Week #3 Q.3 (1/21-1/24) Homework: Reading of slow death of spontaneous generation complete Activities/Assignments: Complete squiggladonks act. Read slow.

Week #3 Q.3 (1/21-1/24) Homework: Reading of slow death of spontaneous generation completeActivities/Assignments:

• Complete squiggladonks act.• Read slow death of spontaneous

generation handout

Today in Bio.…

Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution.

Warm Up: In own words – what is spontaneous generation?

Fact:The human brain is 80% water.

Evolution of the Squiggladonk

Evolution means change over time. Almost all natural entities and systems change. Through

time, life has evolved from simple forms into the present vast array of organisms. Evolution

explains the ways in which organisms are both similar & different.

 In this activity, you will model what scientists do

when they organize a collection of fossils to reflect evolutionary change. You will be given drawings of a collection of vertebrate fossils (Squiggladonks) that could exist. Your goal is to work cooperatively to arrange these Squiggladonks in the order you

believe they would have evolved.

Evolution means change over time. Almost all natural entities and systems change. Through time, life has evolved from simple forms into the present vast arrays of organisms. Evolution explains the ways in which organisms are both similar & different. In this activity, you will model what scientists do when they organize a collection of fossils to reflect evolutionary change. You will be given drawings of a collection of vertebrate fossils (Squiggladonks) that could exist. Your goal is to work cooperatively to arrange these Squiggladonks in the order you believe they would have evolved.

PROCEDURES1. As a group examine the squiggladonks. Discuss the similar & different traits the organisms possess.2.Cut out each organism. As a group decide which organism represents the ancestral form (you get to pick).3.Arrange the organisms in the order you believe they evolved. 4. Once you have decided where the pictures will be, glue the pictures in place on the poster. 5. Draw an arrow between each picture and state the change to show the direction of evolutionary change. 6. Choose 5 arrows and write a statement by each picture to justify the change that occurred.7. Draw a picture of the fossil that could evolve next. Explain why the creature would have the traits you gave it.8. Color creatures to show change decorate your poster to make it appealing.

SQUIGGLADONKS

ACTIVITY

Reading Activity (10 min)• Read by yourself

“The slow death of spontaneous generation”

• Underline/highlight the important information

Week #3 Q.3 (1/21-1/24) Homework:

Activities/Assignments:• Read slow death of spontaneous

generation handout• Vocabulary to Chapter 13 skim as

you define

Today in Bio.…

Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution.

Warm Up: Now that you read about spontaneous generation what is it?

Fact: Men have more blood in their circulatory system than women and more red blood cells.

Spontaneous Generation• Before the 17th century, the belief of where

life came from was Spontaneous Generation:– Living things come from non-living things

• Ex. Throwing waste into the street creates rats and flies

• Four scientists tested this hypothesis:

*Redi *Spallanzani*Needham *Pasteur

Scientists Hypothesis Draw the Experiment

Results Conclusion

Redi

Needham

Spallazani

Pasteur

To Go Along with Reading- The Slow Death of Spontaneous Generation

Scientists Hypothesis Draw the Experiment

Results Conclusion

Redi

Needham

Spallazani

Pasteur

Maggots developed from eggs of flies

The uncovered jar had maggots & the covered one didn’t

Spontaneous generation does not occur

Microorganisms were produced spontaneously

Microorganisms grew

Spontaneous generation does not occur.

Microorganisms are produced by other microorgansisms

No microorganisms

grew

Spontaneous generation does not occur.

Spontaneous generation occurs in microorganisms

Microorganisms are produced by other microorgansisms

No microorganisms

grew

Redi’s Experiment

• Jars of meat• Two open jars vs. two closed jars• Result: Maggots and flies were only found

in the open jars

What do these results

tell us?

Needham• It was known at the time that heat was lethal to living

organisms. • Needham theorized that if he took chicken broth and

heated it, all living things in it would die. • After heating some broth, he let a flask cool and sit at

a constant temperature. • Result: Lots of microorganisms grew in flask

What do these results

tell us?

Spallanzani’s Experiment• Took Needham’s testing further and sealed some of

the jars so no air could enter• Boiled meat broth in two flasks• Open flask vs. sealed flask• Result: After three days, the broth in the open flask

was cloudy = microorganism growth

What do these results tell us?

Pasteur’s Experiment• He repeated Spallanzani’s experiment, using a curved

neck flask• Left it open for one year • Result: broth remained clear• Broke the neck & left it for one day - it was cloudy

What do these results tell us?

• Conclusion to all 3 experiments: spontaneous generation disproved

• The New hypothesis:

biogenesis: all living things come

from other living things.

Biogenesis

Chapter 13 Vocabulary• Population• Natural selection• Adaptation• Reproductive isolation • Gradualism• Punctuated equilibrium• Paleontologist• Vestigial structure• Homologous structure• Divergence• Speciation• Sub species

Text book pgs. 276-291 In notebook page 5

Pg Title Pg Title1 Table of Contents 2 Biology Scales:

Evolution

3a Vocabulary Terms Chapter 12

3b Earths Catastrophic past video questions

4 Slow Death of Spontaneous Generation

5 Chap 13 Vocabulary

6 Vocabulary quiz 7 Evolution Notes and People

8 Darwin Vs. Lamarck 9 Darwin Vs Lamarck Comparison

Fri Week #3 Q.3 (1/21-1/24) Homework: any missing work

Activities/Assignments:• Gladiator reading• Make sure vocabulary pg. 5

complete• Skim evolution readings and

begin notes pg. 7 notes

Today in Bio.…

Bio. Learning Goal: I understand the scientific principles and processes involved in biological evolution.

Warm Up: What do you think is the importance of studying spontaneous generation? Explain.

Fact:

Evolution

(GENETIC CHANGE OVER TIME)

DESCENT WITH MODIFICATION

Page 7

Evolution http://glencoe.mcgraw-hill.com/sites/9834092339/student_view0/chapter20/animation_-_mechanisms_of_evolution.html

EVOLUTION How does this happen? The following scientists

came up with possible hypotheses: Charles Lyell (p.277)

Jean Baptiste de Lamarck (p.277)

Charles Darwin (p.276)

Alfred Russell Wallace (p. 279)

Jay Gould (p.282) and Niles Eldredge (p.282)

Pg. 7