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.
