Which Of The Following Is Not A Derived Trait That Is Shared By All Animals

Introduction to Cladogram Construction

Class & Discipline

Life Science Grades: ix-12

Time Requirements

Prep15 min

Action30-45 min

Teacher Prep: fifteen min
Student Activity: 30-45 min

Materials (per group)

Pictures of animal species
Colored pencils, pens, or highlighters

Essential Question

How is empirical evidence of common ancestry and evolutionary relationships identified and represented among several species?

Action Objectives

Identify derived characteristics for several species of animals to use as a line of evidence for common ancestry.
Construct a cladogram based on the testify of derived characteristics to illustrate mutual ancestry.

Adjacent Generation Science Standards* (NGSS)

This activity can help yous build toward the following dimensions of the NGSS:

HS-LS4-ane. Communicate scientific information that common beginnings and biological development are supported by multiple lines of empirical testify.

Science and Engineering science Practices

Obtaining, Evaluating,and Advice Data

Communicate scientific information nearly processes or phenomenon in multiple formats, including graphically and textually.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diverseness

The ongoing branching that produces multiple lines of descent can be inferred by comparing DNA sequences, differences in amino acrid sequences, and from anatomical and embryological show.

Crosscutting Concepts

Patterns

Different patterns may be observed at each of the scales at which a arrangement is studied and can provide testify for causality in explanations of phenomena.

Instructor Preparation and Disposal

Copy or post student pages. Accept the pictures of phenomena ready to show or projection. No disposal required.

Procedures

Educatee: A. Respond to the phenomenon question.
Are these animals related? Explicate the evidence backside your reasoning.

Teacher: Phenomenon: Agree upward or project the film of a canis familiaris, wolf, and bear. Enquire students if the animals are related. Let them share their thoughts and jot down ideas to revisit after the activity (3 to v minutes).

B. Place common and derived characteristics.
1. For each animal, list every bit many characteristics of that fauna every bit you can. If y'all know something well-nigh the physiology of the animate being (that it lays eggs, for example), list that too.
two. Beyond all of the animals, color-code the traits. For example, if each brute has a courage, color or highlight backbone in the same colour. Choose a second color for other traits shared by the animals.
iii. Circumvolve the trait that separates each beast from the remainder.

Requite students a hint about the kinds of traits that may exist of import, such as:
• Legs
• Number of appendages
• If the creature lays eggs or gives alive birth
• If the animal has hair, scales, feathers, or just peel

C. Create a characteristics chart.
iv. List the traits you identified across the superlative row of the chart. List the animals in the far left column.
5. Use an X if the animal has the trait and an O if the animate being does not have the trait.
6. Tally how many yes marks at that place are for each characteristic.
Note: The characteristics with a higher number of aye marks are ancestral characteristics because they are shared past many animals. Those traits with fewer yes marks are derived characteristics and evolved later.

Circulate to see if the charts are existence constructed correctly.

D. Create a concentric circle diagram.
vii. Draw a multi-circular diagram. You lot volition need equally many circles every bit there are unique characteristics.
8. On the outside, beginning with the characteristic that is shared by all the animals. (Make this a large circle.)
9. Within each circle, write the species that has just that set of characteristics.

Remind students that the animal in the inner circle shares traits with all of the other animals. The brute on the outer circle does not share traits.
Remind students that the animal with the least number of shared bequeathed traits will be to the left and the animal with the greatest number of shared traits to the correct.

East. Create a cladogram.
x. Using the chart to a higher place, transfer the data on the derived characteristics to the main line, or limb, on the cladogram. xi. Using the diagram, write the species on the branches

Share cladograms at the finish of Part E.
Have students discuss any changes they made to their initial thoughts on the ancestry of dogs, wolves, and bears. You may fifty-fifty want to bear witness or accept them investigate the scientific name for each.

Data and Observations

Student answers may vary.

B. Identification of common and derived traits

data and observations chart B

C. Chart

data and observations chart C

D. Concentric circle diagram

E. Cladogram

Analysis & Word

Using complete sentences, explain why y'all put each species where you did on the cladogram. What is the empirical evidence that led to the placement of each creature?

Answers will vary depending on the traits selected, but all empirical prove should exist associated with an anatomical, physiological, or genetic trait of the beast.
Co-ordinate to your cladogram and derived characteristics chart, which species are more closely related and share the nearly traits? What evidence supports your merits?

Species more closely related will be closer on the limb, and they will share more mutual traits. In this example, rhinos and owls are more than closely related.
According to your cladogram, what is the near afar derived characteristic? What evidence supports your claim?

The oldest derived characteristics are lungs and/or legs. All of the animals take backbones, and the next trait to separate species is the presence of lungs and/or legs.
Use the same process and determine the common ancestry between dogs, wolves, and bears.

Answers will vary. Size, hibernation, or pack/lonely lifestyle may exist distinguishing factors for students. They should produce a list of very like traits among the species. All three species have a backbone, fur, big canine teeth, and give birth to live young.
Explicate if the evidence matches your initial thinking about the mutual ancestry among dogs, wolves, and bears.

Answers will vary. Near students will non recall that bears, dogs, and wolves are related. Near volition recognize that dogs and wolves are closely related.

Scientific names
Dog: Dog
Gray wolf: Canis lupus
Chocolate-brown bear: Ursus arctos

Bears and wolves split evolutionarily well-nigh 40 meg years ago. Test of both families' teeth suggest how like the ii species are. Bears are larger, have smaller ears, and tend to be alone. Dogs have smaller bodies and more often than not are social animals. Their classification is the aforementioned through the suborder Caniformia: Kingdom Animalia, Phylum Chordata, Class Mammalia, Society Carnivora, and Suborder Caniformia. The families are different. Dogs and wolves are family Canidae, and bears are family Ursidae.

Phenomenon

Are these animals related? What exercise you call back?

*Next Generation Science Standards® is a registered trademark of Achieve. Neither Accomplish nor the lead states and partners that developed the Next Generation Scientific discipline Standards were involved in the production of, and do not endorse, these products.

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