Standard Science
Posts
Q1W4 (9/2-9/6)
Cladogram mistakes
Creating and Improving Cladograms
Q1W3 (8/26-8/30)
Q1W2 (8/19-8/23) Updated
It has been a pleasure getting to know the students this past week as they become acclimated to their last year of middle school. I will do all that I can to help each student achieve their fullest potential. However, ultimately success does not lie with the teacher, but with the teacher, parent, and student working together. Expectations are high for each student, but I am confident that each student can be successful and experience growth. A few key reminders for the week: 8th grade parent meeting is planned for Monday 8/19 6-7pm, parents are encouraged to attend. Fall pictures are scheduled for this Wednesday 8/21. Laptops are anticipated to be handed out this week. Dependent upon when laptops are distributed will affect lesson plans for the week, as always plans are subject to change. Here is a tentative look at the week:
Monday: Introduction to cladograms and phylogenetic trees, with notes
Tuesday: Cladogram practice (including critiquing others) and DOK level 1-2 check
Wednesday: Critiquing Cladograms cont
Thursday: LS4.2 DOK 3-4 check (Laptop distribution begins)
Friday: Go over DOK work.
Learning Targets and standards addressed:
LS4.2: Construct an explanation addressing the similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa.
DOK 1:
- Recognize the use of embryonic development, anatomical structures, and genetic information as evidence used to trace common ancestry of modern-day organisms.
DOK 2:
- Interpret cladograms and phylogenetic trees to determine the relatedness of species.
- Construct an explanation how embryonic development, anatomical structures, and genetic information is used to link related organisms.
- Compare the embryonic development, anatomical structures, and genetic information to infer relatedness of various species.
DOK 3:
- Construct a cladogram or phylogenetic tree from a group of given organisms to support an argument about the relatedness of the organisms.
DOK 4:
- Critique other cladograms or phylogenetic trees and provide alternative solutions based on logical arguments.
- Create arguments and synthesize possible relationships between a group of ten or more organisms using graphs and current scientific reasoning.
LS4.3: Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaptation.
DOK 1:
- Define phenotype.
- Match phenotypes that will increase the survivability of a species in an environment.
DOK 2:
- Construct an explanation with evidence of why favorable phenotypes are more likely to be passed from parent to offspring.
- Describe how environmental changes can lead to a change in the dominant phenotype of a species.
DOK 3:
- Investigate phenomena of dramatic changes in phenotype among a species and develop an argument about the cause of the change.
- Develop an argument explaining why genetic variation within a specific species increases the likelihood of survival of that species.
DOK 4:
Synthesize an event that would cause an environmental change in a particular area and determine which organisms in that region would most likely survive based on available phenotypes of that organism.