Download Evidence for Change across Time

Performance Objective: Students will
analyze the work of Paleontologists for
evidence of evolution of species
Language Objective: Students will show
understanding of the role stratigraphy
plays in providing evidence for evolution
through a claims, evidence and reasoning
writing exercise with their group
.
 Read Interview with a Paleontologist
 Observe the beaker of strata at your table to answer the
following questions
 Which layer of materials is the oldest? (Has been in the
beaker the longest)
 If these strata were layers in the Earth’s surface, what
inferences would you make about the relationship
between the depth of the layer and the amount of time
that has passed?
 Consider the location of the 3 colored markers that are
present in the strata layers. Which would you infer to
be the oldest?
 Obtain the 3 colored sheets of paper. Each color
corresponds to the colored markers in your strata
 Imagine that each paper represents a fossil discovery.
Which fossil would be the oldest?
 Compare each fossil with each of the others and with
modern day organisms. What differences and
similarities do you observe? Record your observations
in your journal.
 Read the essays Fossils: Traces of a Life Gone By (Page
102) and Technologies that Strengthen Fossil Evidence
(Page 104).
 Complete the Paleontologist worksheet in your
journal.
 Claim: Populations of species change in form and
function across long periods of time
 Evidence: Provide evidence from the reading and your
worksheet that supports the claim
 Reasoning: Use your what you know about stratigraphy
and the evidence found in the strata to explain why the
evidence supports the claim
Performance Objective: Students will
analyze the work of Evolutionary
Biologists for evidence of evolution of
species
Language Objective: Students will show
understanding of Homologous and
Vestigial structures provides evidence for
evolution through a claims, evidence and
reasoning writing exercise with their group
.
 Read Interview with an Evolutionary Biologist
 Homologous Structure :Work through worksheet
including coloring activity for Homologous structures.
 Vestigial structures: Describe why the structures
shown in the Human and Whale are considered
Vestigial Structures
 How do the Vestigial Structures provide evidence for
evolution?
 Claim: Populations of species change in form and
function across time
 Evidence: Provide evidence from the reading and your
worksheet that supports the claim.
 Reasoning: Use your what you know about
Homologous and Vestigial structures to explain why
the evidence supports the claim
 Performance Objective: Students will analyze
the work of Developmental Biologists for
evidence of evolution of species
 Language Objective: Students will analyze
Embryo stages and DNA evidence to determine
how that information provides evidence for
evolution through a claims, evidence and
reasoning writing exercise with their group.
 Read about Embryology from the “Need to Know”
writing on Page 46 in the textbook
 In your own words write a summary of the reading in
your journal then complete questions 21 and 22 on
worksheet
 Embryo puzzle activity then answer Questions 23 and
24 on worksheet.
 DNA comparison activity then answer question 29
 Read Modern Life Evidence for Change article Page 108
(Last three paragraphs of article)
 In your own words write a summary of each paragraph
in your notebook
 Answer questions 25-28 on worksheet
 Claim: Populations of species change in form and
function across long periods of time
 Evidence: Provide evidence from the reading and your
worksheet that supports the claim
 Reasoning: Use your what you know about
Embryology and DNA evidence to explain why the
evidence supports the claim
 Performance Objective: Students will analyze the work of
Physical Anthropologists for evidence of evolution of
species
 Language Objective: Students will analyze skulls and
bones from humans and primates for evidence for
evolution through a claims, evidence and reasoning writing
exercise with their group.
 Carefully observe the pictures of the Human,
Chimpanzee bones for similarities and differences.
Write those observations into your journal.
 Compare each of the mystery bones to the human and
chimpanzee bones. Make a table in your journal that
lists each mystery bone as either more like human
bones, more like chimpanzee bones, or not like either.
 Based on your observations, write a feasible
explanation for how the mystery fossil bones might be
related to humans and chimpanzees.
 When available, compare the skulls at the front of the
room focusing on the following features. Make
measurements where appropriate and record your
observations in your journal
 Size of Lower Jaw
 Prominence of brow ridges
 Slope of face
 Width of face
 Size of forehead
 Size of brain case
 Size of molars
 Read the essay Primates Show Change Across Time
(Pg. 110)
 In your own words, write a summary of paragraphs
2,3,4 and 7 in your journal.
 Complete questions 31-36 in your reading guide
 Claim: Populations of species change in form and
function across long periods of time
 Evidence: Provide evidence from the reading and your
worksheet that supports the claim
 Reasoning: Use your what you have observed and read
about Physical Anthropology to explain why the
evidence supports the claim