Download Sherry Wiedman Page 1 of 3 Standards: . S7LS5: Students will

Adaptations and Evolution – 7th Grade Science
Standards:
CS
.
S7LS5: Students will examine the evolution of living organisms through inherited characteristics that
promote survival of organisms and the survival of successive generations of their offspring
Standard Elements
a) explain how physical characteristics of organisms have changed over successive generations
b) describe ways in which species on earth have evolved due to natural selection
c) explain how the fossil record found in sedimentary rock provides evidence for the long history of
changing life forms
Enduring Understandings:
Essential Question(s):
Students will understand the dependence of
• What factors affect an organism’s Q
Organisms on one another and their environments
survival?
• How does where an organism live
Students will understand that the environmental
affect its survival?
conditions can affect the survival of a species
• What factors limit the # of offspring of
a species that will survive?
Students will understand that favorable
• How can we explain the variety within
characteristics will endure to promote survival of the
a species?
species
• What makes some traits favorable
while others are unfavorable?
Students will understand that changes within species
• What does natural selection have to do
occur over many generations
with evolution?
• What observations led to the theory of
Students will understand that natural selection is the
evolution?
driving force behind evolution
• What does the fossil record reveal
about changes within a species?
Students will understand how various species have
U
changed over time through natural selection (e.g.
Darwin’s finches, peppered moths)
Students will understand how the fossil record
provides evidence of evolution
Students will know…
• There are limiting factors within an
environment for a species.
• All biological traits are passed from parent
to offspring.
• Mutations occur as a result of changes in the
genetic material and can be beneficial or
harmful
•
•
Natural selection is a process that occurs
over successive generations.
A scientific theory is a well-tested concept
that is supported by much evidence
Sherry Wiedman
Students will be able to…
• Identify limiting factors for a given
species
• Differentiate between interactions
within an ecosystem,
• Describe how traits are passed from
parent to offspring
• Explain how mutations occur
• Identify some mutations that are
harmful and some that are beneficial
• Describe the observations that Darwin
made in the Galapagos Islands
• Differentiate between natural selection
and evolution
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•
Key vocab:
ecosystem
species
limiting factors
mutations
Adaptations
Scientific theory
Charles Darwin
Galapagos Islands
natural selection
evolution
fossil record
Provide specific examples of
adaptations and evolution within
certain species as verified by the fossil
record
Stage 2 – Assessment Evidence
Performance Task(s):
T
GRASP:
G: your task is to write a letter to persuade other
scientists of your theory regarding evolution
R: you are Charles Darwin
A: other scientists of your time
S: write a persuasive letter to a fellow scientists to
introduce your new theory of evolution and natural
selection based on your observations from your voyage
P: write a persuasive letter to other scientists to present
your observations that lead to a new theory of evolution
S: include details about your observations from your
voyage that support your thoughts.
Other Evidence:
OE
Science journal entries- ongoing
Anticipation Guide – to assess previous
knowledge and identify misconceptions
Open Note Quiz
Graphic organizer from Adaptation video
Workbook pages
Exit ticket - reflection
Post-test
Nature at Work – classwork activity
Students model the process of white and brown mice
populations in 2 distinct environments
Stage 3 - Learning Plan
Learning Activities:
Anticipation Guide – agree or disagree
Includes a series of statements designed to assess prior knowledge and uncover misconceptions regarding
evolution
Sherry Wiedman
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Students will write 2-3 questions on an index card they may have about evolution or adaptations These will
be collected and revisited at the end of the lesson
Class Discussion – with references to posted EQ ‘s
Using teacher created Powerpoint presentation about Darwin. Students will complete note organizer as the
information is presented and discussion unfolds
Students complete workbook review pages for homework assignment. The following day, small student
groups are formed to review the workbook pages and compare answers. Whole class discussion is used to
clear up any disagreements or confusion of answers.
Adaptation Video - How Animals Do That
Students will view video and complete chart that identifies adaptations of various animals
Students respond to several questions:
Which adaptation did you find the most surprising?
Use the internet or print resources to locate another unusual animal adaptation (these can be shared
in a later class period)
Nature at Work activity (from Prentice Hall textbook)
Students investigate and model how natural selection can lead to a change in a species over time.
Students complete teacher- written analysis questions at the end of the activity.
Students complete rough draft of letter from Darwin during class. Students are asked to peer assess these
drafts and offer suggestions. In the following class period, students are allowed to type and print final drafts.
GRASP:
G: your task is to write a letter to persuade other scientists of your theory regarding evolution
R: you are Charles Darwin
A: other scientists of your time
S: write a persuasive letter to a fellow scientists to introduce your new theory of evolution and natural
selection based on your observations from your voyage
P: write a persuasive letter to other scientists to present your observations that lead to a new theory of
evolution
S: include details about your observations from your voyage that support your thoughts. Letter should reflect
the time period from which it is written
Index cards with student generated questions(from first day) are distributed randomly to the class. Each
student must address the questions from other students. If the questions cannot be answered from our
learning activities, whole class discussion may follow. Extra credit opportunity may be offered for students
who wish to research and present the answers to the unanswered questions.
Students will revisit their Anticipation Guide for review and a reflection paragraph on how their knowledge
has increased (exit ticket)
Post-test
i
Sherry Wiedman
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