Unit Title: Evolution & Diversity Number of Days:
Science Domain: Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Summary of Unit: Sometimes, differences between organisms of the same kind provide
advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
Grade Level: 7
Stage 1: Desired Results (Learning Targets) Strand: E. Evolution and Diversity
Enduring Understandings
Sometimes differences between organisms of the same kind give advantages in surviving and
reproducing in different environments.
Essential Questions
In what ways are organisms of the same kind different from each other?
How does this help them reproduce and survive?
Unit Learning Targets
Students will understand…(content statements)
Unit Learning Targets
Students will be able to do…(cumulative progress indicators)
Individual organisms with certain traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change when the environment in which they exist changes. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival.
5.3.8.E.1
Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.
Anatomical evidence supports evolution and provides additional detail about the sequence of branching of various lines of descent.
5.3.8.E.2
Compare the anatomical structures of a living species with fossil records to derive a line of descent.
21
st Century Themes
Global Awareness Financial, Economic, Business, and
Entrepreneurial Literacy
Civic Literacy Health Literacy
21
st Century Skills
Exploring the Intersection of Science Education and 21st Century Skills (National Academy Press, 2010) http://www.nap.edu/catalog.php?record_id=12771#orgs
Adaptability
Complex Communications/
Social Skills
Non-routine Problem-solving Skills
Self-management/Self-development, Systems Thinking
Student use of Technology: Computer Lab, Asst. Learning Software, as per district resources.
Materials/Equipment needed: Lab-ware, Chemicals, hardware, balances, and any other assorted materials as needed, individualized per district resources.
Unit Resources/References Needed: (related websites, reference materials, etc.)
Stage 2: Evidence of Learning
Performance Assessment Task 1: Research the changes in the peppered moth population of England during and after the Industrial Revolution.
Performance Assessment Task 2:
You are a US Fish and Wildlife officer in a Midwestern state. Conservation biologists have asked to speak to you about their plan to reintroduce giant tortoises, wild horses, lions and elephants to the Midwest, where their distant relatives once roamed. They argue that these introductions would contribute biological, economic, and cultural benefits to North America. Before you decide to speak with these scientists, research the proposed reasons for the ancestral extinction of the megafauna. As a class, use scientific evidence found in journal articles and primary sources to debate if the plan will have any ecological or cultural benefit, and decide if your state should consider their reintroduction plan.
Performance Assessment Task 3:
A fisherman in coastal New Jersey found the carcass of a whale. The man reported that the stomach contained the bones of a mermaid. He described the bones for the tabloid news artist, who drew the picture below. The artist left out the skull because the fisherman was unable to find it.
Based on the image above, the fisherman probably found bones of a large
A. mollusk, like a giant squid
B. mammal, like a sea lion
C. fish, like a sea bass
D. crustacean, like a king crab
Other Evidence of Learning
Construct a representation that reflects the appropriate time scale of Earth’s history and includes the variation of organisms over time. Representation describes major
evolutionary developments (e.g., the first organism, oxygen in the atmosphere, the first land plants, appearance of vertebrates, et.).
Construct a representation, using information from the fossil record that describes the
organisms present during several different time periods in Earth’s history.
Observe the anatomical structures of a variety of organisms, and describe the similarities and differences among them. Organize the organisms into groups based on their
Stage 3: Learning Plan
Learning Activities/Labs/Investigations Timeframe
Name of Activity/Lab/Investigation # 1 X hours/Days
Description
Classifying objects - Students will learn how to classify objects is a
dichotomous key.
.75/3
Name of Activity/Lab/Investigation # 2 X hours/Days
Description
Fossils, Fossils and More Fossils – This activity will see the students as a class
making “fossils” out of plaster and common items i/e shells, bones, twigs etc. and then having another section in the class identify the objects using descriptive terms and analysis.
.75/2
Name of Activity/Lab/Investigation # 3 X hours/Days
Description
Name of Activity/Lab/Investigation # 4 X hours/Days
Description
Individual Accommodations
Extra support – Computer teacher, Librarian, Tech Lab
Enrichment or early finishers - Enrichment worksheets, activities Various learning styles – Accommodate tactile learners as needed. Limited English proficiency – Materials printed in Spanish and English.
Teacher Notes: