Download Natural Selection - Woodburn School District

Science
Grade 7
Unit 9
Grade 7
Unit 9
Organisms
Natural Selection and Evolution
Table of Contents
Section
Page Number
Unit Prelude
Unit Learning Outcomes
Unit Language
Assessment Tools
Learning Activities
S.T.E.M Evaluation of Unit
Blank Unit Calendar
Unit Inventories
Background Information:
Appendix A
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Unit Completed by:
Date:
Science
Grade 7
Unit 9
Prelude to the Unit:
Bend Description
In this final bend, students will be explaining how genetic factors and traits influence the growth of organisms,
increase the probability of surviving and reproducing, then create mathematical representations to support natural
selection. Students will finish the unit by using fossil evidence to infer evolutionary relationships and
embryological development to show relationships between species.
Student expected prerequisite knowledge
Common student misconceptions
LS1.B Reproduction is essential to every kind of organism. Organisms have
unique and diverse life cycles.
LS4.A Some living organisms resemble organisms that once lived on Earth.
Fossils provide evidence about the types of organisms and environments that
existed long ago.
LS4.B Differences in characteristics between individuals of the same species
provide advantages in surviving and reproducing.
LS4.C Particular organisms can only survive in particular environments.
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Unit Completed by:
Date:
Science
Grade 7
Unit 9
Unit Learning Outcomes
Unit Title:
Bend
Description:
Disciplinary
Core Ideas:
Grade 7
Unit Length
Content Unit 9
Natural Selection and Evolution
In this final bend, students will be explaining how genetic factors and traits influence
the growth of organisms, increase the probability of surviving and reproducing, then
create mathematical representations to support natural selection. Students will
finish the unit by using fossil evidence to infer evolutionary relationships and
embryological development to show relationships between species.
LS1.B: Growth and Development of Organisms
 Genetic factors as well as local conditions affect the growth of the adult plant.
LS4.A: Evidence of Common Ancestry and Diversity:
 Anatomical similarities and differences between various organisms living today and
between them and organisms in the fossil record, enable the reconstruction of
evolutionary history and the inference of lines of evolutionary descent.
 Comparison of embryological development of different specifies also reveals
similarities that show relationships not evident in the fully-formed anatomy.
LS4.B: Natural Selection
 Natural selection leads to the predominance of certain traits in a population, and
the suppression of others.
LS4.C: Adaptation
 Adaptation by the natural selection acting over generations is one important process
by which species change over time in response to changes in environmental
conditions. Traits that support successful survival and reproduction in the new
environment become more common; those that do not become less common.
Thus, the distribution of traits in a population changes.
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Unit Completed by:
Date:
Science
Standards:
Essential
Questions:
Grade 7
Unit 9
 MS-LS1-5*: Construct a scientific explanation based on evidence for how
environmental and genetic factors influence the growth of organisms.
 MS-LS4-2*: Apply scientific ideas to construct an explanation for the
anatomical similarities and differences among modern organisms and
between modern and fossil organisms to infer evolutionary relationships.
 MS-LS4-3: Analyze displays of pictorial data to compare patterns of
similarities in the embryological development across multiple species to
identify relationships not evident in the fully formed anatomy.
 MS-LS4-4*: Construct an explanation based on evidence that describes how
genetic variations of traits in a population increase some individuals’
probability of surviving and reproducing in a specific environment.
 MS-LS4-6*: Use mathematical representation to support explanations of how
natural selection may lead to increases and decreases of specific traits in
populations over time.

How can one explain the ways cells contribute to the function of living organisms?
How do organisms change over time in response to changes in the environment?
(These goals
should be aligned
to Standards.)
Goals:
(These should be
aligned to the
Goals above)
Students will
understand how
environmental and
genetic factors
influence the
growth of
organisms.
Students will be
able to construct
an explanation for
the anatomical
similarities and
differences among
modern organisms
and between
modern and fossil
Students will be
able to compare
patterns of
similarities in the
embryological
development across
multiple species to
identify
relationships not
Students will be
able to explain,
using evidence,
how genetic
variations of traits
in a population
increase some
individuals’
probability of
Students will
be able to
explain how
natural
selection may
lead to
increases and
decreases of
specific traits
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Unit Completed by:
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Science
Grade 7
organisms to infer
evolutionary
relationships
Learning
Targets &
Skills
Unit 9
evident in the fully
formed anatomy.
surviving and
reproducing in a
specific
environment
in populations
over time
I can…
(aligned to goals)
Unit Language
Academic Language Function(s):
Academic Language (What language will students need to sound like experts?)
Academic Language Stems:
Easy for Beginners
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Date:
Science
Content Vocabulary:


Grade 7
Unit 9
Medium for Intermediate
Difficult for Advanced and Fluent
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Unit Completed by:
Date:
Science
Grade 7
Unit 9
Unit Assessment Tools
Student Name
Learning Target
Unit of Study Assessment Checklist
B = Beginning
Notes
D = Developing
P = Proficient
M=Mastery
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Unit Completed by:
Date:
Science
Grade 7
Unit 9
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target
Strand 1
Mastery
Proficient
Developing
Beginning
Strand 1
Strand 2
Strand 3
Strand 4
Language Learning Target
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Science
Grade 7
Unit 9
Learning Activities
*Activities Section (see notes) linked to Methods section from Instructional Framework
Learning Target(s)
Possible Activities
Possible Evaluations
Engagement
Elaboration
Explanation
Exploration

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Unit Completed by:
Date:
Science
Grade 7
Unit 9
S.T.E.M Evaluation of Unit
STEM STANDARDS:
STANDARDS/TOPICS/SKILLS
SCIENCE
TECHNOLOGY
ENGINEERING
MATH
YES
NO
STEM ATTRIBUTES INCLUDED IN UNIT
Integrates Science, Technology, Engineering, and Math.
Develops communication and literacy skills.
Provides authentic, real-world experiences through contextual learning (may
include active citizenship).
Forms partnerships with business, industry, agencies, and nonprofits (may occur
outside the school).
Provides career awareness through postsecondary and career relevant
connections.
Fosters problem-solving, critical thinking, and argumentation skills through inquiry
and design.
Includes effective instructional strategies that develop collaboration and
teamwork.
Uses equitable instructional practices that are inclusive to all students regardless
of gender, disability, ethnicity, race, language, socioeconomic status, gender
identity and sexual orientation.
Uses standards-based performance/proficiency assessments.
Date of Unit Evaluation:
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Science
Grade 7
Unit 9
BLANK UNIT CALENDAR to be Determined by Teacher or Teacher Teams
Monday
Tuesday
Wednesday
Thursday
Friday
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Science
Grade 7
Unit 9
Materials Inventory for Teacher
Activity
Sink or Float
Materials in Kit
Materials Not Provided

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Grade 7
Unit/Bend Supply Inventory to submit at end of year:
Activity
Material
Unit 9
Original
Quantity
Actual
Quantity
Quantity
Needed
Sink or Float
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Science
Grade 7
Unit 9
Appendix A
Teacher Background Knowledge
(teacher cheat sheet)
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