Unit: Evidence of Evolution Sternberg Task Reptile Adaptations

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1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Subject Area: Life Science Grade: 7 Unit: Evidence of Evolution Sternberg Task Reptile Adaptations Standards (Content and Characteristics): S7L5. 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. a. Explain how physical characteristics of organisms have changed over successive generations (e.g. Darwin s finches and peppered moths of Manchester). b. Describe ways in which species on earth have evolved due to natural selection. S7SCS5.Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S7SCS9.Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. Enduring Understanding: Physical characteristics of organisms change over time. Changes in species occur due to natural selection, reproduction and environmental conditions. Essential Questions: How do the physical characteristics of organisms demonstrate or support the theory of evoluti How does natural selection affect the evolution of species on earth? Pre-Assessment: True/False 1. An organism will adapt to suit its environment (False: a population as a whole adapts, but if an organism does not suit its environment it dies, it does not have the capacity to consciously change. 2. Fish evolved into amphibians, and later reptiles. (True) 3. If the environment changes, species are always able to adapt. (False: If the environment changes too quickly or drastically, species may not be able to adapt and will become extinct). August 8, 2007 Page 1 of 9

2 4. Only the strongest, best adapted organisms are able to reproduce. (False: They are more likely to get a mate and produce more offspring, but others will produce offspring as well. This helps explain the slow rate of evolution). 5. Natural selection is the force that drives evolution. (True) Outcome/ Performance Level Indicator ANALYTICAL PRACTICAL CREATIVE Examine pictures Students will read an Students will be given an showing the evolution article titled Fossil outline of a fish and will of fish into amphibians shows how fish made the choose a card containing and later reptiles. In leap to land from the a scenario. Each your graphic organizer website: scenario has information (appendix A), list four about a specific physical adaptations om/id/ /. They environment/ vegetation, that occurred at each will then write their own climate, and food source. stage. Using what you article explaining how Using the information on know about natural fish made the leap to the scenario card, selection, analyze the land. They will not only students will complete a adaptations, draw summarize the main ideas graphic organizer conclusions about the of the article but they will (appendix B) to plan reason the adaptation also choose four adaptations that will help took place. Consider adaptations of the their fish survive. They factors such as the creature as described in will also provide reasons environment, climate, text or illustrated in the to support their choice of food source, and picture and describe in adaptations. Once predators of each detail how the adaptation students have completed organism. helped the organism the graphic organizer Post your analysis of survive on land. They they will trace the their adaptations on will also explain how outline of the fish and sticky notes and attach natural selection causes modify it to include to the posters. Review change. Lastly, students adaptations that would your classmate s ideas. will describe three other enable it to survive in its Students will adaptations that would be new environment. summarize the activity helpful to the creature Depending on the card by using what they and give reasons why. you choose the organism know about natural will evolve to include selection to write a traits of an amphibian or paragraph explaining reptile. The organism the process by which does not need to the fish evolved. resemble a real amphibian or reptile, creativity is encouraged. Students will summarize the activity by using what they know about natural selection to write a paragraph to explaining the process August 8, 2007 Page 2 of 9

3 Performance Task: (Detailed Description) Teacher role? Student role? Teacher Role: 1. Post pictures showing the evolutionary history of reptiles. Include a picture of a fish, an amphibian and a reptile. 2. Provide students with a copy of the graphic organizer to record their ideas. 3. Provide students with sticky notes to post their ideas on the pictures. Student Role: 1. Individually or in pairs, examine the stages of reptile evolution. 2. In your graphic organizer (appendix A), list four physical adaptations that occurred at each stage. 3. By analyzing the adaptations, draw conclusions about the reason the adaptation took place. Consider factors such as the environment, climate, food source, and predators of each organism. 4. Post your analysis of their adaptations on sticky notes and attach to the posters. 5. Review your Teacher Role: 1. Provide students with the article Fossil shows how fish made the leap to land from the website: sn.com/id/ / 2. After students have read the article, discuss it as a class. 3. Provide students with criteria for their news article and guide them. Remind them that plagiarism is illegal! Student Role: 1. Read the article Fossil shows how fish made the leap to land and examine the pictures provided. 2. Write a news article for your school paper explaining how fish made the leap to land. 3. Your article should include at least four parts as follows: a) From the article summarize the who, what, where, when and how. b) From the picture and article choose four adaptations that helped the Tiktaalik rosaea survive on land. For each adaptation describe by which the fish evolved. Teacher Role: 1. Copy scenario cards onto cardstock paper and cut out. 2. Provide students with a picture of a fish. Student Role 1. Chose one scenario card. 2. Complete the graphic organizer listing the adaptations you will use to help your creature survive on land. Explain your reasons for choosing specific adaptations. How will the adaptation help your organism survive in its environment? 3. Trace over the fish picture you were given and include the adaptations you chose. 4. Using what you know about natural selection, write a paragraph to explain the process by which the fish evolved. August 8, 2007 Page 3 of 9

4 Resources Homework / Extension classmate s ideas. 6. Using what you know about natural selection, write a paragraph to explain the process by which the fish evolved into an amphibian and later a reptile. Sticky notes, poster paper, graphic organizer, pictures of a fish, amphibian and reptile. The Taradactyl is considered the link between retiles and birds. 1. What adaptations occurred as a reptile evolved into an early bird? 2. Why would these adaptations benefit the organism? 3. What are some characteristics that birds have in common with their reptilian ancestors? how it will help the organism survive on land as opposed to in the water. c) Assuming that your audience knows nothing about natural selection, describe to them how it could cause a fish to evolve into a land creature. Also explain the role the environment plays and what conditions were likely present for this type of evolution to take place. d) Describe three further adaptations that would help the organism survive on land and give reasons why you chose these adaptations. Optional: terrarium, rocks, sand, vegetation, etc The Taradactyl is considered the link between retiles and birds. 1. What adaptations occurred as a reptile evolved into an early bird? 2. Why would these adaptations benefit the organism? 3. What are some characteristics that birds have in common with their reptilian ancestors? Paper, colored pencils, markers, clay, Pleistocene, assorted materials for making models. The Taradactyl is considered the link between retiles and birds. 1. What adaptations occurred as a reptile evolved into an early bird? 2. Why would these adaptations benefit the organism? 3. What are some characteristics that birds have in common with their reptilian ancestors? August 8, 2007 Page 4 of 9

5 Instructional Tasks Accommodations for ELL Students Instructional Tasks Accommodations for Students with Disabilities Instructional Tasks Accommodations for Gifted Students preview vocabulary pair with an English speaking partner for the practical task- read the news article aloud or group them with a proficient reader. preview vocabulary pair with a regular ed student for the practical task- read the news article aloud or group them with a proficient reader. Analytical task-research evolution of fish to amphibians to reptiles and find your own pictures to represent the stages. Practical task- create a news broadcast instead of a written article. Creative task- create a 3D model instead of a sketch. August 8, 2007 Page 5 of 9

6 Appendix A: Analytical Task graphic organizer Fish Ex) gills 1. Adaptation Reason for adaptation Fish live in the water and gills help them get oxygen from the water Amphibian Reptile August 8, 2007 Page 6 of 9

7 Appendix B: Creative Task graphic organizer Environment/ Vegetation Information from card Adaptations Reasoning for adaptations Climate Food Source August 8, 2007 Page 7 of 9

8 Appendix C: Cards for Creative task Environment/Vegetation Card Lives in the desert; very little vegetation besides cacti and small shrubs. Lives in coastal marshes; dense shrubs and many reeds Climate Hot days, cool nights; very low precipitation Tropical climate; hot all year, lots of precipitation. What it eats Insects such as crickets and beetles Small fish Lives in and near ponds; grasses and reeds surround the ponds edge. Lives in rivers and dense vegetation along the edge of the river. Live in the grasslands; grass and small shrubs. Warm summers and cold winters; moderate yearly precipitation Hot and humid. Warm climate, very low precipitation. Flies, mosquitoes and other flying insects. Fish, small mammals Small rodents such as mice August 8, 2007 Page 8 of 9

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