• Document: Museum Visit Packet Evolving Planet
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Name: Museum Visit Packet Period: Evolving Planet Just a reminder: Respond to these prompts completely and accurately. Your grade will be based on your ability to provide thoughtful, reflective answers. Accuracy of your responses is important if you wish to receive the full 1% from this option. If can’t find the information, or if an exhibit is “offline” – check out the museum’s web site! KWL Chart: In terms of your knowledge of evolution, complete K and W before your visit, then L afterwards: K W L What I Know What I Want to Learn What I Have Learned General Exhibit "Tips and Tricks:" 1. These are important "not to miss" displays along the way - they will always have a consistent appearance:  Evolution Kiosks - YELLOW - Explains the basics of evolution - always stop, watch these videos and read the related signage.  Mass Extinction Stations - RED - Draws attention to periods of time where life was threatened on a global scale, describes the event and offers possible explanations for the event - use these stations to fill out the chart below on this page.  DNA Evidence Displays - DOUBLE-HELIX symbol - found on smaller, circular displays. These displays indicate how DNA evidence supports our current theory of evolution. 2. When writing down information, try to do so in a spot where you will not block traffic (some areas are a bit narrow) or block someone else's view. Be considerate of other visitors. 3. Don't miss the "big picture" of the exhibit! Browse displays you're not asked about, look at the galleries (especially the dinosaurs - its just too cool to miss!) One favorite spot you might enjoy hanging out in is in the Cambrian section… watch the "aquarium-like display" - insider tip - it runs for about 5 min before it starts to repeat. Fascinating to watch how scientists and animators think these creatures may have moved & behaved. (based on fossil evidence and similarities to animals today!!) 4. The benches are a nice place to rest, reflect, and write. Also - take time to notice the murals, which were painted in the 1920's by Charles Knight. They depicted, with the best scientific knowledge of that time, what life may have looked like during different geologic periods of time. However, our thinking has changed in many ways based on new evidences - so in some important ways, the murals are now considered "inaccurate." Check out the signs on the benches - they highlight these differences from the 1920's to the present. Record what you learn about the six Mass Extinction events in the chart below: (remember… in RED displays) Extinction Era Period Millions of Percent of Main Cause Event Years Ago Life Lost First Mass Extinction Second Mass Extinction Third Mass Extinction Fourth Mass Extinction Fifth Mass Extinction (hint…watch video!!) Sixth Mass Extinction SECTION 1: Introduction to Evolving Planet: 1. How is the term "Theory" defined at the beginning of the exhibit? 2. How old is the Earth? SECTION 2: The Precambrian: Life Emerges 3. How much of Earth’s history is represented by the Precambrian? 4. There are two main theories for the origin of life on Earth. Describe these theories and discuss the supporting evidence for both. 5. Find the interactive displays of prokaryotic and eukaryotic cells and work through their questions. How is it suggested that Eukaryotes originated? 6. What is the difference between asexual and sexual reproduction, and why is sexual reproduction so important to the process of evolution? 7. Visit the "Natural Selection" evolution kiosk (yellow). Read the information and view the video. a. Briefly summarize the concept of Natural Selection: b. How is the concept of Genetic Diversity critical to the process of natural selection? SECTION 3: The Cambrian and Ordovician: World of Water 8. Visit the "Fossilization" evolution kiosk (yellow). Read the information and view the video. What are fossils and how do they form? How do skeletons help us understand evolution? 9. a. Where was the abundance of life in the Cambrian Period found? b. Was there any life on land at this time? If so - describe? 10. Explore the trilobite interactive stations at the center of exhibit: a. Describe their eyes: b. Did they have a hard exoskeleton? c. What lobes made up their body - and describe their function: d. What did they do to protect themselves? 11. Take time out to simply view the "aquarium" scene around you (about a 5 minute cycle). Now go learn about some of the creature

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