adaptation and heredity - center for learning in action · adaptation and heredity life...

ThisunitwasdevelopedwithRacetotheTopandNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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AdaptationandHeredity

LifeScience/Grade3

Thisunitengagesstudentsinanexplorationofhowchangestoanenvironmentorhabitataffecttheabilityofanimalsandplantstosurviveandthrive.Thisunitexploresthesemajorthemes:adaptation,heredity,evolution,andnaturalselection.Studentswilllearnthatanimalsandplantsinherittraitsfromtheirparents;thatadaptationleadstovariationinthosetraits;thattraitscanbeinfluencedbytheenvironment;sometraitsarelearnedandlearningisacquiredandthereforenotanadaptation,andthatnaturalselectionguidesevolution.AlsoincludedareactivitiesthatexplorehowsocietalactionsimpacthabitatsandtheplantsandanimalslivingtheretherebycrossingoverfromLifeSciencetoEarthSciences.Thelessonsincorporatehands-onexperiments,datacollection,anddiscussionswithpeersandteachers.TheyhavebeenadaptedfromDESE’s3rdgradeModelCurriculumUnitSurvivalofOrganismsandfromtheWilliams’ElementaryOutreachProgramAdaptationUnit,amongothers.Thegoalsofthisunitaretofosterintellectualcuriosityandprovidehands-on,realworldscientificexperiencesthatsparkintellectualcuriosity.


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UnitCreationandRevisionHistoryAuthors:LeslieRule,ProjectSupervisor,TeachtoLearn,MassachusettsCollegeofLiberalArtsNicholasStroud,AssistantProfessorofScienceandTechnologyEducation,MassachusettsCollegeofLiberalArtsRevisionsMadeJune2015:MichaelR.Smith,ElementaryEducationandEnglishmajor,MassachusettsCollegeofLiberalArtsDarlaM.Torres,PoliticalSciencemajor,WilliamsCollegeRevisions,Summer2016AnnieGagnon,Biologymajor,MassachusettsCollegeofLiberalArtsValeriaSosaGarcia,PoliticalSciencemajor,WilliamsCollege


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License/CopyrightInformationThiscurriculumunitislicensedundertheCreativeCommonsAttribution-NonCommercial-ShareAlike3.0).(CCBY-NC-SA3.0)

Pleaseseethefulltextofthislicense(http://creativecommons.org/licenses/by-nc-sa/3.0/)toviewallrightsandrestrictionsassociatedwithit.ThisunitwasdevelopedwithfundingfromtheNationalScienceFoundationDOE-IUSEAwardNo.1432591Thisunitisdownloadableathttp://mcla.edu/About_MCLA/area/Community-Collaborations/stempipeline/Teach2Learn/teaching-to-learnUnderthislicense,youarefree:toShare—tocopy,distributeandtransmittheworktoRemix—toadapttheworkandincorporateitintoyourownpracticeUnderthefollowingconditions:Attribution—Youmustattributetheworkinthemannerspecifiedas“TeachtoLearnAttribution”below.Youcannotattributetheworkinanymannerthatsuggeststheprogramorstaffendorsesyouoryouruseofthework.Noncommercial—Youmaynotusethisworkforcommercialpurposes.ShareAlike—Ifyoualter,transform,orbuilduponthiswork,youmaydistributetheresultingworkonlyunderthesameCreativeCommonsAttribution-NonCommercial-ShareAlike3.0license(CCBY-NC-SA3.0).TeachtoLearn’sAttribution:©2016TeachtoLearn.Allrightsreserved.Translations:Ifyoucreatetranslatedversionsofthismaterial(incompliancewiththislicense),pleasenotifyprincipalinvestigator,[email protected]/orlinktosuchtranslatedversions(eitherasis,orasfurthermodifiedbyTeachtoLearn.)


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TableofContentsLesson1:OhDeer!

Lesson2:Adaptation—FortheBirds(BirdsandTheirBeaks)

Lesson3:WhoAreYou—YourFamilyTraits

Lesson4:Heredity—TheEyesHaveIt

Lesson5:Evolution—LargeLizardtoWhalein47MillionYears

Lesson6:EnvironmentalChange

Lesson7:TheGreatKapokTree

CEPA:CreateYourBird

VideoResources

ListofUnitResources


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UnitPlanStage1–DesiredResults

Note:BoththenewMAdraftsciencestandardsandthecurrentsciencestandardsarereferencedbelow.Thecurrentstandardsareitalicizedhereandthroughoutthelessons.3-LS-1.Usesimplegraphicalrepresentationstoshowthatdifferenttypesoforganismshaveuniqueanddiverselifecycles.Describethatallorganismshavebirth,growth,reproduction,anddeathincommonbutthereareavarietyofwaysinwhichthesehappen.[ClarificationStatements:Examplescanincludedifferentwaysplantsandanimalsbegin(e.g.,sproutfromaseed,bornfromanegg),grow(e.g.,increaseinsizeandweight,produceanewpart),reproduce(e.g.,developseeds,rootrunners,mateandlayeggsthathatch),anddie(e.g.,lengthoflife).Plantlifecyclesshouldfocusonthoseoffloweringplants.Describingvariationinorganismlifecyclesshouldfocusoncomparisonsofthegeneral

MeaningUNDERSTANDINGS UStudentswillunderstandthat…• Changesinanenvironmentcanaffectthesurvivalofanimals

• Explainhowspecificbirdbeaksareadaptedtoeatacertaintypeoffood

• Predictwhattypeoffooddifferentbirdseatbasedontheshapeoftheirbeak

• Birdpopulationswillchangeiftheenvironmentischanged

• Variationsincharacteristicsamongindividualsofthesamespeciesmayprovideadvantagesinsurviving

• Someofthereasonsthatanimalsandplantssurvivewell,lesswell,ordonotsurviveinanenvironment

ESSENTIALQUESTIONS QQ1. Howdolivingthings(animalsand

plants)adapttotheirenvironmentsotheyarebetterabletosurvive?

Q2. Howdopeopleaffecttheenvironment

oflivingthings(animalsandplants)?


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stagesofeach,notspecifics.][StateAssessmentBoundary:Detaileddescriptionsofanyoneorganism’scycle,thedifferencesof“completemetamorphosis”and“incompletemetamorphosis,”ordetailsofhumanreproductionarenotexpectedinstateassessment.]3-LS3-1.Provideevidence,includingthroughtheanalysisofdata,thatplantsandanimalshavetraitsinheritedfromparentsandthatvariationofthesetraitsexistinagroupofsimilarorganisms.[ClarificationStatements:Examplesofinheritedtraitsthatvarycanincludethecoloroffur,shapeofleaves,lengthoflegs,andsizeofflowers.Focusshouldbeonnon-humanexamples.][StateAssessmentBoundary:Geneticmechanismsofinheritanceorpredictionoftraitsarenotexpectedinstateassessment.]3-LS3-2.Distinguishbetweeninheritedcharacteristicsandthosecharacteristicsandthatresultfromadirectinteractionwiththeenvironment.Giveexamplesofcharacteristicsoflivingorganismsthatare

StudentLearningTargetsStudentswillbeableto….1. Compareandcontrastacquiredandinheritedtraits2. Giveexamplestoshowthatalllivingthingshavetraitsthatareinheritedoracquired.3. Recognizethatdifferentanimalscanhavedifferentresponsestochangesinan

environment.4. Recognizethatdifferentanimalshavedifferentneedsthatmayormaynotbemetbya

particularenvironment.5. Describetheprocessofevolutionbyrelatinghowadaptationsovermillionsofyears

allowedwhalestomovefromthelandtothewater.6. Giveoneexampleofhowanimalsandplantsdependoneachotherforsurvival.7. Listwaysthatchangesintheenvironmentaffectthesurvivaloftheplantsandanimals.8. Recognizethathumanactivitycanleadtoenvironmentalchanges.9. Useevidencetosupporttheexplanationthattheenvironmentcaninfluencetraits.10. Analyzeandinterpretdatatoprovideevidenceforconclusions.11. Explainhowchangesinanenvironmentcanaffectthesurvivalofdifferentkindsof

plantsandanimals.12. Createabargraphtoshowfluctuationsinhabitatcomponentsandthepopulationofa

modelanimal(deer).13. Collectandrecorddatatodeterminewhichbeakisbestsuitedforwhichtypeoffood.


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influencedbybothinheritanceandtheenvironment.[ClarificationStatements:Examplesoftheenvironmentaffectingacharacteristiccouldincludenormallytallplantsstuntedbecausetheyweregrownwithinsufficientwaterorlight,alizardmissingatailduetoapredator,andapetdogbecomingoverweightbecauseitisgiventoomuchfoodandlittleexercise.Focusshouldbeonnon-humanexamples.]3-LS4-2.Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamongindividualswithinthesamespeciesmayprovideadvantagestotheseindividualsintheirsurvivalandreproduction.[ClarificationStatements:Examplescanincluderosebushesofthesamespecies,onewithslightlylongerthornsthantheotherwhichmaypreventitspredationbydeer,andcolorvariationwithinaspeciesthatmayprovideadvantagessooneorganismmaybemorelikelytosurviveandthereforemorelikelytoproduceoffspring.Examplesofevidencecouldincludeneedsandcharacteristicsoftheorganismsandhabitatsinvolved.]


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3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.[ClarificationStatement:Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.]3-LS4-4.Analyzeandinterpretgivendataaboutchangesinahabitatanddescribehowthechangesmayaffecttheabilityoforganismsthatliveinthathabitattosurviveandreproduce.[ClarificationStatements:Changesshouldincludechangestolandforms,distributionofwater,climate,andavailabilityofresources.Changesinthehabitatcouldrangeintimefromaseasontoadecade.Whileitisunderstoodthatecologicalchangesarecomplex,thefocusshouldbeonasinglechangetothehabitat.3-5LS.5Differentiatebetweenobservedcharacteristicsofplantsandanimalsthatarefullyinherited(e.g.colorofflower,shapeofleaves,colorofeyes,numberofappendages)


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andcharacteristicsthatareaffectedbyclimateorenvironment(e.g.browningofleavesduetotoomuchsun,languagespoken).3-5LS.6Giveexamplesofhowinheritedcharacteristicsmaychangeovertimeasadaptationstochangesintheenvironmentthatenableorganismstosurvive,e.g.shapeofbeakorfeet,placementofeyesofhead,lengthofneck,shapeofteeth,color.3-5LS.7Giveexamplesofhowchangesintheenvironment(drought,cold)havecausedsomeplantsandanimalstodieormovetonewlocations(migration).(RelatedEarthScienceStandards)K-2-ESS3.CHumanimpactsonEarthsystems.Thingspeopledocanaffecttheenvironment,buttheycanmakechoicestoreducetheirimpacts.3-5-ESS3.CSocietalactivitieshavehadmajoreffectsonland,ocean,atmosphere,andevenouterspace.SocietalactivitiescanalsohelpprotectEarth’sresourcesandenvironments


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ESS2.ELivingthingscanaffectthephysicalcharacteristicsoftheirenvironment.Mathematics3.MD.B.3.Drawascaledpicturegraphandascaledbargraphtorepresentadatasetwithseveralcategories.Solveone-andtwo-step“howmanymore”and“howmanyless”problemsusinginformationpresentedinscaledbargraphs.LiteracyW3.2.Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.TechnologyG3-5:2.7ExplainthatsomeWebsitesandsearchenginesmayincludesponsoredcommerciallinks.


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Stage2–EvidenceEvaluativeCriteria AssessmentEvidencePre-unitAssessment(ifany)

UnitAssessmentCEPA:DesignaBird:AnEvidence-Basedrationale(Seeappendix)Students“create”theirownbird-likecreatureanddevelopascientificargumentthatsupportstheirchosenbeaksandfeetbasedonwhattheircreatedbirdeatsandwhereitlives.

Stage3–LearningPlanPriorgradelevelknowledge(reviewifnecessary)HabitatsandenvironmentUseprinciplesofthephysicalworldtoanalyzelivingsystemsUseevidenceandreasoningtodevelopscientificclaimsandengageindiscussionsofscientificandtechnicaltopicsOriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


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TieredVocabularyListTier1 Tier2 Tier3HabitatDrought

CommunityBeakNostrilsRainforestsenor

SurviveModel

EnvironmentTraits

GenerationHypothesizeEvolutionExtinction

ReproductionDecompositionNaturalistCommonDescentOrganismAdaptation

InheritedtraitAcquiredtraitVariabletraitSpeciesHeredity

DominantgeneMutationFlukedtail

NaturalselectionAmazonRainforestDeforestationKapokTree


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LessonPlanningAt-A-GlanceLesson CoreActivities OpticalExtensions TechIntegration

1

• OhDeer!Game• OhDeer!Graph

• Checkoutabookonawildanimalandmaketop-downweb

2

• DarwinEvolutionvideo• Bird“Beaks”experiment

• Usedifferenttoolsinotherstations• RaccoonsLivingintheCityVideo• Beaks,FeetandFeatherspuppetshow

3

• PlantTraitsvideo• Humantraitsactivity• Closing:GroupPresentation

• BringinFlowers• UsePowerPoint• Tap-downwebofhumantraits• Take-hometraitssheet

4• EgglesExperiment• EgglesMutationExperiment(optional)

• Build-a-birdOnlineActivity

5

• Wolves2Dogvideo• EvolutionofWhalesActivity• Closing:GroupPresentation

6• DeforestationVideos• DeforestationPowerPoint

• RaccoonsLivingintheCityVideo

7• AmazonRainforestvideo• KapokTreebookandworksheet

• RealImagesGreatKapokTree• ReadTheLorax


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Lesson1:OhDeer!BACKGROUNDOverviewoftheLesson Studentswillexploretheimpactofchangetoanenvironmentonthesurvivalofdeerpopulationsthroughgameplay.Theywilllearnthathabitatsprovideresourcesthatallowplantsandanimalstosurviveandreproduce,andwhentheenvironmentchanges,itcanadverselyimpacttheorganismsthatrelyonit.Studentswillalsolearnthatahabitatcanbeaslargeasanoceanorassmallasapoolinariver,aslongasitprovidesthecomponentsforsurvivalandreproduction.Thislessonisadaptedfromhttp://www.projectwild.org/documents/ohdeer.pdf

Thislessonwillrequiretheuseofalargespace,somakesuretocoordinatewiththeteacheraheadoftimetosecurealargespaceforthislesson.FocusStandard(s)3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.[ClarificationStatement:Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.]3-LS4-4.Analyzeandinterpretgivendataaboutchangesinahabitatanddescribehowthechangesmayaffecttheabilityoforganismsthatliveinthathabitattosurviveandreproduce.[ClarificationStatements:Changesshouldincludechangestolandforms,distributionofwater,climate,andavailabilityofresources.Changesinthehabitatcouldrangeintimefromaseasontoadecade.Whileitisunderstoodthatecologicalchangesarecomplex,thefocusshouldbeonasinglechangetothehabitat.]3-5LS.7Giveexamplesofhowchangesintheenvironment(drought,cold)havecausedsomeplantsandanimalstodieormovetonewlocations(migration).


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3.MD.B.3.Drawascaledpicturegraphandascaledbargraphtorepresentadatasetwithseveralcategories.Solveone-andtwo-step“howmanymore”and“howmanyless”problemsusinginformationpresentedinscaledbargraphs.LearningTargetsIcanexplainhowchangesinanenvironmentcanimpactthesurvivalofanimals.Icanrecognizethatanimalscanhavedifferentresponsestochangesinanenvironment.Icanrecognizethatanimalshavedifferentneedsthatmayormaynotbemetbyaparticularenvironment.Icancreateabargraphtoshowfluctuationsinhabitatcomponentsandthepopulationofamodelanimal.(deer)AssessmentIntheirsciencejournalshavestudents:

• Drawapictureofthedeerandthefourresources“played”inthegame.• Drawasecondpictureandeliminateoneofthefourresourcesanddescribehowandwhyitimpactsthedeerpopulation.

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage/KeyVocabulary

Tier1:habitat,drought,communityTier2:survive,Tier3:reproduction,decomposition


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RESOURCESANDMATERIALSQuantity Item Source

Space(playground,gym,etc.) ClassroomTeacher20 Graphpaper&pencils ClassroomTeacher1 GameRoundsHandout Binder,teachertocopy1 GraphingworksheetforCategoriesandData Binder,teachertocopy1 Bucketorbintoholdsurvivalcomponent“popsiclesticks” Bin25 Popsiclesticks,labeledforeachofthe5survivalcomponent(5each) Bin1roll Maskingtapetomarkareas Bin1 Largeflipchart(withthesamedatatableashandout)torecordclassdata ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**LESSONDETAILSLessonOpening/Activator

1. Askstudentswhatahabitatis.Elicitresponses.Askiftheythinkapoolofwaterinariverisahabitat?(Itis.)[SP1-AskingQuestions/DefiningProblems]

2. Buildingonstudentideas,explainorreview/reinforcethatahabitatisanareathatincludesfood,water,shelter,andspaceforplantsandanimals.Askstudentstosharesomeexamplesofhabitatstheyhavelearnedabout,includingtropicalrainforests,deserts,grasslands,woodlands,wetlands,arctic,oceans.(Studentsmightnothavehadanyformalinstructioninhabitats.)Askthemto“pairandshare”anddescribetotheirpartnerthehabitatintheirbackyardortheirfavoritepark.

3. Askwhathappenstoplantsoranimalsinthehabitatwhenthereisachangetotheenvironment/habitat.Givesomeexamples.Elicitresponses.


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4. Discusshowthesechangesaffecttheexistenceoftheplantsoranimals.Introducekeyvocabularylikelifecycle,decomposition,andreproductionandexplaintothestudentsthattheywillbedoinganactivitythatsimulatestheseconditions.

5. Askifchangesinanenvironmentonlyaffectanimalsormighttheyaffectplants,too.(GivetheexampleoftheAmericanChestnutTree,99.9%havediedfromanimporteddisease,askstudentstohypothesizewhathappenedtothebirdsthatbuiltnestsinthetrees,thesmallanimalsthatatethenutsfromthetrees,etc.)Elicitresponses.

OhDeer!Thegame(Lessonlikelydoneovertwodays–breakbetweentheactivityanddiscussion/dataanalysis)

1. Tellstudentstheywillbeparticipatinginanactivitythatemphasizesthemostessentialthingsanimalsneedtosurvive.Reviewtheessentialcomponentsofahabitatwiththestudents:food,water,shelter,air,andfavorabletemperature.

a. Explaintheywillbeplayingasimulationorgamethatrepresentswhathappensinnature.Ananimalneedsallofthehabitatcomponentsandisseekingthesecomponentstosurvive.Ifananimalisn’tabletoeat,drink,findshelter,andhavespacetogrowandreproduceitdoesnotsurvive.

b. Explaintheywillplaymultipleroundsofthisgameandtheywillhaveanopportunitytoplaydifferentpartsduringthegame.

c. Explaintheywillneedtotaketimebetweeneachroundtocountthedeerwhosurvivedandthosethatdidnot.Theywillwritethisdataintheirowndatatableandtheywillgraphthisdatatogetherduringthenextday.

d. Explaintherulesofthegameoncebeforestudentsmovetothespace.


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Settinguptheplayarea:Usingmaskingtapemarkoff2parallellinesatleast10feetapart,and2holdingareas,onefordeerthat“SurviveandReproduce”(i.e.,dofindtheirhabitatcomponent)andonefordeerthat“DieandDecompose”(i.e.,don’tfindtheirhabitatcomponent).

SimulationLayOutofSpace/Room

Line1

Line2

SurviveandReproduce

DieandDecompose


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2. Askthestudentstocountoffinfives.(Ifthenumberofstudentsintheclassistoolowforfivehabitatcomponents,airandfavorabletemperaturecanbecombinedandlabeledas“space”.Explaintothestudentsthathavingahabitablelivingspaceentailsairandfavorabletemperaturethatisconducivetosurviving.)Haveallthe1’sgotoLine1andfindaspaceontheline;all2’s,3’s,4’s,and5’s,gotoLine2andfindaspaceonthatline.Atthebeginningofthegameandthefirstround,the2linesofstudentsshouldbefacingeachother.(SeediagraminWorksheets/AdditionalResourcesSectionattheendofthisunit.)Tellthe1’stheyrepresent“deer.”Explainallanimals,includingdeerneedagoodhabitattosurvive.Askthestudentswhattheessentialcomponentsofhabitatare(food,water,shelter,space).Explainthatthedeer(1’s)needtofindoneofthose4thingstosurvive.(ThedeerwillknowwhattheyneedbyrandomlyselectingaPopsiclestickoutofthecontainerwithoneofthe4habitatcomponentswrittenonit.TheywilllookforwhattheyneedbasedonhowthestudentsonLine2areholdingtheirhandstorepresenteachcomponent.)

3. Tellthe2’s,3’s,4’s,and5’stheyarethehabitatcomponentsoffood,water,shelter,andspace.ThestudentwillalsorandomlyselectaPopsiclestickoutofthecontainerwithoneofthe4habitatcomponentswrittenonit.Thestudentsdepictwhichcomponenttheyselectedbyholdingtheirhandsinaspecificway:

a. Torepresentfood,clamphandsovertheirstomach.b. Torepresentwater,puthandsovertheirmouth.c. Torepresentshelter,holdhandstogetherovertheirhead.d. Torepresentspace,holdhandsoutfromtheirsides

Havetheentireclasspracticethehandmotionsthatrepresenteachhabitatcomponentbyshoutingout,“food,”“water,”“shelter”and“space”whilemodelingthehandplacement.

4. AskthestudentstocountthenumberofdeeronLine1.Recordthatnumberintheclassdatatable.Askthestudentsto

countthehabitatcomponentsonLine2.Recordthatnumberintheclassdatatable.Askthestudentstopredictiftheythinkallofthedeerwillfindthehabitatcomponenttheyneedduringthefirstround.Askafewstudentstoexplaintheir


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thinkingaroundtheirprediction.Notethepredictionsontheclasstable.

5. Theactivitystartswithallplayerslinedupbehindtheirrespectivelines(deerononeside,habitatcomponentsontheotherside).Tellthestudentstoallturnaroundsothe2linesofstudentshavetheirbackstoeachother.

6. Beginthefirstroundbywalkingdownthedeerlineandhandingeachdeera“deer”Popsiclestick.The“habitatcomponents”alsoselectaPopsiclestickoutofthehabitatcontainer.Itwillhaveoneofthe4habitatcomponentswrittenonit

7. Givethestudentsafewmomentstoputtheirhandsinplace—overstomachs,overmouths,overtheirheads,orstraightout.

8. Whenthestudentsareready,say,“OhDeer!”Eachdeerandeachhabitatcomponentturntofacetheother.

9. Whendeerseethehabitatcomponenttheyneed,theyshouldskiptoit.EachdeermustholdthePopsiclestickuntil“capturing”astudentwhorepresentsthatcomponent.Eachdeerthatacquiresitsnecessaryhabitatcomponenttakesitselfandthehabitatcomponentstudenttothe“SurviveandReproduce”box.“Capturing”acomponentrepresentsthedeersuccessfullymeetingitsneedsandsuccessfullyreproducingasaresult.Boththedeerandthehabitatcomponentwillbedeerinthenextround.Anydeerthatfailstofinditsfood,water,shelterorspaceshouldmovetothe“DieandDecompose”box.Anydeerthatdiedwillbeahabitatcomponentinthenextround;theybecomethefood,water,orshelteravailabletothedeerthatarestillalive.

10. Askthestudentstocounthowmanydeerwereinthe“SurvivedandReproduced”box(e.g.,theyfoundtheirhabitatcomponent)afterRound1.Askthestudentshowmanydeerdiedanddecomposed(e.g.,theydidnotfindtheirhabitatcomponent).Mostdeershouldhavesurvivedandreproduced.Therewillbemanyhabitatstudentswhodidnotpairup


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withadeer.Theygobacktothehabitatline.Ifanydeerdied,theynowgotothehabitatlineandbecomeahabitatcomponent.Theteacherrecordsthenumbertotalsurvivorsandtotaldeerdeathsattheendofeachroundintheclassdatatable.Continuetheactivityforapproximately2-3morerounds.Attheendofeachround,the“deerstudents”returntheirPopsiclestickstothecontaineranddrawnewsticks(togetnewsurvivalcomponent)oncetheyareontheline.Atthestartandendofeachround,theteachershouldtaketimetocountthedeerandhabitatcomponents,andthesurvivorsanddead.Theteachershouldtaketimeattheendofeachroundtotalkaboutwhathappened.

● Whyaretheremoredeathsattheendofaround?● Whathappened?● Whyaretheremoreorfewerhabitatcomponents?

Studentsshouldstarttosee,asthenumberofdeerincreases,therearefewerhabitatcomponentsforthatdeerduetocompetition,limitedresources,andpopulationgrowth.

11. ForRound4,theteachershouldsecretlytellthehabitatstudentsthatthereisadroughtandsothereisnowateravailableforthedeer.Theymayonlybefood,shelter/space.Runthesimulation.Countthosewhosurvivedandreproducedandthosewhodied.Recordontheclassdatatable.Discusswhathappenedandofferthereasonsforit.

12. ForRound5,whispertothehabitatstudentsthatthedroughtcontinuesandwithoutwater,foodcan’tgrow.Habitatstudentsmayonlymakethesignsofshelterandspace.DeercontinuetorandomlyselectthePopsiclesticksfromtheentireassortment.Notetheresultsattheendoftheroundontheclassdatatable.Taketimetodiscussstudentthinkingaboutwhatishappeningasthehabitatchanges.

13. ForRound6,whispertohabitatstudentsthathumanshavedecidedtodevelopthearea(buildhousesoranewfactory),sothereisnolongerspaceorshelter.Tellthemtheymayonlymakethesignsoffoodandwater.Deercontinue


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torandomlyselectthecardsfromtheentireassortment.Notetheresultsattheendoftheroundontheclassdatatable.Taketimetodiscussstudentthinkingaboutwhatishappeningasthehabitatchanges.

14. Continueplayingroundsof“OhDeer”astimepermits.Limitthehabitatinavarietyofwayssostudentsunderstandthereisarelationshipbetweenanimalsthatareabletomeettheirneedsandsurvival/reproduction.

15. Attheendofthesimulation,bringthestudentsbacktotheclassroom/gatheringspacetoplacethedatafromtheclasssimulationintotheirowndatatable.

16. Encouragestudentstotalkaboutwhattheyexperiencedandsawinthesimulationandencouragethemtousethedataasevidencefortheirreasoning[SP7-ArgumentsfromEvidence].Forexample,theysawasmallherdofdeer(7studentsinaclasssizeof20)beginbyfindingmorethanenoughofitshabitatneeds.However,becausethepopulationofdeerexpandedovertwotothreeroundsoftheactivityitexceededtheabilityofthehabitattosupplywhatitneededtosurviveandreproduce;therewasnotsufficientfood,water,andshelterforallmembersoftheherd.Atthatpoint,deerstarvedordiedofthirstorlackofshelter,andtheyreturnedaspartofthehabitat.Thedeerpopulationwasabovethecarryingcapacityoftheenvironment.Thegraphwillshowtherelationshipsbetweenthenumberofdeerinahabitat,thenumberofhabitatcomponents,andtheabilityofthedeertosurviveandreproduce.

17. Brainstormsomesuggestionsforthetitleofthegraph,andwritethemontheboard.Studentswillcopytheclassgraphontotheirowngraphingsheet,titlingitwhatevertheychoose.Discusswhatmakesagoodtitleforagraphandwhatinformation(e.g.,thecause-and-affectrelationshipbeingmeasured)itshouldconveytothereader.

18. Whenthestudentshavecompletedtheirgraphs,havethemglueitintotheirjournalsmakingsuretheydatetheentry.


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LessonClosingWholeclasscommentsandquestionsposedbyteacherorsciencefellow:

● Whydidsomedeerliveandsomedeerdie?● What4necessaryresourcesdoesahabitatprovide?● Howdothosehelpthesurvivalofthedeer?● Whathappenedtotheresourcesasthedeerpopulationgrew,orgotsmaller?

AssessmentIntheirsciencejournalshavestudents:

• Drawapictureofthedeerandthefourresources“played”inthegame.• Drawasecondpictureandeliminateoneofthefourresourcesanddescribehowandwhyitimpactsthedeerpopulation.

OptionalExtension Duringlibrarytime,studentscancheckoutabookonawildanimalandcompleteatopdownweb,includingaspectslikehabitat,diet,physicaltraitsandbehaviortrait.Discusstheimportanceofdifferentaspectstoitssurvival,andmakeconnectionstotheOhDeergame.


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Lesson2:Adaptation:FortheBirds

(BirdsandTheirBeaks)(AdaptedfromCenterforLearninginAction,Lesson5,BirdBeakAdaptation)

BACKGROUND

OverviewoftheLesson Animaladaptationsareanybodyshape,process,orbehaviorthatallowsanorganismtosurviveinitsenvironment.Populationsofanimalschangeovertimeinresponsetotheirenvironment.Whydobirdshavedifferentshapedbeaks?Birdshavemanydifferentkindsofbeaks,dependingonwhattheyeatandwheretheirfoodsourceis.Forinstance,birdsmayfindtheirfoodinwater,mud,flowers,seeds,orwood.Differentshapedbeaksalloweasieraccesstothesevariousfoodsupplies.Adaptationtoaparticularenvironmentoccursovertimeasorganismsbestsuitedtotheenvironmentsurvive,reproduce,andpasstheirinheritedtraitstothenextgeneration.Thishands-onlessonmodelsdifferenttypesofbeaks[SP2-Modeling].Thislessonhaslotsofmaterialsand6stations,soitwilltaketimetosetup.Eachstationwillhaveafoodsourceandasetofthreedifferentutensils,whichstudentsuseassample"beaks”.(Note:MuchofthisconceptisintegralintotheCEPA).

Thespecificbirdsthateateachtypeoffoodshouldbediscussedattheendofclassafterthegrouppresentations.

1.Nectar(coloredwater)needstobesuckedout—Hummingbird2.Worms(gummyworms)needtobedugandpulledout—Robin3.Seeds(sunflowerseeds)needtobecrackedopen—Sparrows,Finches4.Fish(Styrofoampieces)needtobescoopedoutofthewater—Heron5.Smallinsects(rice)needtobepriedoutofsmallcrevices—Woodpeckers6.Meat(marshmallows)willneedtobepulledoffofbones—Owls,Hawks


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FocusStandard(s)3-LS4-2:Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamongindividualswithinthesamespeciesmayprovideadvantagestotheseindividualsintheirsurvivalandreproduction.[ClarificationStatements:Examplescanincluderosebushesofthesamespecies,onewithslightlylongerthornsthantheotherwhichmaypreventitspredationbydeer,andcolorvariationwithinaspeciesthatmayprovideadvantagessooneorganismmaybemorelikelytosurviveandthereforemorelikelytoproduceoffspring.Examplesofevidencecouldincludeneedsandcharacteristicsoftheorganismsandhabitatsinvolved.]

3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.[ClarificationStatement:Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.]

(2006)3-5LS.6Giveexamplesofhowinheritedcharacteristicsmaychangeovertimeasadaptationstochangesintheenvironmentthatenableorganismstosurvive,e.g.shapeofbeakorfeet,placementofeyesofhead,lengthofneck,shapeofteeth,color.LearningTargetsIcanexplainhowspecificbirdbeaksareadaptedtoeatacertaintypesoffood.Icanpredictwhattypeoffooddifferentbirdseatbasedontheshapeoftheirbeak.Icancollectandrecorddatatodeterminewhichtypeofbeakisbestsuitedforwhichtypeoffood.Icanhypothesizewhatwouldhappentoabirdpopulationifitsenvironmentchanged.Icanexplaintheresultsofthebirdbeakexperimenttotheclass.


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Assessment• Discussionquestions• RecordofExperiment• ScienceJournalEntry:Identifyafoodsourceanddrawabeakthatwouldbebestsuitedtoeatingthatfoodsource,

givingevidenceforwhythebeakwouldbegoodforeatingthatfoodsource.Optional:Writeadescription(asa“beakuser’sguide”or“how-tomanual”)forhowthebeakwouldeattheidentifiedfoodsource.


Tier1:beakTier2:model,environment(asinhabitat)Tier3:naturalist,commondescent,organism,adaptation


1 Projectororabilitytoplayvideos ClassroomTeacher1 BirdBeakPowerPointorPDF(picturesofbirdbeaks) Thumbdrive(Classroom

Teachertomakecopiesifneeded)

1 BirdBeakAdaptationStationWorksheet(2sheets) Binder,teachertocopyforstudents


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DarwinVideo:https://www.youtube.com/watch?v=4ekGLlKd_HU Thumbdrive RaccoonsLivingfortheCityVideo:http://www.pbs.org/wnet/nature/raccoon-

nation-video-living-for-the-city/7540/Thumbdrive

11111

Station1Graduatedcylinder(addwater)CupShoestringDropperSpongestrip

AllinBin

1bag11bag1111

Station2GummywormsCupPottingsoilDeeppanStrawChopsticksPliers

AllinBin

1bag1111

Station3SunflowerseedsCupPliersChopsticksTweezers

AllinBin

5

Station4Styrofoampieces

AllinBin


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11111

CupShallowpan(addwater)ChopsticksTweezersSlottedspoon

11111

Station5RiceincircularpieceofStyrofoamCupDropperTongsTweezers

AllinBin

11111

Station6MarshmallowstiedtostringCupChopsticksTongsSkewers

AllinBin

**Itemsinboldshouldbereturnedforusenextyear**


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LESSONDETAILSSetup

Youwillneedtosetupsixstationsinadvanceofteachingthislesson.Therearelotsofmaterialssoitwilltaketimetosetup.

LessonOpening/Activator

1. StudentswatchthevideoDarwinEvolution(https://www.youtube.com/watch?v=4ekGLlKd_HU)anddiscusstheadaptationoftortoises’differenttraitsthatenablethemtofindfoodintheirenvironment(lotsofgreeneryvs.highcactus)asabridgetounderstandinghowbirdbeaksareadaptedforthefoodtheirhabitatsoffer.Discussthefollowingquestionsasaclass.Whatdoesadaptationmean?Whataresomeexamplesofadaptations?Howmightlivingthingsbecomeadaptedtotheirenvironment?(Remember,adaptationsmustbeinherited.)Giveexamplesofadaptations:(inheritedtraitsthatchangeovertimetoenableorganismstosurvive,e.g.,shapeofbeakorfeet,colorofpetalsonflowers,lengthofclaws,sizeofpaws,placementofeyesonhead,lengthofneck,shapeofteeth,coloroffeathers).

2. Now,relateadaptationstobirds.Askthestudentstosharewiththeclasswhattheyknowaboutbirds.Whatmakesabirdabird?Whatdobirdsneedtosurvive?Whatkindsoffooddotheythinkbirdseat?(Insects,seeds,berries,andmeatareamongthemostcommon.)Wheredobirdslive?Whatbirdsdotheyseeandheareveryday?Playstaticvideo(http://youtu.be/quJBrYU7hnM)ofBirdBeakAdaptations,pausingaftereachimage.ThiscanalsobeprovidedasPDForinPowerPointformat.

DuringtheLesson

1.Arrangethefollowingmaterialsinfrontoftheclassa. Agraduatedcylinderfilledwithcoloredwater(replacethecoloredwaterwithclearwaterforthechallengestation) b. Apanofpottingsoilwithgummywormsburiedthroughout


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c. Sunflowerseedsspreadthroughoutapan d. AdishofshallowwaterwithStyrofoamcubesfloatinginit e. RicegrainstuckedintoStyrofoam f. Marshmallowshangingonstrings

Discusswithstudentsthateachoftheseitemsrepresentsatypeoffoodeatenbyvariousbirds.Askstudentsiftheycanhypothesizewhatabirdwouldhavetodoinordertoreachthefoodsupply.Doestheshapeofabird'sbeaklimitwhattheycaneat?2.Dividestudentsintogroupsofatleastthreepergroupandassigneachgrouptoastation3.Makesurethestationsandequipmentaresetuparoundtheroom.(Eachstationshouldhaveasetofinstructions,arecordingsheet,afoodsource,acuptoplaceusedfoodsource,andasetofthreedifferentutensils,whichtheyaretouseassample"beaks."Eachstationshouldtakeapproximately5-10minutesforthestudentstotryoutthedifferentutensils.Itisencouragedthatthestationsbesetupinacircleinordertomakeiteasierforthestudenttotransitionfromonestationtothenext.)4.Afterreadingtheirinstructions,askstudentstopredictwhich"beak"willworkbestfor"eating"theirspecific"food"ontheirrecordingsheet.5.Eachgroupwillseewhichfoodiseasiesttogatherwitheachutensil.


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Station#1Foodsource:GraduatedcylinderwithwaterSamplebeaks:shoestring,dropper,andspongestripProcedure:

1) Experimentwithallthreetoolsanddecidewhich“beak”worksbesttotakewaterfromthegraduatedcylinderandputintoacup.

2) Recordanswersandgiveevidencetosupporttheconclusion.Station#2Foodsource:GummywormsinpottingsoilinapanSamplebeaks:straw,chopsticks,andpliersProcedure:

1) Experimentwithallthreetoolsanddecidewhich“beak”worksbesttoremovegummywormsfromthepottingsoilandputintoacup.

2) Recordanswersandgiveevidencetosupporttheconclusion.

Station#3Foodsource:SunflowerseedsspreadoutinapanSamplebeaks:pliers,chopsticks,andtweezersProcedure:

1) Experimentwithallthreetoolsanddecidewhich“beak”worksbesttocrackopenthesunflowerseeds,thenremovetheseedsandputthemintoacup.

2) Recordanswersandgiveevidencetosupporttheconclusion.


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Station#4Foodsource:FloatingStyrofoamsquaresinapanofshallowwaterSamplebeaks:chopsticks,tweezers,andslottedspoonProcedure:

1) Experimentwithallthreetoolsanddecidewhich“beak”worksbesttoremovealloftheStyrofoamfromthewater.

2) Recordanswersandgiveevidencetosupporttheconclusion.Station#5Foodsource:RicestuckintoStyrofoamSamplebeaks:dropper,plastictongs,andtweezersProcedure:

1) Experimentwithallthreetoolsanddecidewhich“beak”worksbesttoremovericefromtheStyrofoamandputintoacup.

2) Recordanswersandgiveevidencetosupporttheconclusion.Station#6Foodsource:HangingmarshmallowsSamplebeaks:Chopsticks,tongs,andskewerProcedure:

1) Experimentwithallthreetoolsanddecidewhich“beak”worksbesttoremovethemarshmallowsfromthestring.

2) Recordanswersandgiveevidencetosupporttheconclusion


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LessonClosingDiscussthefollowingquestionsasaclassorintheirgroups[SP7-ArgumentsfromEvidence]:

● Intheseexperiments,whyweresometools(beaks)betteratgettingfoodthanothers?● Howdidthetoolsresemblethedifferentshapesofbirdbeaks?● Whatdidyourresultstellyouaboutbirdbeaks?

Assessment 1.Discussionquestions

2.RecordofExperiment3.ScienceJournalEntry:Identifyafoodsourceanddrawabeakthatwouldbebestsuitedtoeatingthatfoodsource,givingevidenceforwhythebeakwouldbegoodforeatingthatfoodsource.Optional:Writeadescription(asa“beakuser’sguide”or“how-tomanual”)forhowthebeakwouldeattheidentifiedfoodsource.

OptionalExtensions

1. AdditionalExperiment:Havestudentstaketheirtoolstoanotherstationandcomparewhichisbetter.Studentswillhaveto“repair”stationstodoafollow-upexperiment.

2. ViewRaccoonsliving-for-the-cityhttp://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/http://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/Discussthedifferencebetweenadaptationandresponsetoasituation.Thisvideogivesapreviewofwhatistocomeintheunit,soitwouldbeveryhelpfultointroduceitearlyon.

3. PerformthepuppetshowBeaks,Feet,andFeathersanddiscussafterhowdifferentanimalsuseddifferenttraitstoescapethecat(andsurvive).


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Lesson3:WhoAreYou?YourFamilyTraits

BACKGROUND

OverviewoftheLessonTraitsarequalities,featuresorotherthingsthatdistinguishoneorganismfromanother.Traitscanincludethingslikehaircolor,colorofpetalforflowers,toothshape,leafshape,beakshape,bonesize,ormusclestructure.Traitscomeintwovarieties:acquired(learnedorgained)andinherited(heredity).Inheritedtraitsarepasseddownfromonegenerationtothenextandacquiredtraitsarelearnedorobtainedoveranindividual’slife,butnotpassedontothenextgeneration.Studentwilllearnthattraitsarethe“featuresandqualities”thatchangetohelpplantsandanimalsadapt.ThislessonusesYouTubevideos,pleasereviewthevideosaheadoftimetoprepareforthislesson.FocusStandard(s)3-LS3-1.Provideevidence,includingthroughtheanalysisofdata,thatplantsandanimalshavetraitsinheritedfromparentsandthatvariationofthesetraitsexistinagroupofsimilarorganisms.[ClarificationStatements:Examplesofinheritedtraitsthatvarycanincludethecoloroffur,shapeofleaves,lengthoflegs,andsizeofflowers.Focusshouldbeonnon-humanexamples.][StateAssessmentBoundary:Geneticmechanismsofinheritanceorpredictionoftraitsarenotexpectedinstateassessment.]3-LS3-2.Distinguishbetweeninheritedcharacteristicsandthosecharacteristicsthatresultfromadirectinteractionwiththeenvironment.Giveexamplesofcharacteristicsoflivingorganismsthatareinfluencedbybothinheritanceandtheenvironment.[ClarificationStatements:Examplesoftheenvironmentaffectingacharacteristiccouldincludenormallytallplantsstuntedbecausetheyweregrownwithinsufficientwaterorlight,alizardmissingatailduetoapredator,andapetdogbecomingoverweightbecauseitisgiventoomuchfoodandlittleexercise.Focusshouldbeonnon-humanexamples.]


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[2006]3-5LS.5Differentiatebetweenobservedcharacteristicsofplantsandanimalsthatarefullyinherited(e.g.colorofflower,shapeofleaves,colorofeyes,numberofappendages)andcharacteristicsthatareaffectedbyclimateorenvironment(e.g.browningofleavesduetotoomuchsun,languagespoken).LearningTargetsIcanexplainthedifferencebetweenacquiredandinheritedtraits.Icanidentifyiftraitsareinherited,acquired(orboth),throughobservations,outsideknowledge,andgroupdiscussions.Icangiveexamplestoshowthatalllivingthingshavetraitsthatareinheritedandtraitsthatareacquired.AssessmentTypeII(writteninsciencejournals)

• Listthreetraitsandsaywhethertheyareinheritedoracquired • Giveanexampleofaplantoranimalthathasbothinheritedandacquiredtraits • Explainthedifferencebetweeninheritedandacquiredtraits

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage

Tier2:traitsTier3:inheritedtraits,acquired(learned)traits,variabletrait


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1 Projectororabilitytoplayvideos ClassroomTeacher1 Aplant ClassroomTeacher Sciencejournals ClassroomTeacher1 InheritedTraitsHandout(Pictures) Binder,teachertocopy

forstudents6copies(1perstation)

“WhoHas”Tallyworksheet Binder,teachertocopyforstudents

1 FrequencyTableWorksheet Binder,teachertocopyforstudents

TraitsPlantVarietyVideo:http://youtu.be/4_Pje5RdT0A Thumbdrive**Itemsinboldmustbereturnedtothebinattheendofthelesson**LESSONDETAILSLessonOpening/ActivatorSciencefellowsandteachersshouldreviewthevideoaheadoftime:TraitsPlantVariety(http://youtu.be/4_Pje5RdT0A).Playthevideosforthestudents,andpausetodiscusstheinheritabletraitsofplantsandhowtheyarebreedforcertaintraitslikecolorandleafsize.Decideifyou’dliketoplaythevideosthroughtotheendandcontinuetopausewhenappropriateformorediscussion.

1. Brainstormalistofinherited(e.g.,traitsyouarebornwith)humantraits,includingeyecolor,haircolor,freckles,dimples,curlingthetongue,earlobes.Broadenthediscussiontoincludeinheritedtraitsofdogsorotherpets.


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2. Brainstormalistofacquired(e.g.,traitsthatarelearned)humantraits,includingridingaskateboard,doingaddition,speakinganotherlanguage,learningtoread.Askabouttheacquiredtraitsofdogsorotherpets(toshakehands,laydown,sit).

3. Brainstormalistofinheritedtraitsofplants(e.g.,barkoftrees,colorofpetalforflowers,tasteoffruit).4. Brainstormalistofacquiredtraitsinplants(e.g.,shapeofabushafteritistrimmed).

DuringtheLesson

1. PassoutInheritedTraitsPictureworksheet.Reviewtheworksheetasaclassandrelateittotheexamplesstudentsgave.Youmayneedtodiscussordemonstratethemeaningoftheword“variable”(relateittothedifferencesobservedinthehumantraits;e.g.,colorofhair,sizeofsecondtoe).

2. Setup6stationsaroundtheclassroom.Eachstationwillfocusoncollectingdataononeoftheinheritedtraitslistedon

theworksheet.Dividethestudentsupinto6groupsandassigneachgrouptobeinchargeofastation(theywilllaterpresentthedatacollectedatthisstation).

a. Setupthestationssothatthe“WhoHas…”worksheetisvisibleandaccessibleforstudentstowriteon;andtheparticulartraitthestationisfocusingonisvisibleandclearwithapictureordrawing.

b. Haveeachstudentgoaroundthestationsandfillouttheworksheetwiththeirnameandwhetherornottheyhavethetraitthestationwasassigned.(Itisokayiftheydon’tgettoallthegroup.)

3. Oncethestudentshavegonethroughthestations,havegroupsreturntotheirassignedstationandtallyuptheir

findings.Passoutgraphingsheetsandhaveeachgroupdiscuss,reviewthetally,andgraphtheirfindings.

4. Grouppresentation:Havethegroupscomeuptothefrontoftheclassroomandpresentthefindingsfromthedatacollected.


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LessonClosing1. Asktheclassiftherewereanysurprisesorconfusionwhensurveyingclassmates?2. Whataresomeexamplesofinheritedtraitsofpeople?3. Whataresomeexamplesofinheritedtraitsofanimals?4. Whatdoinheritedtraitsexplain?Askstudentstorecordconclusionsintheirsciencejournals.Studentsshoulduseat

leastonpieceofdatafromtheirworksheetasevidencetosupporttheirconclusionsAssessmentTypeII(writteninsciencejournals)

• Listthreetraitsandsaywhethertheyareinheritedoracquired • Giveanexampleofaplantoranimalthathasbothinheritedandacquiredtraits • Explainthedifferencebetweeninheritedandacquiredtraits


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Lesson4:Heredity-TheEyesHaveItBACKGROUND

OverviewoftheLessonThislessonisahands-onexperimentthatfollowstheadaptationofafictionalspecies(theEggles)throughbirth,maturity,reproduction,anddeath,usingeyesasthetraitthatisinfluencedbytheenvironment.Thefocusofthislessonisontheideathatthe“dominantgene”iswhatisseenasaresultofadaptation[SP2-Modeling].Thelessonshouldbesplitintothreeparts(overthreedays).Feelfreetostartthenextlessonandhavetwolessonsoccurringsimultaneously.Theteacherandsciencefellowshouldcoordinatehowmuchtimetospendonthislessonandwhenthethreepartsofthelessonwilltakeplace.

FocusStandard(s)3-LS1-1.Usesimplegraphicalrepresentationstoshowthatdifferenttypesoforganismshaveuniqueanddiverselifecycles.Describethatallorganismshavebirth,growth,reproduction,anddeathincommonbutthereareavarietyofwaysinwhichthesehappen.[ClarificationStatements:Examplescanincludedifferentwaysplantsandanimalsbegin(e.g.,sproutfromaseed,bornfromanegg),grow(e.g.,increaseinsizeandweight,produceanewpart),reproduce(e.g.,developseeds,rootrunners,mateandlayeggsthathatch),anddie(e.g.,lengthoflife).Plantlifecyclesshouldfocusonthoseoffloweringplants.Describingvariationinorganismlifecyclesshouldfocusoncomparisonsofthegeneralstagesofeach,notspecifics.][StateAssessmentBoundary:Detaileddescriptionsofanyoneorganism’scycle,thedifferencesof“completemetamorphosis”and“incompletemetamorphosis,”ordetailsofhumanreproductionarenotexpectedinstateassessment.]3-LS3-1.Provideevidence,includingthroughtheanalysisofdata,thatplantsandanimalshavetraitsinheritedfromparentsandthatvariationofthesetraitsexistinagroupofsimilarorganisms.[ClarificationStatements:Examplesofinheritedtraitsthatvarycanincludethecoloroffur,shapeofleaves,lengthoflegs,andsizeofflowers.Focusshouldbeonnon-human


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examples.][StateAssessmentBoundary:Geneticmechanismsofinheritanceorpredictionoftraitsarenotexpectedinstateassessment.]3-LS3-2.Distinguishbetweeninheritedcharacteristicsandthosecharacteristicsthatresultfromadirectinteractionwiththeenvironment.Giveexamplesofcharacteristicsoflivingorganismsthatareinfluencedbybothinheritanceandtheenvironment.[ClarificationStatements:Examplesoftheenvironmentaffectingacharacteristiccouldincludenormallytallplantsstuntedbecausetheyweregrownwithinsufficientwaterorlight,alizardmissingatailduetoapredator,andapetdogbecomingoverweightbecauseitisgiventoomuchfoodandlittleexercise.Focusshouldbeonnon-humanexamples.]3-LS4-2:Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamongindividualswithinthesamespeciesmayprovideadvantagestotheseindividualsintheirsurvivalandreproduction.[ClarificationStatements:Examplescanincluderosebushesofthesamespecies,onewithslightlylongerthornsthantheotherwhichmaypreventitspredationbydeer,andcolorvariationwithinaspeciesthatmayprovideadvantagessooneorganismmaybemorelikelytosurviveandthereforemorelikelytoproduceoffspring.Examplesofevidencecouldincludeneedsandcharacteristicsoftheorganismsandhabitatsinvolved.]LearningTargetsIcanexplainthatvariationsincharacteristicsamongindividualsofthesamespeciesmayprovideadvantagesinsurviving.Icanuseevidencetosupporttheexplanationthattheenvironmentcaninfluencetraits.Icananalyzeandinterpretdatatoprovideevidenceforconclusions.Assessment

• Onthethirdday,havethestudentsrefertotheirgraphingsheetsandwritethestoryoftheEggles,explaininghowtheeyeshadadaptedtonolightandthatitrequiredagenerationforthatadaptationtooccur.


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• UseevidencetosupporthowthevariationintheEggleseyesprovidedadvantagesinsurviving. TargetedAcademicLanguage

Tier2:generationTier3:species,heredity,dominantgene,mutationResourcesandMaterialsQuantity Item Source

1 TheEyesHaveItWorksheet Binder,teachermakescopies

5 Identicalclearplasticbins1labeledGen1,2labeledGen2,2labeledGen3 Bin1 Generation1Bin:25eggs(severalofeachcolor(blue/yellow/green),butnot

exactlysamenumberofeach),allsmalleyes)Bin

1 Generation2Bin:25eggs(severalofeachcolor,butnotexactlysamenumberofeach,allsmalleyes)

Bin

1 Generation3Bin:25eggs(severalofeachcolor,butnotexactlysamenumberofeach,someeggsarelargeeyed)

Bin

1 Purpleeggwithpurplepipecleaners Bin1 EmptyGeneration2bin Bin1 EmptyGeneration3plasticbin Bin2bags Confetti Bin**Itemsinboldshouldbereturnedforusenextyear**


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LESSONDETAILSLessonOpening/Activator

1. Reviewwhatthestudentslearnedaboutadaptationfromthelessononbirdbeaks.Havethempairandsharewithapartnersomethingtheyrememberabouttheirexperiment,andaskafewstudentstosharetheirinsightswiththeclass.

2. Thentellstudentsthatsomethingveryexcitinghappenedtoday:theyjustgotashipmentofanewunstudiedspecies!NowpullouttheGeneration1binandaskthemtocomeupwithanameforthenewspecies.Sampleideas:Eggies,Eggles,oranythingthatastudentmakesup(avoidanamethatistoosimilartoastudent'sname).

DuringtheLessonSuggestedLessonScheduleDay1inEgglesLifespan

1. StartGeneration1withthreeEggles,oneofeachcolor.(AddplentyofseedsinthemtothenreproducealargernumberofEgglesinGeneration2).

2. Counttogetherhowmanyblue,green,andyelloweggsthereare3. Studentsshouldrecordandgraphtheirdata(Usecoloredpencilsifavailable).4. Studentsshouldmakeobservationstogetherasaclassandrecordthemintheirsciencejournals:

a. Whathappenswhenyoushaketheeggs?b. Dotheeyesmove?c. Arealltheeyesthesamesize

5. Thentellthestudentsthatthisgeneration’slivesarealmostover.Butdon'tworry!Asthisgenerationdies,itreleasesits"seeds"(pipecleanerpieces)toreproducethenextgeneration.Openuptheeggsanddiscoverthe"seeds"(pipecleanerpieces)inside.

6. Discuss"Whattypesofseedscomefromblueeggs?Fromgreeneggs?Fromyellow?"Havethestudentsrecordtheirobservations.


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7. Haveeachstudentdeposithisorher"seeds"(pipecleaners)intotheemptyGeneration2bin.Letthebinsitinplainview,exposedtoclassroomlightfortherestoftheschoolday.Shakeupthebinandtellthestudentsthatthese"seeds"willcombine(twotogether)togrowintoneweggs.Addinsomeconfettifor"food".Forfun,youcanalwayscheckthebinduringthedaytoincreasestudentengagement/excitement.

8. Afterstudentsleavethatday,replacetheemptyGeneration2seed-filledbinwiththeegg-filledGeneration2bin(tosimulatetheseedsgrowingintoeggs).

Day2inEgglesLifespan1. DothesameactivitiesasDay1.Havestudentscountthenumberofeggsandgraphthenumberofeachcolor.Intheir

observations,studentsshouldcomparetheirDay2graphtotheirDay1graph.2. Collectthe"seeds"fromGeneration2andplacethemintheemptyGeneration3binthistime,placeGeneration3with

the"seeds"inthedark,insideaclosetorunderaboxthatlimitsthelight.Makesurethestudentsareawarethatthishasoccurred.

3. AttheendofDay2(afterstudentsleave),replacetheGeneration3seedbinwiththeegg-filledGeneration3binthathavesomelarge-eyedeggs.

Day3inEgglesLifespan1. Havethestudentscountuptheeggsintheegg-filledGeneration3bin,thengraphthedataandcompareittothe

previousgraphs.Thistimemakenotethatthereisanewtraitthatisn'tobservedintheparents.2. Discusswithstudentswhysomeeggsmight"grow"largeeyes(to"adapt"tothelowlight/darkenvironment).Discuss

whythisadaptationmight(ormightnot)increasesurvival(inthedark,largeeyesmakeiteasiertofind“confetti”food).Becarefultodistinguishindividualchangesthatareinheritedfromthosethathappentoanindividualduringtheirlife.Alsodiscusstheconceptofthe“dominantgene”withthisgeneration(thedominantgeneinthiscaseisthecolorblue,somakesurethateachgenerationhasalargernumberofblueeggs).


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OptionalConceptAnoptionalconceptthatcanbediscussedismutation,representedbyapurpleeggandpurplepipecleaners.Discusshowgenesarepasseddownbyawayofdifferentcombinations,andwhilethedominantgeneisthegenethatcontinuesovergenerationsandbeatsalltheothers(hencetheworddominant),itcansometimesbethecase,byrandomchance,thatanothergenegetsaddedintothemixandcanbeseeninspecies.Assessment

• Onthethirdday,havethestudentsrefertotheirgraphingsheetsandwritethestoryoftheEggles,explaininghowtheeyeshadadaptedtonolightandthatitrequiredagenerationforthatadaptationtooccur.

• UseevidencetosupporthowthevariationintheEggleseyesprovidedadvantagesinsurviving.


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Lesson5:Evolution-LargeLizardtoWhalein47MillionYears

BACKGROUND

OverviewoftheLessonStudentswillwatchananimationthatsimulatestheevolutionofthewhalefromaland-basedcreaturetothewhale,asitisknowntoday.Studentswilllearnthatadaptationscanoccurovermillionsofyears.Asawaytomakethisconceptmoreeasilyunderstood,weusewolvesandtheirevolutionintodogs.Aswellasexplainingthisevolutionaryprocess,thevideowillenablestudentsto“see”theprocess.Priortobeginningthelesson,besuretowatchbothvideos(focusingontheEvolutionofWhales)inordertoeffectivelynarratetheclipsandformquestionsforthestudentsbeforebeginningthelesson.

FocusStandard(s)3-LS4-2.Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamongindividualswithinthesamespeciesmayprovideadvantagestotheseindividualsintheirsurvivalandreproduction.[ClarificationStatements:Examplescanincluderosebushesofthesamespecies,onewithslightlylongerthornsthantheotherwhichmaypreventitspredationbydeer,andcolorvariationwithinaspeciesthatmayprovideadvantagessooneorganismmaybemorelikelytosurviveandthereforemorelikelytoproduceoffspring.Examplesofevidencecouldincludeneedsandcharacteristicsoftheorganismsandhabitatsinvolved.]

3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.[ClarificationStatement:Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.]


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3-LS4-4.Analyzeandinterpretgivendataaboutchangesinahabitatanddescribehowthechangesmayaffecttheabilityoforganismsthatliveinthathabitattosurviveandreproduce.[ClarificationStatements:Changesshouldincludechangestolandforms,distributionofwater,climate,andavailabilityofresources.Changesinthehabitatcouldrangeintimefromaseasontoadecade.Whileitisunderstoodthatecologicalchangesarecomplex,thefocusshouldbeonasinglechangetothehabitat.]

3-5LS.6Giveexamplesofhowinheritedcharacteristicsmaychangeovertimeasadaptationstochangesintheenvironmentthatenableorganismstosurvive,e.g.shapeofbeakorfeet,placementofeyesofhead,lengthofneck,shapeofteeth,color.LearningTargetsIcandescribetheprocessofevolutionbyrelatinghowadaptationsmadetolimbsandorgansovermillionsofyearsallowedwhalestomovefromthelandtothewater.AssessmentStudentsshouldrespondtothefollowingpromptintheirsciencejournal:

• Ithastakenmillionsofyearsforwhalestoevolveintotheformtheyhavetoday.Explainhowadaptationshelpedthewhalemovefromlandtowater.Usethewordsforelimbs,hindlegs,flukedtail,andnostrilsinyourresponse.


Tier1:nostrilsTier2:hypothesize,evolution


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Tier3:flukedtail,adaptation,naturalselection


1 Projectororabilitytoplayvideos ClassroomTeacher1 RecordingtheEvolutionofaWhaleWorksheet(6pages) Binder,teachertomake

copies WolvestoDogsVideo:https://www.youtube.com/watch?v=2aSjUHRr-AE Thumbdrive EvolutionofWhalesVideo:

https://www.youtube.com/watch?v=eIc1WoEEVOY&index=1&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY

Thumbdrive

**Itemsinboldmustbereturnedtothebinattheendofthelesson**

LESSONDETAILSLessonOpening/Activator

1. Reviewconceptsfromthepreviouslessonwiththeclass,thenhavestudentspairandsharewithapartnersomethingtheyremember.Askafewstudentstosharetheirinsights.

2. Reintroducetheconceptofevolution.Askstudentstohypothesizewhichanimaladogisdescendedfrom(camefrom)?

Watchthevideoclipontheevolution(domestication)ofwolvesintodogs:Wolves2Dogs(https://www.youtube.com/watch?v=2aSjUHRr-AE).Afterviewingthevideo,breakthestudentsintogroupsoffourandhavethemusetheirpreviousknowledgeregarding


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dogsandevolutioninordertocreateaVenndiagraminwhichtheywriteinthetraitsofwolves,thetraitsofdogs,andtheirsharedtraits(thiscanalsobedonetogetherasaclass).

DuringtheLesson

1. Beforewatchingthevideo,havestudentsdrawapictureofwhattheythinkthewhalelookedlike47millionyearsagointheirsciencejournals.

2. WatchtheEvolutionofWhales(https://www.youtube.com/watch?v=eIc1WoEEVOY&index=1&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY)videotogetherasawholeclass.Theteacherorsciencefellowshouldnarratethevideo(whichhasnosound)inordertoemphasizethekeypointstotheclassandtoguidethestudentstoformaccurateimpressionsandideasrelatedtotheevolutionofthewhale.Afterthisvideoiscomplete,discusswhatstudentssawandwhytheythinkthevariousbodypartschanged.

3. Dividethestudentsintofourgroups.Explainthatyouaregoingtowatchthevideoagain,butthistimeeachgroupwillbethescientistsresponsibleforrecordingtheevolutionofonebodypartofthewhalebydrawingitordescribingitviawriting.Forelimbs(frontpaws),hindlegs(backlegs),flukedtail(flapper),andnostrils(nose).Askstudentstoseeifevery“part”ofthebodyevolvesatthesametime.

4. Handoutworksheetstotherespectivegroups.

5. Playthevideoagain,narratingonceagainasappropriate,andpausingatall“evolutionary”periods,asindicatedbydateandnameonthescreen.Ateachpause,havestudentsdraworwriteaboutthenewlyevolvedversionofthecreatureasindicatedbythechangeinthebodyparttheyaredocumenting.Thegroupassignedtheforelimbsnotesthechangesin


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theforelimbsontheirworksheet;theotherthreegroupsdothesamefortheirbodypartontheirworksheets.Dothefirstevolutionaryperiodtogetherinordertoensurestudentcomprehension.[SP2-Modeling]

6. Attheendofthevideo,afterthecompleteevolutionaryadaptationhasoccurredhaveeachgrouppresenttheirfindings

explaininghowthelimbsororganstheyobservedadapted.

7. Discusshowtheevolutionofwhalewascomparedtowhattheydrewatthebeginningofthelesson.LessonClosing

1. Onceagain,breakthestudentsintofourgroupsandprovidethenameofananimal(ape,lion,tiger,andwildboar)toeachgroupandaskthemtobrainstormwhattheybelievethegivenanimalevolvedinto.Workingtogether,theywilldrawtheprovidedanimalandtheanimalthattheybelievedescendedfromitandpreparesentencesexplainingtheiropinionsandideas.Thegroupswillformtheiropinionsandideasbasedonpriorknowledgeandpreviouslearning.Thegroupswillthenpresenttheirdrawingsandideastotherestoftheclass,usingthepreviouslyconstructedsentencestovalidatetheirclaims.Aftereachpresentation,theteacherwillguidethediscussionsinordertoallowthestudentstoseetheconnectionsbetweentheprovidedanimalsandtheircorrectdescendants(man,domesticcat,andpig)respectively.Anexampleofthiscouldbeifthestudentshypothesizedthatagoatisdescendedfromatiger,theteacherorsciencefellowwouldaskguidingquestionssuchas,“Dogoatandtigershavethesamefoodsource?”or,“Whatisanotheranimalthatlookslikeasmalltiger?”inordertoallowstudentstocreateaccurateassertions.[SP7-ArgumentsfromEvidence]


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AssessmentStudentsshouldrespondtothefollowingpromptintheirsciencejournal:

• Ithastakenmillionsofyearsforwhalestoevolveintotheformtheyhavetoday.Explainhowadaptationshelpedthewhalemovefromlandtowater.Usethewordsforelimbs,hindlegs,flukedtail,andnostrilsinyourresponse.


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Lesson6:EnvironmentalChangeBACKGROUND

OverviewoftheLessonStudentswillexploredifferentchangestoanenvironmentandtheeffectithasonpopulationsoforganisms.Theywilllearnthethreefactorsaffectingenvironmentalchange,whichare:1)changeinclimate;2)changeinresourceavailability(includingwater,food,andshelter),and3)changeintheshapeoftheland.Theywillalsoanalyzeanddiscusstheroleofhumanactions(whichare:industrialuses,agriculture,andlivestock)inthatprocess.Theywilllearnabouttheeffectsofrapiddeforestationonplantsandanimals.FocusStandard(s)3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.[ClarificationStatement:Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.]3-LS4-4.Analyzeandinterpretgivendataaboutchangesinahabitatanddescribehowthechangesmayaffecttheabilityoforganismsthatliveinthathabitattosurviveandreproduce.[ClarificationStatements:Changesshouldincludechangestolandforms,distributionofwater,climate,andavailabilityofresources.Changesinthehabitatcouldrangeintimefromaseasontoadecade.Whileitisunderstoodthatecologicalchangesarecomplex,thefocusshouldbeonasinglechangetothehabitat.]

3-5-ESS3.CSocietalactivitieshavehadmajoreffectsonland,ocean,atmosphere,andevenouterspace.SocietalactivitiescanalsohelpprotectEarth’sresourcesandenvironments


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W3.2.Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.

G3-5:2.7ExplainthatsomeWebsitesandsearchenginesmayincludesponsoredcommerciallinks.LearningTargetsIcanexplainhowchangesinanenvironmentcanaffectthesurvivalofdifferentkindsofplantsandanimals.Icanrecognizethathumanactivitycanleadtoenvironmentalchanges.Icanemployinformationfromonlinesources(videos)inordertocreateandjustifyideasregardingdeforestation.AssessmentIntheirsciencejournals,studentsshouldrespondtothefollowingprompts:

• Listthreemaincausesofdeforestation. • Describehowplants’andanimals’survivalisaffected. • Evaluate,citingevidence,whetherthosesamecausesofdeforestationarefoundlocally.


Tier1:habitat,rainforestTier2:extinctionTier3:amazon,deforestation


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1 Videoaccessandprojectionequipment ClassroomTeacher1 PowerPointonthehistoryandimpactsofdeforestation Thumbdrive DeforestationVideo:

https://www.youtube.com/watch?v=YCJL8e6_YqA&index=5&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY.

Thumbdrive

AmazonTimelapseVideo:https://www.youtube.com/watch?v=l1vcNO0jyxU&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY&index=2

Thumbdrive

**Itemsinboldmustbereturnedtothebinattheendofthelesson**LESSONDETAILSLessonOpening/Activator

Wewillreviewtheneedsofanimals—food,water,shelterandspace—andtheOhDeer!Game.Particularly,wewilltalkaboutshelterandspaceasimportantresourcesthatarenecessaryforlife.Breakstudentsintofivegroupsandbrainstormwhattheythinkthebiggestthreatstotheplantsandanimalinboththeforestandtherainforestare.Wewillcollaborativelycreatealistandthensharetheselistswiththeentireclass.Discussthepossibleconsequencesofdeforestationswithstudentsandaskthemwhetherornottheythinkthatdeforestationisathreattotheplantsoranimalsintheforestandrainforest.[SP1-AskingQuestions/DefiningProblems]


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DuringtheLessonPlacestudentsintofivegroups,explainthatthestudentsaregoingtowatchavideoaboutdeforestation(reviewwhatdeforestationis).Thegroupswillthen,eitherthroughillustrationsortext,describewhattheybelievewillhappentotheplantsandanimalsintherainforest.Explainthatthesearenotsimplesituations,butverycomplex.Ifstudentsarehavingtroubleunderstandingthetermdeforestationandthepossibleconsequencesofdeforestationtheteachercouldaskthemtopredictwhatwouldhappenifitwerenotjustonetreethatwasbeingcutdownbutallofthetrees.NavigatetothevideousingGoogle,choosingthecorrectlinkbasedonstudentinput,allowingthemtobegindifferentiatingbetweencommercialandacademiclinks.Beforeplayingthevideo,remindthestudentstotakenotesaboutwhattheybelievetobeimportantinformation.Playthevideo:CNNexplains:Deforestationhttps://www.youtube.com/watch?v=YCJL8e6_YqA&index=5&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY.Nowreviewthepredictionsmadebythestudents,relatingthemtotheinformationpresentedinthevideoasnecessarythroughaclasswidediscussion.

a. PresentthePowerPointonthehistoryandimpactsofdeforestation.Explainthatdeforestationdoesnotsimplyaffectanimals,butallorganismsonEarthandalsoendangerstheirhabitats.Helpstudentsmakeconnectionsbetweenthedifferenttypesofdeforestationexplainedinthevideo.

b. Askstudents,howdopeopleaffectthehabitatofanimalsandplantsintheenvironment?Reviewtheconceptof“deforestation”referencingthevideo,andaskstudentstobreakintotheirpreviousgroups(iftheyarenotstillinthem),and,workingtogether,listthethreereasonsfordeforestation(asintroducedintheCNNvideo)andthreeimpactsofdeforestation.


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LessonClosingThegroupswillthenpresenttheirlistsregardingthethreereasonsfordeforestation.Aftereachpresentation,otherclassmatescanaskquestionsandgivecomplimentstothepresentinggroup,allowingthemtopracticeappropriateclassroometiquettewhilereinforcingtheimpactthathumanityhasontheforestandrainforest.Extension

1. ViewRaccoonsliving-for-the-cityagainhttp://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/http://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/http://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/Besuretopointoutthatnotallchangestoanenvironmentcauseextinction;sometimesanorganismmovesorfindsawaytoadapttothechange,andsometimesachangetoanenvironmentcanallowsomeorganismstothrivewhileothersdieout.

2. Tellthemtheyaregoingtoseeanothervideoaboutdeforestation.PlaythevideoAmazonTimelapseDeforestationhttps://www.youtube.com/watch?v=l1vcNO0jyxU&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY&index=2.Explaintothestudentsthattimelapseisusedjustlikeinthewhalevideoexcept,ratherthantaking47millionyears,thisvideotakesplaceover35years.Pausethevideotopointoutchanges.Askstudentstodiscusswhethertheythinkanimalscanadaptinsuchshortatime.

AssessmentIntheirsciencejournals,studentsshouldrespondtothefollowingprompts:

• Listthreemaincausesofdeforestation. • Describehowplants’andanimals’survivalisaffected. • Evaluate,citingevidence,whetherthosesamecausesofdeforestationarefoundlocally.


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Lesson7:TheGreatKapokTree

BACKGROUND

OverviewoftheLessonStudentswillconsidertheinterdependentrelationshipsamongplantsandanimalsinanenvironmentandhowchangescanmakeitdifficultforagivenplantoranimaltosurvive.(Forexamplesofpotentialstudentprojects,seestudyguideatendoflesson.)FocusStandard(s)3-LS4-3.Constructanargumentwithevidencethatinaparticularenvironmentsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurvive.[ClarificationStatement:Examplesofevidencecouldincludeneedsandcharacteristicsofthedifferentorganisms(species)andhabitatsinvolved.]3-LS4-4.Analyzeandinterpretgivendataaboutchangesinahabitatanddescribehowthechangesmayaffecttheabilityoforganismsthatliveinthathabitattosurviveandreproduce.[ClarificationStatements:Changesshouldincludechangestolandforms,distributionofwater,climate,andavailabilityofresources.Changesinthehabitatcouldrangeintimefromaseasontoadecade.Whileitisunderstoodthatecologicalchangesarecomplex,thefocusshouldbeonasinglechangetothehabitat.]W3.2.Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.


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LearningTargetsIcangiveoneexampleofhowanimalsandplantsdependoneachotherforsurvival.Icanlistwaysthatchangesintheenvironmentaffectthesurvivaloftheplantsandanimalsthatlivethere.Icanexplainsomeofthereasonsthatanimalsandplantssurvivewell,lesswellordonotsurviveinanenvironment.AssessmentHavestudentsrespondtothefollowingintheirsciencejournal:Thinkabouttheanimalyoudrewearlierinthelessonandanswerthefollowingquestions:

• Howdoestheanimaldependonplantsforsurvival? • Whatmighthappentoyouranimalifitshabitatdisappeared? • Whatwouldberequiredintheenvironmentforyourspeciesofanimaltosurvive? • Whatconditionsintheenvironmentmightmakeitdifficultforyourspeciesofanimaltosurvive?

WIDALanguageObjectives(DependentontheneedsofyourELLstudents)TargetedAcademicLanguage

Tier1:señor,speciesTier2:extinctionTier3:AmazonRainforest,KapokTree


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ResourcesandMaterialsQuantity Item Source

5 TheGreatKapokTreebyLynneCherry Bin(teachercanmakecopiesifneeded)

1 TheGreatKapokTreeWorksheet(4pages) Binder,teachertomakecopies

1 Projector ClassroomTeacher AmazonRainforestVideo:

http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.rainforest/amazon-rainforest/

Thumbdrive

Mrs.ThomasReadsTheGreatKapokTreeVideo:http://youtu.be/OWpLkt_Lm9o Thumbdrive RealImagesGreatKapokTree:http://youtu.be/qoV03D914HQ Thumbdrive**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/Activation

1. Explainthattodaywewilllearnsomewaysorreasonswhyanimalshavedifficultysurvivingandhowsomestruggletosurviveandmaybecomeextinct.

2. Showthevideofromteachersdomain.org:AmazonRainforest(1:45min)http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.rainforest/amazon-rainforest/

3. IntroduceLynneCherry’sTheGreatKapokTree.ExplainthisstorytakesplaceinaKapokTree,whichisintheAmazonrainforestandisahabitatformanyanimals.YouhavetheoptiontoreadthestorytothestudentsorplayMrs.Thomas


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ReadsTheGreatKapokTree,http://youtu.be/OWpLkt_Lm9o.Beforebeginningtherecordingorreading,askthestudentsifanyofthemspeakSpanish.AfterdiscerningwhetherornotanyofthestudentsspeakSpanish,writetheword“señor”onthewhiteboard(ifanyofthestudentsknowwhatthiswordmeans,allowthemtoexplainittotheclassbeforeproceeding).Ifnot,explainthatthiswordmeans“mister”inSpanishandthattheywillbehearingitinthestorybecausetheKapoktreeisfoundintheAmazonwheremanypeoplespeakSpanish.Thenaskthestudentstolistencloselytowhateachanimalsays,totrytofindouthowitfeelsandwhybecauselatertheywilleachwriteaboutoneoftheanimals.

DuringtheLesson

1. Assignstudentsananimalinthebook(itisokayifafewstudentsareassignedtothesameanimal).2. Tellthestudentstolistencarefullyasyoureadthestoryoutloudagainfocusingontheanimaltheywereassigned.You

canpauseatvariouspointsduringthestorytoaskthestudentsguidingquestions.3. Nowaskstudentstodrawtheanimaltheywereassignedandwriteasentenceexplainingwhatisthreateningthe

animal’sexistence(habitatdestruction,lackoffood,etc.).4. Modeltheworksheet(seeappendix)sostudentsareclearonhowtofillit,thenhandouttheworksheetsforthe

studentstocompleteLessonClosing

1. Putstudentsintogroupsof3-5tosharetheirpicturesandreadtheirresponses.DiscusstheirresponsesinlightofEssentialQuestion#1:Howdolivingthings(animalsandplants)adapttotheirenvironmentsotheyarebetterabletosurvive?[SP4-AnalyzingandInterpretingData]


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Extension1. ViewRealImagesGreatKapokTree(http://youtu.be/qoV03D914HQ),avideocollageofphotographicimagestaken

fromwheretheGreatKapokTreegrowsintheAmazon.Discussthedifferencebetweenphotographicimagesandillustrations.

2. ReadTheLoraxinclass.PointouttheparallelsbetweenTheLoraxandtheenvironmentalchangestheylearnedaboutinthelesson.MakesuretoalsomakeconnectionstoTheKapokTree.

AssessmentHavestudentsrespondtothefollowingpromptsintheirScienceJournals:Thinkabouttheanimalyoudrewearlierinthelessonandanswerthefollowingquestionsinyourjournal:

• Howdoestheanimaldependonplantsforsurvival? • Whatmighthappentoyouranimalifitshabitatdisappeared? • Whatwouldberequiredintheenvironmentforyourspeciesofanimaltosurvive? • Whatconditionsintheenvironmentmightmakeitdifficultforyourspeciesofanimaltosurvive?


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CEPA:CreateYourBird

Studentswill

1. Createabirdbasedonbeakandfeetadaptations2. Describe(drawnandwritten)thisbirdanditsadaptations3. Describehowadaptationscanhelpwiththesurvivalofbirdsintheirhabitat

Explanationofprocedure

1. TheteachershoulddecideiftheCEPAactivitiesshouldincludefeetaswellasbeaks.Ifso,askstudentstostudybird’sfeetwiththesamescientificeyestheyusedtoexaminebirds’beaks.Usingthebirdbeakandfeetcards,discusswhichbeaksandfeetareadaptedforwhichenvironment(s).

2. Teachershoulddecideifstudentscanworkasindividualsorinpairs.3. Tellstudentsthisprojectistocreateanddesignamythicalbirdspecies.Theyhavetocreatethebirdsbychoosingbeak

andfeetandthendescribeanenvironmentinwhichthebirdcansurviveandreproduce.Procedure

1. ReviewandRevisitlessons1and3aswellasexamplesofanimalsandtheiradaptationsdiscussedthroughouttheunit.2. GiveeachstudentorpairofstudentsasetofbirdfeetcardsandbirdbeakcardsfromDesignaBirdpacket.3. Studentswillchooseonecardfromeachcategory:onebirdbeaktypeandonebirdfeettype.4. Tellthestudentstheywill“designabird”.Whichentailsthefollowing,a. Drawapictureoftheirbirdreferencingtheadaptationcardstheychose.b. Givetheirbirdaname.c. Drawitshabitat.


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d. Writeparagraphaboutthehabitat.(Theirhabitatmustmatchatleastoneoftheiradaptations,andsomebirdsmaybeabletosurviveinmorethanonehabitatdependingonwhatbeak/feettheyhavechosen).


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VideoResourcesThisvideoisnotincludedinanyofthelessons,butitdoesserveasageneralbackgroundbyintroducingthetopicsofadaptation,heredity,evolution,andnaturalselectionDefinitionEvolution(https://www.youtube.com/watch?v=hnOfqaEruYE)Lesson2BirdBeakAdaptations(staticvideo)http://youtu.be/quJBrYU7hnMExtensionRaccoonsliving-for-the-cityhttp://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/Lesson3TraitsPlantVariety(http://youtu.be/4_Pje5RdT0A)ExtensionRaccoonsliving-for-the-cityhttp://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/Lesson5Wolves2Dogs(https://www.youtube.com/watch?v=2aSjUHRr-AEs


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EvolutionofWhaleshttps://www.youtube.com/watch?v=eIc1WoEEVOY&index=1&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHYLesson6CNN_Deforestationhttps://www.youtube.com/watch?v=YCJL8e6_YqA&index=5&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHYTimeLapseDeforestationhttps://www.youtube.com/watch?v=l1vcNO0jyxU&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY&index=2Lesson7AmazonRainforesthttp://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.rainforest/amazon-rainforest/http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.rainforest/amazon-rainforest/http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.rainforest/amazon-rainforest/MrsThomasReadsTheGreatKapokTree(ReadingRainbowstylevideo)http://youtu.be/OWpLkt_Lm9ohttp://youtu.be/OWpLkt_Lm9oExtensionRealImagesGreatKapokTree(http://youtu.be/qoV03D914HQ)image


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ListofUnitResources

Lesson1Quantity Item Source

Space(playground,gym,etc.) ClassroomTeacher20 Graphpaper&pencils ClassroomTeacher1 GameRoundsHandout Binder,teachertocopy1 GraphingworksheetforCategoriesandData Binder,teachertocopy1 Bucketorbintoholdsurvivalcomponent“popsiclesticks” Bin25 Popsiclesticks,labeledforeachofthe5survivalcomponent(5each) Bin1roll Maskingtapetomarkareas Bin1 Largeflipchart(withthesamedatatableashandout)torecordclassdata ClassroomTeacherLesson2

Quantity Item Source1 Projectororabilitytoplayvideos ClassroomTeacher1 BirdBeakPowerPointorPDF(picturesofbirdbeaks) Thumbdrive(Classroom

Teachertomakecopiesifneeded)

1 BirdBeakAdaptationStationWorksheet(2sheets) Binder,teachertocopyforstudents

DarwinVideo:https://www.youtube.com/watch?v=4ekGLlKd_HU Thumbdrive


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RaccoonsLivingfortheCityVideo:http://www.pbs.org/wnet/nature/raccoon-nation-video-living-for-the-city/7540/

Thumbdrive

11111

Station1Graduatedcylinder(addwater)CupShoestringDropperSpongestrip

AllinBin

1bag11bag1111

Station2GummywormsCupPottingsoilDeeppanStrawChopsticksPliers

AllinBin

1bag1111

Station3SunflowerseedsCupPliersChopsticksTweezers

AllinBin

51

Station4StyrofoampiecesCup

AllinBin


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1111

Shallowpan(addwater)ChopsticksTweezersSlottedspoon

11111

Station5RiceincircularpieceofStyrofoamCupDropperTongsTweezers

AllinBin

11111

Station6MarshmallowstiedtostringCupChopsticksTongsSkewers

AllinBin

Lesson3

Quantity Item Source1 Projectororabilitytoplayvideos ClassroomTeacher1 Aplant ClassroomTeacher Sciencejournals ClassroomTeacher


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1 InheritedTraitsHandout(Pictures) Binder,teachertocopyforstudents

6copies(1perstation)

“WhoHas”Tallyworksheet Binder,teachertocopyforstudents

1 FrequencyTableWorksheet Binder,teachertocopyforstudents

TraitsPlantVarietyVideo:http://youtu.be/4_Pje5RdT0A ThumbdriveLesson4

Quantity Item Source1 TheEyesHaveItWorksheet Binder,teachermakes

copies5 Identicalclearplasticbins1labeledGen1,2labeledGen2,2labeledGen3 Bin1 Generation1Bin:25eggs(severalofeachcolor(blue/yellow/green),butnot

exactlysamenumberofeach),allsmalleyes)Bin

1 Generation2Bin:25eggs(severalofeachcolor,butnotexactlysamenumberofeach,allsmalleyes)

Bin

1 Generation3Bin:25eggs(severalofeachcolor,butnotexactlysamenumberofeach,someeggsarelargeeyed)

Bin

1 Purpleeggwithpurplepipecleaners Bin1 EmptyGeneration2bin Bin1 EmptyGeneration3plasticbin Bin2bags Confetti Bin


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Lesson5

Quantity Item Source1 Projectororabilitytoplayvideos ClassroomTeacher1 RecordingtheEvolutionofaWhaleWorksheet(6pages) Binder,teachertomake

copies WolvestoDogsVideo:https://www.youtube.com/watch?v=2aSjUHRr-AE Thumbdrive EvolutionofWhalesVideo:

https://www.youtube.com/watch?v=eIc1WoEEVOY&index=1&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY

Thumbdrive

Lesson6

Quantity Item Source1 Videoaccessandprojectionequipment ClassroomTeacher1 PowerPointonthehistoryandimpactsofdeforestation Thumbdrive DeforestationVideo:

https://www.youtube.com/watch?v=YCJL8e6_YqA&index=5&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY.

Thumbdrive

AmazonTimelapseVideo:https://www.youtube.com/watch?v=l1vcNO0jyxU&list=PLsAWD8mKKE97DrZE0gewaiwtssuby2jHY&index=2

Thumbdrive


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Lesson7Quantity Item Source

5 TheGreatKapokTreebyLynneCherry Bin(teachercanmakecopiesifneeded)

1 TheGreatKapokTreeWorksheet(4pages) Binder,teachertomakecopies

1 Projector ClassroomTeacher AmazonRainforestVideo:

http://mass.pbslearningmedia.org/resource/tdc02.sci.life.oate.rainforest/amazon-rainforest/

Thumbdrive

Mrs.ThomasReadsTheGreatKapokTreeVideo:http://youtu.be/OWpLkt_Lm9o Thumbdrive RealImagesGreatKapokTree:http://youtu.be/qoV03D914HQ Thumbdrive

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