OBJECTIVE: Students will discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem.
WARM-UP: Inquiry Activity p. 62
VOCABULARY:
1) ecology
2) biosphere
3) species
4) population
5) community
6) ecosystem
7) biome
CLASSWORK:
1) Warm-Up/Vocabulary/Warm-Up Review
2) Presentation Pro 3-1 and 3-2
3) Food Web: Use diagram on p. 71 Choose at least 4 organisms from the diagram
a. Create visual describing the feeding patterns of your four organisms
b. Use arrows and label your diagram
6) BCR #34
7) Closure
ANNOUNCEMENTS:
Tuesday, April 29, 2008
Tuesday, April 22, 2008
Thursday, April 24, 2008
OBJECTIVE: Students will take a test in order to determine their comprehension of Evolution.
Tuesday, April 22, 2008
OBJECTIVE: Students will diagram a concept map in order to recall evidence for evolution.
WARM-UP:
List the types of evidence known today to support the theory of evolution.
VOCABULARY:
1) gene pool
2) relative frequency
3) single-gene trait
4) polygenic trait
5) speciation
CLASSWORK:
1. Warm-Up/Vocabulary
2. Discuss/Notes
a. Evidence for the relatedness of species on Earth (fossil record, geographic distribution of living species, homologous structures, anatomical similarities, and biochemistry similarities of DNA base sequences and/or amino acid
sequences)
b. All species on Earth today are related by a common ancestor
c. DNA code is virtually the same for all life forms
3) Amino Acid Lab
4) Review BCR from Review Sheet
5) Closure
WARM-UP:
List the types of evidence known today to support the theory of evolution.
VOCABULARY:
1) gene pool
2) relative frequency
3) single-gene trait
4) polygenic trait
5) speciation
CLASSWORK:
1. Warm-Up/Vocabulary
2. Discuss/Notes
a. Evidence for the relatedness of species on Earth (fossil record, geographic distribution of living species, homologous structures, anatomical similarities, and biochemistry similarities of DNA base sequences and/or amino acid
sequences)
b. All species on Earth today are related by a common ancestor
c. DNA code is virtually the same for all life forms
3) Amino Acid Lab
4) Review BCR from Review Sheet
5) Closure
Sunday, April 13, 2008
Thursday, April 17
OBJECTIVE: Students will examine variation among organisms in order to recognize its importance in evolution.
WARM-UP: In what ways can organisms of the same species vary? (Think about the lima bean lab)
VOCABULARY:
1) survival of the fittest
2) natural selection
3) descent with modification
4) common descent
5) homologous structures
6) vestigial organ
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review lima bean lab, bird and natural selection labs
3) Review 16-1 and 16-2
4) Discuss/Notes on natural selection as a mechanism for change
a. evolution occurs at population level
b. finite supply of resources required for life
c. genetic variation (mutations and recombination of genes)
d. selection of favored variations by environmental pressures
e. resulting offspring are more likely to survive and reproduce
a. Factors that influence natural selection (diet, climate,
weather, predators, and environment)
b. Natural selection leads to the development of a new species
c. Use of technology (gel electrophoresis) to determine
evolutionary relationships among species
5) BCR #34
6) Closure
WARM-UP: In what ways can organisms of the same species vary? (Think about the lima bean lab)
VOCABULARY:
1) survival of the fittest
2) natural selection
3) descent with modification
4) common descent
5) homologous structures
6) vestigial organ
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review lima bean lab, bird and natural selection labs
3) Review 16-1 and 16-2
4) Discuss/Notes on natural selection as a mechanism for change
a. evolution occurs at population level
b. finite supply of resources required for life
c. genetic variation (mutations and recombination of genes)
d. selection of favored variations by environmental pressures
e. resulting offspring are more likely to survive and reproduce
a. Factors that influence natural selection (diet, climate,
weather, predators, and environment)
b. Natural selection leads to the development of a new species
c. Use of technology (gel electrophoresis) to determine
evolutionary relationships among species
5) BCR #34
6) Closure
Tuesday, April 15
OBJECTIVE: Students will complete a lab in order to determine the relatedness of different organisms.
WARM-UP:
List two ways that you can determine if two organisms are related to each other.
VOCABULARY:
1) evolution
2) theory
3) fossil
4) artificial selection
5) struggle for existence
6) fitness
7) adaptation
CLASSWORK:
1) Warm-Up and Vocabulary
2) Work independently to complete lab on pages 86-90 "Amino Acid Sequencing and Evolutionary Relationships"
3) Complete Worksheets from Chapter 16
4) Closure
WARM-UP:
List two ways that you can determine if two organisms are related to each other.
VOCABULARY:
1) evolution
2) theory
3) fossil
4) artificial selection
5) struggle for existence
6) fitness
7) adaptation
CLASSWORK:
1) Warm-Up and Vocabulary
2) Work independently to complete lab on pages 86-90 "Amino Acid Sequencing and Evolutionary Relationships"
3) Complete Worksheets from Chapter 16
4) Closure
Friday, April 11, 2008
Thursday, April 10
OBJECTIVE: Students will complete a lab in order to determine what adaptations birds have.
WARM-UP: Identify 3 adaptations that organisms have.
CLASSWORK:
1) Career talk
2) Warm-Up
3) Begin lab
4) Closure
WARM-UP: Identify 3 adaptations that organisms have.
CLASSWORK:
1) Career talk
2) Warm-Up
3) Begin lab
4) Closure
Tuesday, April 8, 2008
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