MARTONEN- BIOLOGY LESSON PLANS- 3/5/18
HIGH SCHOOL CONTENT STANDARDS ADDRESSED
HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. **
HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
1. Hominid presentations- note sheet for each group for a grade
2. 17 review due tomorrow.
1. GIS demo- hominid fossils- students will complete answer sheet with demo to see the three possible geographic theories for human evolution.
2. Lab 26- biochemical evolution- students will follow procedure and answer analysis questions to compare human, ape, and horse amino acid sequences.
3. 17 review due
1. Lab 26- students will follow procedure and answer analysis questions to compare human, ape, and horse amino acid sequences.
2. Lab 30- students will follow procedure and answer questions to compare a hominid, ape, and human skull
1. Video debate- scientific creationism- students will take notes on a journal sheet for their final opinion paper. Students must include information from video in paper and cite appropriately.
1.Video debate- Human evolution- students will take notes on a journal sheet for their final opinion paper. Students must include information from video
in paper and cite appropriately.