Chapter 5- Evolution

Chapter 5- Evolution

AGENDA- Tue. May 11, 2004

STUDENTS

1. Warm up 5 min

2. Go over workbooks 10 min

3. Workbooks due (9 pts)

4. Quiz- Chapter 4 Modern Genetics 30 min

5. Intro into Evolution 10 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State how Darwin explained variation among similar species

· Explain how natural selection leads to evolution and the role of genes in evolution

· Describe how new species form

TEACHER

5. Intro to Evolution READ pp. 136-140 Darwin’s Observations

· Discuss religious beliefs and scientific evidence will only be used.

· Open minds is all I ask in order to receive the information given I am not telling you to go against your beliefs or to believe in anything that you feel is wrong. All I am doing is presenting factual evidence that has been found. You are the ones that must decide with it what you will.

AGENDA- Wed. May 12, 2004

STUDENTS

1. Warm up 5 min

2. Vocabulary 5-10 min

3. Natural Selection 40 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State how Darwin explained variation among similar species

· Explain how natural selection leads to evolution and the role of genes in evolution

· Describe how new species form

TEACHER

1. Warm up p. 138

· How are the two species similar? How are they different?

· What differences in the environment do you think might explain the difference in color between the two species of iguana?

2. Vocabulary

· Species

· Adaptation

· Evolution

· Scientific theory

3. Natural Selection Worksheet

· Have students draw diagrams with a species to show how natural selection works. Explain each process on the back of the diagram.

AGENDA- Thur. May 13, 2004

STUDENTS

1. Warm up 5 min

2. Video- Survival 35 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State how Darwin explained variation among similar species

· Explain how natural selection leads to evolution and the role of genes in evolution

· Describe how new species form

AGENDA- Fri. May 14, 2004

STUDENTS

1. Warm up 5 min

2. Vocabulary 5 min

3. Discuss Natural Selection 5 min

4. Evolution Notes (Pairs) 40 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State how Darwin explained variation among similar species

· Explain how natural selection leads to evolution and the role of genes in evolution

· Describe how new species form

TEACHER

1. Warm up

· Fossil

· Fossil record

· Extinct

· Gradulism

· Punctuated equilibria

2. Separate class into pairs.

· Have students find explanations, problems or diagrams for the following main points

The role Genes play in Evolution
How new species form
Continential Drift
Fossil record
How fast does evolution occur (BE SPECIFIC)
your own findings

AGENDA- Mon. May 17, 2004àmakeup quizzes

STUDENTS

1. Warm up 5 min

2. Finish Evolution Notes (Pairs) NOT PER 5 20 min

3. Discuss Evolution 10- 15 min

4. Workbook Chapter 5 Section 1 15 min

HW-PERIOD 5 ONLY Darwin’s Voyage wrkst

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State evidence from modern-day organisms that scientists use to show evolutionary relationships among groups

· Describe how scientists classify organisms and place them on branching trees.

TEACHER

1. Warm up

2. Finish Evolution Notes

Separate class into pairs.

· Have students find explanations, problems or diagrams for the following main points

1. The role Genes play in Evolution

àGenes carry variation and are passed from parent to offspring.

2. How new species form

àNew Species form when a group of individuals remains separated from the rest of the species long enough to form their own unique traits.

3. Continential Drift

àWhen the world was one (Pangaea) species were very similar. However, once the continents drifted apart the species became isolated and were able to form their own unique traits.

4. Fossil record

àFossils as you know are traces of organisms that had lived in the past. The Fossil Record is like a puzzle of all the organisms that lived in the past. However, some of these organisms did not fossilize so there are gaps in the record. This is one PROBLEM of the fossil record. Fossils are very important to the discovery of evolution because it demonstrates how a species had changed over time.

5. How fast does evolution occur (BE SPECIFIC)

àGradualism- species had changed slowly over time (TRANSPARENCY) of Elephants.

Punctuated Equlibria- causes a rapid change over time. Instead of gradually changing these animals would go from looking one way, to looking another way in one or two days!

6. your own findings

3. Discuss Findings

4. Workbook chapter 5 section 1

AGENDA- Tue. May 18, 2004

STUDENTS

1. Warm up 5 min

2. Discuss Final Project Due June 9th 20 min

ABSOLUTLY NO LATE PROJECTS

3. Other Evidence for Evolution 20 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State evidence from modern-day organisms that scientists use to show evolutionary relationships among groups

· Describe how scientists classify organisms and place them on branching trees.

TEACHER

1. Warm up

Homologous structure
Branching tree

2. Project due date- June 9th – NO LATE PROJECTS WILL BE ACCEPTED REGARDLESS OF REASON!!

3. Other Evidence of Evolution NOTES

· Show transparencies and discuss

AGENDA- Wed. May 19, 2004

STUDENTS

1. Warm up 5 min

2. “Walking with Cavemen” VIDEO 40 min

3. Answer questions given on VIDEO 10 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State evidence from modern-day organisms that scientists use to show evolutionary relationships among groups

· Describe how scientists classify organisms and place them on branching

AGENDA- Thurs. May 20, 2004

STUDENTS

1. Warm up 5 min

2. The ‘Oldest’ Human Skulls Boost ‘Out of Africa’ Argument 20 min

3. Workbook- Chapter 5- Sect 2 and 3 20 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State evidence from modern-day organisms that scientists use to show evolutionary relationships among groups

· Describe how scientists classify organisms and place them on branching trees.

TEACHER

1. Warm up

2. Read the ‘Oldest Human Skulls’ Paper as a class

3. Finish workbooks Chapter 5

AGENDA-Fri. May 21, 2004

STUDENTS

1. Warm up 5 min

2. The First Humans handout 20 min

2. Skull Comparisons 30 min

WORKBOOKS DUE MONDAY

TEST on Tuesday

PERIOD 5 ONLY

1. Warm up 4 min

2. Evolution of the Horse Transparency and questions 15 min

3. Other Evidence Worksheet 30 min

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State evidence from modern-day organisms that scientists use to show evolutionary relationships among groups

· Describe how scientists classify organisms and place them on branching trees.

TEACHER

1. Warm up

2. Skull Comparisons of all 6 Skulls

· Complete Skull Comparison Worksheets 1 and 2

3. Discuss Results

AGENDA- Mon. May 24, 2004

STUDENTS

1. Warm up 5 min

2. Turn in Workbooks

3. Review for test tomorrowà100points

4. Notebooks due tomorrowà 30 points

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State evidence from modern-day organisms that scientists use to show evolutionary relationships among groups

· Describe how scientists classify organisms and place them on branching trees.

TEACHER

1. Warm up

2. Extra Credit Review:

· 1st place = 6 points

· 2nd place = 4 points

AGENDA- Tue. May 25, 2004

STUDENTS

1. TEST- EVOLUTION CHAPTER 5 (100 points) J

2. NOTEBOOKS DUE- 30 points

GOOD LUCK

CALIFORNIA STATE STANDARDS

3.0, 3.a, 3.b, 3.c, 3.d, 3.e, 4.0, 4.a, 4,e, 4.f, 7.0, 7.c, 7.d, 7.e

OBJECTIVES

· State evidence from modern-day organisms that scientists use to show evolutionary relationships among groups

· Describe how scientists classify organisms and place them on branching trees.

Name

Natural Selection

Name

1. Use the Focus on Life Science textbook pp. 140-141 to define each term.

2. Give your OWN “Real Life” example of each term below EXCEPT Natural Selection.

3. Draw a picture in each of the boxes on the back for ALL the terms EXCEPT Natural Selection.

Overproduction Competition

Variation Selection

(#1)

Natural Selection-

(#2)

Title: Other Evidence for Evolution

Which animals would you group together based on their similarities?

W lizard w rabbit p cat

\ deer i sheep u fox

k pig a cow d goat

g horse h bull e goose

; camel n mouse . flamingo

Fmonkey J elephant @ snake

frog alligator ?kangaroo

**By comparing organisms, Scientists can infer how closely related organisms are!**

What similarities do organisms have?

1. Body Structure

· This is the easiest similarity to see

· Fishes, amphibians, reptiles, birds and mammals all have a similar structure. This structure is a BACKBONE

· Similar bone structures provide evidence of relationships between species.

o These similarities show related species have come from a single ancestor. This is called homologous structures.

2. Early development

· When you compare an adult turtle ), a chicken band a rat n. Are they similar?

· However, during early development they ALL look almost exactly the same!

3. DNA

· Comparing the gene sequence in the DNA of different organisms can show similiarties in the DNA.

o DNA can be removed from fossils if preserved well enough. This helps scientists to determine similarities between species that live today, and those that died hundreds of years ago!

**Finally, put all three of these things together and scientists can form what is called a branching tree.

· A Branching tree can be used to show all the information gathered about the species to show a common relationship.

SKULL COMPARISONS

FEATURE / HUMAN A / HUMAN B / “LUCY”
1. Sagittal Crest
2. Supra-orbital Ridge
3. Prognathism
4. Brain- case

Making Predictions

You are an archeologist and have made an amazing discovery. Deep down in a dark cave you and your team of scientists have been digging for fossils for four months! Over that time you have found six skulls. Based on your knowledge of evolution and what you observed from each of these skulls, try to determine the order in which these skulls existed. List the skulls in order from oldest (millions or thousands of years ago) to youngest (hundreds to present).