Digital Agenda March 12: Homologuos, Analagous, and Vestigial Structures

Standard: 

MS-LS 4-1 Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.  

Objectives
1. Students will construct explanations for why homologous structures, vestigial structures, and analogous structures in modern organisms suggest evolutionary relationships by answering page 3 of the lab with a 3 or better




1. Do Now: Homologous, Vestigial, and Analogous Structures Pre-Quiz



2. Stations
DI/Collaborative:

1. Homologous, Vestigial, and Analogous Structures Lab

3. If your group finishes Early, you may: 

- play the the evolution game 

3. When you are finished, you may:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game

3. Exit Slip: Homologous, Vestigial, and Analogous Structures Post-Quiz

Digital Agenda March 10: Interim Extra Credit

INTERIM EARLY FINISHER EXTRA CREDIT
1. Listen to this DOPE RadioLab Podcast about how humans and other organisms, like the mantis shrimp (below) see color

***FOR EXTRA CREDIT YOU MUST:
       - Write a 1 page summary about the podcast, explaining what the mantis shrimp is, what adaptive features it has, and how scientists think the shrimps use their vision
       - You must talk about BOTH experiments talked about in the podcast 

2. Listen to this podcast about how plants use their senses on "Smarty Plants" by Radiolab****

***FOR EXTRA CREDIT YOU MUST:
       - Write a 1 page summary about the podcast
       - You must talk about ALL 4 experiments talked about in the podcast 

3. Watch THIS PLANET EARTH 2 Episode about Jungles, and try to spot the different adaptive traits that you see 

4. YOU MAY ALSO:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 


- Play the fossil sorting game

Digital Agenda March 9: Extinction Cornell Notes

Standards:
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. 



Objectives
1. Explain how extinction occurs by taking Cornell notes and writing a summary with a 3 or better, and by passing a post-quiz with a 3 (75%) or better.



1. Do Now: Extinction Pre-Quiz




2. Stations

Independent

MANDATORY
1. Watch BrainPop: Extinction
with the closed captioning on and take the following Cornell Notes
Username= 123dog
Password= 123cat

Define, and draw a representation of the following Vocabulary using BrainPop 
(if you cannot find the definition in brainPop, do a google search of the word, followed by "definition for kids" ex: fossil definition for kids)
- Extinction
- Species
- Mass extinction
- Evolutionary Pressure
- Evolution
- Theory (GET THIS FROM BRAINPOP!!!!)
- DDT
- Ecosystem
- Food Chain

Answer the Following Questions from BrainPop
1. Explain what happens when extinction occurs, and why it happens.
2. List 3 animals that have gone extinct.
3. What percentage of Earth's animals have gone extinct?
4. Explain how mass extinction works. Give an example. 
5. Explain why the extinction of the dinosaurs is considered mass extinction, and not extinction from evolutionary pressure.
6. Explain how scientists use theories.
7. Explain the theory of evolution.
8. Explain how animals go extinct from evolutionary pressure.
9. How are humans contributing to animal extinction? Give an example.
10. Explain why the extinction of a species in a food chain can have major effects on the other species in that food chain.


Summary: Today I learned....


Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 9 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met

OPTIONAL(ONLY after you are done)
3. Play with the fossil sorting game. Start with level 1, then move on if you can!


4. Watch THIS DOCUMENTARY about evolution and extinction

Digital Agenda March 6: Adventurian CEREAL Final Draft

Standards:
MS-LS 4-1 Apply scientific ideas to construct an explanation for the anatomical similarities and 
differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.  

Objectives

1.  Students will organize  describe why the body structures the Adventurian fossils evolved to have indicate that it lives in a specific environment by completing the Adventurian Fossil CEREAL with a 3 or better.

SUBMIT YOUR FINAL DRAFT HERE




When you are finished YOU MAY...
OPTIONAL(ONLY after you are done)

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game


- Do makeup work for ANY class

Digital Agenda March 3: Adventurian Timeline Lab

Standards:
MS-LS 4-1 Apply scientific ideas to construct an explanation for the anatomical similarities and 
differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.  

Objectives

1.  Students will organize Adventurian fossils by age and describe the similarities in body structures of Adventurian fossils to give the specific evidence that the organism evolved by completing the Adventurian Fossil Lab with a 3 or better.




1. Do Now: Adventurian Lab and Evolution Pre-Quiz


2. Stations

Collaborative

Adventurian Evolution Lab
1. Two people Tape together Adventurian timeline, and cut out pieces (2 people cut and tape the lab together, the other partners cut the pieces out)

2. Place pieces of the Adventurian to the timeline in the correct places, then ask for teacher approval before gluing down

3. Describe the shared, and new traits that you see (everyone needs to write)

4. Discuss and answer all lab discussion questions with your group, due at the end of the period.

4= Groups correctly placed adventurian fossils, described shared, and new mutant structures accurately, and answered all discussion questions successfully using appropriate evidence.

3= Groups correctly placed adventurian fossils, described shared, and new mutant structures accurately with few mistakes, and answered all discussion questions successfully using evidence.

2= Groups placed adventurian fossils with few mistakes, described shared, and new mutant structures accurately with few mistakes, and answered all discussion questions successfully using evidence.

1/NP= Students made many placement errors, did not describe shared, or mutant traits, or did so with many errors, or did not answer all questions, or did not use evidence.

Digital Agenda March 2: Geologic Time Cornell Notes

Standards:
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. 



Objectives
1. Students will describe how scientists organize major changes in Earth, and how they determine  the age of the fossils they study to tell that organisms have evolved by taking Cornell notes and writing a summary with a 3 or better, and by passing a post-quiz with a 3 (75%) or better.


1. Do Now: Geologic Timeline Pre-Quiz

Independent

MANDATORY
1. Watch BrainPop: Geologic Time
with the closed captioning on and take the following Cornell Notes
Username= 123dog
Password= 123cat

Define, and draw a representation of the following Vocabulary using BrainPop 
(if you cannot find the definition in brainPop, do a google search of the word, followed by "definition for kids" ex: fossil definition for kids)
- Geologic Time Scale
- Eons
- Eras
- Periods
- Epochs
- Devonian Period
- Stratigraphy
- Stratum
- Radiometric Dating

Answer the Following Questions from BrainPop
1. Approximately how old is Earth?
2. How have scientists organized major changes in Earth's History?
3. Explain how the geologic time scale is broken up.
4. Explain how scientists use eons, periods, and epochs. 
5. How long are eons, eras, periods, and epochs relative to each other.
6. Why don't the geologic time units have a set number of years that they each last?
7. How are periods usually named?
8. Explain how scientists determine the age of the stratum they study.
9. Explain why stratigraphy is not a perfect science. Why can't we always predict the age of fossils this way?
10. Explain why radiometric dating is more accurate than using the geologic timeline to date the age of fossils.


Summary: Today I learned....


Example set up:

Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 9 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met

When you are finished YOU MAY...
OPTIONAL(ONLY after you are done)

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game


- Do makeup work for ANY class

Digital Agenda February 25/26: Speciation Helping Quadrant

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will use evidence from a reading to predict the environment the Stickleback migrated to in the exit ticket after completing a helping quadrant group question using the checklist for success.

1. Do Now: Test Misconception Pre-Quiz


2. Stations
DI/Collaborative:

Speciation Helping Quadrant

Digital Agenda February 24: Speciation Cornell Notes

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will describe how a species of organism can split off into a separate species by completing the Speciation Cornell Notes with a 3 or better.





1. Do Now: Changes in Populations Pre-Quiz



Independent

Video: Speciation


Vocabulary
Natural Selection
Species
Interbreed
Offspring
Speciation
Isolation
Allopatric Speciation
Sympatric Speciation
Gene Pool
Genetic Drift

Answer the following Questions from the video:
1. Why are all domesticated dog breeds considered the same species, even though they look very different?
2. Can two different species mate and have offspring? Give an example.
3. When does speciation happen?
4. When does Allopatric Speciation occur? Give an example.
5. Why can populations that become separated form different species?
6. How many generations do YOU think it takes for a species that becomes separated to become two separate species? (not in the video, estimate and explain why)
7. How can behavioral isolation separate organisms in the same area in Sympatric Speciation? Give an example.
8. Why are the Eastern Meadowlark and the Western Meadowlark considered different species even though they look the same?
9. Explain how habitat isolation can result in an organism becoming a different species.
10. What are the three things that the video reminds you of at 5:45?
11. Explain why isolation is not the mechanism that causes organisms to change over time.
12. Explain what DOES cause populations to change over time.

Summary
Today I learned... (can be bullet points, sentences, or drawings)



Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 11 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met

When you are finished YOU MAY...

1. Watch THIS PLANET EARTH 2 Episode about Jungles, and try to spot the different adaptive traits that you see 

4. YOU MAY ALSO:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game

Digital Agenda February 21: Critical Juncture Assessment Re-Take

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will construct explanations based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment in the Critical Juncture Assessment with a 3 or better.

CLICK HERE TO TAK THE TEST







When you are finished YOU MAY...

1. Watch THIS PLANET EARTH 2 Episode about Jungles, and try to spot the different adaptive traits that you see 

4. YOU MAY ALSO:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game

Digital Agenda February 18: Mutations CEREAL Prep

Standard: 

MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

Objectives
1.Students will analyze histogram data about mutations in a population and explain why some mutations become more common, and why others do not by completing the first two pages of the Mutations CEREAL handout with a 3 or better.

1. Do Now: Mutations CEREAL Pre-Quiz



2. Stations
DI/Collaborative:

Mutations CEREAL


Presentation

Digital Agenda February 10: Critical Juncture Assessment

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will construct explanations based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment in the Critical Juncture Assessment with a 3 or better.

Click Here to Take the Critical Juncture Assessment





When you are finished YOU MAY...

1. Watch THIS PLANET EARTH 2 Episode about Jungles, and try to spot the different adaptive traits that you see 

4. YOU MAY ALSO:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game

Digital Agenda February 10: Punnet Square Cornell Notes

Standard: 

MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. 

Objectives
1. Students will describe how alleles are inherited from an organisms parents by completing the genetics cornell notes with a 3 or better, and by passing a post-quiz with a 3 (75%) or better.






1. Do Now: Natural Selection & Genetics Pre-Quiz








Independent
1. Complete the following Punnet Square Cornell Notes from the THIS VIDEO

Vocab:
Allele
Segregation
Dominant
Recessive
F1 generation
Homozygous 
Heterozygous
Genotype
Phenotype
Punnet Square


Questions

1. Why did Gregor Mendel use pea plants to study genetics?
2. Why was "blending" an incorrect assumption for how genetics worked?
3. Use the punnet square in the video to figure out the genotypes and phenotypes of a cross from Pp and Pp.
4. How many flowers in the PpxPp cross will be purple? How many will be white?
5. Use a Punnet square to find out the genotypes AND phenotypes of a PPxPp cross.
6.  What is Mendel's law of segregation?
7.  What is Mendel's law of independent assortment?
Key:
Round (R) is dominant to wrinkled (r). Yellow (Y) is dominant to green (y).
8. Classify the following as homozygous or heterozygous
a) Rr
b) RR
c) Yy
d) YyRR
9. What is the probability of Rr x Rr to produce wrinkled seeds?
10. What is the probability of Yy x yy to produce green seeds?
11. How is Huntington's disease passed on? Is it dominant or recessive?
12. Explain how a pedigree can illustrate inheritance, using the example from the video.


Summary: Today I learned.... (you may use bullet points, sentences, or drawings)

Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 10 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met

3. When you are finished, you may:

. Watch THIS PLANET EARTH 2 Episode about Jungles, and try to spot the different adaptive traits that you see 

4. YOU MAY ALSO:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 


- Play the fossil sorting game

- Watch this documentary on "The Origin of Humans" by National Geographic

- Watch this documentary on "Evolution - What Darwin Never Knew" by NOVA PBS Documentary

Digital Agenda February 3: Mutations Cornell Notes

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will describe how structural changes in genes result in mutations that can become harmful, or beneficial changes by completing the Genetic Mutations Cornell Notes with a 3 or better.







1. Do Now: Mutations Pre-Quiz



Independent

BrainPop: Genetic Mutations

Username: 123dog
Password: 123cat

Vocabulary
Genetic Mutations
DNA
RNA
DNA Repair
Deleterious Mutation
Proteins
Cancer
Beneficial Mutation
Spontaneous Mutation


Answer the following Questions from BrainPop:
1. In the movie, Tim says that genetic mutations are permanent changes to DNA or RNA. What does this mean?
2. What does genetic material do for living organisms?
3. Explain WHY YOU THINK that some physical traits, such as height, can be affected by the environment while other traits, such as eye color, are controlled only by your genes.
4. Why do most genetic mutations do nothing at all?
5. Why are most permanent genetic mutations deleterious?
6. Explain how genetic mutations affect how your cells make proteins.
7. Explain how a genetic mutation causes sickle cell anemia.
8. How are cancer cells different from normal cells?
9. Why are beneficial genetic mutations a driving force for evolution?
10. List 2 factors that can cause a genetic mutation.


Summary
Today I learned... (can be bullet points, sentences, or drawings)



Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 9 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met

When you are finished YOU MAY...

1. Watch THIS PLANET EARTH 2 Episode about Jungles, and try to spot the different adaptive traits that you see 

4. YOU MAY ALSO:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game

Digital Agenda January 31: Adaptive Traits 50/50

Standard: 

MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. 

Objectives
1. Students will use evidence from a simulation to create an argument about whether or not the claim that reproduction ALWAYS results in offspring with adaptive traits is correct, and will make predictions about how organisms get their adaptive traits by completing the Adaptive Traits and Reproduction 50-50 quiz with a 3 or better according to the rubric







2. Stations
DI/Collaborative:

Link:  Natural Selection Sim 


Adaptive Traits and Reproduction 50-50 Quiz

Digital Agenda January 29: Changes in Trait Distribution Helping Quadrant

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will use evidence from a reading to create and explain a histogram model for how the poison level-trait increased in the Oregon State Newt Population over time by completing a helping quadrant group question using the checklist for success.

1. Do Now: Changes in Trait Distribution Pre-Quiz


2. Stations
DI/Collaborative:

Deadly Dare Helping Quadrant

Digital Agenda January 27: Adaptive Traits and Natural Selection Cornell Notes

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives
1. Students will explain how cold environments can change the distribution of the fur trait in the ostrilope population to favor adaptive traits, and get rid of non-adaptive traits after 50 generations by answering question 12 in their handout using all of the required vocabulary words correctly.

1. Do Now: Changes in Trait Distribution Pre-Quiz




DI/Collaborative:
Finish: Changes in Trait Distribution Handout

 Natural Selection Sim  LOGIN WITH CLEVER




Independent

1. Complete the Following Cornell Notes from the BrainPop: "Natural Selection"

Vocab (get the definitions FROM THE VIDEO. If you cannot find it, look up "[word] definition for kids")
Natural Selection
Common Ancestor
Specialized
Environmental Pressures
Variations
Mutations
Favorable
Adaptive Trait
Non-Adaptive Trait
"Survival of the Fittest"


Questions

1. How did Charles Darwin develop his theory of evolution?
2. Why did the birds on the Galapagos Islands have differently shaped beaks?
3. Explain how environmental pressures make it difficult for organisms to survive.
4. How can mutations cause differences in variations?
5. How can mutations be bad for an organism's survival?
6. How can mutations be good for an organism's survival?
7. What is the "neat" consequence of the Theory of evolution?
8. Explain Darwin's tree analogy for the diversity of life.


Summary: (you may use bullet points, a paragraph, or draw)
Today I learned....






3. When you are finished, you may:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 


- Play the fossil sorting game

Digital Agenda January 21: Changes in Trait Distribution

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives
1. Students will explain how cold environments can change the distribution of the fur trait in the ostrilope population to favor adaptive traits, and get rid of non-adaptive traits after 50 generations by answering question 12 in their handout using all of the required vocabulary words correctly.

1. Do Now: Changes in Trait Distribution Pre-Quiz



2. Stations
DI/Collaborative:
Changes in Trait Distribution Handout

 Natural Selection Sim  LOGIN WITH CLEVER

Digital Agenda January 23: Traits and Variation

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives
1. Students will explain that different individuals have different traits in populations after analyzing and interpreting patterns in data from different populations of organisms by answering reflection questions with a 3 or better according to the rubric

1. Do Now: Traits and Variation Pre-Quiz



2. Stations

DI/Collaborative:
Traits, Variation, and Distribution Handout

 Natural Selection Sim. LOGIN WITH CLEVER

Digital Agenda January 22: Trait Inheritance Cornell Notes

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will use describe how traits in children are inherited from their parents, and why siblings can have variations in their traits by taking Cornell Notes and writing a summary with a 3 or better according the the success criteria.



Independent
1. Create a new section of Cornell Notes in your notebook titled 
"Trait Inheritance"
2. Watch Brain Pop "Genetics" 

username= 123dog
password= 123cat

Vocab

Trait

Variation

Inherit

Heredity/ Heritable

Gene

Genetics

Chromosome

DNA

Dominant

Recessive

Questions

1. List 4 traits that can be inherited from your parents. 2. Describe how traits are carried in our genes. 3. How many pairs of chromosomes do humans have? How many chromosomes do humans have in total? 4. How many chromosomes do you get from your mother? How many chromosomes do you get from your father? 5. What makes sex cells unique compared to other cells? 6. Why is it more likely that a brown eyed mom and a blue eyed dad will have children that have brown eyes? 7. Explain why people one copy of a brown eyed gene and one copy of a blue eyed gene have brown eyes.  8. Explain how two brown eyed parents can have a blue eyed child. 9. Explain why humans are taller on average today than they were hundreds of years ago. Summary: Today I learned.... Cornell Notes Criteria for success: - Notes are set up in Cornell Note format - All vocabulary is defined in student friendly language (not copied from google) - 9 or more of the questions are answered fully AND correctly, using information and examples from the video - A summary of what was learned is at the bottom, using 2-3 complete sentences. 4= All success criteria is met 3= 3/4 success criteria is met 2= 2/4 success criteria is met NP = none of the success criteria is met