Speciation Teacher Resources

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Three lessons and five assessments are contained in this material. Various paper shapes are sorted as a simulation of biological classification. Learners gather a list of living things that they are familiar with and design a classification system for them. The third lesson plan in the series focuses on the outdated kingdom Monera. As long as you teach the more current name for the bacteria, the culturing and examination in this activity is applicable to the taxonomy theme. 
Students analyze and discuss how water currents affect the food captured by particle feeders. Students brainstorm other environmental factors that might affect the growth of corals.
Learners work together in groups to research the characteristics of the Mesozoic Era. Using various sources, they must include information about climate, landforms, plants and animals found during this time period. They create a timeline on banner paper and connect it with the other groups in the class.
Students count nematodes, cestodes and crustaceans on approximately one-hundred and fifty fish. They fill out autopsy reports for external and internal parasites then complete and discuss guide questions to make inferences about parasite evolution.
Learners read an article on the characteristics of wolves and dogs then complete a phylogenetic tree of the canid family. They then write an essay justifying why or why not wolves and dogs should be classified as different species.
Students survey and dissect as many fish as possible. They count nematodes, cestodes and crustaceans on the fish, fill out autopsy reports, and transfer data to a chalkboard data table. Students graph the results of the entire class and explore coevolution.
Students examine seven spiders and put them into two or three groups based on their structural similarities. In groups, they create a cladogram proposing possible ancestral relationships. Students design an experiment related to their spiders' behavior and describe it in detail.
Students examine the definition of species. Students complete a phylogentic tree of the Canidae family. They write an essay justifying why or why not wolves and dogs should be classified as different species.
Students explore the classification system of organisms: taxonomy. They examine prepared slides of Protozoans and record information on a Taxonomy Recording Sheet. Two additional classifying activities are also included in this lesson.
Tenth graders discuss anomalies in nature and science. They discuss times that anomalies led to the collection of data that explained the phenomena and contributed to changing scientific understandings. Students work in groups to research different aspects of evolutionary theory.
Students explore how dogs evolved from wolves. They discuss the similarities and differences between dogs and wolves. Students research wolves and two dog breeds. They rewrite "Little Red Riding Hood" where the main character encounters a Maltese or a Golden Retriever instead of a wolf.
In this theory of evolution instructional activity, students review vocabulary words associated with evolution including the different types of evolution patters. This instructional activity has 5 true or false and 5 matching questions.
A writing prompt instructs science students to describe a series of events that sequences the arrival of the ancestral species of finch on the Galapagos Islands. The assignment guides young researchers with sixteen key concepts, and limits the page number to one double-spaced page.
In this biology worksheet, high schoolers complete a crossword puzzle by choosing vocabulary words from a word bank to match with 94 clues given relating to all basic biology topics.
Students research to answer questions related to deep sea diving. In this deep sea diving activity, students answer questions on a worksheet using the Internet. They discuss pressure, gas laws, and the physiology of diving in the deep sea.
Students examine active chemicals that are in marine invertebrates and how they act to fight diseases.  In this marine instructional activity students identify three pharmacologically-active chemicals, describe their disease fighting action and infer why sessile marine invertebrates appear to be a promising new source of drugs.
Students explore screening processes for biological activity.  In this deep sea lesson students complete a lab activity. 
High schoolers analyze data on coral reefs and use this to help characterize reefs.  In this mapping coral reefs instructional activity students identify and explain the major threats to coral reefs.
High schoolers estimate geographic position based on speed and air travel.  In GPS lesson students use GPS to estimate the set and drift of currents. 
Students construct segments of DNA to create a piece of jewelry.  In this genetics instructional activity students create a DNA sequence that they turn into something to wear. 

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