ESSENTIAL QUESTION: How do scientists think life began and continues to change on earth?
LEARNING TARGET: Describe trends in hominid evolution and the identify the parts of the human brain.
BENCHMARKS: SC.912.L.15.1; SC.912.L.14.26
LEARNING OBJECTIVES: Students will be able to:
-Analyze information to determine basic trends in hominid evolution.
-Identify the major parts of the brain on diagrams.
BELL RINGER - Dissection of pythons and boa constrictors show that these snakes have tiny hind leg bones buried in muscles toward their tail ends. Create a claim and reasoning to explain how this evidence supports the theory of evolution.
VOCABULARY: biogenesis, abiogenesis, spontaneous generation, endosymbiotic theory, prokaryote, organelle, chloroplast, mitochondria, eukaryote, organic molecule, amino acid, protein, biogeography, comparative anatomy, comparative embryology, homologous structures, analogous structure, vestigial structure, molecular biology, hominid, fossil, evolution
HOME LEARNING: Study for Topic Assessment
AGENDA
WHOLE GROUP
Students wrote a paragraph creating a claim and a reason for the bell ringer of the evidence stated above.
Students watched the film on Trends in Hominid Evolution and took notes. They supplemented this information with information from another site. You can find the links to both below.
We then reviewed the parts of the human brain. You can make your own flashcards by cutting out each picture and placing the correct structure on the back of the card.
Students completed an exit ticket on the information presented in class today.
