SEPUP Workshop. Unit F Evolution Dick Duquin [email protected] Opening Reflection. In your journal At the end of this unit on evolution, what would you want your students to understand?. SEPUP Notebook. How is the journal improving learning?. White space
In your journal
At the end of this unit on evolution, what would you want your students to understand?
Do you know an organism that has become extinct?
What is the difference between extinct and endangered?
Challenge: What are the tradeoffs in saving an endangered species or re-creating an extinct one?
Vocabulary: endangered species, extinct, evidence, tradeoffs, species
Procedure: Reading strategy – 3 level reading
Discussion webActivity 89: Here Today, Gone Tomorrow
Have you ever found a fossil?
Challenge: What can fossils tell you about organisms?
Background: Notes from introduction
Vocabulary: fossil, geologic time scale, extinct, species, evidence
Procedure: How many fossils will the students draw?
Teach drawingActivity 90: Figuring out Fossils
What is the difference between an observation and an inference?
Challenge: How can footprints be used to study animal behavior?
Close book and TG
Vocabulary: hypothesis, observation, inference
Procedure: do as a class.Activity 91: Fossilized Footprints
How old do you think the earth is?
How long has man been on the earth?
Challenge: How long have organisms been living on Earth?
Background: How do you construct a timeline?
Vocabulary: extinction, geologic time scale, fossil
Procedure: Part 1 - personal
Part 2 - GeologicActivity 92: Time for Change
Have you ever seen rocks in layers?
Challenge: How can you determine which fossils are older, which are younger, and which are likely to be from extinct species?
Background: How do we know which layer is the oldest?
Vocabulary: Law of superposition, stratigraphic column
Procedure: Alternative ideas
What do you see about the columns?Activity 93: Reading the Rocks
What do you know about Charles Darwin?
Challenge: How does evolution happen?
Background: Breeding dogs story (TG: F-69). What do your students know about genetics?
Vocabulary: adaption, evolution, natural selection, variation
Procedure: How do you do a role play?
Intra-act sheet (F-73)Activity 94: A Meeting of the Minds
Can you think of an animal that is difficult to find because it blends into it surroundings?
Challenge: What factors effect natural selection?
Background: Scenario of worms on TG F-77
Vocabulary: adaption, competition, natural selection, variation
Procedure: Do as a class
Set up data tableActivity 95: Hiding in the Background
What is natural selection?
Challenge: What role does variation play in the process of natural selection ?
Vocabulary: mutation, speciation
Procedure: do as a class.
Length of time.
Line graphActivity 96: Battling Beaks
What is a mutation?
How is it related to natural selection
Challenge: What role do mutations play in natural selection?
Background: Anticipation Guide (next slide)
Vocabulary: review of words
How do you do the reading?Activity 97: Origins of Species
What is a family?
Can you list the classification scheme?
Challenge: What can you learn about evolution by comparing the fossil record of fish, mammals, and reptiles?
Background: What is a family? explain fossil record
Vocabulary: fossil record
Do fish as a class.
Reptile and mammal to groupsActivity 98: Family Histories
Are whales mammals or fish?
How do you think whales evolved?
Mammals move to sea or fish develop mammal traits?
Challenge: How are modern and fossil skeletons used to investigate evolution?
Vocabulary: adaption, extinction, fossil record
Procedure: Use Cards.Activity 99: A Whale of a Tail
Why do we classify species?
How do we do it?
Challenge: How does DNA provide evidence about how animals are related?
Background: Classification from Ecology. Review DNA
Part 1 Student sheet 100.1
Part 2 Student sheet 100.2Activity 100: DNA: The Evidence Within
AQ #4 Assessment
AQ #5b - Assessment
Who owns the learning?
If actions speak louder than words, how will you show ownership?