Unit Cover PageUnit Title: Unit 3— The Diversity of Life Grade Level: 5th

Subject: Science Time Frame: 18 Instructional Days (Oct 1 – Oct 31)Navigation: Stage 1 . Resources . 2 GRASPS . PT Blueprint . 3 WHERETO . CalendarStrand(s) Addressed:

Primary: Life Science [LS]o Biodiversity and Change [BC]

Secondary: Engineering, Technology and Applications of Science [ETS]—Scientific Inquiryo Experimental Design [ED], Use of Scientific Tools [ST], Data Analysis [DA],

Explanation and Communication of Results [EC]

Designed by: Christopher A. Guanajuato, [LPS Science 5 Team Members]

Brief Summary of Unit (including curricular context and unit goal(s)):

This unit will continue to build on the basic skills needed to conduct scientific inquiry, with a focus on introducing students to the big picture of the evolution and diversification of life on Earth. Through four investigations, students discover that all living things depend on the conditions in their environment and that the way in which organisms adapt to survive in their environment contributes to the diversity of life on earth. Students consider the behavioral and structural adaptations organisms have to survive in their environments as well as look at fossils for clues about how prehistoric life and the environment have changed over time. In the culminating lab, students will investigate the degree of salt tolerance of brine shrimp eggs and consider how this adaptation has allowed it to hatch in a range of salt water environments.

Stage 1—Identify Desired Results

Established Goals:Life Science [LS] – Biodiversity and Change [BC]

5.LS.BC.1— Investigate physical characteristics associated with different groups of animals.

5.LS.BC.1.1— Classify animals according to their physical characteristics.

5.LS.BC.1.2— Design a model to illustrate how an animal’s physical or behavioral characteristics/ adaptations enable it to survive in a particular environment.

5.LS.BC.2— Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.

5.LS.BC.2.1— Identify the processes associated with fossil formation.

5.LS.BC.2.2— Use fossil evidence to describe an environment from the past.

5.LS.BC.2.3— Use fossils to match a previously existing organism with one that exists today.

5.LS.BC.2.4— Explain how fossils provide information about the past.

Engineering, Technology and Applications of Science [ETS] 5.ETS.ED [Experimental Design] – Select an investigation that could be used to answer a specific question.

5.ETS.ED.1— Explore different scientific phenomena by asking questions.

o 5.ETS.ED.1.1— Write a detailed and descriptive observation that includes qualitative and quantitative measures, including measurements and sketches.

5.ETS.ED.2— Identify whether a question is a testable question.

5.ETS.ED.3— Write a testable question in the proper format, “How will [one variable I change] affect [the outcome of what is measured]?”

5.ETS.ED.4— Recognize the variables that need to be controlled in order for the experiment to be considered fair.

5.ETS.ST [Use of Scientific Tools] – Select tools and procedures needed to conduct a simple experiment.

5.ETS.ST.1 Identify common scientific tools and what they measure, such as a thermometer, graduated cylinder, beaker, ruler (metric), timer, and pan balance (scale).

5.ETS.ST.2— Select and use the appropriate tools, with guidance, to investigate a specific question.

o 5.ETS.ST.2.1— Identify dimensions, such as length, width, height, speed, acceleration, temperature, volume, and record the units of measure associated with a scientific tool, such as Fahrenheit and Celsius for temperature; liters for volume of liquid; the Newton for unit of force, grams for mass; milliseconds/ seconds/ minutes/hours for time.

5.ETS.DA [Data Analysis] – Record raw data into a given table, graph, or diagram.

5.ETS.DA.1— Maintain a science notebook that includes observations, questions, hypotheses, procedure, materials, data, diagrams, and explanations.

5.ETS.DA.2— Identify the key parts of a table, graph or diagram.

5.ETS.DA.3 – Interpret the results of a set of recorded data.

5.ETS.DA.4— Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.

o 5.ETS.DA.1.1— Compare the results of a set of data across multiple investigations by finding central modes of tendency, such as mean, median, mode, and range.

5.ETS.DA.5— Recognize a faulty interpretation of data that is due to experimental error.

5.ETS.DA.6— Recognize that people may interpret the same results in different ways.

5.ETS.EC [Explanation and Communication of Results]— Draw a conclusion supported by evidence.

5.ETS.EC.1— Draw a conclusion based on findings from multiple investigations of similar phenomena.

5.ETS.EC.2— Compare the results of an investigation with what scientists already accept about this question.

5.ETS.EC.3— Effectively communicate the results gathered from an investigation in written, visual and/or verbal formats.

What understandings are desired?To meet the established goals, students will need to understand that…

The diversity of life we observe has developed in response to a continually changing environment. [LS – Biodiversity and Change]

What essential questions will be considered?

To understand, students will need to consider such questions as…

How can we explain the diversity of life on Earth? [LS – Biodiversity and Change]

What key knowledge and skills will students acquire as a result of this unit?

Students will know…

Life Science [LS]— Structures of Life

Adaptations Investigation (7 Sessions) — Students are introduced to adaptation first through a video and then by working with a multimedia simulation of a population of walking sticks that exhibit color variation. Students study the impact of predation on the insects in different environments.

Variation is the range of expression of a feature in a population. An adaptation is any trait of an organism that helps it survive and reproduce in its

environment.

Variation in a population helps the population survive when the environment changes.

Natural Selection Investigation (5 Sessions) — Students study natural selection with larkeys and take a video journey to the Galapagos Islands to revisit the location where Charles Darwin gathered data for his theory of natural selection.

An organism’s immediate surroundings (where it lives) is called its habitat. Environmental factors put selective pressure on populations. A population consists of all individuals of a species that occur together at a given place and time.

All populations living together and the physical factors with which they interact compose an ecosystem.

Natural selection is the process by which the individuals best adapted to their environment tend to survive and pass their traits to subsequent generations.

A physical (structural) adaptation is a physical feature of an organism, like the bill on a bird or the fur on a bear that help it to survive and thrive in its environment.

A behavioral adaptation is something an organism does to survive, such as bird calls and migration patterns.

Fossils and Time Investigation (2-3 Sessions) — Students become familiar with how the fossil record contributes evidence to the reconstruction of Earth’s past environments. They use index fossils to put layers of rocks form three locations on the Colorado Plateau into relative-age sequence. Students sequence 30 major events in the history of Earth (geological and biological).

Usually the remains of a dead organism are eaten or decompose. If the remains of the dead organism (often the bones) suddenly get buried by mud or sediment, and are in the right conditions, they can harden into fossils over thousands of years in a process known as fossilization. The bones or original material decay, and water or other things seep into the impression left by the original material. This water and minerals continue to dissolve the original material, replacing it, and then they harden over time.

A fossil is a remnant of a living organism that lived long ago. A fossil can be in the form of a trace, body, mold or cast.

o Mold fossils (fossilized impression made in the substrate – a negative image of the organism

o Cast fossil (formed when a mold is filled in)o Trace fossil or ichnofossils (fossilized nests, gastroliths, burrows, footprints, etc.)o Body fossil (the actual organism or part of the organism is preserved)

Fossils provide important evidence of how life and environmental conditions have changed over time.

Index fossils can be used as indicators for the age of a sedimentary rock layer and for correlating rock layers

Fossil evidence supports the law of fossil succession: organisms found as fossils change over geological time.

Geology is the study of earth and its history. Geological time refers to different periods of earth’s history in terms of millions of years. Paleontologists are scientists who discover and study fossils to learn more about the history of

life on earth.

Bugs and Beetles Investigation — Students construct a runway to investigate how isopods and darkling beetles respond to environmental factors such as water and light, and determine the environmental preferences.

Each organism has a set of preferred environmental conditions. Isopods prefer moist, dark environments; beetles prefer dry, dark environments. Beetles represent almost one-fourth of all described species, and knowledge about their

relationships and evolution adds to our understanding of biodiversity.

Brine Shrimp Hatching Lab — Students conduct a controlled experiment to determine which of four salt concentrations allow brine shrimp eggs to hatch. They determine range of tolerance and optimum conditions.

Brine shrimp eggs can hatch in a range of salt concentrations but hatch best under certain optimum salt conditions.

Other (History and Nature of Science) Science requires different abilities, depending on such factors as the field of study and

type of inquiry. Many individuals have contributed to the traditions of science.

Students will be able to…

Engineering, Technology and Applications of Science [ETS] – Scientific Inquiry and Life Science [LS]

Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge.

Organize and maintain scientific investigation work in a Science Notebook. Write detailed scientific observations.

o Write descriptions and/or draw diagrams of a sequence of steps, events, or observations of changes over time.

Apply mathematics in the context of science.o Employ appropriate tools to gather data such as measures of length, weight,

temperature, and liquid volume. Conduct basic research by developing a KWL chart.

Adaptations Investigation

o Use a multimedia simulation to investigate the adaptive value of protective

coloration.o Explain how adaptations help organisms survive in a specific environment.o Describe how a population can change over time in response to environmental

factors.

Natural Selection Investigation

o Describe how selective reassure can affect the genetic makeup of a population.o Explain how the traits expressed by the members of a population can change

naturally over time.

Identify questions based on careful observations of phenomena and information.o Ask questions of others to clarify ideas or request evidence.o Develop at least one specific question so that it can be answered through the

design and conduction of a scientific investigation.

Fossils and Time Investigation

o Use index fossils to correlate rock layers in three locations on the Colorado Plateau.

o Compare various events and fossils to derive a faunal succession over geological time.

o Make inferences from fossil evidence that contribute to an understanding of fossil succession.

Make predictions based on patterns of observation and information gathered (rather than guessing).

o Develop at least one specific hypothesis that is confirmed or rejected after conducting a scientific investigation.

Apply scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, organizing, and relating.

o Conduct a systemic investigation.

Brine Shrimp Hatching Lab

Experiment to determine the range of tolerance to salinity for brine shrimp eggs.

Organize data and compare results. Relate the hatching of eggs to the factor of salinity.

Curricular and Instructional Resources

LEAD Science 5 Curriculum Development Site

Investigations & Correlated FOSS Modules[MS: Populations & Ecosystems Module]Adaptations (7 Sessions) Natural Selection (5 Sessions)

[MS: Earth History]Fossils and Time (2-3 Sessions)

[5-6 Environments Module]Bugs and Beetles

LabBrine Shrimp Hatching

FOSSweb Interactive activities

FOSS Middle School Science Notebooks (reference)

Interactive Science with Interactive Notebooks

The 5 E Learning Cycle Model – Inquiry Approach

Smithsonian National Museum of Natural History – The Diversity of Life

Nature Works – Structural and Behavioral Adaptations

How Beetles have multiplied to fill the Earth

Fascinating Fossils

The Petrified Wood Museum

Geologic time scale

Stage 2—Determine Acceptable EvidenceWhat evidence will show that students understand?

Performance TaskIdeas:

1) Life Ark / Organism Catalog: There is such an incredible diversity of life on Earth. However, this diversity is decreasing at an alarming rate. We cannot keep up with the number of species that are becoming endangered or extinct. We hope to one day bring back these organisms, once we can restore them to their natural habitats. However, we need scientists with strong observation and inference skills to help the International Science and Technology for Development (IASTED) catalog any organism of choice from the millions that live on earth. In doing so, scientists are to create a fossil representation of the organism and describe its general environmental pressures of its habitat and how the organism’s physical and behavioral adaptations allow it to survive in this environment.

Goal: Your task is The goal is to The problem or challenge is The obstacles to overcome are

Role: You are You have been asked to Your job is

Audience: Your clients are The target audience is You need to convince

Situation: The context you find yourself in is

The challenge involves dealing with

Product, Performance, and Purpose: You need to develop … in order to … You will create … in order to …

Standards and Criteria for Success:

Your performance needs to Your work will be judged by Your product must meet the following standards: I can… A successful result will be

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Quizzes and Investigations (Labs)

Questioning/Prompts

Science Notebook

Homework Assignments Participation

Student Self-Assessment and Reflection:

Self-Assess Reflect:

Performance Task BlueprintWhat understandings and goals will be assessed through this task?

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?

Through what authentic performance task will students demonstrate understanding?

Task Overview:

What student products and performances will provide evidence of desired understandings?

By what criteria will student products and performances be evaluated?

Stage 3—Plan Learning Experiences and InstructionWhere Hooking/holding Engage Rethink/revise/refine Evaluate Tailored Organized [WHERETO]:

a.

Stage 3—Plan Learning Experiences and Instruction Calendar

Day 1 Day 2 Day 3 Day 4 Day 5

Day 6 Day 7 Day 8 Day 9 Day 10

Day 11 Day 12 Day 13 Day 14 Day 15

Day 16 Day 17 Day 18 Day 19 Day 20

Day 21 Day 22 Day 23 Day 24