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8Th Grade SCIENCE: BIOLOGY/EVOLUTION UNIT OBJECTIVES SECOND HALF I Can I think I Can I’m not sure Can Students will understand what is meant by the term evolution Students will be familiar with the following terms: phenotype, genotype, allele, homozygous, heterozygous, prokaryotic, eukaryotic, adaptation, evolution, genotype, phenotype Students will understand the processes of mitosis and meiosis and know which cells undergo each process Students will be able to use Punnett squares to predict the percentage of offspring that will inherit a given trait Students will describe the conditions on early earth that gave rise to the first living organism. Students will understand the concept of co-dominance and be able explain how the A, B, O blood groups demonstrate this inheritance pattern Students will understand the essence of Charles Darwin’s theory of evolution, including how natural selection drives this process Students will be able to define “adaptation”, and be able to classify adaptations as either structural or behavioral; and identify the two ways adaptations arise. (random mutations or the chance combination of favorable alleles) Students will define “mimicry” and "camouflage” and be able to give examples of these adaptations Students will be able to successfully argue against the theory of Jean Baptiste Lamarck who believe that organisms acquire traits over the course of their lifetime that are then passed on to subsequent generations Students will use the peppered moth example to explain how a change in the environment can favor the survival of certain organisms, and over time, lead to a change in a population Students will be able to draw / interpret pedigrees and infer what the genotype of the represented individuals must be. Students will have a general understanding of the sequence of events in geologic time. Students will analyze the experiments of Francisco Redi and Louis Pasteur regarding spontaneous generation. Students will understand what is meant by “mutation” and know that mutations may be helpful, hurtful or neutral. Students will understand what “sickle cell anemia” is and will be able to discuss the implications of having one gene or two genes having this mutation.