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SEPUP Workshop

SEPUP Workshop. Unit F Evolution Dick Duquin dickduquin@gmail.com. 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

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SEPUP Workshop

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  1. SEPUP Workshop • Unit F • Evolution • Dick Duquin • dickduquin@gmail.com

  2. Opening Reflection In your journal At the end of this unit on evolution, what would you want your students to understand?

  3. SEPUP Notebook • How is the journal improving learning?

  4. Whitespace 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 web Activity 89: Here Today, Gone Tomorrow

  5. Activity 89: Here Today, Go Tomorrow • Data: What would students record in notebook? • Evolution tree (next slide) • Compare pictures (next slide) • Read map (next slide) • ConclusionAnalysis question • Assessment – AQ #4 • What did I learn? • Re-visit of white space • Notes to myself:

  6. Whitespace Have you ever found a fossil? Where? 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 drawing Activity 90: Figuring out Fossils

  7. Activity 90: Figuring out fossils • Data: Fossil drawings with comments • ConclusionDo analysis question 3 • What did I learn? • Notes to myself: Where would I go to look for fossils?

  8. Whitespace What is the difference between an observation and an inference? Challenge: How can footprints be used to study animal behavior? Background: Scenario, Close book and TG Vocabulary: hypothesis, observation, inference Procedure: do as a class. Activity 91: Fossilized Footprints

  9. Activity 91: Fossilized Footprints • Data: 3 columns • Observation I Inference I Theory • ConclusionDo analysis question 3 • What did I learn? • Notes to myself: Do I know the difference between evidence and inference

  10. Whitespace 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 - Geologic Activity 92: Time for Change

  11. Activity 92: Time for Change • Data: Part 1 – your time line • Part 2 Geological time line • Conclusion: Rules for a timeline • Place fossils • Reflection – AQ #3 • Notes to myself: Return to white space. Was I close?

  12. Whitespace Have you ever seen rocks in layers? Where? (next slide) 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

  13. Activity 93: Reading the Rocks • Data: Drill cores • Step 7 – Fossils in order • Conclusion • Law of Superposition • What did I learn? • Observations vs. Inference

  14. Whitespace 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

  15. Activity 94: Meeting of the minds • Data: Darwin vs. Lamarck • Similarities | Differences (Venn Diagram) • Vocabulary • Conclusion: • AQ #3 Assessment? • What did I learn? • Notes to myself: Reflection AQ #4

  16. Whitespace 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 table Activity 95: Hiding in the Background

  17. Activity 95: Hiding in the background • Data: Set up data table • Do math as a class • Ratio • Conclusion: What does the data show? • AQ # 3 • What did I learn? Compare change in population to adaption. • Notes to myself:

  18. Whitespace What is natural selection? Give evidence. Challenge: What role does variation play in the process of natural selection ? Background: Scenario Vocabulary: mutation, speciation Procedure: do as a class. Length of time. Line graph Activity 96: Battling Beaks

  19. Activity 96: Battling Beaks • Data: 4 columns (next slide) • ConclusionProcess AQ #1 • AQ #2 – AD assessment • How does the model support natural selection? • Process with AQ #4 • What did I learn? • Reflection: AQ #5

  20. Whitespace 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 Procedure: How do you do the reading? Activity 97: Origins of Species

  21. Activity 97: Origins of Species • Data: Stop to think • Key facts • ConclusionDo analysis question 1 – review white space • What did I learn? • AQ # 3 - apply • Notes to myself: Do I understand evolution?

  22. Whitespace 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 Procedure: Do fish as a class. Reptile and mammal to groups Activity 98: Family Histories

  23. Activity 98: Family Histories • Data: first appearance, last appearance • What era? • ConclusionDo analysis question 1 • Related to Darwin • AQ #4 – application • Draw evolutionary tree • Notes to myself: What do I know about evidence for evolution

  24. Whitespace Are whales mammals or fish? How do you think whales evolved? Mammals move to sea or fish develop mammal traits? Evidence needed. Challenge: How are modern and fossil skeletons used to investigate evolution? Background: Scenario, Vocabulary: adaption, extinction, fossil record Procedure: Use Cards. Activity 99: A Whale of a Tail

  25. Activity 99: A Whale of a Tail • Data: Data Table • Your exhibit • ConclusionReason for choice • AQ #2 – assessment? • What did I learn? • Evolutionary tree • Notes to myself: Re-visit white space

  26. Whitespace 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 Scenario Vocabulary: DNA, Procedure: Part 1 Student sheet 100.1 Part 2 Student sheet 100.2 Activity 100: DNA: The Evidence Within

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