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.

Here is the disorder/disease project that you will begin working on Tuesday. You are not limited to the topics listed in this document, but make sure that the one you choose is related to one of the 3 systems we will be studying!
Unit Application Project

Students have been working on their genetics presentations. These are being presented today (Tuesday) and Wednesday. We will resume our study of the respiratory system on Thursday.

For those of you who have brought back your permission form for the UWO Discovery Health Days, you can go to the following website and try registering for your workshops.
Registration Form

Today we started the new unit on Structure and Function in Animals. Students are learning about the respiratory systems of a variety of living things and completing a table on 6 of them.

We will be starting the new unit, Internal Systems, on Tuesday. You may want to print the new note I've posted under Class Notes. Hope you are enjoying this beautiful weekend!

I've posted a note under class notes that you will want to have for Monday's class. It's called Sex Linked Inheritance and it is the last topic we will cover before next week's test. I've moved the test to Thursday in order to allow for a little more review time.

On Tuesday and Wednesday we have been working on monohybrid and dihybrid crosses. Be sure to seek extra help on these if you find them difficult.

Today we started the second half of the genetics unit....Mendelian Patterns of Inheritance. We discussed the history of the evolution of the science of genetics, with an emphasis on Gregor Mendel's role. Students wrote out definitions to some of the new terms related to genetics. We then watched an episode of "Cracking the Code".

Today we took up the Karyotyping gizmo questions. Students were given a review for tomorrow's test which is on mitosis, meiosis, chromosomes and DNA. Here are the answers to the review.
Test review with answers.

Today we finished discussing the Errors in Meiosis note by covering human chromosomal abnormalities and polyploidy. Note, the questions assigned for homework at the bottom of that class note have been done already in an earlier section...disregard them.
The students then completed the gizmo on Human Karyotypes at www.explorelearning.com
Absent students can get a username and password for this from me tomorrow and complete the activity at home.

Please go to www.explorelearning.com and login using your username and password provided in class. Select the Karyotyping Gizmo and complete the activity sheets.

On Thursday, students played with play-doh......they created chromosomes out of play-doh, modeled crossing over and how the chromosomes are changed through the stages of meiosis. They were also given a worksheet to fill out on the stages of meiosis and a comparison of mitosis to meiosis. This is homework if not finished please. Also, bring your diversity test to class tomorrow as we will take it up then.

Some meiosis animations...

http://www.cellsalive.com/meiosis.htm

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter28/animation__how_meiosis_works.html
For review at home, here is the animation we watched together:

http://www.sumanasinc.com/webcontent/animations/content/meiosis.html

The class finished working on the mitosis lab. If you didn't get all the questions done in class, please finish them for homework tonight. We will begin meiosis tomorrow.

On Friday the class began a mitosis microscope lab looking at onion root tip cells and whitefish embryo cells. We will finish this lab on Monday and then begin studying meiosis.

We have started into the new Genetics unit with a review of mitosis. This will continue throughout this week and culminate with a microscope lab. Next week we'll be looking at meiosis and DNA structure.

IMPORTANT NEWS....we decided to move the diversity unit test to Monday so that everyone has a little more time to study the summary spreadsheet on Google Docs of the characteristics of the Kingdoms/Viruses.
Here is an outline of what we have studied in this unit:
Taxonomy
K, P, C, O, F, G, S
Binomial Nomenclature
Dichotomous Keys
Phylogeny
Cladograms
Prokaryotic versus Eukaryotic cells versus Viruses(compare and contrast structures and functions, role in evolution)
Relationship between mode of reproduction and genetic variation
Relationship between genetic variation and diversity of living things
Key features about the 6 Kingdoms and Viruses (unifying and distinguishing anatomical and physiological characteristics)
BIODIVERSITY

We also watched a TED Talk segment about biodiversity. The video is about 23 minutes long and here's the link to the video. If you were absent, or asleep today, I would recommend you watch it sometime before your unit test as there will be an extended response question on it about biodiversity.
Link to the video

Also note, there is a note posted under class notes for Friday's class. You may wish to print it before class.

Today 3 groups presented their Kingdoms projects. Tomorrow, the remaining 4 groups will present. Remember, your Diversity of Living Things Unit Test is this Friday.

Please open the link below to get the template form you will be completing today. Complete one form per group.
Google Form

Today students continued to work on their unit 1 projects/presentations. They were introdced to www.prezi.com and some groups are trying it out for their presentations. Just a note regarding that...if you want to import something that is in another format, like a table in wordperfect, or a graph, you can use an online tool at www.jingproject.com to take a screen shot of your document. It will then be saved as a .jpg file and can be inserted in your prezi presentation. Remember that presentations will take place on Tuesday and Wednesday next week. I've posted the peer rubric for the project under class notes. I'll post the teacher rubric once I've found it in my files :)

Today students began working on a group project for the Diversity unit. You will be given a total of 4 research and work periods for this project. Project presentations will happen next Tuesday, and into Wednesday if necessary. Remember to work within Google Docs and be sure to share your documents with me (jenrossholton@gmail.com).
See you Wednesday.

Today we discussed yesterday's homework and then we looked at Dichotomous Keys. The students worked at producing a dichotomous key for a group of beetles. It's important that you understand the basic set up of these keys, and how we might use them in biology. We then went through the note titled the Six Kingdom Classification System. Students are asked to complete the comparison table on prokaryotic cells versus eukaryotic cells.

Today students completed the Index of Learning Styles Questionaire and then used their profile to identify a list of strategies to use when in the classroom and when studying at home that suits their learning style.
We then went through the intro to diversity note. We discussed the science of taxonomy. There are some homework questions to answer at the end of that note. Please do these for tomorrow.

On Wednesday, students will complete a learning styles questionaire and evaluate their own learning style in order to create an individual learning plan. This questionaire can be linked to here and a description of the various learning styles can be found under the "Class Notes" section.

Welcome to the SBI3U course blog! Here you will find daily updates on what was done in class, important dates, homework, as well as many useful links and videos. The purpose of this blog is to keep you and your parents/guardians informed about what is happening in class. If you are absent from class you can check the blog to find out what you missed, no need to ask me what you missed!

On the first day of class, we will be discussing the SBI3U course. You can view the course information sheet here. Feel free to print it off if you'd like to.
We will also do some review of the biology unit from grade 9 (how much do you remember???)

Also, please remember to show the course newsletter to a parent and have them sign it.

On Wednesday, you will be completing a questionnaire that will help you determine your particular learning style. This profile will then be used to generate a list of study tips for yourself.

As you prepare for tomorrow's exam....remember to study your old tests from the course....

As you prepare for you exam, note that I've attached links to the exam outline as well as to an extensive genetics review that you can try. Answers are at the end of the review questions. Both documents are linked under Class Notes.

If you were absent today, the note is posted under class notes. There is some homework tonight, as listed in the note. Also, remember that your lab report is due tomorrow.

Today we took up the Control of the Heartbeat sheet and then got started into the Digestive System. There was a note copied and then a "fill in the blank" note handed out. This activity is homework and is due tomorrow. Absent students can print off the sheet, it is attached under Class Notes.

So, we've completed the study of the circulatory system. Some of you need to finish the back side of the "Control of Heart Rate" sheet from last Tuesday. The lab report on the effect of exercise on blood pressure and pulse is due NO LATER than next Friday (the 15th). You'll be having your circulatory system test on Wednesday next week. In other words, you have some at-home work to do in this course over next few days....