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
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Radiometric dating
Radioisotope
Half-life
Fossil
Cyanobacteria
Archaebacteria
Endosymbiosis
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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.