Transcript Spontaneous Generation

Week #3 Q.3 (1/21-1/24)
Homework:
Reading of slow
Bio. Learning Goal: I understand the
scientific principles and processes involved death of
in biological evolution.
spontaneous
generation
Activities/Assignments:
complete
• Complete squiggladonks act.
• Read slow death of spontaneous
Fact:The human
generation handout
brain is 80% water.
Warm Up: In own words –
what is spontaneous
generation?
Evolution of the Squiggladonk
Evolution means change over time. Almost all natural
entities and systems change. Through time, life has
evolved from simple forms into the present vast array
of organisms. Evolution explains the ways in which
organisms are both similar & different.
In this activity, you will model what scientists do when
they organize a collection of fossils to reflect
evolutionary change. You will be given drawings of a
collection of vertebrate fossils (Squiggladonks) that
could exist. Your goal is to work cooperatively to
arrange these Squiggladonks in the order you believe
they would have evolved.
Evolution means change over time. Almost all natural entities and systems change.
Through time, life has evolved from simple forms into the present vast arrays of
organisms. Evolution explains the ways in which organisms are both similar & different.
In this activity, you will model what scientists do when they organize a collection of fossils
to reflect evolutionary change. You will be given drawings of a collection of vertebrate
fossils (Squiggladonks) that could exist. Your goal is to work cooperatively to arrange
these Squiggladonks in the order you believe they would have evolved.
PROCEDURES
1. As a group examine the squiggladonks. Discuss the similar & different traits the
organisms possess.
2.Cut out each organism. As a group decide which organism represents the ancestral form
(you get to pick).
3.Arrange the organisms in the order you believe they evolved.
4. Once you have decided where the pictures will be, glue the pictures in place on the
poster.
5. Draw an arrow between each picture and state the change to show the direction of
evolutionary change.
6. Choose 5 arrows and write a statement by each picture to justify the change that
occurred.
7. Draw a picture of the fossil that could evolve next. Explain why the creature would
have the traits you gave it.
8. Color creatures to show change decorate your poster to make it appealing.
Reading Activity (10 min)
• Read by yourself “The
slow death of
spontaneous generation”
• Underline/highlight the
important information
Week #3 Q.3 (1/21-1/24)
Homework:
Bio. Learning Goal: I understand the
scientific principles and processes involved
in biological evolution.
Activities/Assignments:
• Read slow death of spontaneous
generation handout
• Vocabulary to Chapter 13 skim as
you define 
Warm Up: Now that you read
about spontaneous
generation what is it?
Fact: Men have more blood
in their circulatory system
than women and more red
blood cells.
Spontaneous Generation
• Before the 17th century, the belief of where
life came from was Spontaneous Generation:
– Living things come from non-living things
•
• Ex. Throwing waste into the street creates rats and
flies
Four scientists tested
this hypothesis:
*Redi
*Spallanzani
*Needham *Pasteur
To Go Along with Reading- The Slow Death of Spontaneous Generation
Scientists
Redi
Needham
Spallazani
Pasteur
Hypothesis
Draw the
Experiment
Results
Conclusion
Scientists
Redi
Needham
Spallazani
Pasteur
Hypothesis
Maggots
developed from
eggs of flies
Microorganisms
were produced
spontaneously
Microorganisms
are produced by
other
microorgansisms
Microorganisms
are produced by
other
microorgansisms
Draw the
Experiment
Results
Conclusion
The uncovered
Spontaneous
jar had maggots
generation does
& the covered
not occur
one didn’t
Spontaneous
Microorganisms
generation occurs
grew
in
microorganisms
No
Spontaneous
microorganisms generation does
grew
not occur.
No
microorganisms
grew
Spontaneous
generation does
not occur.
Redi’s Experiment
• Jars of meat
• Two open jars vs. two closed jars
• Result: Maggots and flies were only found
in the open jars
What do
these results
tell us?
Needham
• It was known at the time that heat was lethal to living
organisms.
• Needham theorized that if he took chicken broth and
heated it, all living things in it would die.
• After heating some broth, he let a flask cool and sit at
a constant temperature.
• Result: Lots of microorganisms grew in flask
What do
these results
tell us?
Spallanzani’s Experiment
• Took Needham’s testing further and sealed some of
the jars so no air could enter
• Boiled meat broth in two flasks
• Open flask vs. sealed flask
• Result: After three days, the broth in the open flask
was cloudy = microorganism growth
What do these
results tell us?
Pasteur’s Experiment
• He repeated Spallanzani’s experiment, using a curved
neck flask
• Left it open for one year
• Result: broth remained clear
• Broke the neck & left it for one day - it was cloudy
What do these
results tell us?
• Conclusion to all 3 experiments:
spontaneous generation disproved
• The New hypothesis:
biogenesis: all living things come
from other living things.
Biogenesis
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Chapter 13 Vocabulary
Population
Natural selection
Adaptation
Reproductive isolation
Gradualism
Punctuated equilibrium
Paleontologist
Vestigial structure
Homologous structure
Divergence
Speciation
Sub species
Text book
pgs. 276-291
In notebook
page 5
Pg
Title
Pg
2
Title
1
Table of Contents
Biology Scales:
Evolution
3a
Vocabulary Terms Chapter 3b
12
Earths Catastrophic
past video questions
4
Slow Death of
Spontaneous Generation
5
Chap 13 Vocabulary
6
Vocabulary quiz
7
8
Darwin Vs. Lamarck
9
Evolution Notes and
People
Darwin Vs Lamarck
Comparison
Fri Week #3 Q.3 (1/21-1/24)
Bio. Learning Goal: I understand the
scientific principles and processes involved
in biological evolution.
Homework: any
missing work
Activities/Assignments:
• Gladiator reading
• Make sure vocabulary pg. 5 complete
Fact:
• Skim evolution readings and begin
notes pg. 7 notes
Warm Up: What do you think
is the importance of
studying spontaneous
generation? Explain.
Page 7
Evolution
DESCENT WITH MODIFICATION
(GENETIC CHANGE OVER TIME)
Evolution http://glencoe.mcgraw-hill.com/sites/9834092339/student_view0/chapter20/animation__mechanisms_of_evolution.html
Pg. 7


EVOLUTION
How does this happen?
The following scientists
came up with possible
hypotheses:
 Charles Lyell (p.277)
 Jean Baptiste de
Lamarck (p.277)
 Charles Darwin (p.276)
 Alfred Russell Wallace
(p. 279)

Jay Gould (p.282) and
Niles Eldredge (p.282)