Monday

1. Monday

2. Bell-ringer Silently read through the Critter Project Rubric that you picked up. Talk to the rubric and circle/underline things you find confusing. Write questions in the margin.

3. OBJECTIVES Students will be able to……. • Use the rubric and what you have learned over the past days to modify, correct, or improve earlier sections of the project

4. AGENDA • Bell-ringer 2. Answer questions about rubric & project 3. Modify, correct, improve sections of the project 4. Wrap up

5. DIRECTIONS • Take out the 5 daily projects you completed on your critter. • Read the rubric and make sure you have included and labeled all parts of the project. • Use what you have learned to modify, correct, or improve sections of your project. • Combine all parts into a neat, organized, clear project that is ready to be turned in. • Give your critter project to one of your tablemates for feedback.

6. INDEPENDENT WORK

7. HOMEWORK All 5 parts of the critter project due tomorrow before you walk into the door. You will loose points everyday it is late.

8. Tuesday

9. Bell-ringer Pull out your Critter Diagram from yesterday. Respond to the following prompts silently in your notebook. • What other organisms is your critter related to? • What evidence for evolution can you use to prove your critter is related to these organisms? Think back to the 4 Evidence for Evolution stations.

10. OBJECTIVES Students will be able to……. • Use your knowledge of evidence for evolution stations to describe 3 pieces of evidence that tell you about the evolution of your Critter

13. AGENDA • Discuss Bell-ringer • Review Critter Project day 1 • Introduce Critter Project Day 2 • Complete Critter Project Day 2

14. DIRECTIONS • Silently take 2 minutes to read the Critter Project Day 2 directions. As you read write down any questions you have about the directions under your bell-ringer.

15. HOMEWORK Finish critter project Day 2 • 3 Diagrams • 3 MELCon paragraphs

16. Wednesday

17. Bell-ringer Silently read the comic strip once. Reread the comic strip again and respond to the following prompts in your notebook: • What variation was shown among the organism’s ancestors? • What was one environmental pressure that made it a challenge to survive? • What was the adaptation that gave individuals an advantage in surviving to reproduce?

18. OBJECTIVES Students will be able to……. • Apply your knowledge of evolution & natural selection to design a comic strip that tells a story of how your critter evolved.

19. AGENDA • Discuss Bell-ringer • Review Critter Project day 2 • Introduce Critter Project Day 3 • Complete Critter Project Day 3

20. HOMEWORK Finish critter comic strip for day 3

21. Bell-ringer List everything you know about the following vocab words in your notebook:

22. Bell-ringer Silently read the directions for Day 4 and look at the example on the back. Write down in your notebook questions you have while reading.

23. OBJECTIVES Students will be able to……. • Apply your knowledge of environmental pressures & adaptations to your critter

24. AGENDA • Discuss Bell-ringer • Review Critter Project day 3 • Introduce Critter Project Day 4 • Complete Critter Project Day 4 • Complete Days 1, 2, 3

25. INDEPENDENT WORK

26. Bell-ringer Silently read the directions for Day 5 and look at the examples on the back pages. Write down in your notebook questions you have while reading. After you have received a stamp place your notebook with your bell-ringers & reading logs in the location designated by your teacher. Bell-ringers & reading logs MUST be clearly labeled and in order or you will NOT receive a grade! Notebooks

27. OBJECTIVES Students will be able to……. • Draw a labeled cladogram showing your critter • Write a MELCon paragraph explaining what kingdom your critter belongs to

28. AGENDA • Discuss questions for Day 5 • Review cladogram example • Complete Critter Project Day 5

29. Reminders! • Critter Project due when you walk in on Tuesday • Monday will be a buffer/catch up day