Download Frameworks and birds: example

Frameworks and birds: example
• Explain how evolution is demonstrated by
evidence from the fossil record, comparative
anatomy, genetics, molecular biology, and
examples of natural selection. (HS 5.1)
• Give examples of ways in which genetic
variation and environmental factors are causes
of evolution and the diversity of organisms. (MS 1)
Certrhidea fusca
Geospiza scandens
G. magnirostris
G. fortis
G. fulignosa
Frameworks and birds: example
• Explain how evolution is demonstrated by
evidence from the fossil record, comparative
anatomy, genetics, molecular biology, and
examples of natural selection. (HS 5.1) (see also 5.2)
• Recognize that evidence drawn from geology,
fossils, and comparative anatomy provides the
basis of the theory of evolution. (MS 2)
Compsognathus
Microraptor gui
Microraptor gui
Frameworks and birds: example
• Explain how evolution through natural
selection can result in changes in biodiversity
through the increase or decrease of genetic
diversity within a population. (HS 5.3)
• Give examples of ways in which organisms
interact and have different functions within an
ecosystem that enable the ecosystem to
survive.(MS 4)
Lift is proportional to:
1) area of airfoil
2) square of airspeed
pallid swift
Broad-winged and sharp-shinned hawks
Frameworks and birds: example
• Analyze changes in population size and
biodiversity (speciation and extinction) that
result from the following: natural causes,
changes in climate, human activity, and the
introduction of invasive, non-native species. HS
(
6.2)
• Relate the extinction of species to a mismatch
of adaptation and the environment. (MS 3)
NYC 1851
NYC 1890
french settlers 1600s
Aepyornis
2007 282
12/06 231 Aransas, 53 FL, 83 FL/WI, 131 captive
Frameworks and birds: example
• Ecology
Central Concept: Ecology is the interaction
among organisms and between organisms
and their environment. (HS 6)
Scientific inquiry skills
• Make observations, raise questions, and
formulate hypotheses.
Scientific inquiry skills
• Make observations, raise questions, and
formulate hypotheses.
• Design and conduct scientific investigations.
Scientific inquiry skills
• Make observations, raise questions, and
formulate hypotheses.
• Design and conduct scientific investigations.
• Analyze and interpret results of scientific
investigations
Scientific inquiry skills
• Make observations, raise questions, and
formulate hypotheses.
• Design and conduct scientific investigations.
• Analyze and interpret results of scientific
investigations.
• Communicate and apply the results of scientific
investigations.
Prelude to inquiry
1. What do scientists do?
Prelude to inquiry
1. What do scientists do?
2. Observation
Observation, question, hypothesis
• What is a hypothesis?
Observation, question, hypothesis
• What is a hypothesis?
• What do I wonder?
Observation, question, hypothesis
• What is a hypothesis?
• What do I wonder?
– What do I already know?
Observation, question, hypothesis
• What is a hypothesis?
• What do I wonder?
– What do I already know?
• How do I turn my question into a
hypothesis?
Testing the hypothesis
• What predictions does my hypothesis
make?
Testing the hypothesis
• What predictions does my hypothesis
make?
• What experiment would test the
prediction(s)?
Testing the hypothesis
• What predictions does my hypothesis
make?
• What experiment would test the
prediction(s)?
– independent variable
– dependent variable
– controlled variables
Testing the hypothesis
• What predictions does my hypothesis
make?
• What experiment would test the
prediction(s)?
• How will I know if my hypothesis was
supported?
Analyze and interpret results
• graphs
• quantitative comparison (simple
statistics)
• identify sources of measurement error
• use of software
Communicate and explain results
• written report
• poster session
• talk with visual aids
Citizen science
• google "Cornell citizen science"