1. Biology – 9

2.  Objective: Students will begin to understand the The Theory of Evolution by Natural Selection  Test, Grades, Row Wars,  Theory, Law, Fact  Word Play Law Theory Population Evolution Natural Selection Adaptation Reproductive Isolation Gradualism Punctuated equilibrium Vestigial structures Homologous Structures Divergence Speciation Subspecies Gene Flow Nonrandom Mating Genetic Drift Directional Selection Stabilizing Selection Biological Species Phylogeny Convergent Evolution Analogous characters Cladistics Ancestral Character Derived character Cladogram Phylogenic tree Do Something Cool Project – Due Thursday Jan. 9th Test: Final Exam

3. FACT LAW THEORY

4.  Most folks think: FACT LAW THEORY

5.  Most folks think: FACT LAW THEORY Proof

6.  In reality: “FACT” LAW THEORY Proof

7.  Objective: Students will understand the relationship of the terms used in the study of evolution.  Word Play Law Theory Population Evolution Natural Selection Adaptation Reproductive Isolation Gradualism Punctuated equilibrium Vestigial structures Homologous Structures Divergence Speciation Subspecies Gene Flow Nonrandom Mating Genetic Drift Directional Selection Stabilizing Selection Biological Species Phylogeny Convergent Evolution Analogous characters Cladistics Ancestral Character Derived character Cladogram Phylogenic tree Test: Final Exam

8.  Objective: Students will understand what science is and what science is not.  Evidence for Evolution Class Work: Evidence for Evolution Test: Final Exam

26.  Objective: Students will understand the evidence for evolution.  Video: What Darwin Didn’t Know 10 Notes

27.  Objective: Students will understand the evidence for evolution.  Video: What Darwin Didn’t Know 10 Notes Homework: The Theory of Evolution by Natural Selection pgs. 276 - 282

28.  Objective: Students will Understand the evidence for evolution.  Finish: Do Something Cool – Due Thursday!  Group: Review What We Know So Far.  Darwin’s Theory Prep for Amylase Lab Homework: Evidence for Evolution pgs. 283 - 287 Test: Final Exam

29. TIME!!!

40.  Darwin observed…  Populations grow…  Natural selection is… based on…  Darwin’s Theory states …

41.  Objective: Students will see the variation in organisms exists and that this variation is the result of their genes.  Amylase and Starch Lab. Test: Final Exam

42.  Objective: Students will understand natural selection and the evidence behind the Theory of Evolution by Natural Selection.  Review of Amylase Lab  Darwin’s Theory  Web-Labs Homework: Finish Web-Labs Test: Final Exam

43.  Amylase is an… that is coded for in…  The data shows…  Amylase production is (same/different) because…  Diversity in populations comes…

44.  The Butterflies showed evolution because…  The mice showed evolution because…  Populations evolve if…  Populations don’t evolve when…

45.  Do Something Cool Day!

46. Homework: How Populations Evolve, Read/Notes Pgs. 326-332

47.  Objective: Students will understand the Hardy-Weinberg Principal and the concept of Microevolution.  How populations evolve? Sentence Stems  Discussion: Hardy Weinberg and Allele Frequency Home work: Hardy Weinberg Problems Test: Final Exam

48.  Objective: Students will understand the Hardy-Weinberg Principal and the concept of Microevolution.  Hardy Weinberg and Allele Frequency Home work: Hardy Weinberg Problems Test: Final Exam

49.  Objective: Students will understand Hardy- Weinberg and allele frequency and how populations evolve.  Review Hardy Weinberg – work sheet and evolution  Natural selection and Punctuated Equillibrium..

50.  Individuals (can/cannot) evolve because…  Evolution is based on…  A population is evolving if…  A population doesn’t evolve if…

52.  The cacti are changing because…  This is an example of… because

53.  The cacti are changing because…  This is an example of… because

54.  The cacti are changing because…  This is an example of… because…

55.  Objective: Students will understand how cladograms are constructed and some of the weaknesses in cladograms in determining evolutionary histories.  Construct a system to classify organisms  Study Group Construct a Cladogram  Present cladogram to class  What are the weaknesses in cladograms? What would be helpful in determining these relationships?  Complete evolutionary relationship. Home work: How Biologists Classify Organisms pgs. 305 - 310

57.  Objective: Students will understand the difference between cladograms and phylogenic trees. They will also understand the order of biological classification.  Complete a Phylogram through DNA Analysis  S.G. Discuss your new phylogram and place one on the whiteboard Sentence Stem: Phylograms … Cladograms …  Classification of Organisms

58.  Cladograms are used to…  Cladograms are based on…  Cladograms don’t …

59. __________ share the most recent common ancestry because… __________ share the most distant common ancestry because… Phylograms are (same/different) than cladograms because…

61.  Objective: Students will understand the benefits of using DNA to determine evolutionary histories  Study Group Review your phylogeny Place one on the white board  Complete Sentence Stems on Whiteboard __________ share the most recent common ancestry because… __________ share the most distant common ancestry because… Phylograms are (same/different) than cladograms because… Test: Friday, February 17th

62.  Rules for how nature will behave under certain conditions  Push gas car moves  Overarching explanations  Pistons, pressure, explosion of gas, torque etc. predict behavior in the natural world well-supported by observations and/or experimental evidence.

63.  Science is…  Science is not…  Science is based on…  Theories in science are…