Biology 2

Lorena Caleca
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 Table of contents
Introduction

●​ Origin of Earth …………………………………………………………..………….……3

●​ Origin of life………….…………..…………………………………………..………….. 5

Biodiversity
Carl Linnaeus ……………………………………………………………………………10
Article: What is Biodiversity and why does it matter? ………….……………………12

Evolution
●​ Lamarck. ………………………..……………………………….………………….….. 14
Darwin's Voyage of Discovery…..………………..…………………………………. 16
●​ Charles Darwin ……………………………………………………………………..…. 17
●​ Quiz: Charles Darwin …………………………………………………………………. 17
●​ Evolution of the giraffes ………………………………………………………………. 19
●​ Evolution of the Peppered Moth ………………………………………………………20

*** Important: Print activities single side!***

Cut-out activities ……………………………………………………..……………………….………22

●​ Activity 1: Stephen Hawking´s Biography ………………………………………………… 23

●​ Activity 2: Origin of Earth …………………………………………………………………… 23
●​ Activity 3: Origin of life …………………… ………………………………………………… 24
●​ Activity 4: Carl Linnaeus. Biography ………………………………………….…………… 24
●​ Activity 5: Biodiversity. Awareness on restoring biodiversity…..……………………... 24
●​ Activity 6: Darwin's Voyage of Discovery……………………………………………………25
●​ Activity 7: Charles Darwin. Biography …………………………………………………….. 26
●​ Activity 8 Alfred Wallace. Biography ……………………………………………………….26
●​ Activity 9: Evolution of the giraffe…………………………………..…………………….... 27
●​ Activity 10: Evolution of the Peppered Moth ……………………………………………….28

Pautas de Trabajo (Recortar, firmar y pegar en la primer hoja de la carpeta)

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Introduction

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Stephen Hawking

Discovers The Black Hole Theory | The Theory Of Everything

Stephen Hawking and his professor Dennis Sciama attend a lecture on black holes and Stephen comes to the conclusion
that those black holes may have been part of the creation of the universe, and decides to write his thesis on them.
Hawking realised that the Big Bang was rather like the collapse of a black hole in reverse.

Characteristics of Earth

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 Origin of life
Numerous ideas along the history.

1)​ Creationism: life was created by a divine creation. All life was created by the actions of God.

The organisms created by God can't produce new forms of organisms - only God can do this. Creationism
is largely based on religious belief.

2)​ Spontaneous generation: in certain conditions it is said that different organisms can appear in a
spontaneous form from inert matter.

Van Helmont considered air and water to be the basic elements of the Universe. He considered water to
be the main element that constituted matter.
​ What connection does a dirty shirt have with water?
To disprove Van Helmont's theory an Italian doctor designed an experiment.

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Conclusion: Life doesn´t spontaneously generate from rotting matter.

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3)​ Panspermia: theory which states that life on earth originated from microorganisms present in outer
space. These small microbes delivered to Earth from asteroids or meteors are said to be particles
called amino acids. This was the base with the prime matter to form PROTEINS.
Panspermia proposes that bodies such as comets transported life forms such as
bacteria—complete with their DNA—through space to the Earth.

4)​ Physical-Chemical origin (Oparin and Haldane 1924): life originated from gas molecules in
physical-chemical conditions that were different from the actual ones.

Alexander Oparin

Physical conditions +Chemical conditions (Gases)

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 UREY-MILLER EXPERIMENT

Oparin's hypothesis was confirmed by Miller in 1952/53. This theory explains how inorganic matter passes
to organic. Miller and Urey were students from the University of Chicago. They wanted to show the
prebiotic evolution in the laboratory.

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Spontaneous Generation

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Biodiversity

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1. Make a list of the verbs read in the text.

2. Look at the verbs below. Do you remember their meaning? Talk together with a partner and discuss their
meaning. Then put these verbs in the past form. Write a list in your folder. PRESENT / PAST

Be (singular /plural form) / can / have / teach / study / develop / die

Every organism can be classified into 7 groups. Each level identifies similar organisms. The top level is a
very broad group and it includes many different organisms. The levels below are more and more specific,
until the lowest level only includes one type of organism. This system arranges organisms by placing them
next to the organisms that are mostly closely related.

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●​ Here you will look at different examples of how it goes from general to specific.

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​

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 Evolution

Jean-Baptiste Lamarck (1744-1829) is often credited with making the first large advance toward modern
evolutionary theory. In 1809 he published Philosophie Zoologique, in which he described a two part
mechanism by which change was gradually introduced into the species and passed down through
generations. His theory is alternatively referred to as the Theory of transformation or simply
Lamarckism.

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The classic example used to explain the concept of use and disuse is the elongated neck of the giraffe.
According to Lamarck's theory, a given giraffe could over a lifetime of straining to reach high branches,
develop an elongated neck.

These two examples demonstrate how use could change a trait. By the same token, Lamarck believed
that disuse would cause a trait to become reduced. The wings of penguins, for example, would be
smaller than those of other birds because penguins do not use them to fly.

Lamarckian Inheritance

The second part of Lamarck's mechanism for evolution involved the inheritance of acquired traits. He
believed that traits changed or acquired over an individual's lifetime could be passed down to its
offspring.

Giraffes that had acquired long necks would have offspring with long necks rather than the short necks
their parents were born with.
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Darwin's Voyage of Discovery
●​ Darwin's Epic Journey

Darwin developed a scientific theory to explain how evolution, or change over time, occurs in living things.
Darwin's theory explains modern organisms have evolved over long periods of time through descent from
common ancestors.

●​ Observation Aboard of Beagle

During his five years trip on the Beagle, Darwin made many observations and collected a lot of evidence.

​ He noticed that many different, yet similar, animal and plant species occupied different, yet similar,
habitats around the globe.
​ On the Galapagos Islands, Darwin noticed that the traits of many organisms, such as the shell shape
of tortoise, varied from island to island. He noticed that different, yet related, animal and plant
species occupied different habitats within a local area.
​ Darwin collected fossils, the preserved remains of ancient organisms. He noticed that some fossils of
extinct species resembled living species.

Darwin's findings led him to think that species are not fixed and that they could change by some natural
process.

Darwin's Epic Journey

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* Create a spider web map on Darwin! (Folder)

The Charles Darwin Quiz

2. Where was Charles Darwin born?

1. When was Charles Darwin born?
London​
1709​
Shrewsbury, England​
1901​
Darwin, Australia
1809

4. Darwin made a five year-cruise aboard

3. Before becoming a naturalist, Darwin studied:
the:
music​
Beaker​
medicine and divinity​
Beigel​
mathematics and astrology
Beagle

5. Who also contributed to the evolution theory 6. What is Darwinism?

besides Darwin?
Darwin`s estate​
Isaac Newton​
Darwin`s theory of evolution.​
Albert Einstein​
Darwin`s microscope
Alfred Russel Wallace

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7. Who was the captain of HMS Beagle? 8. Darwin cruised aboard the Beagle
between the years
Robert Fitzroy​
1801-1806​
Charles Darwin​
1910-1915​
Captain Cook
1831-1836

9. When did Darwin publish The Origin of

10. Charles Darwin was Interested In
Species?
roses​
1869​
irises​
1859​
orchids
1858

11. How many children did Darwin have? 12. Where did Darwin finish BA?
none​ Cambridge​
10​ Oxford​
1 London University

14. What is evolution?

13. Who encouraged Darwin to accept an offer
to work as a naturalist aboard the HMS Beagle? Prompt development, from a simple to a
more complex form.​
Isaac Newton​
Gradual development, from a less
Professor Henslow​
adaptable to a more adaptable form through
It is impossible to know the process of natural selection.​
Revolution

15. Where did Darwin gather evidence for his

16. Charles Darwin died in
theory of natural selection?
1882​
Dalapagos Islands​
1859​
Galapagos Islands​
1600
both answers are correct

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Evolution of the giraffes
Comparing the theory of Lamarck and Darwin.

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Peppered Moth

Points to discuss about the related topic.

✔​ Historical events happening during Darwin's time.

✔​ Cause and consequences. Negative factors that influenced during this time.
✔​ The effect this had on moths.

●​ Where did the Industrial Revolution begin? The Industrial Revolution began in Great Britain in
the late 1700s. This revolution was an economic one, and it changed the way the world produced
goods. Many of the first innovations that enabled the Industrial Revolution began in the textile
industry. Making cloth moved from homes to large factories. Britain also had plenty of coal and iron
which was important to power and make machines for the factories.

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The Industrial Revolution was not a good revolution for the earth. Industry was releasing huge amounts of
carbon dioxide into the atmosphere and waste into the waterways and soil. Pollution by nuclear waste,
pesticides and other chemicals are also the result of the Industrial Revolution. Many natural resources were
being used up at an alarming rate.

​
Peppered moth through Natural Selection

https://www.ducksters.com/history/us_1800s/industrial_revolution.php

https://www.bbc.com/news/science-environment

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Activity 1

Activity 2: Origin of Earth

​ Describe what you see in the picture. How many things can you mention?
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Activity 3: Origin of life
1.​ Name and define the different theories of the origin of life.
2.​ Spontaneous Generation. Who supported this theory? How did they support it?
3.​ Draw the primitive earth, label each element and briefly describe it.

___________________________________________________________________________________

Activity 4: Carl Linnaeus. Biography

Carl Linnaeus __________ (be) born in 1707 in Sweden. As a boy, he __________ (be) very interested in
the natural world, especially Botany, the study of plants. His father ____________ (teach) him that every
plant __________ (have) a name. By the time he _________ (be) five, Carl __________ (have) his own
small garden and ___________ (can) name all of the plants he _________ (have) grown. When he
___________ (be) older, Carl ____________ (study) medicine, but he __________ (be) still interested in
nature. In Carl´s day, the plants and animals __________ (have) long scientific names in Latin. It
__________ (be) hard to keep track of everything because they ___________ (be) difficult to remember.
Carl ____________ (develop) a way to name things with only two categories: GENUS and SPECIES. He
_________ (die) in 1778.

_________________________________________________________________________________

Assignment 5: Poster. Awareness on restoring biodiversity.

Include the following:​

*Define Biodiversity​
*Factors that threaten our biodiversity​
*Causes​
*How is it affecting our planet?​
*How should we care for our planet? Create a logo!

Use proper vocabulary and grammar. You can draw or paste pictures. Be creative!
______________________________________________________________________________

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Activity 6: Darwin's Voyage of Discovery

3. THINK VISUALLY. Find and circle the Galapagos Islands.

4.​ TICK ONE OPTION.

Darwin spent most of his time exploring: ______ North America

______ South America

______ Asia
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Activity 7: Charles Darwin's biography.

Use the information from the quiz to write Darwin's biography.

_________________________________________________________________________________

Activity 8: Alfred Wallace. Biography

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Activity 9: Evolution of the giraffes.

Look and compare. Discuss with your partner and share with the class.

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Activity 10: Answer the following:

1. Explain the evolution of the peppered moth. Complete the following activity.

2. Which are the peppered moth´s variations?

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Materia / Curso: Biología 2*1* Docente / Área: Caleca, Lorena (Inglés)

Objetivos y lineamientos de la materia

El objetivo de la materia Biology es que los estudiantes obtengan los conocimientos necesarios para comprender y
utilizar la lengua inglesa de manera que puedan reconocer, entender y emplear expresiones y vocabulario
específicos de los temas estudiados. Asimismo, se espera que adquieran los contenidos de la materia para poder
analizar, explorar y construir pensamiento crítico utilizando léxico específico del área de forma oral y escrita.

Bilingüidad: la materia se dicta tanto en inglés como en castellano y constituye una sola materia, por lo
tanto, la calificación de cierre de cuatrimestre será 1 (UNA) en común entre castellano e inglés.

Pautas de trabajo: El trabajo en clase será desarrollando las cuatro habilidades (escucha, lectura, oral y
escrita). Se trabajará con carpeta, un cuadernillo y/o fotocopias solicitadas por la docente y la plataforma
Classroom. Se realizarán actividades y trabajos prácticos de forma individual y/o grupal. Se trabajará con
herramientas digitales para enriquecer el desarrollo de la lengua y se realizarán actividades extras para
ampliar las destrezas comunicativas del idioma y en la materia.

●​ Es obligatorio contar con el material de trabajo (carpeta, cuadernillo y/o fotocopias) en cada
clase. (Se solicita que en la carpeta tenga una sección aparte para inglés).
●​ En caso de ser necesario, las fotocopias adicionales serán solicitadas de una clase para la otra.
●​ El uso del celular, como cualquier tipo de dispositivo, NO estará permitido en clase. Su uso
indebido en clase tendrá la calificación de un 1(uno).
●​ Los alumnos ausentes deberán tener las actividades, material y carpeta al día a su
reincorporación.

Classroom: Se habilitará la plataforma de Classroom para la materia en inglés. El mismo podrá ser
utilizado para trabajar cuando lo solicite la docente y para compartir material de estudio (textos para su
lectura o fotocopiar) y, además, dejar un registro diario de lo trabajado en clase. Los alumnos que por
alguna circunstancia no hayan podido asistir a la materia, tendrán acceso al material de trabajo mediante
la plataforma.

Evaluación: Se evaluará a los alumnos durante todo el proceso de aprendizaje clase a clase mediante la
participación, la interacción con sus pares y con la docente, la carpeta completa (prolija y ordenada),
actividades completas, los trabajos prácticos entregados en tiempo y forma, las exposiciones orales y las
evaluaciones escritas. La materia se evalúa teniendo en cuenta el conocimiento del contenido de la
misma, así como también el correcto desarrollo de la lengua inglesa conforme a su nivel de inglés:
expresión oral, escrita, vocabulario y gramática. La asistencia a evaluaciones, exposiciones o trabajos en
equipo pautados con anticipación es obligatoria. Justificar la ausencia con la presentación del debido
certificado.

Firma de la docente _____________________________

Firma de alumno/a ______________________________

Firma de adulto responsable ______________________________

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