Bio.
   

Schedule Dates

State Standards / Objectives


Instructional Activities

Jan 29
Mon
periods 1-6
Students will know why natural selection acts on the phenotype rather than the genotype of an organism. 1) Line out semester plan
2) Paradigms of where life comes from
Jan 30
Tues
periods 1,3,5
Students will know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.

1) Darwin's "Five"
2) Video on Beagle Voyage
Darwin Paper (from video)

format of paper (like this) :

Single spaced block paragraphs, give paragraph of introduction, a paragraph for each dark bullet, and a paragraph of summary.

Typed, grammar, spelling, mechanics, and smooth organization and reading also part of grading points (55 points possible).

Feb 1
Wed
periods 1,3,5
 

1) Darwin paper due (peer evaluation sheet)
2) mapping Darwin's travel from his logs (world map, logs)
3) Geological time & the fossil record discussion
4) Extinction video: PBS Series on Evolution

Homework: Vocabulary, Paraphrased Definitions, Cues for Ch 15 Due Monday

Feb 5
Mon
periods 1-6
Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another. 1) ch 15 vocab with cues due
2) Looking at Evidences
3) evidences writing assignment: eBoard, assignment, rubric (due Thursday)
4) homework: outline ch 15
Feb
Tues
periods 1,3,5
Students will know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

1) ch 15 outline due
2) Evidences discussion

vocabulary study site at Quia
practice test

Feb 8
Thurs
periods 1,3,5
 

1) ch 15 cooperative review
2) ch 15 vocab quiz & ch 15 MC test (25 questions)
3) Geologic time metaphor

Feb 13
Tues
periods 1,3,5

Students will know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.

Students will know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.

1) eBoards writing summaries due (3 paragraphs) Discuss how to peer evaluate
2) Hardy-Weinberg equation & problems (student problems, answers) MORE
3) Mechanisms of Evolution

Homework: Outline and Vocab with Cues 16-1 & 16-2

Peer Evaluate eBoards Due Thursday

Feb 15
Thurs
periods 1,3,5
 

1) Peer Evaluations Due on eBoards
2) Hardy-Weinberg review problem
3) Natural Selection Lab (bring lab notebook) lab writeup rubric
4) Mechanisms of Evolution Discussion (natural selection writing) Corona Species
5) Work on analogies

Homework: 16-3 Vocab Cues & Outline; write about natural selection for one adaptation for one Corona natural species, & finish graphing natural selection data (if you didn't get it done in class)

Feb 20
Tues
periods 1,3,5
 

1) Homework due: see above
2) Mechanisms discussions

practice vocab 16, 15

Feb 22
Thurs
periods 1,3,5
  1) Vocab & MC test over ch 16 & 15 (practice vocab 16, practice 15) practice testing with 10 questions
2) Presentation of geologic time metaphors