Change Over Time

Unit Two

ATTENTION: All further posts will be on Unit 3 Colossal Collisions

Friday 10/11:

  • Unit 2 (Change Over Time) evaluation.
  • HW: None.
  • Monday no school

NOTE: all missing assignments from units 1 and 2 are no longer eligible for a late turn in.

Thursday 10/10:

  • In preparation for the CER assessment on Friday 10/11, we will:
    • Discuss/review the very important evidence page.
    • Return work and place it in the science folder
    • The below photo is of the flow chart of Peppered Moth and Stickleback Fish that we utilized in our discussion. It will be beneficial for tomorrow's test to review it.

Wednesday 10/9:

  • Students made sure that their evidence page is up to date. The evidence page will be the only resource that is allowed for the assessement on Friday 10/11, where students will answer in CER format, two questions: "Do species change over time?" and "Why do species cahnge over time?"
  • Students worked on their Stickleback Fish CER and Stickleback Fish article one pager, both of which are due Thursday 10/10.
  • HW: Stickleback Fish CER, Stickleback Fish article, evidence page update.
  • Test: Friday unit 2 assessment (CER)

Tuesday 10/8:

  • Evidence page entry for Newspaper Forest will be checked today.
  • Stickleback Fish CER will help students to formulate reasons why the Stickleback fish is a model for natural selection.
  • HW: Stickleback Fish CER and the Stickleback One Pager are both due Thursday 10/10
  • Test: Friday unit 2 assessment (CER)

Monday 10/7:

  • Stickleback Fish article: students will read about another case of natural selection and create a one pager. This is due Wednesday 10/9
  • Evidence page entry: Students should summarize how the Newspaper Forest lab activity helped to answer our essential question, "Why do species change over time?" DUE TUESDAY 10/8
  • HW: Evidence Page entry for Newpaper Forest due Tuesday 10/9

Stickleback one pager due Wednesday 10/9.

NOTE: The evidence page should have all of the entries that are titled on the photo below except for Stickleback Fish.

  • Test: Friday unit 2 assessment (CER)

Friday 10/4:

  • Student groups completed data on Thursday and should have graphed it as part of their data analysis.
  • Today they will focus on defining contributing factors and resulting effects, then write a Claim-Evidence-Reasoning for the question "How did the amount of each color change from generation 1 through 10?"
  • The Natural Selection lab: Survival in the Newspaper Forest is due at the end of the period.
  • HW: None

Thursday 10/3:

  • Learning Objective: This learning task explores how natural selection leads to the predominance of traits that support successful survival and reproduction in an environment. Students will model (through simulation) natural selection and do mathematical calculations.
  • Continue data collection of the Natural Selection lab: Survival in the Newspaper Forest. All data must be collected and graphed on Thursday.
  • After data is analyzed, a "cause and effect" map will be created to help direct the student responses to tthe CER question "How did the amount of each color change from generation 1 to generation 10?"
  • HW: Evidence Page Entry: Natural Selection Sims is due Friday 10/4.

Wednesday 10/2:

  • Task 3 Engage. Discussion will follow.
  • We will begin the Natural Selection lab: Survival in the Newspaper Forest. Today will be an introduction to the procedure, demonstration, and data collection (actually doing the lab). It will not be completed today, but will continue on Thursday and Friday.
  • HW: Evidence Page Entry: Natural Selection Sims is due Friday 10/4.

Tuesday October 1:

Learning Objective: This learning task explores how natural selection leads to the predominance of traits that support successful survival and reproduction in an environment. Students will model (through simulation) natural selection and do mathematical calculations.

  • Natural Selection Simulations should have been completed and turned in during class. If not, it is homework.
  • Evidence page entries. Students should try and connect the natural selection simuations to the essential question, "Why do species change over time?" In order to help formulate a response for the evidence page, the following guiding questions were written on the board for students:

1. Bugs and Birds = When and why did bugs change? What "pressured" the change (what drove the change to come about)?

2. Snurfle Islands = Why were adaptations helpful? How did helpful adaptations compare across varoious islands?

  • Students had their task 1 quiz returnes. Scores for their task 2 quiz are posted on Aeries.
  • HW: Complete Natural Selection Simulations by 4:00 p.m. Wednesday 10/2.

Monday 9/30:

  • Comparative Anatomy and Embryology Quiz.

Learning Objective: This learning task explores how natural selection leads to the predominance of traits that support successful survival and reproduction in an environment. Students will model (through simulation) natural selection and do mathematical calculations.

  • After the quiz students will use chromebooks to begin as Google Classroom assignment Natural Selection Simulations. The work will continue on Tuesday 10/1 and be due Wednesday 10/2.
  • HW: None

Friday 9/27:

  • Work will be returned and placed into the notebook
  • Table of contents update
  • Evidence Page entries for Comparative Anatomy and Embryology, and Vestigial Structures.
  • Quizizz game (posted on Google Classroom) to review for Monday's quiz.
  • HW: None
  • Test: Monday 9/30 on comparative anatomy and embryology as evidence for species changing over time.

Thursday 9/26:

  • Continue to work on the article assignment Comparative Anatomy and Embryology. Student will answer a series of questions on a student response sheet posted on Google Classroom (the article is also on G. Classroom) as well as a digital one pager.
  • HW: Student responses and one pager work will due Friday 9/27 at 8:00 a.m.
  • Quiz will be moved to Monday 9/30.

Wednesday 9/25:

  • Article: Comparative Anatomy and Embryology. Some documentation as further evidence that embryology and anatomy supplies for the relationship between species, and how they change over time. Student will answer a series of questions on a student response sheet posted on Google Classroom (the article is also on G. Classroom) as well as a digital one pager.
  • Student responses and one pager work will continue on Thursdsay.
  • HW: None
  • Quiz Friday 9/27: Comparative anatomy and Embryology assessment.

Tuesday 9/24:

  • Complete Comparative Anatomy and Embryology activity.
  • Class discussion of the evidence presented in the above activity; how does the evidence show how species are related?
  • Quiz Friday 9/27: Comparative anatomy and Embryology assessment.

Monday 9/23: Minimum Day

Friday 9/20: Parent conferences. No school for students.

Thursday 9/19:

Learning Objective: Students will analyze embryological and anatomical evidence for patterns in data and predict which pair of species is more closely related. Students will identify patterns and make predictions based on a set of cards handed to their group for discussion.

  • Homologous Structures one pager homework collected.
  • Task 2 Engage: "Common Ancestors." Students observed two pairs of photos of organisms and predicted which two were more closely related. Discussion followed.
  • Task 2 Explore: Comparative Anatomy and Embryology activity. Students will rotate through stations where they will observe and interpret images of organisms. They will have guiding questions on their Comparative Anatomy Stations Response Sheet. Most likely the activity will continue on Monday.
  • HW: None

Wednesday 9/18:

  • Task 1 (geologic time scale) quiz.
  • Homologous Structures video. After the quiz, students can watch the short video and create a One pager with paper received in class.
  • HW: Complete the Homologous Structures one pager. It is due Thursday 9/19.

Tuesday 9/17:

Learning Objective: Students will apply the concept of superposition to examples of rock samples to make predictions about geologic events that shaped the sample. Students will develop answers to questions about the samples through small group discussion.

  • Continue with the Rock Bottom Activity until completed.
  • If time permits, we will review our evidence page entry from Monday.
  • Assessment: a quiz on geologic time scale is scheduled for Wednesday 9/18.
  • HW: None

Monday 9/16:

Learning Objective: Students will apply the concept of superposition to examples of rock samples to make predictions about geologic events that shaped the sample. Students will develop answers to questions about the samples through small group discussion.

  • Rock Bottom Activity : Given several rock samples students will use their discussion skills in a small group setting to construct predictions of geologic events.
  • HW: None
  • Assessment: a quiz on geologic time scale is scheduled for Wednesday 9/18.

Friday 9/13:

Learning Objective: Students will develop a definition of the geologic law of superposition by exploring a rock sample as evidence of the fossil record.

  • Evidence page entry: Peppered moth. How does the case of the peppered moth help to answer the question "Why do species change over time?" A singular statement per class will be formulated through the discussion of group members and the sharing of ideas as a class
  • Explore 2 activity: "Geologic Time Scale Rock Sample." Students will observe a "rock sample" posted on Google Classroom and through discussion answer Student Guide Questions, which they will receive a hard copy of, to be placed in their notebook.
  • HW: None.

Thursday 9/12:

  • Minimum Day

Learning Objective: Students will chronologically arrange cards using clues on the cards. Students will develop a definition of the geologic law of superposition.

  • Personal Timeline: turned in at beginning of class. The Personal Timeline Questions on Google Classroom must also be turned in today.
  • Activity: "Who's on First?" The goal is to begin sequencing cards, looking at the relationship of clues, then to transfer that general rule of arrangement onto a second set of cards that have drawings of fossils on them. Ultimately students should formulate a definition of superposisiton.
  • HW: Peppered Moth Simulation and Questions due Friday at 8:00 a.m.

Wednesday 9/11:

  • Peppered Moth Simulation and Questions assignment continued. With greater insight, we will be able to see how the case of the peppered moth helps to answer our essential question,"Why do species change over time?"
  • Evidence page entry: we will revisit our peppered moth entry and add more details.

Learning Objective: Students will construct a common example of a timeline to initiate understanding of the Geologic Time Scale.

Tuesday 9/10:

Learning Objective: students will explain why the peppered moth population changed over time, after students participate in a simulation. A written response connecting peppered moths to the essential question (why do species change over time?) will be placed on their evidence page.

  • Peppered Moth Simulation and Questions assignment. Students will try and answer remaining questions they have about the peppered moth. It is due Wednesday 9/11
  • HW: Peppered Moth simulation due Wednesday 9/11.

Monday 9/9:

  • Unit 1 How Much Do You Spew? CER and Graph update (Google Classroom). Students will copy their graph and paste to the CER assignment.
  • Notebook update: table of contents (before cover page) and evidence page (after cover page) will be placed in the notebook.
  • Finalize the top 5 questions for The Case of the Peppered Moth. To be placed on the back of evidence page.
  • HW: None

Friday 9/6:

  • Cover Page due. Will be checked in class.
  • Students put their color-coded bubble maps on display. Students were to pick their top 5 questions during the gallery walk and write it on their Peppered Moth Questions paper.
  • HW: None

Thursday Sept 5:

  • Continue with The Case of the Peppered Moth. Student groups will organize their questions into a bubble map showing connections.
  • Students will color code the questions to reflect the cross-cutting concepts that are involved (CCC COlor Coding).
  • Groups will display their maps and the class will have a gallery walk.
  • Time permitting, a class concept map will be developed of common, or approved questions.
  • HW:create a cover page for unit 2 with the title "Change Over Time (unit 2)." Students must have the title, the essential question, three colored drawings relating to the title, and the background colored for the entire page. Due Friday 9/6.

Wednesday Sept 4:

  • Unit 2 Lift off: The Case of the Peppered Moth. Students will generate questions concerning the pehnomenon of the peppered moth. As a class we will create a bubble map of those questions and generate possible answers. Groups will follow the QFT rules for question generation. All questions will be written on lined paper that will go into the notebook.
  • Vocabulary: population, species, peppered moth, environment, phenomenon
  • Essential questions: "Why do species change over time?"
  • HW: create a cover page for unit 2 with the title "Change Over Time (unit 2)." Students must have the title, the essential question, three colored drawings relating to the title, and the background colored for the entire page. Due Friday 9/6.