Week #3 Q.3 ( 1/21-1/24)

1. Today in Bio.… Week #3 Q.3 (1/21-1/24) Homework: Reading of slow death of spontaneous generation complete Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. • Activities/Assignments: • Complete squiggladonks act. • Read slow death of spontaneous generation handout Fact:The human brain is 80% water. Warm Up: In own words – what is spontaneous generation?

2. Evolution of the Squiggladonk Evolution means change over time. Almost all natural entities and systems change. Through time, life has evolved from simple forms into the present vast array of organisms. Evolution explains the ways in which organisms are both similar & different. In this activity, you will model what scientists do when they organize a collection of fossils to reflect evolutionary change. You will be given drawings of a collection of vertebrate fossils (Squiggladonks) that could exist. Your goal is to work cooperatively to arrange these Squiggladonks in the order you believe they would have evolved.

3. Evolution means change over time. Almost all natural entities and systems change. Through time, life has evolved from simple forms into the present vast arrays of organisms. Evolution explains the ways in which organisms are both similar & different. In this activity, you will model what scientists do when they organize a collection of fossils to reflect evolutionary change. You will be given drawings of a collection of vertebrate fossils (Squiggladonks) that could exist. Your goal is to work cooperatively to arrange these Squiggladonks in the order you believe they would have evolved. PROCEDURES 1. As a group examine the squiggladonks. Discuss the similar & different traits the organisms possess. 2.Cut out each organism. As a group decide which organism represents the ancestral form (you get to pick). 3.Arrange the organisms in the order you believe they evolved. 4. Once you have decided where the pictures will be, glue the pictures in place on the poster. 5. Draw an arrow between each picture and state the change to show the direction of evolutionary change. 6. Choose 5 arrows and write a statement by each picture to justify the change that occurred. 7. Draw a picture of the fossil that could evolve next. Explain why the creature would have the traits you gave it. 8. Color creatures to show change decorate your poster to make it appealing. Squiggladonks Activity

4. Reading Activity (10 min) • Read by yourself “The slow death of spontaneous generation” • Underline/highlight the important information

5. Today in Bio.… Week #3 Q.3 (1/21-1/24) Homework: Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. • Activities/Assignments: • Read slow death of spontaneous generation handout • Vocabulary to Chapter 13 skim as you define  Fact: Men have more blood in their circulatory system than women and more red blood cells. Warm Up: Now that you read about spontaneous generation what is it?

6. Spontaneous Generation • Before the 17th century, the belief of where life came from was Spontaneous Generation: • Living things come from non-living things • Ex. Throwing waste into the street creates rats and flies • Four scientists tested this hypothesis: *Redi *Spallanzani *Needham *Pasteur

7. To Go Along with Reading- The Slow Death of Spontaneous Generation

8. The uncovered jar had maggots & the covered one didn’t Spontaneous generation does not occur Maggots developed from eggs of flies Spontaneous generation occurs in microorganisms Microorganisms grew Microorganisms were produced spontaneously Microorganisms are produced by other microorgansisms No microorganisms grew Spontaneous generation does not occur. No microorganisms grew Spontaneous generation does not occur. Microorganisms are produced by other microorgansisms

9. Redi’s Experiment • Jars of meat • Two open jars vs. two closed jars • Result: Maggots and flies were only found in the open jars What do these results tell us?

10. Needham • It was known at the time that heat was lethal to living organisms. • Needham theorized that if he took chicken broth and heated it, all living things in it would die. • After heating some broth, he let a flask cool and sit at a constant temperature. • Result: Lots of microorganisms grew in flask What do these results tell us?

11. Spallanzani’s Experiment • Took Needham’s testing further and sealed some of the jars so no air could enter • Boiled meat broth in two flasks • Open flask vs. sealed flask • Result: After three days, the broth in the open flask was cloudy = microorganism growth What do these results tell us?

12. Pasteur’s Experiment • He repeated Spallanzani’s experiment, using a curved neck flask • Left it open for one year • Result: broth remained clear • Broke the neck & left it for one day - it was cloudy What do these results tell us?

13. Conclusion to all 3 experiments: spontaneous generation disproved • The New hypothesis: biogenesis:all living things come from other living things.

14. Biogenesis

15. Chapter 13 Vocabulary • Population • Natural selection • Adaptation • Reproductive isolation • Gradualism • Punctuated equilibrium • Paleontologist • Vestigial structure • Homologous structure • Divergence • Speciation • Sub species Text book pgs. 276-291 In notebook page 5

17. Today in Bio.… Fri Week #3 Q.3 (1/21-1/24) Homework: any missing work Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. • Activities/Assignments: • Gladiator reading • Make sure vocabulary pg. 5 complete • Skim evolution readings and begin notes pg. 7 notes Fact: Warm Up: What do you think is the importance of studying spontaneous generation? Explain.

18. Evolution Page 7 DESCENT WITH MODIFICATION (GENETIC CHANGE OVER TIME) Evolution http://glencoe.mcgraw-hill.com/sites/9834092339/student_view0/chapter20/animation_-_mechanisms_of_evolution.html

19. Pg. 7 EVOLUTION • How does this happen? • The following scientists came up with possible hypotheses: • Charles Lyell (p.277) • Jean Baptiste de Lamarck (p.277) • Charles Darwin (p.276) • Alfred Russell Wallace (p. 279) • Jay Gould (p.282) and Niles Eldredge(p.282)