Digital Agenda March 12: Homologuos, Analagous, and Vestigial Structures

Standard: 

MS-LS 4-1 Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.  

Objectives
1. Students will construct explanations for why homologous structures, vestigial structures, and analogous structures in modern organisms suggest evolutionary relationships by answering page 3 of the lab with a 3 or better




1. Do Now: Homologous, Vestigial, and Analogous Structures Pre-Quiz



2. Stations
DI/Collaborative:

1. Homologous, Vestigial, and Analogous Structures Lab

3. If your group finishes Early, you may: 

- play the the evolution game 

3. When you are finished, you may:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game

3. Exit Slip: Homologous, Vestigial, and Analogous Structures Post-Quiz

Digital Agenda March 10: Interim Extra Credit

INTERIM EARLY FINISHER EXTRA CREDIT
1. Listen to this DOPE RadioLab Podcast about how humans and other organisms, like the mantis shrimp (below) see color

***FOR EXTRA CREDIT YOU MUST:
       - Write a 1 page summary about the podcast, explaining what the mantis shrimp is, what adaptive features it has, and how scientists think the shrimps use their vision
       - You must talk about BOTH experiments talked about in the podcast 

2. Listen to this podcast about how plants use their senses on "Smarty Plants" by Radiolab****

***FOR EXTRA CREDIT YOU MUST:
       - Write a 1 page summary about the podcast
       - You must talk about ALL 4 experiments talked about in the podcast 

3. Watch THIS PLANET EARTH 2 Episode about Jungles, and try to spot the different adaptive traits that you see 

4. YOU MAY ALSO:

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 


- Play the fossil sorting game

Digital Agenda March 9: Extinction Cornell Notes

Standards:
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. 



Objectives
1. Explain how extinction occurs by taking Cornell notes and writing a summary with a 3 or better, and by passing a post-quiz with a 3 (75%) or better.



1. Do Now: Extinction Pre-Quiz




2. Stations

Independent

MANDATORY
1. Watch BrainPop: Extinction
with the closed captioning on and take the following Cornell Notes
Username= 123dog
Password= 123cat

Define, and draw a representation of the following Vocabulary using BrainPop 
(if you cannot find the definition in brainPop, do a google search of the word, followed by "definition for kids" ex: fossil definition for kids)
- Extinction
- Species
- Mass extinction
- Evolutionary Pressure
- Evolution
- Theory (GET THIS FROM BRAINPOP!!!!)
- DDT
- Ecosystem
- Food Chain

Answer the Following Questions from BrainPop
1. Explain what happens when extinction occurs, and why it happens.
2. List 3 animals that have gone extinct.
3. What percentage of Earth's animals have gone extinct?
4. Explain how mass extinction works. Give an example. 
5. Explain why the extinction of the dinosaurs is considered mass extinction, and not extinction from evolutionary pressure.
6. Explain how scientists use theories.
7. Explain the theory of evolution.
8. Explain how animals go extinct from evolutionary pressure.
9. How are humans contributing to animal extinction? Give an example.
10. Explain why the extinction of a species in a food chain can have major effects on the other species in that food chain.


Summary: Today I learned....


Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 9 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met

OPTIONAL(ONLY after you are done)
3. Play with the fossil sorting game. Start with level 1, then move on if you can!


4. Watch THIS DOCUMENTARY about evolution and extinction

Digital Agenda March 6: Adventurian CEREAL Final Draft

Standards:
MS-LS 4-1 Apply scientific ideas to construct an explanation for the anatomical similarities and 
differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.  

Objectives

1.  Students will organize  describe why the body structures the Adventurian fossils evolved to have indicate that it lives in a specific environment by completing the Adventurian Fossil CEREAL with a 3 or better.

SUBMIT YOUR FINAL DRAFT HERE




When you are finished YOU MAY...
OPTIONAL(ONLY after you are done)

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game


- Do makeup work for ANY class

Digital Agenda March 3: Adventurian Timeline Lab

Standards:
MS-LS 4-1 Apply scientific ideas to construct an explanation for the anatomical similarities and 
differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.  

Objectives

1.  Students will organize Adventurian fossils by age and describe the similarities in body structures of Adventurian fossils to give the specific evidence that the organism evolved by completing the Adventurian Fossil Lab with a 3 or better.




1. Do Now: Adventurian Lab and Evolution Pre-Quiz


2. Stations

Collaborative

Adventurian Evolution Lab
1. Two people Tape together Adventurian timeline, and cut out pieces (2 people cut and tape the lab together, the other partners cut the pieces out)

2. Place pieces of the Adventurian to the timeline in the correct places, then ask for teacher approval before gluing down

3. Describe the shared, and new traits that you see (everyone needs to write)

4. Discuss and answer all lab discussion questions with your group, due at the end of the period.

4= Groups correctly placed adventurian fossils, described shared, and new mutant structures accurately, and answered all discussion questions successfully using appropriate evidence.

3= Groups correctly placed adventurian fossils, described shared, and new mutant structures accurately with few mistakes, and answered all discussion questions successfully using evidence.

2= Groups placed adventurian fossils with few mistakes, described shared, and new mutant structures accurately with few mistakes, and answered all discussion questions successfully using evidence.

1/NP= Students made many placement errors, did not describe shared, or mutant traits, or did so with many errors, or did not answer all questions, or did not use evidence.

Digital Agenda March 2: Geologic Time Cornell Notes

Standards:
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. 



Objectives
1. Students will describe how scientists organize major changes in Earth, and how they determine  the age of the fossils they study to tell that organisms have evolved by taking Cornell notes and writing a summary with a 3 or better, and by passing a post-quiz with a 3 (75%) or better.


1. Do Now: Geologic Timeline Pre-Quiz

Independent

MANDATORY
1. Watch BrainPop: Geologic Time
with the closed captioning on and take the following Cornell Notes
Username= 123dog
Password= 123cat

Define, and draw a representation of the following Vocabulary using BrainPop 
(if you cannot find the definition in brainPop, do a google search of the word, followed by "definition for kids" ex: fossil definition for kids)
- Geologic Time Scale
- Eons
- Eras
- Periods
- Epochs
- Devonian Period
- Stratigraphy
- Stratum
- Radiometric Dating

Answer the Following Questions from BrainPop
1. Approximately how old is Earth?
2. How have scientists organized major changes in Earth's History?
3. Explain how the geologic time scale is broken up.
4. Explain how scientists use eons, periods, and epochs. 
5. How long are eons, eras, periods, and epochs relative to each other.
6. Why don't the geologic time units have a set number of years that they each last?
7. How are periods usually named?
8. Explain how scientists determine the age of the stratum they study.
9. Explain why stratigraphy is not a perfect science. Why can't we always predict the age of fossils this way?
10. Explain why radiometric dating is more accurate than using the geologic timeline to date the age of fossils.


Summary: Today I learned....


Example set up:

Cornell Notes Criteria for success:
- Notes are set up in Cornell Note format
- All vocabulary is defined in student friendly language (not copied from google)
- 9 or more of the questions are answered fully AND correctly, using information and examples from the video
- A summary of what was learned is at the bottom, using 2-3 complete sentences.

4= All success criteria is met
3= 3/4 success criteria is met
2= 2/4 success criteria is met
NP = none of the success criteria is met

When you are finished YOU MAY...
OPTIONAL(ONLY after you are done)

-watch THIS DOCUMENTARY about human evolution

- watch THIS DOCUMENTARY about how the theory of evolution has changed through time to become more accurate.

-  Play the first level of the evolution game 

- Play the fossil sorting game


- Do makeup work for ANY class

Digital Agenda February 25/26: Speciation Helping Quadrant

Standard:
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Objectives 

1. Students will use evidence from a reading to predict the environment the Stickleback migrated to in the exit ticket after completing a helping quadrant group question using the checklist for success.

1. Do Now: Test Misconception Pre-Quiz


2. Stations
DI/Collaborative:

Speciation Helping Quadrant