Posted by: mrborden | May 7, 2017

Endangered Species Presentations

2014-12-17 23.17.06

May 8/9 2017 1,3 ,5 / 2,4,6
QFD : A memory lasts forever, never will it die… true friends stay together and never say goodbye…
?FD : Determine why species become extinct
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) endangered species PSA
A) a slogan b) music and text c) how many of the species are left, why we should care, where are they located, why they are going extinct , agencies with phone numbers or email addresses to help save your species )
2) finish and publish to YouTube if possible or we can play it on class computer

3) presentations – get out a piece of paper and write your name on it, period # and species name.. make 5- 10 minute presentation times on your sheet – ex 8;10 martin 8:25 Karla 8:40 .get your presentation up onto your screen, you will begin your first appt 10 min after class begins so you need to fill up all 5 appt times before hand during first 10 minutes of class. You will present your species to your classmate and explain all requirements of the presentation to them, you will receive a letter grade from them on your paper and they must justify why you received that grade, and one area that you could improve your presentation, after you are finished they will present their findings to you. One letter grade will be taken away for all areas not finished incomplete or not cited. If you do not give them a fair letter grade then you will be deducted one letter grade for all areas that you did not mark down ) 

http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124



May 10 2017
QFD : I have never found any ‘good’ in goodbye.
?FD : differentiate between the types of various types of population growth rates by drawing examples of a fast growing pop, slow moving population , a negative pop, and a stagnant population
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) test prep for final exam

May 11/12 2017 1,3,5 / 2,4,6
QFD : Let me make this easier than saying goodbye: let me tell you hello in advance for the next time I get to see you.
?FD : Describe how natural selection helps or hinders a species chance of survival
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) Final exam

May 12 2016 ( block schedule periods 1,3,5)
QFD : Goodbyes are not forever. Goodbyes are not the end. They simply mean I’ll miss you until we meet again.
?FD : Describe and analyze the methods ecologists use to determine a species growth rate
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) Anti drug message and website

2) you will research one of the following drugs for a presentation and website in class that will include the same parameters as the last project assignment for endangered species

Alcohol, tobacco, marijuana , heroin, crystal meth, methamphetamines and prescription drugs, cocaine, mushrooms, LSD, Mollies, other prescription drugs , lean, suicide, cutters, abuse

 

Make sure your presentation is appropriate, conveys the clear message that drug use is bad ,

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Posted by: mrborden | April 30, 2017

Ecology System Website Presentations

Week 15 Biology
May 1/2 2017 block schedule
QFD: My mother was the most beautiful woman I ever saw. All I am I owe to my mother. I attribute my success in life to the moral, intellectual and physical education I received from her.” —George Washington
Essential question of the Day : Make a flow map of the hierarchy of organisms
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to name and describe the three types of symbiosis by creating Cornell notes and by viewing a video clip
1) video symbiosis

2) finish websites w both plants and animals

HW : finish all handouts due tomorrow
May 3
QFD: Kids don’t stay with you if you do it right. It’s the one job where, the better you are, the more surely you won’t be needed in the long run.” —Barbara Kingsolve
Essential question of the Day : describe the 4 various types of trophic levels and an organism associated with each level
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to by completing a project
1) Presentations day 1
2) ecology pyramids assigned

HW : finish pyramids
May 4
QFD: Love as powerful as your mother’s for you leaves its own mark … to have been loved so deeply .. will give us some protection forever.” —J.K. Rowling
Essential question of the Day : name and describe the three types of survivorship and provide examples
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to name and describe the three types of survivorship by completing an online assignment
1) Presentations day 2
2) pyramids due
3) work on PSA partners

HW : honors work on research papers due next Monday
May 5
QFD: My mother is my root, my foundation. She planted the seed that I base my life on, and that is the belief that the ability to achieve starts in your mind.” —Michael Jordan
Essential question of the Day : analyze the differences in density dependent and density independent factors that affect populations
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will analyze the differences in density dependent and density independent factors that affect populations by taking a quiz
1) PSA finished by end of period Sent to google classroom

 

Posted by: mrborden | April 22, 2017

Ecology and Endangered species

https://drive.google.com/open?id=0B0QVHim1yGHmR1lEUkRrSVRWNTQ

April 25 2017

QFD: the world is its own magic.” ― Shunryu Suzuki
?FD : Have you ever created a website before ? Do u remember the one we created at the beginning of the school year and your password?
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) website creation
2) pick an endangered species to study and investigate

April 26 2017
QFD : Rain in April is abominable,”Like a slap in the face when you expected a kiss.”
?FD : Describe and analyze the methods scientists use to prove the theory of evolution
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) website design

2) endangered species project ( individual – all sites should be different)

1)Step one , create a website, and pick a endangered species of a plant and animal from the list http://www.earthsendangered.com/search-regions3.asp?search=1&sgroup=allgroups&ID=38

2) Explains the who what where when and why these species have become endangered include pictures and graphs to emphasize your findings ( at least 1-2 paragraphs per section)

3) create a graph using excel or spreadsheet that demonstrates the decline in the species you have chosen over the last 20 years

4) create a conservation management plan (1-2 pages) that illustrates how you would help your chosen species grow their population

5) list the consequences that humans have had on your species and what steps ie. laws could help to ensure that the species will survive and be protected

6) (partners) create a 1 min video that serves as a public service announcement to help your species using all of the information you gathered from your website

(due by Friday- except for video)

April 27 2017

QFD : April showers bring May flowers.. Unless you live near coachella , then your flowers die due to the rain precipitated by the patrons ..
?FD : Describe how genes play a role in evolution of species, be specific
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.


1) film about endangered species

2) website finish step one …

-Ecology Website STUDENT

 

April 28
QFD: Love as powerful as your mother’s for you leaves its own mark … to have been loved so deeply .. will give us some protection forever.” —J.K. Rowling
Essential question of the Day : name and describe the three types of survivorship and provide examples
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to name and describe the three types of survivorship by completing an online assignment

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.
1) website day 4 of 5
2) pyramids due
3) work on PSA partners

April 29
QFD: My mother is my root, my foundation. She planted the seed that I base my life on, and that is the belief that the ability to achieve starts in your mind.” —Michael Jordan
Essential question of the Day : analyze the differences in density dependent and density independent factors that affect populations
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will analyze the differences in density dependent and density independent factors that affect populations by taking a quiz
1) PSA finished by end of period

3) place graph onto site

 

Posted by: mrborden | April 2, 2017

Evolution Review and Ecology

Biology Week 12 ecology
April 3 2017
QFD: Some people can’t be fooled on April Fool’s Day because they were fooled too many times during their entire lifetime.”
?FD : Differentiate between the various types of natural selection
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film clip
2) notes

 

http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124

April 4 2017
QFD : April is the cruelest month, breeding lilacs out of the dead land, mixing memory and desire, stirring dull roots with spring rain.” ― T.S. Eliot, The Waste Land
?FD : how long did you study for the test ?
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce
1) test evolution

April 5 2017

QFD: the world is its own magic.” ― Shunryu Suzuki
?FD : Have you ever created a website before ? Do u remember the one we created at the beginning of the school year and your password?
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) website creation
2) pick an endangered species to study and investigate

April 6 2017
QFD : rain in April is abominable,”Like a slap in the face when you expected a kiss.”
?FD : Describe and analyze the methods scientists use to prove the theory of evolution
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) website design

2) endangered species project

Step one , create a website that explains the who what where when and why of a endangered species and include pictures and graphs to emphasize your findings

April 7 2017

QFD : April showers bring May flowers.. Unless you live near coachella , then your flowers die due to the rain precipitated by the patrons ..
?FD : Describe how genes play a role in evolution of species, be specific
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.


1) film about endangered species

2) website finish step one …

-Ecology Website STUDENT

Posted by: mrborden | March 26, 2017

Natural Selection posters and review

3/27 periods 1,3,5
QFD : You cannot change what you refuse to confront.
?FD : Differentiate between the various types of natural selection
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film clip
2) natural selection posters
3) test on hardy weinberg (google classroom)
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124
3/28 periods 2,4, 6
QFD : Love and appreciate your parents. We are often so busy growing up, we forget they are also growing old.
?FD :Name 3 vestigial structures
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

1) film clip
2) natural selection posters
3) test on hardy weinberg (google classroom)
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124
1) vocab worksheet due

3/29
QFD : Sometimes people don’t notice the things others do for them until they stop doing them.
?FD : Describe the difference between gene flow and genetic drift
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) natural selection poster presentations

3/30
QFD : Saying someone is ugly doesn’t make you any prettier
?FD : Describe and analyze the methods scientists use to prove the theory of evolution
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) test evolution Google classroom

3/31

QFD : Don’t say you don’t have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michaelangelo, Mother Teresea, Leonardo da Vinci, Thomas Jefferson, Albert Einstein, etc…
?FD : Describe how genes play a role in evolution of species, be specific
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film about ecological principles

Posted by: mrborden | March 19, 2017

Populations and Evolution

March 20 2017
QFD: Be not afraid of life. Believe that life is worth living, and your belief will help create the fact.
Essential question of the Day : Analyze why populations are important to study in terms of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning target : Students will take notes and view a clip that reveals information about Hardy Weinberg and population genetics
1) notes
2) problems Google classroom

HW : finish 3 problems



March 21 2017
QFD: It’s never too late to be what you might have been.George Eliot
Essential question of the day : Analyze various adaptations that organisms have are advantageous for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will solve problems involving hardy Weinberg formula by the end of the period
1) hardy Weinberg problems day 2
Hw : finish all problems

1) Genetic drift – a change in allele frequency due to random chance
Causes a loss of diversity
Affects small populations.. leads to a bottleneck ( drastic reduction in the number of species small populations can lead to a new population called the founder affect
2) Gene flow – occurs when populations join new populations and reproduce and increases the chances of a different species evolving ( liger) (Mule) less likely a species will be able to adapt or reproduce
3) Mutations – leads to genetic variation needed for evolution to occur
4) Sexual Selection selects traits to improve the species and for mating success’
5) Natural Selection selects traits most advantageous for survival
***Mechanisms of change – (mutations, Migration, genetic drift and natural selection)
6) co-evolution is used to describe cases where two (or more) species reciprocally affect each other’s evolution. Co-evolution is likely to happen when different species have close ecological interactions with one another. These ecological relationships include:
Predator/prey and parasite/host
Competitive species
Mutualistic species
March 22 2017
QFD: a single act of kindness throws out roots in all directions, and the roots spring up and make new trees.Amelia Earhart
Essential question of the Day : Name and describe 3 ways in which some organisms have adapted to their environment and why these changes are significant for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a drawing that illustrates the findings of Charles Darwin , adaptation, and an example of survival of the fittest
1) quiz Hardy Weinberg

March 23 2017
QFD: Creativity requires the courage to let go of certainties.
Essential question of the Day : analyze why populations of animals change over time which aspect of evolution are most important to prove the theory of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a test that reveals information about evolution , and adaptations regarding the theory of evolution by the end of the period
1) test due

March 24 2017
QFD: Joy is a net of love in which you can catch souls. Mother Teresa
Essential question of the day : What adaptations do humans possess?
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a handout concerning the evolution of size by the end of the period
1) dogs decoded
2) handout due on way out of class

 

Posted by: mrborden | March 12, 2017

Natural Selection

Biology
mon 3/13/17
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) quiz review
2) video clip on natural selection
3 ) notes

HW : vocabulary terms

vocan evolution
tues 3/13/17
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution concerning speciation by the end of the period
1) speciation
2) watch videos at home about the other types of evidence

https://quizlet.com/122835703/spacerace/embed
wed 3/15/17
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) quiz
thurs 3/16/17
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the various types of evolution by the end of the period
1) watch natural selection and Charles Darwin video

2) watch video on selection types and draw pictures to ensure you understand the idea, then write  paragraph describing each type of selection
friday
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will view a video that re explains that reveals information about lines of evidence of evolution andnatural selection by the end of the period
1) either finish movie or move to Hardy Weinberg principle

Posted by: mrborden | March 5, 2017

Evolutionary evidence and cladograms

Week 8 second semester

Biology
Monday March 6
QFD: Don’t worry about being worried. You’re heading out on an adventure and you can always change your mind along the way and try something else.”
Essential question of the Day : Analyze why Charles Darwin’s discoveries were significant to the theory of evolution, and describe the term evolution in a complete sentence
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning target : Students will present their posters on various evolutionary evidence and complete 15 questions from different types of eveidence
1) gallery walk
2) answer questions ( first write out all questions )

HW : finish all questions

http://evolution.berkeley.edu/evolibrary/article/evo_31


Tuesday March 7
QFD: Every single cell in the human body replaces itself over a period of seven years. That means there’s not even the smallest part of you now that was part of you seven years ago.”
Essential question of the day : Analyze various adaptations that organisms have and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will reveals information about lines of evidence of evolution By completing the hyperdoc about cladograms
1) hyperdoc activities 1-2 ( Google classroom)
Hw : finish 1-3 as homework
Wednesday March 8
QFD: There are two mistakes one can make along the road to truth… not going all the way, and not starting.”
Essential question of the Day : Name and describe 3 ways in which some organisms have adapted to their environment and why these changes are significant for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a drawing that illustrates the similarities and differences from various soecies by finishing the hyoerdoc
1) hyoerdoc 4-5

Thursday March 9
QFD: Spring is the time of plans and projects
Essential question of the Day : hypothesize which aspect of evolution ate most important to prove the theory of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a test that reveals information about charles Darwin , and adaptations regarding the theory of evolution by the end of the period
1) quiz from hyoerdoc and all activities completed

Friday March 10
QFD: It is spring again. The earth is like a child that knows poems by heart. – Rainer Maria Rilke
Essential question of the day : What adaptations does a squid possess?
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a lab by dissecting a squid by the end of the period
1) Squid dissection
2) pairs handout

 

Posted by: mrborden | February 26, 2017

Evidence of Evolution

img_1443plates2Week 7 second semester
Biology Cp


Feb 27 2017
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) video clip on evidence
2) notes

HW : vocabulary terms

 


Feb 28 2017
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution by the end of the period
1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

Project Evolution Evidence

create a poster that includes a picture of a type of evolutionary evidence and explains the evidence in 2-3 paragraphs. Under the picture and description, create 3 questions at levels 1,2,3 and answer them on the back of the poster

  1. fossil evidence ( fossil record)
  2. Embryological evidence
  3. Bio-geography
  4. Homologous Structures
  5. DNA Genetic information

Due by the end of Friday

dok

March 1 2017

QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) finish posters and place on wall , go comment on another groups poster of which u think is important , and any info that you disagree with
2) gallery walk
March 2 2017
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) quiz due
2) watch natural selection and Charles Darwin video
March 3 2017
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) Charles Darwin video and handout

 

Posted by: mrborden | February 20, 2017

Theory of Evolution

Feb 21 2017
QFD: The cost of liberty is less than the price of repression.”
—W.E.B. Du Bo
Essential question of the day : Compare and contrast the eras in Earths History
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1)  film review, write down at least 15 facts about each era in Earths history

 

Feb 22 2016
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution

Students will create  a brochure that demonstrates how earth, the species of plants and animals, the environment has changed over time by examining one of the four eras in earths history ( Precambrian / Cambrian , Paleozoic, Mesozoic, and Cenozoic )
Included in your presentation : pictures that demonstrate the slide meaning, written explanation for the above requirements, you name/names and a title slide. (Doesn’t count in 15)

Page 1-2 time period, and description of Era

Pages 3  Changes in the Animals from the beginning to end of period

Pages 4 Changes in plant life from the beginning to end of period

Pages 5 changes in the atmosphere and climate

Pages 6  Changes in the land masses

Pages 7 Major events that transpired during this time period

All info must be included brochure as well if that is your choice

due by thursday

Feb 23 2016
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a brochure to demonstrate their understanding of the changes in species on earth over time

  1. finish booklets
  2. presentation of facts

Feb 24 2016
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution

1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

https://quizlet.com/122835703/flashcards/embed

https://quizlet.com/122835703/flashcards/embed

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