Evovovo.Ppt13

Evolution Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade Biology Designed by Bryan T. Graham [email_address] Photo courtesy of Kaptain Kobodold @flickr.com

Introduction Evolution is the basic principle that drives the science of biology as a whole, understanding of this subject is nothing short of necessary to understanding the way that our planet works, and the reasons for the complexion of life and organisms on the planet. In this web quest activity you will be asked to build upon your previous knowledge of such an important subject. You will be asked to ask questions like how things evolve, why they evolve and even if they do or have evolved at all. You will learn basic theories like natural selection, and you will learn about the brains behind evolution, Charles Darwin. At the end of this activity you will be asked to give a presentation to the class on what exactly you learned. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title
Task
The first step of this activity is to use the resources provided to you in the Processes section to learn about evolution. You already have a pretty good understanding of genetics from our previous unit, and you will be applying the Ideas of gene mutations, and gene dominance and resistivity to the theory of evolution. You will also learn about the idea of natural selection, and how it has changed our planet.
After learning about evolution you will team up with the partner of your choice, as a group you will choose to do your presentation on one of the following subjects.
One of you will argue that evolution truly is the theory that governs change on our planet. The other will argue for intelligent design.
Create a fictitious organism and follow it’s path through evolution, show what it evolved from and what it could evolve into, be sure to include natural selection and survival of the fittest theories.
Follow a real animal through out time and show what it evolved from and propose what you think it may evolve into.

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Processes Use these web sites to learn about evolution, be sure that you understand Natural selection, and that you have a firm understanding of all of these issues. Process continued/web pages

Student Page Title Introduction Task Process Evaluation Conclusion [ Teacher Page ] Processes(cont) Process continued Darwin Web Sites http://www.agiweb.org/news/evolution/darwinstheory.html http://www.aboutdarwin.com/ Evidence of Evolution http://www.agiweb.org/news/evolution/examplesofevolution.html http://www.txtwriter.com/Backgrounders/Evolution/EVpage11.html http://www.txtwriter.com/Backgrounders/Evolution/EVpage12.html These are great sites for examples of natural selection and survival of the fittest http://www.txtwriter.com/Backgrounders/Evolution/EVpage07.html http://www.txtwriter.com/Backgrounders/Evolution/EVpage05.html This is an online activity showing natural selection http://www.pbs.org/wgbh/nova/link/evolution.html Here is a great site on classification http://www.pbs.org/wgbh/nova/orchid/clas_flash.html After reading these web sites you should know who Charles Darwin is, what natural selection is, and be able to explain fossil and real world examples of evolution. Be able also to describe homologous structures and vestigial structures, you will be asked to use them all in your presentation. Fin here is a website stating the case for intelligent design. http://www.intelligentdesign.org/whatisid.php Processes continued

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Processes(cont)
Presentations.
If you decide that you want to create a fictitious Animal, be sure to draw a detailed picture, and remember you and your partners are taking on the role of Biologists, you MUST be able to classify this animal into Kingdom Phylum Class etc. You must be able to describe how and why it has evolved.
If you do a real animal I expect you to find a visual of the animal you choose to research. Like with fictitious animals you are considered an evolutionary Biologist, and you must classify the animal and describe why he has evolved the way he has, make sure to describe te environment that he lives in.
If you are arguing with you partner, about intelligent design vs. evolution you MUST provide real hard facts and evidence. No hearsay or fictitious facts will be taken for points. Remember you are lawyers arguing which theory should be taught to the students of America so no lying. Be sure to have lots of evidence for your presentation.

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

Conclusions After doing this webquest you will have a basic understanding of evolution, and should be able to explain its utter importance to the field of biology. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Photos courtesy of [email_address] [email_address] [email_address] [email_address]

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th Grade Science Designed by Bryan Graham [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Evolution

Introduction Evolution is the basic principle that drives the science of biology as a whole, understanding of this subject is nothing short of necessary to understanding the way that our planet works, and the reasons for the complexion of life and organisms on the planet. In this web quest activity you will be asked to build upon your previous knowledge of such an important subject. You will be asked to ask questions like how things evolve, why they evolve and even if they do or have evolved at all. You will learn basic theories like natural selection, and you will learn about the brains behind evolution, Charles Darwin. At the end of this activity you will be asked to give a presentation to the class on what exactly you learned. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page . Evaluation Teacher Script Conclusion

Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is designed as an activity to be completed by students as they learn evolution, it is intended to be thought of as an activity to reinforce what they know. Evaluation Teacher Script Conclusion

Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page They will learn About evolution which pertains to almost all of CMCS number 3, as it applies to almost everything in life sciences. Evaluation Teacher Script Conclusion

The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students should be able to follow the lesson and understand what is going on. The final activities can be expanded upon or changed in many ways however. There are many different activities that can be done to prove that they completed the web quest. Evaluation Teacher Script Conclusion

Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest should be able to be completed using only the materials the students will need to make their animal. Otherwise it’s a resource efficient activity. Evaluation Teacher Script Conclusion

Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You should be able to tell if the students effectively completed this assignmnet by their explanations in their presentations. If they have used key terms then you will know it worked. Evaluation Teacher Script Conclusion

Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Teachers should make sure that they guide students to learn a set of key terms. Such as Natural selection, survival of the fittest, gene mutation, homologous organs etc. Teacher should have already taught genetics so they understand what drives change among organisms on this planet. You should not have to do all to much to help students, they should be able to do this activity on their own. By the end of the project you will make sure that every group presents and learned everything. Evaluation Teacher Script Conclusion

Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page After this lesson you should see an increased understanding of evolution in your classroom. Evaluation Teacher Script Conclusion

Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Photos courtesy of [email_address] [email_address] [email_address] [email_address]

Evovovo.Ppt13

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Evovovo.Ppt13 Presentation Transcript

Evovovo.Ppt13

by grahamb10

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Evovovo.Ppt13 Presentation Transcript

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