Warm-up: Pick up the bear article and graphic organizer, read the bear article and answer the following questions in the warm-up section of your BILL
a) Are the bears learning to keep their young longer? Why or why not?
b) How is this scenario similar to other evolutionary scenarios?
c) How is this scenario different from other evolutionary scenarios?
d) Is there selective pressure in this scenario? Why do you think this? If yes, what is the pressure?
1. Eat some food :)
2. Complete class data in first
3. In your BILL, make triple line graphs of the data for cases 1-3. Each line represents the frequency of each genotype starting with the parental generation
4. Hardy-Weinberg practice (at end of simulation), we will not finish the simulation until we return. I will only be checking for the graphs and practice problems after break.
5. Use the classroom textbooks to fill in the graphic organizer (information for the graphic organizer can be found in chapter 25 of your textbook- you are only responsible for the information on the organizer)
HW: Complete any of the above listed tasks you did not finish in class
First Period Class Data
Case 4, Group 1:
Luis, Abbey, Brittney, Alexcis, Hannah G., Stephanie
Case 4, Group 2:
Alli, Malik, Justin, Evan, Hannah S., Rahma