Mon Week #2 Q.3 (1/13-1/17) Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. Activities/Assignments: *Check for new notebooks *set up notebook * Complete video + questions “Earths Catastrophic Past” Warm Up: Briefly describe Earth’s Beginning. What are some key terms used? Homework: none Fact: Porcupines float in water. Vocabulary Terms to know Book pg. 252 • • • • • • • Radiometric dating Radioisotope Half-life Fossil Cyanobacteria Archaebacteria Endosymbiosis • • • • • • • Protist Extinction Mass extinction Mutualism Arthropod Vertebrate Continental drift 34 Earth’s Catastrophic Past part 1 Tue Week #2 Q.3 (1/13-1/17) Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. Activities/Assignments: • Complete video + questions “Earths Catastrophic Past Part 2” • Partner Test – History of Life on Earth. Warm Up: In own words what are cyanobacteria vs. archaebacteria Homework: Read, highlight and annotate “Article of Slow Death of spontaneous generation. Fact:Corneas are the only tissues that don't require blood. Cyanobacteria is a phylum of bacteria that obtain their energy through photosynthesis. The name "cyanobacteria" comes from the color of the bacteria (Greek: = blue). Although often called blue-green algae, that name is a misnomer as cyanobacteria are prokaryotic and algae are eukaryotic. By producing oxygen as a gas as a by-product of photosynthesis, cyanobacteria are thought to have converted the early reducing atmosphere into an oxidizing one, which dramatically changed the composition of life forms on Earth by stimulating biodiversity and leading to the near-extinction of oxygen-intolerant organisms. According to endosymbiotic theory, the chloroplasts found in plants and eukaryotic algae evolved from cyanobacterial ancestors via endosymbiosis. Archaebacteria Sub-kingdom of the kingdom Prokaryote, which, on the basis of both RNA and DNA composition and biochemistry, differs significantly from other bacteria. They are thought to resemble ancient bacteria that first arose in extreme environments such as sulphur-rich, deep-sea vents. Wed/Thurs Week #2 Q.3 (1/13-1/17) Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. Homework: None Activities/Assignments: • http://www.johnkyrk.com/evolution.html • Review text on Evolution • Partner test • Begin Squiggladonks Act. Warm Up: Generally– How did life form on the Earth? Fact: 1777 The Republic of New Connecticut declared its independence. Six months later it was renamed Vermont. 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 and decorate your poster to make it appealing.