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

Digital Agenda January 17: Evolution Diagnostic Test

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 Diagnostic Test with a 3 or better.

Click Here to Take the Diagnostic 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 January 14: New Groups, and Personality Testing

Standard:

WG2.1 Is aware of roles within a group and their various functions.

Objective:

1. Students will argue whether they agree, or disagree with their results of a personality test using evidence that they interpret from their percentage results, and description of their personality type by writing a CERL paragraph.

2. Students will compare and contrast their personality types with their group members to establish how to work with each other's "types"

1. Sit in your New Seat

2. Take the Myers-Briggs Personality Test*, and see which of the 16 personality types you are. Read the description of your personality type, and decide whether you agree or disagree with your results

3. Write down the personality type the test generated.

4. When you get your results, click on "Start Reading" to read the description

*Note: If you disagree with your results, know that your personalities are still forming and changing, so this test, while usually accurate, does not define who you are as a person, or who you will become. Some of you may experience results that do not match your personality, and that is ok! Try taking the test again, in a few months, years etc and see how your personality has changed!

Ms. Garrett's Personality Type Results:

3. Summarize your results, then share your personality type with the people at your table. 

- Do you agree with their results? Why or why not?

- What are some similarities you have with each group member?

- What are some differences you have with each group member?

- How can your similarities help you work together as a group (i.e, which roles would your personality type be good for?)?

- What are some potential problems that could occur due to your different personalities?