Monday, November 26
Objective: Students can explain how natural selection could be a mechanism of evolution in a species.
What is Evolution?- video and student work to compile paragraph of what evolution is, and questions they have regarding it
Start discussing natural selection- Read paragraph from Darwin’s “Origin of Species”
List of 4 important parts of natural selection
Watch video clip on natural selection: http://vimeo.com/47181679
Assignment: Re-write the four postulates of natural selection in your own words. Draw a picture to represent each postulate.
Standard:
B.8.5 Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.
Objective: Students can explain how natural selection could be a mechanism of evolution in a species.
What is Evolution?- video and student work to compile paragraph of what evolution is, and questions they have regarding it
Start discussing natural selection- Read paragraph from Darwin’s “Origin of Species”
List of 4 important parts of natural selection
Watch video clip on natural selection: http://vimeo.com/47181679
Assignment: Re-write the four postulates of natural selection in your own words. Draw a picture to represent each postulate.
Standard:
B.8.5 Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.
evo_bio_do_now_1.ppt | |
File Size: | 19 kb |
File Type: | ppt |
Wednesday, November 28
Objective: Explain how genetic variation within populations can be attributed to mutations as well as random selection
Students can explain how natural selection could be a mechanism of evolution in a species.
Lesson:
Review natural selection
Watch video clip on variation
Start Finch Natural Selection Lab
Assignment: Complete Finch Lab graph and questions
Standard
B.8.6 Explain how genetic variation within a population (i.e., a species) can be attributed to mutations as well as random assortments of existing genes.
Objective: Explain how genetic variation within populations can be attributed to mutations as well as random selection
Students can explain how natural selection could be a mechanism of evolution in a species.
Lesson:
Review natural selection
Watch video clip on variation
Start Finch Natural Selection Lab
Assignment: Complete Finch Lab graph and questions
Standard
B.8.6 Explain how genetic variation within a population (i.e., a species) can be attributed to mutations as well as random assortments of existing genes.
natural_selection_in_population_of_saccharae_utensilus.doc | |
File Size: | 39 kb |
File Type: | doc |
Friday, November 30
Objective: Students can explain how anatomical evidence is used to support the theory of evolution
Take notes on :Types of anatomical and molecular evidence, Homologous and analogous structures, and fossils
Fossil recored activity
Standards
B.8.1 Explain how anatomical and molecular similarities among organisms suggests that life on earth began as simple, one-celled organisms about 4 billion years ago and multicellular organisms evolved later.
B.8.7 Describe the modern scientific theory of the origins and history of life on earth and evaluate the evidence that supports it.
Objective: Students can explain how anatomical evidence is used to support the theory of evolution
Take notes on :Types of anatomical and molecular evidence, Homologous and analogous structures, and fossils
Fossil recored activity
Standards
B.8.1 Explain how anatomical and molecular similarities among organisms suggests that life on earth began as simple, one-celled organisms about 4 billion years ago and multicellular organisms evolved later.
B.8.7 Describe the modern scientific theory of the origins and history of life on earth and evaluate the evidence that supports it.
Evidence for Evolution Notes | |
File Size: | 670 kb |
File Type: | ppt |
fossilrecord.doc | |
File Size: | 55 kb |
File Type: | doc |
Tuesday, December 4
Objective: Students can use features to set up a cladogram and can use the cladogram to decide what organisms are more related.
Finish questions from fossil record activity
Watch video/take notes on genetic evidence
Genetic Evidence Youtube Video
Phylogenetic tree lab activity: What did T-rex taste like?: http://www.ucmp.berkeley.edu/education/explorations/tours/Trex/index.html
Assignment: Finish online lab activity worksheet
B.8.3 Use anatomical and molecular evidence to establish evolutionary relationships among organisms.
B.8.4 Understand that molecular evidence supports the anatomical evidence for these evolutionary relationships and provides additional information about the order in which different lines of descent branched.
Objective: Students can use features to set up a cladogram and can use the cladogram to decide what organisms are more related.
Finish questions from fossil record activity
Watch video/take notes on genetic evidence
Genetic Evidence Youtube Video
Phylogenetic tree lab activity: What did T-rex taste like?: http://www.ucmp.berkeley.edu/education/explorations/tours/Trex/index.html
Assignment: Finish online lab activity worksheet
B.8.3 Use anatomical and molecular evidence to establish evolutionary relationships among organisms.
B.8.4 Understand that molecular evidence supports the anatomical evidence for these evolutionary relationships and provides additional information about the order in which different lines of descent branched.
what_did_trex_taste_like_wkst.doc | |
File Size: | 885 kb |
File Type: | doc |
Thursday, December 6
Objective: Students can explain how organisms are classifed and named based on their evolutionary relationships
Notes on taxonomy and classification.
Classification and Cladistics Activity
B.8.2 Explain how organisms are classified and named based on their evolutionary relationships into taxonomic categories.
Assignment:
Research a species and fill in the levels of classification worksheet. Create a visual aid that displays the research you filled in on your worksheet and shows the relationship between evolutionary relationships and classification.
These websites will help you:
University's of Michigan Animal Diversity Web: http://animaldiversity.ummz.umich.edu/
Encyclopedia of Life http://eol.org/
Tree of Life Web Project http://tolweb.org/tree/
Only use wikipedia as a last resort, and if you do find a second reference that backs it up.
Objective: Students can explain how organisms are classifed and named based on their evolutionary relationships
Notes on taxonomy and classification.
Classification and Cladistics Activity
B.8.2 Explain how organisms are classified and named based on their evolutionary relationships into taxonomic categories.
Assignment:
Research a species and fill in the levels of classification worksheet. Create a visual aid that displays the research you filled in on your worksheet and shows the relationship between evolutionary relationships and classification.
These websites will help you:
University's of Michigan Animal Diversity Web: http://animaldiversity.ummz.umich.edu/
Encyclopedia of Life http://eol.org/
Tree of Life Web Project http://tolweb.org/tree/
Only use wikipedia as a last resort, and if you do find a second reference that backs it up.
classification_worksheet.doc | |
File Size: | 25 kb |
File Type: | doc |
Monday, December 10
Objective: Students can use characteristics and taxonomic information to create a cladeogram
Lesson: Students have time in class to finish their research and poster for the classification project
If time permits, we will start reviewing for the Evolution Test
Assignment: Finish poster, start review worksheet
Objective: Students can use characteristics and taxonomic information to create a cladeogram
Lesson: Students have time in class to finish their research and poster for the classification project
If time permits, we will start reviewing for the Evolution Test
Assignment: Finish poster, start review worksheet
Wednesday, December 12
Objective: Students will understand and be able to scale the most widely accepted geologic and evolutionary timeline
Lesson: Students are given a list of geological and evolutionary events and will create a scaled time line
Go over questions on the review worksheet
Assignment: Complete review worksheet
B.8.7 Describe the modern scientific theory of the origins and history of life on earth and evaluate the evidence that supports it.
Objective: Students will understand and be able to scale the most widely accepted geologic and evolutionary timeline
Lesson: Students are given a list of geological and evolutionary events and will create a scaled time line
Go over questions on the review worksheet
Assignment: Complete review worksheet
B.8.7 Describe the modern scientific theory of the origins and history of life on earth and evaluate the evidence that supports it.
Friday, December 14
Evolution Test, start reviewing for final
Evolution Test, start reviewing for final
2012_biology_final_review_worksheet.doc | |
File Size: | 31 kb |
File Type: | doc |
FINAL EXAMINATION SCHEDULE- FALL 2012
A1- Review on Wednesday, 12/19; Final on Thursday, 12/20
A4- Review on Tuesday, 12/18; Final on Wednesday, 12/19
A1- Review on Wednesday, 12/19; Final on Thursday, 12/20
A4- Review on Tuesday, 12/18; Final on Wednesday, 12/19