Here are the curriculum expectations from the evolution unit. Find the ones that apply to your topic of study and consider how your questions that you create will address the appropriate expectation(s).
Specific Expectations
C1. Relating Science to Technology,
Society, and the Environment
By the end of this course, students will:
C1.1 analyse, on the basis of research, the economic
and environmental advantages and disadvantages
of an artificial selection technology (e.g.,
livestock and horticultural breeding)

C1.2 evaluate the possible impact of an environmental
change on natural selection and on
the vulnerability of species (e.g., adaptation to
environmental changes can affect reproductive
success of an organism) C2. Developing Skills of Investigation
and Communication
By the end of this course, students will:
C2.1 use appropriate terminology related to evolution,
including, but not limited to: extinction,
natural selection, phylogeny, speciation, niche,
mutation, mimicry, adaptation, and survival of
the fittest

C2.2 use a research process to investigate some of
the key factors that affect the evolutionary
process (e.g., genetic mutations, selective
pressures, environmental stresses)

C2.3 analyse, on the basis of research, and report
on the contributions of various scientists to
modern theories of evolution (e.g., Charles Lyell,
Thomas Malthus, Jean-Baptiste Lamarck, Charles
Darwin, Stephen Jay Gould, Niles Eldredge)

C2.4 investigate, through a case study or computer
simulation, the processes of natural selection
and artificial selection (e.g., selective breeding,
antibiotic resistance in microorganisms), and
analyse the different mechanisms by which
they occur
C3. Understanding Basic Concepts
By the end of this course, students will:
C3.1 explain the fundamental theory of evolution,
using the evolutionary mechanism of natural
selection to illustrate the process of biological
change over time

C3.2 explain the process of adaptation of individual
organisms to their environment (e.g., some
disease-causing bacteria in a bacterial population
can survive exposure to antibiotics due to
slight genetic variations from the rest of the
population, which allows successful surviving
bacteria to pass on antibiotic resistance to the
next generation)

C3.3 define the concept of speciation, and explain
the process by which new species are formed

C3.4 describe some evolutionary mechanisms
(e.g., natural selection, artificial selection,
sexual selection, genetic variation, genetic
drift, biotechnology), and explain how they
affect the evolutionary development and
extinction of various species (e.g., Darwin’s
finches, giraffes, pandas)

Here is the address for our class wiki on evolution:
http://sbi3uevolution.wikispaces.com/

Please work on adding content (text, photos, video) to your page(s) throughout this week.

Here is the list of topics for the evolution wiki:

In a group of 3, you will research a set of assigned topics related to evolution and prepare a page on a class wiki. Your page will become the class study guide for that part of the unit. Consider adding explanations, definitions, examples, photos, links to videos or activities, etc. You will also be expected to add comments and/or ask questions of other group’s pages.


1) Scientists who shaped scientific thinking about evolution. Include James Hutton, Charles Lyell, Cuvier, Thomas Malthus, Jean-Baptiste Lamarck, and Alfred Wallace. T’Miika etc

2) Evidence for evolution. Include the fossil record, comparative anatomy, homologous structures, vestigial structures, analogous structures, comparative development, and comparative biochemistry. Becca etc

3) A biography of Charles Darwin including a description of Origin of Species. Kendra etc

4) Theory of Natural Selection – explained with examples. Compare to the Theory of Acquired Characteristics. Ali etc

5) Microevolution – define and explain genetic drift, gene flow and sexual selection (the mechanisms of microevolution). Chad etc

6) Speciation – define and explain reproductive isolation, geographic isolation, habitat isolation, reproductive barriers. Dalton etc

7) Forms of microevolution – explain the following terms:

- Adaptive radiation, convergent evolution, gradualism, punctuated evolution, co-evolution, cumulative selection, mimicry Christina etc

8) Artificial Selection – define and explain how it affects evolutionary development and extinction of various species. Alanna etc

In order to be ready for the start of our fetal pig dissections, you must read the lab over. It begins on page 639 and ends at 645. On Monday, you will be quized on the content of page 639 before beginning the lab.

Today you will explore the fetal pig dissection. You can find the dissection lab on pages 639-645 in your textbook.
Please begin by watching a video slideshow of an actual dissection. Go to this site http://www.zerobio.com/dissect.htm and view the slideshow and video of the fetal pig dissection.
Next, work through the following virtual fetal pig dissection:
http://www.whitman.edu/biology/vpd/
Next, watch some you tube videos on fetal pig dissections. Here's a good one, and there are several more on that page that can view.
http://www.youtube.com/watch?v=D0EhPMo06Kk

SBI3U students: I would like to thank you in advance for completing the 3 surveys regarding the HP laptop project. Here are the links to the 3 surveys as well as some instructions for completing them.

1) Survey from the International Science and Technology Educators organization:

https://www.surveymk.com/s.aspx?sm=4iG3bgXP1aOrAaJhCiyhig_3d_3d

2) Survey from Mrs. Ross Holton, Mrs. Durnin, and Mrs. Gascho:

http://www.surveymonkey.com/s/B56RNCY

3) Google Docs Survey. You will need to enter your password, which is your course code - SBI3Ub.

http://spreadsheets.google.com/viewform?formkey=dHVndTFwQ0VBb3V6RzVtZG9nZkxLWlE6MA

Thank you for providing your feedback on this important project. Your information will be used to provide improvements to future technology projects in math and science at CHSS.

Sincerely,
Mrs. Ross Holton, Mrs. Durnin, and Mrs. Gascho

Today we took up the homework from last Friday on the circulatory system and the comparison table of different organisms. We then began to look at the mammalian circulatory system. Absent students should get this note from someone in class. We will be continuing with this topic tomorrow with a focused look at heart anatomy.