1. Week #3 Q.3 (1/21-1/24) Homework: Reading of slow death of spontaneous generation complete Activities/Assignments: Complete squiggladonks act. Read slow death of spontaneous generation handout Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. Warm Up: In own words – what is spontaneous generation? Fact:The human brain is 80% water.

2. Evolution of the Squiggladonk Evolution means change over time. Almost all natural entities and systems change. Through time, life has evolved from simple forms into the present vast array of organisms. Evolution explains the ways in which organisms are both similar & different. In this activity, you will model what scientists do when they organize a collection of fossils to reflect evolutionary change. You will be given drawings of a collection of vertebrate fossils (Squiggladonks) that could exist. Your goal is to work cooperatively to arrange these Squiggladonks in the order you believe they would have evolved.

3. Evolution means change over time. Almost all natural entities and systems change. Through time, life has evolved from simple forms into the present vast arrays of organisms. Evolution explains the ways in which organisms are both similar & different. In this activity, you will model what scientists do when they organize a collection of fossils to reflect evolutionary change. You will be given drawings of a collection of vertebrate fossils (Squiggladonks) that could exist. Your goal is to work cooperatively to arrange these Squiggladonks in the order you believe they would have evolved. PROCEDURES 1. As a group examine the squiggladonks. Discuss the similar & different traits the organisms possess. 2.Cut out each organism. As a group decide which organism represents the ancestral form (you get to pick). 3.Arrange the organisms in the order you believe they evolved. 4. Once you have decided where the pictures will be, glue the pictures in place on the poster. 5. Draw an arrow between each picture and state the change to show the direction of evolutionary change. 6. Choose 5 arrows and write a statement by each picture to justify the change that occurred. 7. Draw a picture of the fossil that could evolve next. Explain why the creature would have the traits you gave it. 8. Color creatures to show change decorate your poster to make it appealing.

4. Reading Activity (10 min) Read by yourself “The slow death of spontaneous generation” Underline/highlight the important information

5. Week #3 Q.3 (1/21-1/24) Homework: Activities/Assignments: Read slow death of spontaneous generation handout Vocabulary to Chapter 13 skim as you define Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. Warm Up: Now that you read about spontaneous generation what is it? Fact: Men have more blood in their circulatory system than women and more red blood cells.

6. Spontaneous Generation Before the 17 th century, the belief of where life came from was Spontaneous Generation: –Living things come from non-living things Ex. Throwing waste into the street creates rats and flies Four scientists tested this hypothesis: *Redi *Spallanzani *Needham *Pasteur

7. ScientistsHypothesisDraw the Experiment ResultsConclusion Redi Needham Spallazani Pasteur To Go Along with Reading- The Slow Death of Spontaneous Generation

8. ScientistsHypothesisDraw the Experiment ResultsConclusion Redi Needham Spallazani Pasteur Maggots developed from eggs of flies The uncovered jar had maggots & the covered one didn’t Spontaneous generation does not occur Microorganisms were produced spontaneously Microorganisms grew Spontaneous generation does not occur. Microorganisms are produced by other microorgansisms No microorganisms grew Spontaneous generation does not occur. Spontaneous generation occurs in microorganisms Microorganisms are produced by other microorgansisms No microorganisms grew

9. Redi’s Experiment Jars of meat Two open jars vs. two closed jars Result: Maggots and flies were only found in the open jars What do these results tell us?

10. Needham It was known at the time that heat was lethal to living organisms. Needham theorized that if he took chicken broth and heated it, all living things in it would die. After heating some broth, he let a flask cool and sit at a constant temperature. Result: Lots of microorganisms grew in flask What do these results tell us?

11. Spallanzani’s Experiment Took Needham’s testing further and sealed some of the jars so no air could enter Boiled meat broth in two flasks Open flask vs. sealed flask Result: After three days, the broth in the open flask was cloudy = microorganism growth What do these results tell us?

12. Pasteur’s Experiment He repeated Spallanzani’s experiment, using a curved neck flask Left it open for one year Result: broth remained clear Broke the neck & left it for one day - it was cloudy What do these results tell us?

13. Conclusion to all 3 experiments: spontaneous generation disproved The New hypothesis: biogenesis: all living things come from other living things.

14. Biogenesis

15. Chapter 13 Vocabulary Population Natural selection Adaptation Reproductive isolation Gradualism Punctuated equilibrium Paleontologist Vestigial structure Homologous structure Divergence Speciation Sub species Text book pgs. 276-291 In notebook page 5

16. PgTitlePgTitle 1Table of Contents2Biology Scales: Evolution 3aVocabulary Terms Chapter 12 3bEarths Catastrophic past video questions 4Slow Death of Spontaneous Generation 5Chap 13 Vocabulary 6Vocabulary quiz7Evolution Notes and People 8Darwin Vs. Lamarck9Darwin Vs Lamarck Comparison

17. Fri Week #3 Q.3 (1/21-1/24) Homework: any missing work Activities/Assignments: Gladiator reading Make sure vocabulary pg. 5 complete Skim evolution readings and begin notes pg. 7 notes Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution. Warm Up: What do you think is the importance of studying spontaneous generation? Explain. Fact:

18. Evolution (GENETIC CHANGE OVER TIME) DESCENT WITH MODIFICATION Page 7 Evolution http://glencoe.mcgraw-hill.com/sites/9834092339/student_view0/chapter20/animation_- _mechanisms_of_evolution.htmlhttp://glencoe.mcgraw-hill.com/sites/9834092339/student_view0/chapter20/animation_- _mechanisms_of_evolution.html

19. EVOLUTION How does this happen? The following scientists came up with possible hypotheses: Charles Lyell (p.277) Jean Baptiste de Lamarck (p.277) Charles Darwin (p.276) Alfred Russell Wallace (p. 279) Jay Gould (p.282) and Niles Eldredge (p.282) Pg. 7