Friday, 19 December, 2014 and Monday, 5 January, 2015

ESSENTIAL QUESTION: What evidence supports the Theory of Evolution?

NGSSS: SC.912.L.15.1

BENCHMARKS:

-Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. 

LEARNING OBJECTIVES:  Students will be able to:

-identify bodies of evidence that support the scientific theory of evolution.

BELL RINGER: Complete the biogeography handout found below. Place the completed handout in your interactive notebook.

This is your bellringer. Place the handout and the answers in your notebook.

VOCABULARY: evolution, fossil, artificial selection, adaptation, fitness, natural selection, biogeography, homologous structure, analogous structure, vestigial structure, the struggle for existance

HOME LEARNING: work on your science fair paper/project 

INFORMATION PRESENTED IN CLASS
After completing and reviewing the bell ringer, we reviewed home learning 6. All handouts should be placed in your notebook.

WE then watched a Bill Nye clip on Evolution, completing a Stop and Jot sticky as we viewed the video. You need to write only one fact from the video.

We then reviewed the difference between theories and laws, using the Puzzle Activity to demonstrate how changes in perception, new technology, and new information can help to change theories over time. The completed handout (found below) should also be placed in your interactive notebook.

These are the handouts you should complete to accompany the Puzzle Theory activity. Place them in your interactive notebook.

We will complete the lesson on evolution when we return from Christmas break.

Have a Merry Christmas!

Wednesday/Thursday, 17/18 December, 2014

ESSENTIAL QUESTION: What evidence supports the Theory of Evolution?

NGSSS: SC.912.L.15.1

BENCHMARKS:

-Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. 

LEARNING OBJECTIVES:  Students will be able to:

-identify bodies of evidence that support the scientific theory of evolution.

BELL RINGER: Students completed a Know/Want to know chart about theories and laws.

VOCABULARY: evolution, fossil, artificial selection, adaptation, fitness, natural selection, biogeography, homologous structure, analogous structure, vestigial structure, the struggle for existance

HOME LEARNING: work on your science fair paper/project 

INFORMATION PRESENTED IN CLASS
Students recorded what they know and want to know about theories and laws in their notebooks.

Students also received HL 6, which can be found below:

This is HL 6. Answers only on your own paper.

Students then read the cartoon Survival of the Sneakiest and discussed the questions about fitness. You can read the entire question at this link:Survival of the Sneakiest.

Students defined all of the vocabulary listed above in their interactive notebooks. All words come from chapter 16.

Students then made a poster depicting evidence that supports evolution.

Don't forget, home learning 6 is due the next class, at the beginning of the class!

Monday/Tuesday, 15/16 December, 2014

ESSENTIAL QUESTION: What evidence supports the Theory of Evolution?

NGSSS: SC.912.L.15.1

BENCHMARKS:

-Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. 

LEARNING OBJECTIVES:  Students will be able to:

-identify bodies of evidence that support the scientific theory of evolution.

BELL RINGER: Formative Assessment: Biological Evolution: Read the handout (to be completed and placed in the Cornell notes inside section), and explain which person you believe is correct and why. Try to convince your classmates that you are correct!

VOCABULARY: evolution, fossil, artificial selection, adaptation, fitness, natural selection, biogeography, homologous structure, analogous structure, vestigial structure, the struggle for existance

HOME LEARNING: work on your science fair paper/project 

INFORMATION PRESENTED IN CLASS
-Students completed the bell ringer activity and placed it in their interactive notebook. Be sure to write the date, benchmark, and essential question, along with the page number in your table of contents. Then, make a new Cornell notes page with the date and essential question. Don't forget the column on the side and the six lines on the bottom for your summary! The bell ringer sheet Biological Evolution is found below.

This is the bell ringer sheet. Complete and place in the center of the Cornell notes page.

Due to many students completing the exam, this is as far as we got in the lesson. For those who like to forge ahead, read chapter 6 and begin writing (and illustrating) all the vocabulary listed above.

Thursday/Friday, 11/12 December, 2014

ESSENTIAL QUESTION: Exam

NGSSS: SC.912.E.7.1; SC.912.L.17.9; SC.912.L.18.

BENCHMARKS:

-Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.   

-Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

-Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. 

LEARNING OBJECTIVES:  Students will be able to:

-correct the exam taken last class period.

BELL RINGER: NA

VOCABULARY: NA

HOME LEARNING: work on your science fair paper/project 

INFORMATION PRESENTED IN CLASS:
Thursday was an early release day, therefore classes were shortened. There was also a writing boot camp given during the morning. Because of these factors, students were given the entire class time to work on their exam. Friday classes should expect to spend a comparable amount of time (about an hour) before moving onto other activities.

For the even block classes on Friday, students will do differentiated instruction, either individually using Edgenuity or work with the instructor to review information on which they received the lowest scores. Students should bring tablets to class! 

Tuesday/Wednesday, 09/10 December, 2014

ESSENTIAL QUESTION: Exam

NGSSS: SC.912.E.7.1; SC.912.L.17.9; SC.912.L.18.

BENCHMARKS:

-Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.   

-Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

-Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. 

LEARNING OBJECTIVES:  Students will be able to:

-take an exam on flow of energy through ecosystems, energy cycles, and sustainability

BELL RINGER: Students were given a 15 minute study session to ask last minute questions and review class content.

VOCABULARY: NA

HOME LEARNING: work on your science fair paper/project 

INFORMATION PRESENTED IN CLASS:

Students took a chapter exam on energy flow in ecosystems, matter cycles, and sustainability and human interactions.

Students who are absent or out for medical/delivery will take the exam when they return to school.

Friday/Monday, 05/08 December, 2014

ESSENTIAL QUESTION: How did life begin on Earth?

NGSSS: SC.912.L.15.8

BENCHMARKS:

-Describe the scientific explanations of the origin of life on Earth.  

LEARNING OBJECTIVES:  Students will be able to:

-summarize scientific explanations of the origin of life on Earth.

-identify situations or conditions contributing to the origin of life on Earth.

BELL RINGER: Students reviewed the Miller-Urey handout as their bell ringer.

VOCABULARY: endosymbiotic theory

HOME LEARNING: Study for the exam, which will be on energy flow in an ecosystem, energy cycles, human interaction, and the history of life on earth/work on your science fair paper/project 

INFORMATION PRESENTED IN CLASS:
-Students reviewed home learning 5. This should be placed in the interactive notebook.
-Data chats were conducted while students performed the virtual Miller-Urey experiment. You can find the link and the handouts for the activity below. Be sure to study for the upcoming test. See the Home learning section above to know what notes to review.

Link for the Miller-Urey Experiment.

These are the handouts for the virtual Miller-Urey Experiment.

Wednesday/Thursday, 03/04 December, 201

ESSENTIAL QUESTION: How did life begin on Earth?

NGSSS: SC.912.L.15.8

BENCHMARKS:

-Describe the scientific explanations of the origin of life on Earth.  

LEARNING OBJECTIVES:  Students will be able to:

-summarize scientific explanations of the origin of life on Earth.

-identify situations or conditions contributing to the origin of life on Earth.

BELL RINGER: 21st Century Learner handout - read and complete. (see below)

VOCABULARY: endosymbiotic theory

HOME LEARNING: work on your science fair paper/project AND HL 5 - Earth's Early History; on your own paper, write the answers to questions 1, 2, 4, 6, and 8.

INFORMATION PRESENTED IN CLASS:

After completing and sharing the bell ringer, students completed notes on the formation of eukaryotic cells and the advantages of sexual reproduction. These notes can be seen in the video from yesterday's blog. I will print out a copy of the notes for absent students only. It is your responsibility, however, to see me for a copy of the notes. I will also post the slide show in My Big Campus. 

We did not get to discuss the Miller-Urey experiment and will do so next class.

We added pages to our interactive notebook. A contact information sheet was placed in the back inside cover. Pages a through e were labeled in the back of the notebook. A new table of contents page was added to show that these new pages were added.

Handouts explaining in detail how to write the Cornell notes questions were distributed and should be used to help students increase achievement. These were placed on pages 5 and 6 of the notebook.

This is the bell ringer handout. Read and answer the questions. All  handouts should be added to your notebook.

Handout for home learning and to be placed in your interactive notebook.

Monday/Tuesday, 01/02 December, 2014

ESSENTIAL QUESTION: How did life begin on Earth?

NGSSS: SC.912.L.15.8

BENCHMARKS:

-Describe the scientific explanations of the origin of life on Earth.  

LEARNING OBJECTIVES:  Students will be able to:

-summarize scientific explanations of the origin of life on Earth.

-identify situations or conditions contributing to the origin of life on Earth.

BELL RINGER: Quick write: Look at the picture (see below). Use at least five words in the picture to write a paragraph about how life began on Earth.Highlight the words in your paragraph that came from the wordle picture.

VOCABULARY: endosymbiotic theory

HOME LEARNING: work on your science fair paper/project.

This is the picture to use for your bell ringer. Use the words in the star to write a paragraph about how life began on Earth.

INFORMATION PRESENTED IN CLASS:

Once the bell ringer was completed, students watched videos on the history of the earth and the history of life on earth. Both videos can be found below. Compare the information from the video with what you wrote about how life began on Earth.

This video explains how the Earth was created and its early history.

This video explains how how on Earth began.

Students then took notes from the powerpoint, which can be found below in movie form. Be sure to take notes on anything that is in red print.

We did not complete all notes, and will begin the next class discussion at how eukaryotic cells formed. Students received a handout picturing Miller-Urey's experiment. We will discuss the experiment next class period.

This illustration depicts the essence and outcome of the Miller-Urey experiment.