Download Biology Evolution Unit Obj. second half for final

8Th Grade SCIENCE: BIOLOGY/EVOLUTION
UNIT OBJECTIVES SECOND HALF
I Can
I think
I Can
I’m not
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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.