Download Biology I

Prologue: Describe your pre-conceived ideas about evolution. Include what you understand
evolution to be, what questions you have, and any thoughts or concerns that come to mind
when you hear this word.
Entry #1 – Darwin’s Dangerous Idea video
1. Describe what you learned from the introduction to PBS Darwin's Dangerous Idea
2. Respond to the question: Describe how Darwin developed his ideas of natural selection.
Entry #2 – Virtual Field Trip of Galapagos Islands
1. Record your answers from the questions in the field trip.
2. Respond to the question: What did Darwin see in the Galapagos that would later become
important to his theory, or what were Darwin's impressions of the species living in the
Galapagos?
Entry #3 – Co-evolution
1. Jot down some notes on co-evolution. Include the basic idea of what co-evolution
is and some examples of relationships between organisms that result in co-evolution.
2. Why is the presence of FIV (Feline Immunodeficiency Virus) in all wild cat species
considered evidence for a common ancestor for these cats?
Entry #4 – Fossils
1. Write down the notes on the Law of Superposition and Index Fossils from the
white board
a. Write sequence of letters from relative dating activity. Write 3-4 sentence
explanation of relative dating and how geologists use it to determine the age
of fossils in relation to each other.
b. Draw 4 of the fossil samples from class and label them.
2. Why are some types of fossils so rare and some types of fossils so common?
Entry #5 – Radiometric Dating (m&m lab)
1. Record what you learn about the topics today. You may include all of your data
from today's activity. Also include notes on “Earth’s History as a Drive to Homer”
and radiometric dating.
2. How can you use radiometric dating, relative dating, and fossils to tell you
something about how species change over time?
Entry #6 – Dogs and More Dogs - video
1 - Record what you learned from the movie.
2 - Did dogs allow themselves to be domesticated, or did humans domesticate them?
Entry #7 – Artificial Selection – various plants from wild mustard plant
1. Record what you learn from the above. Include drawings, notes and observations.
2. Respond to the question: In artificial selection who determines what traits are
being selected for? If the same process works in the natural world, what force would
determine what traits are being selected for?
Entry #8 – Natural Selection – Bird Beak Lab
1. What did we do in class? As usual, record data tables, pictures, notes, etc.
2. Why would it be advantageous for the population of finches to maintain in their
population individuals with smaller beaks (a trait that normally puts them at a
disadvantage)?
Entry #9 – Sexual Selection – “Problem of the Peacock”
1. What did you learn from video. Include lecture notes on sexual selection.
2. Describe how sexual selection and natural select work together to change species.
Entry #10 – Speciation
1. Write a few sentences about what a species is and how new species can arise
(speciation). Follow the directions on the handout in class (also on website) to
complete the internet investigation. List #1-4 on the handout as A-D in your journal.
Also include the drawing from the white board that shows the range and breeding of
the greenish warbler.
2. Are the greenish warblers evolving into more than one species, or are they
already more than one species
Entry #11 – Great Transformations/Macroevolution
1. Record what you learned from the movie, paying close attention to the evidence
that supports the hypothesis that whales came from land animals, that land animals
came from aquatic animals, and that all animals are related through a common
ancestor.
2. Your choice of questions: A. Whales from wolves - what do you think?
..........or...........B. Based on the evidence presented in the movie, are you
convinced that all life shares a common ancestor? Why or why not?
Entry #12 – The Human Question
1. Draw detailed sketches of at least two of the hominid skulls. If your artistic skills
are lacking, draw more than two – attention to detail counts here. Also describe
what we have been doing in class these past two days. Include a brief explanation
of what measurements and observations we have been taking, and hypothesize
about what significance these features might have.
2. Anthropologists actively debate what characteristics make us human. Is it tool
use? - chimps, sea otters, and ravens all use tools. Is it language? - Several ape
species have successfully been taught human sign language and whales use complex
vocalizations for communication. Is it walking upright? - Several of the extinct
species we looked at today walked upright. Is it brain size? - Neanderthals had
brains slightly larger than ours. What do you think makes a human being?
Entry #13 - Misconceptions, etc.
1. Record the data from the handout in class in your journal. There should be four
parts (a-d) to this.
2. Looking back at your prologue, what do you think was one of your primary
misconceptions about evolution? What idea did you previously have, and what has
changed about your understanding of this particular idea?
Epilogue - Instead of a thought question, today you will write your conclusion.
Before writing it, look back through your journal. Your conclusion will document what
you have learned during the last thirty days. Explain what you now understand
(which before you may not have understood). Also explain the picture you have
drawn on your front cover (your aha moment).
Cover Drawing - Illustrate the cover of your journal with your "aha" moment. When
learning something new, there is usually a moment when you finally get it, when
everything starts to make sense, when you say to yourself "aha...I understand!" This
moment will be the inspiration for the cover of your journal. Remember to also
include your name on the cover and the title "The Evolution of my Understanding of
Evolution".