MARTONEN- BIOLOGY LESSON PLANS- 5/20/19
MICHIGAN SCIENCE STANDARDS ADDRESSED
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.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
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.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
MONDAY-
1. Frog dissection- external features and mouth parts- students will locate, identify and learn function of external features and mouth parts of the frog and
study for lab quiz tomorrow
TUESDAY-
WEDNESDAY-
THURSDAY-
FRIDAY-
1. Frog dissection quiz- nervous system
2. Introduction to human body plan-note sheet
3. Human skeletal system- white boards- axial and appendicular skeletons
MICHIGAN SCIENCE STANDARDS ADDRESSED
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.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
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.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
MONDAY-
1. Frog dissection- external features and mouth parts- students will locate, identify and learn function of external features and mouth parts of the frog and
study for lab quiz tomorrow
TUESDAY-
- Frog dissection quiz- external and mouth parts
- LAB- Frog digestive system discussion and procedure
- Review for quiz 2
WEDNESDAY-
- Frog dissection quiz- digestive system
- LAB- Frog circulatory, respiratory, excretory system
- amphibian work sheet and note sheet
THURSDAY-
- Frog dissection quiz- circulatory, respiratory, excretory system
- LAB- frog dissection-nervous and muscular system
- Review for quiz 4
FRIDAY-
1. Frog dissection quiz- nervous system
2. Introduction to human body plan-note sheet
3. Human skeletal system- white boards- axial and appendicular skeletons