Title: Biology Digital Agenda
Date: 2/2-2/3/2012
Essential question(s): (complete the weekly reflection at the bottom of the last page.)
1.)
2.)
3.)
4.)
Teacher:

What are the sources of evidence for evolution?
Is there enough scientific evidence to prove evolution as a theory?
How do genetic changes in a gene pool cause evolution?
What is the relationship between natural selection and evolution?
Astor
Date:
2/22/3/2012
Subject/Course:
Biology
Grade:
9-10
Do Now: Do-Now 2/2-2/3-students will independently research and answer several short questions on evolution, focusing on the age of
the Earth.____
CA Standard(s):


BI. 8. a. Students know how natural selection determines the differential survival of groups of organisms.
BI. 8. b. Students know a great diversity of species increase the chance that at least some organisms will survive major changes in the
environment
 BI. 8. e Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
Learning Objective (s):
 SWBAT… Explain how natural selection determines the differential survival of groups of organisms.



Analyze multiple sources of evidence for evolution.
Explain how a great diversity of species increase the chance that at least some organisms will survive major changes in the environment
Analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
Assessment:

Evolution Quiz I 8a, 8b, 8e- students will be given a multiple choice assessment on standards 8a, 8b, 8e.
 Exit Slips-students will complete multiple choice items on standards 8.a, 8.b
 Evidence of Evolution Essay-students will analyze multiple sources
 Benchmark III.-April 4th-8th
Bloom’s level of this assessment:

Quizzes and Exit Slips-Comprehension, Synthesis, Analysis
Daily Agenda: (check off each assignment after completion)





Do-Now 2/2-2/3- Do-Now 2/14-2/15-students will independently research and answer several short questions on evolution, focusing
on the age of the Earth.____
(Collaborative Station)K-W-L: Evolution-students will independently complete a K-W-L chart on the major concepts of evolution. They
will then share their prior knowledge with a tablemate.____
(Direct Instruction)PPT/Interactive Notes-Introduction to Evolution-students will complete interactive notes on the PPT listed
above by editing, highlighting, and posing further questions. The students will then answer several short questions on the
information they learned.____
(Independent Station) Deep Time Web Activity-students will independently learn about the age of the Earth, and the various time
periods that have occurred throughout the Earth’s history by completing interactive online activities.____
(Independent Station) (Work-time)-Evidence of Evolution Graphic Organizer (due-2/9-2/10)-throughout the evolution unit
students will be collecting evidence for evolution to use for their essay in a graphic organizer.____
Practice:

Finish 2 “boxes” of evidence for Evidence of Evolution Graphic Organizer.
How will students reflect on what they’ve learned?
 Exit Slip 8a, 8b
Weekly Reflection: Complete each section below. After completing each section submit your agenda on the school website.
Assignment Completion Check:

How many assignments did I complete this week? (review your daily
agendas)
Essential Question(s) Check-Answer the questions below:

What are the sources of evidence for evolution?
Standard(s) Check for Understanding-Write what you learned about this standard
this week and rank your understanding of the standard (1-5):

BI. 8. e Students know how to analyze fossil evidence with regard to biological diversity,
episodic speciation, and mass extinction.
Understanding of Standard Scale:_____(1-5)