Performance Objective: Students will

analyze the work of Paleontologists for evidence of evolution of species

Language Objective: Students will show

understanding of the role stratigraphy plays in providing evidence for evolution through a claims, evidence and reasoning writing exercise with their group .

 Read Interview with a Paleontologist  Observe the beaker of strata at your table to answer the following questions   Which layer of materials is the oldest? (Has been in the beaker the longest) If these strata were layers in the Earth’s surface, what inferences would you make about the relationship between the depth of the layer and the amount of time that has passed?

 Consider the location of the 3 colored markers that are present in the strata layers. Which would you infer to be the oldest?

 Obtain the 3 colored sheets of paper. Each color corresponds to the colored markers in your strata  Imagine that each paper represents a fossil discovery. Which fossil would be the oldest?

 Compare each fossil with each of the others and with modern day organisms. What differences and similarities do you observe? Record your observations in your journal.

 Read the essays Fossils: Traces of a Life Gone By (Page 102) and Technologies that Strengthen Fossil Evidence (Page 104).

 Complete the Paleontologist worksheet in your journal.

 Claim: Populations of species change in form and function across long periods of time  Evidence: Provide evidence from the reading and your worksheet that supports the claim  Reasoning: Use your what you know about stratigraphy and the evidence found in the strata to explain why the evidence supports the claim

Performance Objective: Students will

analyze the work of Evolutionary Biologists for evidence of evolution of species

Language Objective: Students will show

understanding of Homologous and Vestigial structures provides evidence for evolution through a claims, evidence and reasoning writing exercise with their group .

 Read Interview with an Evolutionary Biologist  Homologous Structure :Work through worksheet including coloring activity for Homologous structures.

 Vestigial structures: Describe why the structures shown in the Human and Whale are considered

Vestigial Structures

 How do the Vestigial Structures provide evidence for evolution?

 Claim: Populations of species change in form and function across time  Evidence: Provide evidence from the reading and your worksheet that supports the claim.

 Reasoning: Use your what you know about Homologous and Vestigial structures to explain why the evidence supports the claim

 Performance Objective: Students will analyze the work of Developmental Biologists for evidence of evolution of species  Language Objective: Students will analyze Embryo stages and DNA evidence to determine how that information provides evidence for evolution through a claims, evidence and reasoning writing exercise with their group .

 Read about Embryology from the “Need to Know” writing on Page 46 in the textbook  In your own words write a summary of the reading in your journal then complete questions 21 and 22 on worksheet  Embryo puzzle activity then answer Questions 23 and 24 on worksheet.

 DNA comparison activity then answer question 29

 Read Modern Life Evidence for Change article Page 108 (Last three paragraphs of article)  In your own words write a summary of each paragraph in your notebook  Answer questions 25-28 on worksheet

 Claim: Populations of species change in form and function across long periods of time  Evidence: Provide evidence from the reading and your worksheet that supports the claim  Reasoning: Use your what you know about Embryology and DNA evidence to explain why the evidence supports the claim

 Performance Objective: Students will analyze the work of Physical Anthropologists for evidence of evolution of species 

Language Objective:

Students will analyze skulls and bones from humans and primates for evidence for evolution through a claims, evidence and reasoning writing exercise with their group .

 Carefully observe the pictures of the Human, Chimpanzee bones for similarities and differences. Write those observations into your journal.

 Compare each of the mystery bones to the human and chimpanzee bones. Make a table in your journal that lists each mystery bone as either more like human bones, more like chimpanzee bones, or not like either.

 Based on your observations, write a feasible explanation for how the mystery fossil bones might be related to humans and chimpanzees.

 When available, compare the skulls at the front of the room focusing on the following features. Make measurements where appropriate and record your observations in your journal        Size of Lower Jaw Prominence of brow ridges Slope of face Width of face Size of forehead Size of brain case Size of molars

 Read the essay Primates Show Change Across Time (Pg. 110)  In your own words, write a summary of paragraphs 2,3,4 and 7 in your journal.  Complete questions 31-36 in your reading guide

 Claim: Populations of species change in form and function across long periods of time  Evidence: Provide evidence from the reading and your worksheet that supports the claim  Reasoning: Use your what you have observed and read about Physical Anthropology to explain why the evidence supports the claim