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Entering the Classroom

Entering the Classroom. Get your binder Open your packet to page 10 (Cornell Notes about evolution). Key Question: Did humans evolve from monkeys?. Objectives and Standards. Objectives C: Take all notes for evolution and describe how fossils support the theory of evolution

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Entering the Classroom

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  1. Entering the Classroom • Get your binder • Open your packet to page 10 (Cornell Notes about evolution)

  2. Key Question: Did humans evolve from monkeys?

  3. Objectives and Standards Objectives • C: Take all notes for evolution and describe how fossils support the theory of evolution • L: Fill in the blanks on notes, write cue words, write summary words • Standards: • II.III.II.I. Understand how the remains of living things give us information about the history of Earth, including layers of sedimentary rock, the fossil record, and radioactive dating showing that life has been present on the earth for more that 3.5 billion years. • II.II.II.8. Explain that diversity within a species is developed by gradual changes over many generations.

  4. Evidence for Evolution • Fossils (usually found in sedimentary rock) show diversity and complexity increasing over time

  5. i. According to the fossil record and radioactive dating, all life appears to have come from an ancient bacteria cell about 3.5 billion years ago.

  6. Carbon Dating Videohttp://www.brainpop.com/technology/scienceandindustry/carbondating/ • How is an isotope different from the standard form of an element? • How many protons and neutrons are in the nucleus of a Carbon-14 atom? • What do we call the process of radioactive elements decaying into different elements over time? 4. Over time, what element does Carbon-14 turn into? 5. If you have 10 mg of Carbon-14, how many will you have in 5, 700 years? 6. What can we learn from Carbon-14 dating? Bonus: Dinosaurs existed about 200, 000 years ago. Why can’t we use Carbon-14 dating on their bones?

  7. ii. The longer a species or group of organisms has existed, the more variation it has. One million bacteria types per gram of soil.

  8. B. Fossils show that many species went extinct (died out) when the environment changed quickly. Barringer Crater--Arizona

  9. How should we draw the line on this graph?

  10. Now…Do you think there is more diversity in prokaryotes or eukaryotes? Why?

  11. Entering Class • Get out your binder and make sure your packet is in it. (we’ll need this later) • (Mr. Switzer—Evolution, Adaptation, and Natural Selection)

  12. Discovering Ardihttp://www.youtube.com/watch?v=_cKs-i4_cPQ&feature=related

  13. Project Day • Show the 5 parts of Natural Selection in a creative way! • Foldable, poster, poem, comic strip, etc. • P. 12 of your packet (Evolution, Adaptation, Natural Selection) has the grading rubric—make a small change. • We will listen to a few presentations at the end of class if there’s time!

  14. Jeopardy Day: • Get out your packet

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