Today we completed reading the latest handout on human evolution and also played our first game of vocabulary bingo.
AIM: I will list three adaptations of humans that support Darwin's Theory of Evolution.
Standard: 7.1.1 Follow the great changes in Earth's history that allowed human life to start.
Do Now
1) What types of animals give milk to their babies?
2) What type of thumb “crosses” the palm of the hand?
3) When the remains of ancient animals to turn to stone they become…
4) Idea that means: “Survival of the strongest or fittest?”
Lesson Steps:
After we reviewed the answers for the Do Now we started our first game of vocabulary bingo. Each student placed nine of their vocabulary cards on their desk face up. I then would pick one vocabulary card out of a stack and read the definition out loud. If a student had that card they would turn it over. Once a student has turned over three that make a line they would have BINGO! We played several rounds which reinforced our understanding of our vocabulary words.
We then finished reviewing the cartoon handout that asks the question: "How did we become so human?" We also reviewed the new vocabulary that was connected to the reading.
We will continue to review this on Monday as we take a practice quiz on the evolution content.
Homework: Create 10 more evolution vocabulary cards with definitions and a drawing (only on one side).
Friday, October 3, 2008
Thursday, October 2, 2008
Human Evolution Continued
Today we reviewed the readings and vocabulary on the previous evolution handouts.
AIM: I will list three adaptations of humans that support Charles Darwin's Theory of Evolution.
Standard: 7.1.1 Follow the great changes in Earth's formation that allowed human life to start.
Do Now:
1) Which scientist developed the Theory of Evolution?
2) Which vocabulary term means: "An animal without a backbone?"
3) Which vocabulary term means: "To go up?"
4) Which vocabulary term means: "A slow process/step by step?"
Lesson Steps:
We reviewed the Do Now questions and then went over missing projects. I passed out progress reports and informed students that the vocabulary card project was now three days late. If the project was turned in today, the highest grade that could be earned would be a "C."
We then reviewed the readings and the Venn diagram between humans and apes. We followed this by reviewing vocabulary and then went into reading about the gradual change of apes into prehistoric humans. We did not finish this reading so we will continue tomorrow.
Homework:
Create 10 evolution vocabulary cards. These cards should include the new word, the definition and a small drawing to represent the word. All of this information should be on one side of the card. We will make connections with them later.
AIM: I will list three adaptations of humans that support Charles Darwin's Theory of Evolution.
Standard: 7.1.1 Follow the great changes in Earth's formation that allowed human life to start.
Do Now:
1) Which scientist developed the Theory of Evolution?
2) Which vocabulary term means: "An animal without a backbone?"
3) Which vocabulary term means: "To go up?"
4) Which vocabulary term means: "A slow process/step by step?"
Lesson Steps:
We reviewed the Do Now questions and then went over missing projects. I passed out progress reports and informed students that the vocabulary card project was now three days late. If the project was turned in today, the highest grade that could be earned would be a "C."
We then reviewed the readings and the Venn diagram between humans and apes. We followed this by reviewing vocabulary and then went into reading about the gradual change of apes into prehistoric humans. We did not finish this reading so we will continue tomorrow.
Homework:
Create 10 evolution vocabulary cards. These cards should include the new word, the definition and a small drawing to represent the word. All of this information should be on one side of the card. We will make connections with them later.
Wednesday, October 1, 2008
Evolution of Humans
Today we reviewed the handouts from Monday and Tuesday and moved on to learning about our closest living relative.
AIM: I will list three adaptations of humans that support Darwin's Theory of Evolution.
Standard: 7.1.1 Follow the great changes in Earth's history that allowed human life to start.
Lesson Steps
We reviewed the handouts from Monday and Tuesdays lessons. This was very much like reviewing after an absence so we merely went over each other's answers and answered any questions students may have had.
We then looked at a new reading that demonstrated the similarities of the human species with apes. This reading enabled us to compare and contrast animals within the same species. See below:
Once we finished this handout, we then looked over the homework page for tonight. I reminded students that all of this information is not saying that we came from monkeys or apes but that we have a common ancestor with them. We will move on to studying our common ancestors next week.
Homework: Color and/or answer the 9 questions related to the human evolution cartoon.
AIM: I will list three adaptations of humans that support Darwin's Theory of Evolution.
Standard: 7.1.1 Follow the great changes in Earth's history that allowed human life to start.
Lesson Steps
We reviewed the handouts from Monday and Tuesdays lessons. This was very much like reviewing after an absence so we merely went over each other's answers and answered any questions students may have had.
We then looked at a new reading that demonstrated the similarities of the human species with apes. This reading enabled us to compare and contrast animals within the same species. See below:
Once we finished this handout, we then looked over the homework page for tonight. I reminded students that all of this information is not saying that we came from monkeys or apes but that we have a common ancestor with them. We will move on to studying our common ancestors next week.
Homework: Color and/or answer the 9 questions related to the human evolution cartoon.
Monday, September 29, 2008
DC BAS Testing Days (Monday & Tuesday)
Our schedule is modified both today and tomorrow so the lesson I will post today will account for both days.
AIM: I will list three adaptations of human beings that support Darwin's theory of evolution.
Standard: 7.1.1 Follow the great changes on Earth that allowed human life to form.
Do Now:
1) Which scientist developed the Theory of Continental Drift?
2) Which vocabulary term means: "To demand someone do something?"
3) Which vocabulary term means: "The thin layer of land on which we live?"
4) Which vocabulary term means: "The underground proton smasher in Europe?"
Lesson Steps:
We went over the Do Now questions and also collected all of the wonderful vocabulary card projects. Projects that are turned in tomorrow will receive no greater than a "B" grade.
We then started looking at the year's first "Mystery Trio." Students had to look at three pictures carefully and try to figure out how they were connected. We discussed the possibilities but the ultimate answer will not be revealed until we read Wednesday's reading.
We prepared for our next reading by going over vocabulary and then interpreting the "Ascent of Man" cartoon. We then read the "Life is a Puzzle" reading and learned who Charles Darwin was and what he worked on. We will continue to explore how primates evolved into humans on Wednesday's reading.
Homework:
Color the "Ascent of Man" cartoon and answer all questions for the "Life is a Puzzle" handout.
Here are the two handouts for Monday and Tuesday.
AIM: I will list three adaptations of human beings that support Darwin's theory of evolution.
Standard: 7.1.1 Follow the great changes on Earth that allowed human life to form.
Do Now:
1) Which scientist developed the Theory of Continental Drift?
2) Which vocabulary term means: "To demand someone do something?"
3) Which vocabulary term means: "The thin layer of land on which we live?"
4) Which vocabulary term means: "The underground proton smasher in Europe?"
Lesson Steps:
We went over the Do Now questions and also collected all of the wonderful vocabulary card projects. Projects that are turned in tomorrow will receive no greater than a "B" grade.
We then started looking at the year's first "Mystery Trio." Students had to look at three pictures carefully and try to figure out how they were connected. We discussed the possibilities but the ultimate answer will not be revealed until we read Wednesday's reading.
We prepared for our next reading by going over vocabulary and then interpreting the "Ascent of Man" cartoon. We then read the "Life is a Puzzle" reading and learned who Charles Darwin was and what he worked on. We will continue to explore how primates evolved into humans on Wednesday's reading.
Homework:
Color the "Ascent of Man" cartoon and answer all questions for the "Life is a Puzzle" handout.
Here are the two handouts for Monday and Tuesday.
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