OBJECTIVE: Students will examine variation among organisms in order to recognize its importance in evolution.
WARM-UP: Interest Grabber 15-1
VOCABULARY:
1) Archaea
2) Archaebacteria
3) Eukarya
4) Protista
5) Fungi
6) Plantae
7) Animalia
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review 15-1
3) Activity p. 368- Do Lima Beans Show Variation?
4) Review pictures/slides of organisms found on the Galápagos with class discussion of organisms and their adaptations. Students to share ideas in pairs.
5) Video on Darwin's expedition
6) Closure: What is evolution and how does it explain the fact that so
many plants and animals are well suited to the environment they
inhabit?
ANNOUNCEMENTS:
None
Sunday, March 30, 2008
Tuesday, April 1, 2008
OBJECTIVE: Students will categorize organisms by similar traits in order to classify using the three domain system of classification.
WARM-UP: Presentation Pro 18.3
Categories that are used to organize an assortment of things should be valid. That is, they should be based on real information. However, categories should be useful, too. Suppose that you are taking a survey of traffic. You sit at the side of a busy intersection and record the vehicles you see in one hour.
1. What categories could you use to organize your count of vehicles?
2. Look at your list of categories. Are all of them equally useful?
3. Is there more than one valid and useful way to organize living things?
VOCABULARY:
1) derived character
2) cladogram
3) molecular clock
4) domain
5) bacteria
6) Eubacteria
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review of 18-2 and 18-3 using PresentationPro
3) QuickLab in Section 18-2
4) "Go Fish"
5) Closure
ANNOUNCEMENTS:
None
WARM-UP: Presentation Pro 18.3
Categories that are used to organize an assortment of things should be valid. That is, they should be based on real information. However, categories should be useful, too. Suppose that you are taking a survey of traffic. You sit at the side of a busy intersection and record the vehicles you see in one hour.
1. What categories could you use to organize your count of vehicles?
2. Look at your list of categories. Are all of them equally useful?
3. Is there more than one valid and useful way to organize living things?
VOCABULARY:
1) derived character
2) cladogram
3) molecular clock
4) domain
5) bacteria
6) Eubacteria
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review of 18-2 and 18-3 using PresentationPro
3) QuickLab in Section 18-2
4) "Go Fish"
5) Closure
ANNOUNCEMENTS:
None
Thursday, March 27, 2008
Thursday, March 27, 2008
OBJECTIVE: Students will examine how organisms are organized for study in order to use a dichotomous key to classify living things.
WARM-UP: How can you determine if one organism is related to another?
VOCABULARY:
1) order
2) class
3) phylum
4) kingdom
5) phylogeny
6) evolutionary classification
CLASSWORK:
1) Vocabulary and Warm-Up
2) Take Ch. 12/13 test
3) Finish Lab
4) Closure
ANNOUNCEMENTS:
None
WARM-UP: How can you determine if one organism is related to another?
VOCABULARY:
1) order
2) class
3) phylum
4) kingdom
5) phylogeny
6) evolutionary classification
CLASSWORK:
1) Vocabulary and Warm-Up
2) Take Ch. 12/13 test
3) Finish Lab
4) Closure
ANNOUNCEMENTS:
None
Tuesday, March 25, 2008
Tuesday, March 25, 2008
OBJECTIVE: Students will examine how organisms are organized for study in order to use a dichotomous key to classify living things.
WARM-UP: How would you classify a snicker's bar?
VOCABULARY:
1) taxonomy
2) binomial nomenclature
3) genus
4) family
5) species
CLASSWORK:
1) Warm-Up/ Vocabulary
2) Review Sheet for Ch. 12/13 test
3) Review Section 18-1 of textbook
4) Movie
5) Lab activity
6) Closure
ANNOUNCEMENTS:
TEST ON CH. 12/13 NEXT CLASS
WARM-UP: How would you classify a snicker's bar?
VOCABULARY:
1) taxonomy
2) binomial nomenclature
3) genus
4) family
5) species
CLASSWORK:
1) Warm-Up/ Vocabulary
2) Review Sheet for Ch. 12/13 test
3) Review Section 18-1 of textbook
4) Movie
5) Lab activity
6) Closure
ANNOUNCEMENTS:
TEST ON CH. 12/13 NEXT CLASS
Tuesday, March 11, 2008
Tuesday, March 11, 2008
OBJECTIVE: Students will review Chapters 12 and 13 in order to prepare for their Chapter test next class.
WARM-UP: If a fly has 16 chromosomes in its sperm cells, how many chromosomes will be in its wing cell? Explain how you came up with your answer.
VOCABULARY:
1) recombinant DNA
2) polymerase chain reaction (PCR)
3) plasmid
4) genetic marker
5) transgenic
6) clone
CLASSWORK:
1) Warm-Up and Vocabulary
2) New Seating chart
3) Discuss and Finish 12 and 13 Review Sheet
4) Make-up work time
5) Work on Spring Break Packet
TONIGHT'S HOMEWORK:
Study for test
HOMEWORK DUE:
Review Sheet
ANNOUNCEMENTS: TEST RIGHT AFTER SPRING BREA
WARM-UP: If a fly has 16 chromosomes in its sperm cells, how many chromosomes will be in its wing cell? Explain how you came up with your answer.
VOCABULARY:
1) recombinant DNA
2) polymerase chain reaction (PCR)
3) plasmid
4) genetic marker
5) transgenic
6) clone
CLASSWORK:
1) Warm-Up and Vocabulary
2) New Seating chart
3) Discuss and Finish 12 and 13 Review Sheet
4) Make-up work time
5) Work on Spring Break Packet
TONIGHT'S HOMEWORK:
Study for test
HOMEWORK DUE:
Review Sheet
ANNOUNCEMENTS: TEST RIGHT AFTER SPRING BREA
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