MS-LS4-2: Apply Scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolution relationships.
Main Learning Goal:
Focus Question:
Learning Targets:
I can summarize Neil Shubin's contribution to our understanding of evolution.
I can Explain Tiktaalik's importance.
I can provide evidence to show ancestors had common features.
I can create a dichotomous key of monsters.
I can read a dichotomous key.
I can list similarities and differences in organisms.
I can write a CER on how organisms share anatomical similarities.
Cross Cutting Concept Ideas:
Pattern-
Cause and Effect-
Scale, Proportion, and Quantity-
Systems and Systems Models-
Energy and Matter-
Structure and function-
Stability and Change-
Key Science Ideas:
Focus Question:
Learning Targets:
I can summarize Neil Shubin's contribution to our understanding of evolution.
I can Explain Tiktaalik's importance.
I can provide evidence to show ancestors had common features.
I can create a dichotomous key of monsters.
I can read a dichotomous key.
I can list similarities and differences in organisms.
I can write a CER on how organisms share anatomical similarities.
Cross Cutting Concept Ideas:
Pattern-
Cause and Effect-
Scale, Proportion, and Quantity-
Systems and Systems Models-
Energy and Matter-
Structure and function-
Stability and Change-
Key Science Ideas:
Lesson 1: Your Inner FishStudents watch the HHMI video called Your Inner Fish (Warning: There is a part that shows a minimal portion of a cadaver. Students quickly got over this and were able to move on quickly). This video is intriguing and held even the most disruptive students attention. This worksheet from lincoln8science.weebly was used to keep students on track (Heads-up: Students were so engrossed in the video, they forgot to fill in some of the answers.)
Lesson 2: Monster Dichotomous Key1. In this activity, students were asked to draw ten monsters of their own, in their notebooks.
2. Students used this worksheet, from pjteaches.com to show how to read a dichotomous key. 3. Once completed, students were required to create their own dichotomous key for their monsters. 4. Students switched their assignments and had to solve the student generated worksheet. 5. Then students had to evaluate their work to see if they wrote a clear enough key, and make changes if necessary. Lesson 3: The Dead ZooIn our laboratory, we have preserved specimens, affectionately know as "The Dead Zoo".
1. Randomly assign 6-10 preserved specimens to each group. I recommend making them difficult to find similarities. For example, I assigned on group hydra, a bat, jelly fish, sand dollar, nematode, horsefly. 2. Using the organisms in front of them, students, as a group, were to create a dichotomous key. After creating this key, students left their notebooks on their table, and traveled around the room, in table groups, to evaluate the model each group created. They were instructed to follow the key without interpretation, even if they knew it was wrong. At times, this was hard for students to do, but once students returned to their lab station, they had to evaluate how good their key was. This was a great learning experience in being specific and clear in their directions. Lesson 4: The Great Fossil FindI came across this lesson and it reminded me of an old UC Berkeley lesson called "The Evolution of Checks".
NOTE: You will need to prep envelopes for each group. I had them work in groups of four, at nine tables. I recommend printing on cardstock and then laminating before cutting out the bone pieces. Assessment: CERQuestion: One organism, the Ankylosaurus, lived long ago. The other organism, a bearded dragon, is still alive today. How do scientists know these two organisms once shared a common ancestor?
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UC Berkley's "What Did T-Rex Taste Like?" Structural Evidence for Evolution: HHMI 'Your Inner Fish" Episode 1 Genetics: Genes Tell Us About Evolution Genetics: How Genes Direct Development
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