Frameworks and birds: example• Explain how evolution is demonstrated by

evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. (HS 5.1)

• Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms. (MS 1)

Certrhidea fusca

Geospiza scandens

G. magnirostris

G. fortis

G. fulignosa

Frameworks and birds: example• Explain how evolution is demonstrated by

evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. (HS 5.1) (see also 5.2)

• Recognize that evidence drawn from geology, fossils, and comparative anatomy provides the basis of the theory of evolution. (MS 2)

Compsognathus

Microraptor gui

Microraptor gui

Frameworks and birds: example• Explain how evolution through natural

selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population. (HS 5.3)

• Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive.(MS 4)

Lift is proportional to:

1) area of airfoil

2) square of airspeed

pallid swift

Broad-winged and sharp-shinned hawks

Frameworks and birds: example• Analyze changes in population size and

biodiversity (speciation and extinction) that result from the following: natural causes, changes in climate, human activity, and the introduction of invasive, non-native species. (HS 6.2)

• Relate the extinction of species to a mismatch of adaptation and the environment. (MS 3)

NYC 1851

NYC 1890

french settlers 1600s

Aepyornis

2007 282

12/06 231 Aransas, 53 FL, 83 FL/WI, 131 captive

Frameworks and birds: example• Ecology

Central Concept: Ecology is the interaction among organisms and between organisms and their environment. (HS 6)

Scientific inquiry skills

• Make observations, raise questions, and formulate hypotheses.

Scientific inquiry skills

• Make observations, raise questions, and formulate hypotheses.

• Design and conduct scientific investigations.

Scientific inquiry skills

• Make observations, raise questions, and formulate hypotheses.

• Design and conduct scientific investigations.• Analyze and interpret results of scientific

investigations

Scientific inquiry skills

• Make observations, raise questions, and formulate hypotheses.

• Design and conduct scientific investigations.• Analyze and interpret results of scientific

investigations.

• Communicate and apply the results of scientific investigations.

Prelude to inquiry

1. What do scientists do?

Prelude to inquiry

1. What do scientists do?

2. Observation

Observation, question, hypothesis

• What is a hypothesis?

Observation, question, hypothesis

• What is a hypothesis?

• What do I wonder?

Observation, question, hypothesis

• What is a hypothesis?

• What do I wonder?– What do I already know?

Observation, question, hypothesis

• What is a hypothesis?

• What do I wonder?– What do I already know?

• How do I turn my question into a hypothesis?

Testing the hypothesis

• What predictions does my hypothesis make?

Testing the hypothesis

• What predictions does my hypothesis make?

• What experiment would test the prediction(s)?

Testing the hypothesis

• What predictions does my hypothesis make?

• What experiment would test the prediction(s)?– independent variable– dependent variable– controlled variables

Testing the hypothesis

• What predictions does my hypothesis make?

• What experiment would test the prediction(s)?

• How will I know if my hypothesis was supported?

Analyze and interpret results

• graphs

• quantitative comparison (simple statistics)

• identify sources of measurement error

• use of software

Communicate and explain results

• written report

• poster session

• talk with visual aids

Citizen science

• google "Cornell citizen science"