ESSENTIAL QUESTION: What evidence supports the idea that life on earth can change?
RELEVANCE: Prove it to me!
NGSSS: SC.912.L.15.1; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1
LEARNING OBJECTIVES: Students will be able to:
-Identify bodies of evidence that support the scientific theory of evolution.
-Recognize anatomical similarities such as homologous structures and vestigial organs when referring to comparative anatomy and comparative embryology.
BELL RINGER - Human Evolution - Comparing Primates-Comparative Anatomy part One/Part Two
VOCABULARY: biogeography, brain stem, cerebellum, cerebrum, comparative anatomy
HOME LEARNING: notebook update
AGENDA
WHOLE GROUP
We reviewed our connections with other classes. Our inference coincides with what is being done in Language Arts and History.
The bell ringer was to do the comparative anatomy comparisons for the Primates. You can find it on the handouts listed in pst blogs.
Students received the vocabulary lists and used them to make a Frayer Model of one of the terms. You can find the vocabulary list below.
This should be completed and placed in your interactive notebook.
We continued our discussion on how scientists use evidence and clues to determine how organisms have changed over time. Today, we dealt with molecular biology and embryology. We have already concluded that looking at homologous structures is one method by which scientists establish evolution.
The exit slip is to complete and submit the final molecular biology activity from the package. Period 6 will do this next week.
SMALL GROUP/INDEPENDENT PRACTICE/DI
Students who complete work early should to to Edgenuity and work on the topics they received less than 70% from the last exam
HOTS:
-Which method of evidence for evolution is the strongest? Why do you think so?
-How might the fossil record mislead someone in trying to create evolutionary ties between two species/organisms?
EXIT STRATEGY:
Molecular Biology Summary Question.
