php. 14 “Orchids through Darwin’s Eyes,” National Museum of Natural History. Retrieved December 8, 2009 from http://www.mnh.si.edu/exhibits/orchids/index.html. Earth Day Network 1616 P Street NW, Suite 340
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utilize websites such as the U.S. Fish and Wildlife Endangered Species Information Database (http://www.fws.gov/endangered/wildlife.html) or a reference book with photographs. 3. Pass out one copy of Reproducible #4 – Be a Darwinian! Worksheet to each student. 4. After they have looked up the varieties within their chosen animal group, ask them to pick three species to label and sketch in the boxes in the first column - for instance, lynx, lion and tiger within the cat family or beluga, blue whale, or killer whale within the whale family. Have them focus on variations between the species and how these physical characteristics may help each species with survival and/or reproduction (adaptations to various habitats, defense, attracting a mate, etc.) 5. Once they have completed the three sketches, have students fill out other columns in Reproducible #4 – Be a Darwinian! Worksheet. You may also ask them to exchange or observe each other’s drawings and discuss quietly in pairs. 6. Ask student volunteers to divide the board into the following: reptiles, mammals, amphibians, insects, fish, flowers, trees, etc. to correspond with all of the students’ selections. 7. Ask them to write their animal group and species’ names on the board in the correct category and present their species and sketches to the class. 8. Use the classification groups on the board to reinforce the idea of diversity and variation within even larger related groups. Activity Two: From Diversity to a Robust Theory In this activity, students will learn about evolution as a family tree or as a depiction showing animals’ common ancestry. Begin by transitioning from last activity. Note: As a take-home pre-assignment to this activity, have each student draw a family tree going as far back as they can, starting with their earliest known relative at the base of the branches, and themselves, siblings, cousins, etc. at the tips of the branches. They should consult their parent/guardian(s) to add as much information as possible, including dates and locations. 1. Now that we’ve studied variations between species, we saw in addition to each species’ differences or variations, each also had similarities in common with others. What might this tell you about these groups? They are related in some way. 2. This relationship is one indicator that each species ____________ from the same common relative or ancestor at one time. “Evolved.” This was exactly Darwin’s conclusion. The variations in species helped Darwin to speculate that change over time from a common ancestor must have occurred. Species must have been related to each other from the distant past, and then as they grew apart, they also grew characteristics that were different from one another. He also thought that the changes must have occurred gradually in generations over time, not something one could easily see from one day to the next.

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3. Utilizing the front board, sketch out a large family tree with several large branches. Then ask for a student volunteer to share their own family history. How far can they trace it? Pick a spot near the tip of a branch on the tree and ask the student to write down their name, family name, siblings’ names, parents’ names, etc., moving backwards until the name of the earliest relative they know. They may also be able to include dates and locations for each individual. Ask for another volunteer to do the same thing on another main branch of the tree. Keep doing this until there are a few student families on the outer edges of the tree. If students have not already completed family trees has pre-assignments, have each student sketch out their own family branch/tree at their desk. 4. What do they see? The families are all connected at some point. Connect all the lines near trunk, far away from the students’ families, and label it First Humans. 5. How is the classroom tree an example of Darwin’s evolutionary theory? Because it shows that variations within a species (humans or Homo sapiens) derive from a common ancestor (first humans) and changed over time (evolved into different ethnic groups, regional heritages, physical characteristics, etc.). a. If everyone sketched out his/her own personal family tree and included pictures of relatives’ faces, we would notice that the faces are all different, but at the same time, they all have common characteristics. Maybe your family has a long line of tall people while another student’s family might have plenty of brunette/brown-eyed people. The variations make it seem that the family has changed over time, but the relative similarities make it seem that the members come from a common source. The same is true for our human family. We all have individual differences but share many of the same characteristics of our original ancestors that separate us from other species. 6. Human history is long, but natural history is even longer and the tree is more complex when we include all possible life forms. Put Reproducible #5 – Darwin’s Diagrams on the overhead projector. These diagrams depict Darwin’s early outlines of an evolutionary tree. a. Why do you think Darwin chose to depict his concepts of evolution using tree diagrams? It is a great visual way to show that one species “branches” off into new, related species. This diagram is still used today. b. Look at the two versions of the Pedigree of Mammalia. Which is easier for students to understand? Answers will vary. Note that these trees are reversed so that the common ancestor is represented at the top. 7. Show Reproducible #6 – Modern Tree of Life. This is a modern updated diagram of Darwin’s evolutionary tree idea. a. The diagram shows that while there are very different kinds of animals, plants, and species in general, they all are interrelated, deriving from previous mammals, plants, bacteria, etc. In effect, it is like the human family tree, but going back even further. (Students should imagine their own family tree as a detail of the very tip of the human branch, connected to this large tree representing all life.) Darwin’s theory asserts that organisms have their own family tree and ancestors of origin, all connected to a single ancient common ancestor.

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8. Go back to the tree on the board. Ask students what else could be added to this after seeing Darwin’s Tree of Life? Dogs, Vertebrates, Snails, Plants, Bacteria, etc. a. Add further branches to indicate where these other families would go. b. Have students imagine how large the Tree of Life would be if it included every species of plant, animal, bacteria etc. that ever existed throughout the history of Earth. How many more chalkboards would be needed to draw that tree?! Wrap Up: Darwinian Discussion This section will review key points learned in lesson and discuss Darwin’s main contribution to modern science. 1. Darwin lived in a time where people had rigid views about the creation of living organisms. Yet Darwin kept paying attention to the world around him and made observations that directly challenged popular beliefs. a. Before Darwin, how did people think of the world? How did they explain differences between different types of plants and animals? People generally viewed every type of plant and animal as existing on its own, unchangeable and with no relation to others. b. Before and during Darwin’s time, how did people think about themselves in relation to other animals? In the much of Europe and North America, it was common that people thought of themselves as not only different from any other animal, but as superior to all animals. It was considered ridiculous at the time to think people might have some relation to animals. 2. Darwin used his skills of observation to come up with astounding ideas about nature. For example, on one of Darwin’s trips, as he studied in a rocky spot, he observed that the layering of sediments there was so defined that he wondered if that had been developing over time. Later this concept was used as evidence to show that the Earth was much older than previously believed. Darwin also deduced that the many varieties of plant structures were means toward the same end: the fertilization of the plants. a. In these examples, Darwin used the three qualities discussed earlier to draw new conclusions. What were these attributes? He was an insightful reader, observer and questioner. 3. Remind students that, although Darwin was not a studious child, he was an avid learner and used his skills, interests and creativity to come up with a new theory that forever changed the field of science. He made keen observations, questioned existing ideas, and learned everything he could about a topic that interested him. Perhaps one of your students could be the next Darwin! Extensions: 1. Use the Resources in the lesson plan or others to read excerpts from Darwin’s books or other authors who have written about him. Have students create a biographical collage of

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Darwin, or write a poem about him, his characteristics and his contributions to science. 2. Have each student create a naturalist handbook. Use the Be a Darwinian! Worksheet as a starting point to sketch more animals, insects, plants, etc. Students can sketch and research variations of local species, endangered species, or study species Darwin encountered on his Beagle voyage. Afterwards, have students write up a report on their findings or share their handbook with the class. 3. Group students together to read articles on some of the environmental and climate changes currently occurring on Earth. Then ask them to come up with a hypothesis of how animals and/or plants will adapt to survive these current changes to their habitats and exist in future environments. Some possible resources for this activity include: o “Climate and Habitat Diversity Affect Variety of Animal Species in Spain:” http://www.sciencedaily.com/releases/2009/03/090320092245.htm "Precipitation favours the high variety of bird and mammal species, while temperature does the same for amphibians and reptiles" o “Biodiversity and Climate Change” PowerPoint http://www.smithsonianconference.org/climate/dallmeier/

CONCLUSION The lesson plan presented students with a basic understanding of Charles Darwin, his characteristics and his key discoveries that led to the development of his Theory of Evolution. Students also examined variations between species and applied concepts from Darwin’s theory to understand the concept of biological evolution.

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Introduction to Charles Darwin Charles Robert Darwin lived during the 19th century (1809-1882) in England – a time and a society that viewed themselves and the natural world as unconnected entities. It was common belief that the Earth was only 6,000 years old, compared to today’s estimate of about 4.5 billion; and although it was quite evident that some species of animals shared physical characteristics, it was a firmly rooted belief that species came from individual creations rather than a common ancestry.15 Before Darwin, naturalists or early evolutionists had already begun to question society’s embedded beliefs. Still, no one produced a substantial theory. For example, Jean-Baptiste Lamarck believed species had arisen from one another, but his explanation lacked the power to answer key questions about hereditary traits and individual distinctions.16 It was also not bold enough. Darwin’s theory of evolution was the major contributor to a change in society’s thinking. Since early childhood, Darwin loved reading, preferred observing and collecting animals outside to homework indoors, and already showed an enthusiasm and insight for naturalism.17 Several biographies note that this childhood interest became a serious profession when Darwin boarded the H.M.S. Beagle in 1831 to complete a five year voyage across the globe.18 (See Reproducible #2 – H.M.S. Beagle Map for route.) Indeed, the Beagle was a remarkable voyage, providing a unique opportunity for Darwin to collect data, make observations, and ask the insightful questions that laid a foundation for the development of his evolutionary theory. Charles Darwin (1809-1882) at age 7. Photographer unknown.

In 1842, Darwin first wrote an outline for his theory. The manuscript also contained the first mention of natural selection. However, it would be nearly two decades before Darwin took his outline to the next step. He felt he needed wait for the appropriate time to share his ideas with society and scholars and to prepare enough research and evidence to stand up to scrutiny. He correctly assumed ridicule more than interest would be the reaction when he published his theories. Only in 1858, when Darwin was notified of another man was writing a similar idea to his natural selection, did he hurriedly finish writing his theory for publishing.

15

Darwin | American Museum of Natural History. Retrieved December 8, 2009 from http://www.amnh.org/exhibitions/darwin/beforedarwin/nature.php. 16 Darwin | American Museum of Natural History. Retrieved December 8, 2009 from http://www.amnh.org/exhibitions/darwin/beforedarwin/nature.php. 17 National Museum of Natural History. “Since Darwin: The Evolution of Evolution.” Retrieved December 8, 2009 from http://www.mnh.si.edu/exhibits/darwin/darwin.html. 18 Darwin | American Museum of Natural History. Retrieved December 8, 2009 from http://www.amnh.org/exhibitions/darwin/trip/index.php. Earth Day Network 1616 P Street NW, Suite 340
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On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life, published in 1859, was successful overall. People in all spheres were talking about it, and while the reaction from scientists was a mixture of defamation and praise, supporters of the book confronted the harsh critics. In the end, evolution became an accepted standard in scholarship and was discussed in both academic circles and everyday conversation. Despite ill health all his life and a household of ten children, Darwin wrote over 16 books in his lifetime. Origin of Species (1859) and Descent of Man (1871) are said to be most crucial in understanding evolutionary theory.

Charles Darwin and his son William. Scanned from Karl Pearson, ''The Life, Letters, and Labours of Francis Galton.' Photo originally from the 1860s.

Charles Darwin in his later years. Photo by J. Cameron, 1869. Source (original): http://www.fas.harvard.edu/~ped/

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Darwin’s Voyage

This map shows the route and locations Darwin traveled to aboard the H.M.S. ‘Beagle.’ This journey began in December of 1831, departing from Britain. After crossing the Atlantic, the Beagle rounded South America, traveled up to the Galapagos, and crossed the Pacific for Australia. After crossing the Indian Ocean and rounding Africa, the Beagle finally returned to Britain in October of 1836. 19

19

“HMS Beagle Voyage,” AboutDarwin.com, retrieved February 23, 2010 from http://www.aboutdarwin.com/voyage/voyage01.html. Earth Day Network 1616 P Street NW, Suite 340
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Darwin’s Beetles

As a youth, Charles Darwin had a great fondness for beetles. From the University of Cambridge Zoological Museum, here are a few of the specimens he collected.20 20

Darwin’s Beetles. Friends of Darwin. Retrieved 23 February 2010 from . Earth Day Network 1616 P Street NW, Suite 340
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Be a Darwinian!

Name: Date:

Animal Group Studied: Name and Sketch

Physical Characteristics (Include color, approximate size, weight, etc.)

Purpose of Physical Characteristics (Link the physical structures with the main activities of species)

Species #1:

Species #2:

Species #3:

Bonus Questions on Species Structure: 1. What are the most noticeable differences between each of your species?

2. Does these physical variations enable one species to do something differently from the others? For example, does it help with protection, feeding, mating, survival, etc?

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Darwin’s Diagrams “Pedigree of Mammalia”21

“Tree of Life” - Darwin’s Original Sketch22

21 "Diagram I" and "Diagram II," Darwin, Francis. The life and letters of Charles Darwin, including an autobiographical chapter, London: John Murray, 1887. Page 343. 22 "Tree of Life." GEOL 104 Dinosaurs: A Natural History. Retrieved February 19, 2010 from http://www.geol.umd.edu/~tholtz/G104/lectures/104clad.html

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This “Modern Tree of Life” from the National Museum of Natural History traces the evolution of E.coli, corn, snails, dogs and several of their relatives.23 23

"Modern Tree of Life." Since Darwin: The Evolution of Evolution: Tree of Life Web. National Museum of Natural History – Smithsonian Institution. Retrieved February 19, 2010, from http://www.mnh.si.edu/exhibits/darwin/treeoflife.html. Earth Day Network 1616 P Street NW, Suite 340
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