Wednesday, 16 December, 2015 through Monday, 4 January, 2016

ESSENTIAL QUESTION: How do scientists think life continues to change on Earth?  

RELEVANCE: Do people really change? 

NGSSS: SC.912.L.15.13; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the conditions required for natural selection.

-relate the conditions required for natural selection to differential reproductive success.

-Continue Journey To Mars Project.

BELL RINGER - Is it fitter?

VOCABULARY: adaptation, adaptive radiation, ancestor, artificial selection, bottleneck, coevolution, convergent evolution, directional selection, disruptive selection, evolution, extinction, fitness, founder effect, gene glow, gene pool, genetic drift, gradualism, mutation, natural selection, punctuated equilibrium, speciation, stabilizing selection

HOME LEARNING: HL 6 Darwin’s Natural Selection

AGENDA

WHOLE GROUP

Correlations were made between science and other courses.

Students completed the bell ringer is it fitter? You can find a copy below.

Complete as your bell ringer. Then, write your answer and reasoning on a sticky and place in the appropriate column on the board.

Home learning 5 was collected and reviewed. Home learning 6 was distributed. You can find a copy below.

This is HL 6. Write darkly: I will make you a copy and return the original. 

Students worked on notes from the natural selection reading passage received last class.

Students worked on the Journey to Mars Project.

Students also received the new vocabulary list. You can find it below.

Complete the vocabulary by writing or drawing something to help you remember each word.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who complete work early should go to Edgenuity and work on the topics they received less than 70% from the last exam

HOTS: 

-How does Darwin address the uncertainties surrounding his theory of descent with modification? What do his methods reveal about the nature of scientific inquiry?

-Does Darwin’s theory of natural selection suggest an optimistic or a pessimistic view of the world?

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.

Monday/Tuesday, 14/15 December, 2015

ESSENTIAL QUESTION: How do scientists think life continues to change on Earth?  

RELEVANCE: Do people really change? 

NGSSS: SC.912.L.15.13; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the conditions required for natural selection.

-relate the conditions required for natural selection to differential reproductive success.

-Continue Journey To Mars Project.

BELL RINGER - Natural Selection Pre-test

VOCABULARY: adaptation, adaptive radiation, ancestor, artificial selection, bottleneck, coevolution, convergent evolution, directional selection, disruptive selection, evolution, extinction, fitness, founder effect, gene glow, gene pool, genetic drift, gradualism, mutation, natural selection, punctuated equilibrium, speciation, stabilizing selection

HOME LEARNING: HL 5 Evolution by Natural Selection

AGENDA

WHOLE GROUP

This lesson will involve taking notes and looking for reliable information. It also involves using higher order thinking skills to write questions.

Students took a pre-test on natural selection as the bell ringer.

Students received HL 5, which can be found below.

This is HL 5. Read the information and answer the in-text questions. Submit your answers to the final two questions on your own paper. Use complete sentences.

We viewed a video on natural selection and wrote a level three question on a sticky. You can find the video below.

This is the video. Write a level three question based on the information presented in the video.

Students then read and took two column notes from the following passage.

This is the reading passage. It will also go in your notebook, along with your two column notes.

An example of what the notes should look like:

We did not complete the notes, as students from the odd day were given an extra 20 minutes to complete their exams, since it was early release on the day they took the test. We will resume notes next class period.

Students were asked to begin thinking of three things they learned, two things they found interesting, and one question they still have and record this in the Cornell notes section. This is ongoing until the notes are completed.

We did not get to the virtual activity this class session.

Notebooks were due. They will be returned next class so that notes can be continued.

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: 

-How does Darwin address the uncertainties surrounding his theory of descent with modification? What do his methods reveal about the nature of scientific inquiry?

-Does Darwin’s theory of natural selection suggest an optimistic or a pessimistic view of the world?

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.

Peppered Moth Simulation

Click the link to access the activity
Peppered Moth simulation

Thursday/Friday, 10/11 December, 2015

ESSENTIAL QUESTION: Exam Population Changes/Evolution/Beginning of Life on Earth  

RELEVANCE: NA 

NGSSS: SC.912.L.15.1; SC.912.L.15.8; SC.912.L.17.5; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Take an exam on population changes/evolution/ beginning of life on earth

-Continue Journey To Mars Project.

BELL RINGER - NA

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Classes took the exam on population changes, evolution, and how life began on earth

Tuesday/Wednesday, 08/09 December, 2015

ESSENTIAL QUESTION: How did life on earth begin?  

RELEVANCE: When is a living thing alive? 

NGSSS: SC.912.L.15.8; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

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

-Compare different ideas about how organic molecules and cells first came about.

-Continue Journey To Mars Project.

BELL RINGER - EOC Review Evolution

VOCABULARY: abiogenesis, amino acid, biogenesis, chloroplast, endosymbiotic theory, eukaryotge, organelle, mitochondria, organic molecule, oxygen, prokaryote, protein

HOME LEARNING: study for exam

AGENDA

WHOLE GROUP

This lesson supports learning in other courses that involves making inferences and comparing and contrasting.

Students completed notes on Earth's Early History. The movie of the powerpoint can be found below.

To see the actual presentation, click on the link Earth's Early History

Students used the tablets to discover hypothesis about how evolution is supported by fossils. They also completed modules on Edgenuity on the tablets.

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: 

-Why is there controversy over the Oparin theory of how life began on earth?

-What would be necessary to allow life to develop on a planet like Mercury, Venus or Mars?

EXIT STRATEGY: 

summarize notes

Friday/Monday, 04/07 December, 2015

ESSENTIAL QUESTION: How did life on earth begin?  

RELEVANCE: When is a living thing alive? 

NGSSS: SC.912.L.15.8; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

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

-Compare different ideas about how organic molecules and cells first came about.

-Continue Journey To Mars Project.

BELL RINGER - How do you think life on earth began? Write to explain your answer.

VOCABULARY: abiogenesis, amino acid, biogenesis, chloroplast, endosymbiotic theory, eukaryotge, organelle, mitochondria, organic molecule, oxygen, prokaryote, protein

HOME LEARNING: notebook update for notebook check

AGENDA

WHOLE GROUP

We reviewed correlations to other classes. We are continuing to write, to use multiple authentic sources, and to make inferences.

Home learning 4 was collected and reviewed.

Handouts, which will serve as notes, were distributed and students worked as a whole class on the Miller experiment to determine how life began on earth. You can find the handouts below. You can find the activity at the link The Miller Experiment.

Use these handouts to complete the activity.

Notebooks will be collected next week for grading, so please be sure to update them.

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: 

-Why is there controversy over the Oparin theory of how life began on earth?

-What would be necessary to allow life to develop on a planet like Mercury, Venus or Mars?

Wednesday/Thursday, 02/03 December, 2015

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 - Transfer of Energy Review (see dropbox)

VOCABULARY: biogeography, brain stem, cerebellum, cerebrum, comparative anatomy

HOME LEARNING: HL 4 Is This Living?

AGENDA

WHOLE GROUP

We reviewed the claim statement and how to write up evidence, which is aligned with what students are doing in English classes.

The bell ringer: Students reviewed the transfer of energy for the Biology EOC this spring. The handout is below:

HL 4 was distributed and explained. Those wishing to review how to write a claim should watch the Prezi presentation at the link: Introducing Claim.

We completed the information that scientists use to establish evolution. All notes, including vocabulary, should be placed in the interactive notebook.

Students completed an online virtual Evolutionary Study which allowed them to utilize all the information they have studied to form a hypothesis and look for supporting evidence. You can find the activity, titled Exploring Evolution by clicking the link.

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: 

Summarize notes.