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Order of events – Qtr 3

Exploring evolutionary concepts, classification, and adaptations in biology. Hands-on activities on limb structure and function, with engaging quizzes and observations.

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Order of events – Qtr 3

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  1. Order of events – Qtr 3 • Evolution & Classification • Intro to Evolution Quiz – Thurs, 1/31 & Fri, 2/1

  2. Today in Biology… • Pick up: • Analyzing Adaptations • Comparing Limb Structure & Function Week #4 (1/28 – 2/1) Warm Up – Mon, 1/28: - None Biology Fun Fact: While other primates are furry, human skin is exposed to the elements. It’s not that we’re ‘naked’ – our hair is just really short over much of our bodies. In the warm places where our ancestors lived, evaporation of sweat from skin was a great benefit in cooling our bodies. Our brain runs so ‘hot’ that sweating & cooling proved vital for evolving our big brain. • Homework: • Genetics (Pg. 21)& Evolution Unit (Pg. 33) Title Pages • Tape Roadmap for Success to front of Sci. Ntbk!!! • Intro to Evolution Quiz – Tues, 2/5 • Agenda: • Finish Organizing Life • Begin Analyzing Adaptations & Comparing Limb Structure/Function activities Unit Learning Goal: Students will understand the scientific principles & processes involved in biological evolution.

  3. Unity Week Schedule • Today, Mon, 1/28 – Per. 1- 6 • Tomorrow, Tues, 1/29 – Per. 1, 3, 5 • Wed, 1/30 – Per. 2, 4, 6 (Unity Assembly during Per. 2) • Thurs, 1/31 – Per. 2, 4, 6 • Fri, 2/1 – Per. 1, 3, 5

  4. Pg. 36 – “Spontaneous Generation Experiments” Per. 6 start, Mon The uncovered jars had maggots & the covered ones didn’t Maggots developed from eggs of flies Spontaneous generation does not occur. 4 jars with meat: 2 covered with cheese cloth & 2 open Spontaneous generation occurs in microorganisms. Microorganisms were produced spontaneously Boiled chicken broth; put in flask & sealed it. Microorganisms grew Microorganisms are produced by other microorgansisms No microorganisms grew Spontaneous generation does not occur. Sealed flask of chicken broth took out air & boiled it Boiled chicken broth in flask & curved neck into sideways “S” shape. Microorganisms are produced by other microorgansisms Spontaneous generation does not occur. No microorganisms grew Summary of Conclusions: ????

  5. Pg. 36 – “Spontaneous Generation Experiments” Per. 3 start, Mon • SUMMARY OF CONCLUSIONS: Spontaneous generation disproved • The New hypothesis: Biogenesis: all living things come from other living things

  6. Pg. 35 – “Evolution & Origin of Life notes” Biogenesis video

  7. Pg. 35 – “Evolution & Origin of Life notes” Organizing Life QUESTION: Can 2 different species mate & produce an offspring? • SPECIES: • a group of organisms that can breed& produce fertile offspring

  8. YES!!! They are called “hybrid species”! THIS IS A LIGER THIS IS A MULE Offspring of a male donkey& female horse Offspring of a male lion& female tiger

  9. The Liger… Male lion & female tiger Like most hybrids they are sterile However, an occasional female has been found which can reproduce. No fertile males have been found.

  10. Pg. 35 – “Evolution & Origin of Life notes” Per. 2 start Organizing Life POPULATION: • a group of organisms of the same specieswho live in the same areaat the same time.

  11. Pg. 35 – “Evolution & Origin of Life notes” Life’s Adjustments • ADAPTATION: • any inheritedcharacteristic that increases an organism’s chance of survivingin a particular environment • FITNESS: • an organism’s ability to survive& reproducein an environment

  12. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs • DISCLAIMER!!!! • You are NOT writing a Lab Report on this lab… • BUT…I will be collecting 1 group member’s handout(with all names on it) for each lab for 2 LAB GRADES!!! • What does this tell you???

  13. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs ???s • Analyzing Adaptations: Living of Land: • In your groups, you will travel between 4 stations to observe 8 different species. • Discuss & identify on your wkst: • What kind of habitat (aquatic or terrestrial) each live in, • Observable structural features of each organism & • How those features are adaptations for life on land. • Study & analyze each of your 8 species & their adaptations. • Discuss & answer (in COMPLETE, THOUGHTFUL, THOROUGHSENTENCES) each of the Analysis & Conclusion Questions.

  14. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs ???s • Comparing Limb Structure & Function: • In your groups, discuss the similarities & differences between the limbs of the different organisms. • Identifyon your wkst: • The approximate number of bones in the upper & lower limbs & record in the data table • The function of the limbs of each organism. • Study & analyze the data collected abouteach of your 8 species. • Discuss & answer (in COMPLETE, THOUGHTFUL, THOROUGHSENTENCES) each of the Analysis & Conclusion Questions.

  15. Today in Biology… Week #4 (1/28 – 2/1) Warm Up – Tues, 1/29 & Wed, 1/30: - None • Pick up: • Video questionnaire • Homework: • Genetics (Pg. 21)& Evolution Unit (Pg. 33) Title Pages • Tape Roadmap for Success to front of Sci. Ntbk!!! • Intro to Evolution Quiz – Tues, 2/5 (MOVED) • Evolution Creative project – Fri, 2/8 Biology Fun Fact: The platypus is a creature with amazing features which are seen in diverse species: mammals (mammary glands, 3 ear bones, tail & fur), reptiles (egg laying, poison & spurs for defense), birds (bill, webbed feet) & fish (electro receptor in bill which allows to catch prey under water with eyes closed, has large vocal range). The platypus is designed for feeding & swimming in water, but lives on land in burrows it digs with its claws & can feed on insects & other land creatures. Agenda: 1. “What Darwin Never Knew” video & questionnaire (~2 hrs) Unit Learning Goal: Students will understand the scientific principles & processes involved in biological evolution.

  16. Unity Week Schedule • Today, Tues, 1/29 – Per. 1, 3 5 • Wed, 1/30 – Per. 2, 4, 6 (Unity Assembly during Per. 2) • Tomorrow, Thurs, 1/31 – Per. 2, 4, 6 • Fri, 2/1 – Per. 1, 3, 5 http://www.youtube.com/watch?feature=player_embedded&v=NOHzY1fuOz4 - video link (~2 hrs) As you watch the video, listen & look for answers to the video questions. This will be collected at the end of the period for credit.

  17. Today in Biology… • Pick up: • Examples of Evolution (Pg. 39) Week #4 (1/28 – 2/1) Warm Up – Thurs, 1/31 & Fri, 2/1: - AIMS Warm-up: Examples of Evolution (Pg. 39) Biology Fun Fact: Panspermia is the idea that microorganisms, spores or bacteria attached to tiny particles of matter have traveled through space, landing on a suitable planet & initiating the rise of life there. Lord Kelvin first suggested this scientific hypothesis in the mid 1800s. • Homework: • Genetics (Pg. 21)& Evolution Unit (Pg. 33) Title Pages • Tape/glue Roadmap for Success to front of Sci. Ntbk!!! • Intro to Evolution Quiz – Tues, 2/5 (MOVED) • Evolution Creative project – Fri, 2/8 • Agenda: • Finish & discuss Analyzing Adaptations & Comparing Limb Structure/Function activities • Finish “What Darwin Never Knew” video & collect questionnaire • Discuss Evolution Creative project Unit Learning Goal: Students will understand the scientific principles & processes involved in biological evolution.

  18. Unity Week Schedule • Today, Thurs, 1/31 – Per. 2, 4, 6 • Fri, 2/1 – Per. 1, 3, 5 What Darwin Never Knew - video link (~2 hrs) As you watch the video, listen & look for answers to the video questions. This will be collected at the end of the period for credit.

  19. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs • DISCLAIMER!!!! • You are NOT writing a Lab Report on this lab… • BUT…I will be collecting 1 group member’s handout(with all names on it) for each lab for 2 LAB GRADES!!! • What does this tell you???

  20. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs • Analyzing Adaptations: Living of Land: • In your groups, you will travel between 4 stations to observe 8 different species. • Discuss & identify on your wkst: • What kind of habitat (aquatic or terrestrial) each live in, • Observable structural features of each organism & • How those features are adaptations for life on land. • Study & analyze each of your 8 species & their adaptations. • Discuss & answer (in COMPLETE, THOUGHTFUL, THOROUGHSENTENCES) each of the Analysis & Conclusion Questions.

  21. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs • Comparing Limb Structure & Function: • In your groups, discuss the similarities & differences between the limbs of the different organisms. • Identifyon your wkst: • The approximate number of bones in the upper & lower limbs & record in the data table • The function of the limbs of each organism. • Study & analyze the data collected abouteach of your 8 species. • Discuss & answer (in COMPLETE, THOUGHTFUL, THOROUGHSENTENCES) each of the Analysis & Conclusion Questions.

  22. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs Let’s discuss… Analyzing Adaptations: Living of Land Comparing Limb Structure & Function

  23. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs Since our Fun Fact last time was about human hair, the group members with the most/longest hairin your group will be turning in YOUR GROUP’S WKSTS for 2 Lab Grades! Make sure ALL MEMBER’S NAMES are on 1 wkst for each lab & turn in to the Hmwk Bin!

  24. Taking the place of 1 Quiz grade will be a “creative assignment”. Here are your 2 options: Choose 1 of the following options to complete: Amazing, Adorable Adaptations OR Darwin vs. Lamarck Comic Strip Evolution Creative project

  25. Homework (takes place of Quiz grade): due Fri, 2/8 OPTION 1: Amazing, Adorable Adaptations Create an environment & organism (that don’t already exist) 1. Draw & name the environment on the front side of your paper (use at least 4 colors & your imagination) 2. On the back side of your paper, describe the environment (temperature, plant life, atmosphere, soil type, etc) 3. On the front side, now create & name an organism that lives in your environment Draw your organism inside your environment On the back side of your paper, list the following: 2 Structural Adaptations 2 Behavioral Adaptations 2 Physiological Adaptations Explain in detail how these 6 adaptations have increased the fitness of your organism.

  26. “Land of Oogley-Boogley” Ciliasquibble

  27. “Land of Oogley-Boogley” • This environment is very…(describe the temperature, plant life, atmosphere, soil type, etc.) • Ciliasquibble has the following adaptations: • 2 Structural Adaptations – • Long hair...so that it can…protect itself from the sun’s damaging radiation. • ???...so that it can…??? • 2 Behavioral Adaptations • ???...so that it can…??? • ???...so that it can…??? • 2 Physiological Adaptations • ???...so that it can…??? • ???...so that it can…???

  28. OPTION 2: Darwin vs. Lamarck cartoon • Pick an animal (that’s real). • Create a comic strip of the following: • Show how your animal may have evolved by way of Lamarck’s theory of acquired traits. • Show how this same animal may have evolved by way of Darwin’s theory of natural selection. • Comic strips need to include: • pictures, • conversation bubbles &/or captions with content in them & • color, creativity & originality. Choose 1 of the Options to complete! 30 pts (Quiz grade)

  29. Pg. 37 – “Evolution & Origin of Life notes” TYPES OF ADAPTATIONS • Structural • Physiological • Behavioral Let’s look at each type as we consider 2 species: the tundra & icecap-dwelling arctic fox & the desert dwelling fennec fox.

  30. Pg. 37 – “Evolution & Origin of Life notes” Vs. arctic fox (Alopex lagopus) fennec fox (Vulpes zerda) • Structural Adaptation: physical appearance of an organism • EX: Big ears & small ears of foxes. • Large ears allow heat to escape easily from the blood vessels near the • surface – cooler blood keeps fennec fox from overheating • Small ears prevent arctic fox from losing heat

  31. QUESTION: An arctic fox can weigh as much as 8kg. A fennec fox weighs at most 1.5kg. Make a claim for how this difference in mass is a structural adaptation to the foxes’ respective environments. ANSWER: The large size of the arctic fox allows it to retain more heat than the smaller fennec fox.

  32. Pg. 37 – “Evolution & Origin of Life notes” Physiological Adaptation: related to biochemicalprocesses at work within an organism’s body Vs. • Compare the processing of food & water: • Arctic fox: food is scarce in winter; effective at storing food energy as fat. • Fennec fox: little free water available; adapted to get all moisture it needs from fruits, roots, & leaves.

  33. Pg. 37 – “Evolution & Origin of Life notes” Behavioral Adaptation: innate (inherited) actionsthat individuals of a species do Vs. • Arctic fox: • Can be active any time of the day; ready to find food whenever available. • Fennec fox: • Is nocturnal; sleeps during the day & hunts at night

  34. QUESTION: A fennec fox raised in captivity away from other fennecs will try to dig a burrow in its cage. Explain why burrow-digging is an innate behavior, not a learned behavior. ANSWER: The behavior is instinctive because the fennec fox did not have to be taught the behavior by another fennec fox.

  35. Pg. 37 – “Evolution & Origin of Life notes” Adaptations Work Together • Adaptations work together to produce a specific fitfor survivingin a particular environment. • Example of fennec fox: The big ears (structural) cool fox & gives acute hearing which helps when fox hunts at night (behavioral) & the fox has special retina (physiological) that gives the fox night vision.

  36. Pg. 64 – “Analyzing Adaptations: Living of Land” Pg. 65 – “Comparing Limb Structure & Function” Analyzing Adaptations: Living of Land & Comparing Limb Structure & Function observational labs • Let’s connect… • Where did you see Structural, Behavioral or Physiological adaptations in the organisms you studied?

  37. Today in Biology… Week #4 (1/28 – 2/1) Warm Up – Fri, 2/1: - Process of Natural Selection wkst(Pg. 43) • Pick up: • Theory Comparison wkst • Process of Natural Selection wkst Biology Fun Fact: The Red Queen hypothesis (law of constant extinction) suggests that an evolutionary advance by one species represents a deterioration of the environment for all remaining species. The other have to “keep up with the times or they will die off! • Homework: • Genetics (Pg. 21)& Evolution Unit (Pg. 33) Title Pages • Tape/glue Roadmap for Success to Sci. Ntbk!!! • Intro to Evolution Quiz – Tues, 2/5 (MOVED) • Theory Comparison wkst – Wed, 2/6 & Thurs, 2/7 • Evolution Creative project – Fri, 2/8 • Agenda: • Types of Adaptations notes • Natural Selection & Theory Comparison notes Unit Learning Goal: Students will understand the scientific principles & processes involved in biological evolution.

  38. Unity Week Schedule • Today, Fri, 2/1 – Per. 1, 3, 5

  39. Pg. 40 – “Evolution & Origin of Life notes” When looking at several adaptations over time, a species is seen to EVOLVE!!!!!!!!!!

  40. Pg. 40 – “Evolution & Origin of Life notes” EVOLUTION • Genetic changein a species over time • How does this happen? • The following scientists came up with possible hypotheses: • Jean Baptiste de Lamarck • Charles Darwin • Alfred Russell Wallace

  41. Pg. 40 – “Evolution & Origin of Life notes” Jean Baptiste de Lamarck1744-1829 • First to hypothesize about species modification • His hypothesis was that evolution occurred by inheritance of “acquired traits” • Not determined by genes • Individuals acquirecharacteristics during their lifetime & pass them on to their offspring • Example: giraffes acquire long necks by stretching them to reach leaves

  42. Lamarck’s Hypothesis

  43. Pg. 40 – “Evolution & Origin of Life notes” CHARLES DARWIN 1809-1882 • Darwin agreed with Lamarck about species modification but disagreed with howit occurred. • Hypothesis: selectionacts on a variationalready present • Darwin believed giraffes had varioussizes of necks & the environmentselected the characteristic that was best suited (beneficial) • Giraffes with longer necks were the ones that survived & passed on their genes • Variation(neck size) happens through random mutation, not created by experience

  44. Pg. 40 – “Evolution & Origin of Life notes” Darwin’s hypothesis became known as:Evolution by Natural Selection

  45. HOW DID DARWIN COME UP WITH HIS HYPOTHESIS???

  46. Pg. 40 – “Evolution & Origin of Life notes” Darwin’s Voyage (1831) on the HMS Beagle • 5-yr voyage around the world • Galapagos Islands

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