Science
SCI.III.4.1
Grade: 7
Strand III:
Using Scientific Knowledge in Life Science
Standard 4:
Evolution - All students will explain how scientists construct and
scientifically test theories concerning the origin of life and evolution of
species
Benchmark 1:
Describe how scientific theory traces possible evolutionary relationships
among present and past life forms.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observations.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply real-world contexts.
Vocabulary / Key Concepts
Context
Selected evidence of common ancestry:
• geologic time
• fossil
• bone
• embryo
• limb
Fossils that show evidence of common ancestry,
such as:
• similarity of vertebrate limb bones
• similarity of early vertebrate embryos
• similarity of fossil bones to those of
contemporary animals (i.e. horse legs)
Knowledge and Skills
Resources
Coloma Resources:
Students will:
• Compare / contrast present-day living things
and ancient life forms.
• Demonstrate the concept of common
ancestry.
Remains of organisms and fossils are found in
rock layers or uncovered by excavation or
erosion. From this physical evidence, scientists
have constructed the geologic time scale. By
studying remains, examining physiological
structures, or conducting chemical tests (carbon
dating) and genetic analysis, scientists can infer
the relationship between present and past life
forms. Students will demonstrate the concept of
common ancestry. Evolutionary trees or
diagrams, similarities in bone structure, or
embryos of vertebrates may represent common
ancestry. Present species may be modified
descendants of more primitive ancestors.
Other Resources (Continued from column at
right)
•
Bill Nye: Evolution, Archaeology
•
Science Explosion
•
AIMS – Critter Experiment
•
Silver Burdett – Earth Science 1987 used as
Classroom resource
Eye Witness – Fossil Video
Bill Nye – Fossil/erosion
Puzzling fossils sheet (attached)
Comparing the Past & Present activity
(attached)
Lab activity – How can you make models of
Carbon film fossils. (attached) pg. 105
•
Teachers’ Domain – Evidence for Evolution
(1st link – free sign-up, 2nd link – info) Site
includes video, interactives, images and
documents. Awesome!
•
UC Berkeley – Museum of Paleontology –
Understanding Evolution – an evolution
website for teachers - includes lesson plans
and background info. Huge!
•
PBS Webquest – Evidence for Evolution –
outstanding!
•
Teaching About Evolution and the Nature of
Science – National Academy of Sciences –
entire book online including masters, teacher
instruction and assessments. Aligned to
national standards. Excellent!
Lab activity – Make a cast/mold model of a
Seashell. Discuss how model is similar and
different from formation of fossils in/on earth’s
surface. (attached)
•
The Diatoms – UC Berkeley – excellent
educational site with archaeological info.
•
Michigan Teacher Network Resources
Activity Sheet – “Interpreting Events from
fossil evidence” pg. 215 Prentice Hall lab
manual (attached)
Fossil Samples
•
(Field Museum of Chicago)
•
Inquiry Into Life - Sylvia Mader: McGraw Hill
•
Ranger Rick’s Nature Scope: Digging into
Dinosaurs – National Wildlife Federation
Hand out pictures of fossil skeletons, have
students draw the actual animal using the
skeleton as the model. Include environment,
predator or prey, physical feathers such as
scales, feathers. Name the organism. This
organism is to be imaginary – not copied from a
book!
Instruction
Focus Question: How do fossils show evidence of a
relationship between past and present animals?
Students will write a journal entry listing ten things they
know about the physical characteristics of dinosaurs.
Then students will meet in small groups and use their
lists to discuss the following questions:
1. Which modern animals have characteristics
that are similar to dinosaurs?
2. What changes in the environment might have
caused dinosaurs to change?
Small groups will share their hypotheses with the class.
Students then will examine several fossils and
hypothesize what modern organisms the fossils
resemble. They will discuss the use of fossils as
scientific evidence. Then small groups will research
one of the following pairs of animals to determine
similarities and whether fossil evidence exists to
support their common ancestry:
- Sandhill Crane / Archaeopteryx
- Horse / Hyracotherium
- Rhinoceros / Triceratops
- Grizzly Bear / Tyrannosaurus Rex
- Elephant / Wooly Mammoth
Students will present their findings to the class.
Assessment
Assessment I
Given a photograph or model of an ancient animal,
students will write a list of 2 to 3 adaptations and
how these adaptations might have been used by this
animal. Relate this information to a modern day
animal.
Assessment II
Students will research a pair of organisms (possible
examples are listed below) to determine their
similarities and whether fossil evidence exists to
support common ancestry. In small groups or
individually, students will compile their findings to
write and illustrate a children’s story that includes a
hypothesis and possible evidence for connecting the
two organisms. They will present their stories to a
group of elementary students.
Possible examples:
• sandhill crane / Archaeopteryx
• horse / Hyracotherium
• rhinoceros / Triceratops
• grizzly bear / Tyrannosaurus rex
• elephant / Wooly Mammoth
(Give students rubric before activity.)
Scoring of Classroom Assessment Example
Use 1-5 scale:
1 - Not Yet
2
3 - On the Way
4
5 - Excellent
Content:
I. Gives supporting evidence for possible ancestral
connection between life forms.
II. Designs illustrations that clearly show both life
forms.
III. Includes comparisons and contrasts of two life
forms.
IV. Summarizes research in a clear, concise
manner.
Overall presentation:
I. Writing mechanics
Teacher Notes:
“Millions of species of animals, plants, and microorganisms are alive today. Although different
species might look dissimilar, the unity among organisms becomes apparent from an analysis of
internal structures, the similarity of their chemical processes, and the evidence of common ancestry.
Biological evolution accounts for the diversity of species developed through gradual processes over
many generations. Species acquire many of their unique characteristics through biological
adaptation, which involves the selection of naturally occurring variations in populations. Biological
adaptations include changes in structures, behaviors, or physiology that enhance survival and
reproductive success in a particular environment. Extinction of a species occurs when the
environment changes and the adaptive characteristics of a species are insufficient to allow its
survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is
common; most of the species that have lived on the earth no longer exist.” (NSES)
Focus Questions
• How have past animals evolved to their present form and how do we know?
• How do new traits lead to establish a population or lead to its extinction?
Rubric “Comparing the Past and Present” activity
Group size =2
All lettered sections must be completed. Neatness counts! Please put this activity together
in an organized, attractive format. Use a folder, binder, staples, etc., to hold it together. A
cute cover would be fine.
DIRECTIONS
a. List/make a chart showing 10 physical characteristics about dinosaurs that are similar to
characteristics of animals today. Use names of animals in your chart.
b. Discuss changes in the environment that may have caused animals to change (sentences
please,
pictures are O.K.).
c. Research one of the following pairs of animals to determine similarities and tell if they
could have
shared the same ancestry.
•
•
•
•
•
Sand hill crane/Archaeopteryx
Horse/Hyracotherium
Rhinoceros/Triceratops
Grizzly Bear/Tyrannosaurus Rex
Elephant/Wooly Mammoth
d. Make a chart showing the Geologic Eras. Include 2 kinds of animals in each era.
(Use chart on p. 369, orange book to help you.)
e. Peppered moth activity (done together in class as lab).
f. Write an essay describing why species may become extinct.
CHAPTER 19 SKILL
NAME
CLASS
DATE
Puzzling Fossils
This crossword puzzle is made up of science terms relating to fossils. Use the clues at the
bottom of the page to solve it.
Across
3. Lived only a short time, but lived in
many areas (two words)
5. One geologic period
6. A type of fossil made when a mold becomes filled with mud or mineral matter
8. Cold-blooded, air-breathing animal that
lays eggs
10. Early invertebrate having four coils an
a shell
11. Clamlike invertebrate
14. An animal without a backbone
Copyright @ 1984 by D.C. Heath and Company
Down
1. Wood whose living cells have been replaced by minerals has become -?2. Evidence of past life
4. A warm-blooded animal that has hair
7. An invertebrate fossil whose body is
divided by grooves into three lobes
9. Cavity left when water dissolves shell
or bone embedded in hardened
sediments
12. Hardened tree sap that sometimes
contains fossils
13. This type of animal sometimes became
l
fossilized when trapped in tree sap
Rubric “Comparing the Past and Present” activity
Group size =2
All lettered sections must be completed. Neatness counts! Please put this activity together
in an organized, attractive format. Use a folder, binder, staples, etc., to hold it together. A
cute cover would be fine.
DIRECTIONS
a. List/make a chart showing 10 physical characteristics about dinosaurs that are similar to
characteristics of animals today. Use names of animals in your chart.
b. Discuss changes in the environment that may have caused animals to change (sentences
please,
pictures are O.K.).
c. Research one of the following pairs of animals to determine similarities and tell if they
could have
shared the same ancestry.
•
•
•
•
•
Sand hill crane/Archaeopteryx
Horse/Hyracotherium
Rhinoceros/Triceratops
Grizzly Bear/Tyrannosaurus Rex
Elephant/Wooly Mammoth
d. Make a chart showing the Geologic Eras. Include 2 kinds of animals in each era.
(Use chart on p. 369, orange book to help you.)
e. Peppered moth activity (done together in class as lab).
f. Write an essay describing why species may become extinct.
CHAPTER 19 SKILL
NAME
CLASS
DATE
Puzzling Fossils
This crossword puzzle is made up of science terms relating to fossils. Use the clues at the
bottom of the page to solve it.
Across
3. Lived only a short time, but lived in
many areas (two words)
5. One geologic period
6. A type of fossil made when a mold becomes filled with mud or mineral matter
8. Cold-blooded, air-breathing animal that
lays eggs
10. Early invertebrate having four coils an
a shell
11. Clamlike invertebrate
14. An animal without a backbone
Copyright @ 1984 by D.C. Heath and Company
Down
1. Wood whose living cells have been replaced by minerals has become -?2. Evidence of past life
4. A warm-blooded animal that has hair
7. An invertebrate fossil whose body is
divided by grooves into three lobes
9. Cavity left when water dissolves shell
or bone embedded in hardened
sediments
12. Hardened tree sap that sometimes
contains fossils
13. This type of animal sometimes became
l
fossilized when trapped in tree sap
Name
Class
Date
PRENTICE HALL EARTH SCIENCE
Chapter 20 Fossils and the Past
Interpreting Events From Fossil Evidence
Background Information
A fossil is any evidence of life in the prehistoric past. Fossils can be actual remains of
animals, impressions, carbon residues, or tracks or trails left by a living organism. By
using fossil records, scientists are able to piece together the story that fossils tell about
the history of the earth.
In this investigation, you will use some present-day knowledge and common sense to
interpret fossil evidence.
Problem
How can fossils relate the history of an era?
Materials (Per student)
Pencil
Procedure
1. Observe the diagram of the fossil footprints in Figure 1.
2. Answer the questions in Observations.
3. Using the answers to these questions and some common sense, interpret the events that
may have occurred in Figure 1. Your interpretation should be consistent with the diagram.
1988 Prentice-Hall. Inc. Laboratory Manual.
Observations
1. How would footprints be formed and preserved?
2. How can you tell in which direction the animal is walking?
3. How do footprints differ when an animal walks than when it runs?
4. a. Did the animals change speed?
b. When?
5. How many different animals are represented?
6. How did the animals interact with each other?
Conclusions
1. Write a paragraph interpreting the footprints of the smaller animal in the upper left corner.
Support your interpretations with evidence from the diagram.
2. Interpret the events in the lower right of the diagram.
3. If all the footprints were made within minutes of each other, which way was the wind
blowing? Why?
4. In what kind of environment did this all take place?
CHAPTER 19 LABORATORY
NAME
CLASS
DATE
How Can You Make Models of Carbon Film Fossils?
Carbon film fossils may be formed when an organism is buried. The organism decays,
leaving only a thin film of carbon in the rocks. In this laboratory you will make models of
carbon film fossils. The process you use will be different from the way these fossils actually
form. However, you will be able to see what carbon film fossils look like. You will discover the
kinds of information scientists can obtain from carbon film fossils.
Materials
1000-mL Pyrex beaker; apron; safety goggles; matches; heatproof, fireproof glove; candle in
candle-holder; petroleum jelly; paper towels; newspaper; two or more different types of
leaves; forceps
Procedure
1. Put on your apron and safety goggles. Roll up your sleeves.
Puta on
your
apron
and safety
goggles.
Roll
your sleeves.
2.1. Put
very
small
amount
of petroleum
jelly
onup
a paper
towel.
2.
Put
a
very
small
amount
of
petroleum
jelly
on
a
paper
Use this to coat the outside bottom of the beaker with a very
towel.
Use
this to coat
theCoat
outside
of theofbeaker
with a
thin
film of
petroleum
jelly.
onlybottom
the bottom
the beaker.
thinthe
film
of petroleum
jelly.Put
Coat
the bottom
of the
3.very
Light
candle.
CAUTION:
on only
a heatproof
glove.
beaker.
Carefully hold the beaker so the bottom is over the candle
3. Light
CAUTION:
Puthand
on aor
heatproof
(Figure
1).the
Be candle.
careful not
to let your
clothing glove.
get
Carefully
hold
the
beaker
so
the
bottom
is
over
anywhere near the flame. Move the beaker back the
andcandle
forth until
(Figure
1).
Be
careful
not
to
let
your
hand
or
clothing
getthe
it becomes heavily coated with black carbon. Then blow
anywhere
near
the
flame.
Move
the
beaker
back
and
forth until
candle out.
heavily
coated
withon
black
carbon.
Then
blow
the
4.it becomes
Set the beaker
upside
down
a flat
surface
so the
carbon
candle
out.
side is up. Allow the beaker to cool for at least 3 minutes.
Set the the
beaker
a flat
surface
so the
carbon
5.4. Remove
stemupside
from adown
planton
leaf.
Place
the leaf
facedown
up. Allow the beaker
beaker surface;
to cool for
least 3inminutes.
onside
theiscarbon-coated
asatshown
Figure 2.
5.
Remove
the
stem
from
a
plant
leaf.
Place
facedown
Cover the leaf with a folded piece of newspaperthe
justleaf
large
on the to
carbon-coated
beaker surface; as shown in Figure 2.
enough
cover it.
Cover
the
leaf
with
a
folded
pieceand
of newspaper
justpaper
large with
6. Press firmly on the newspaper
leaf. Rub .the
enough
it.
one
fingertosocover
that some
carbon sticks to the leaf.
6.
Press
firmly
on
the newspaper
and leaf.
7. Remove the newspaper.
Use forceps
to liftRub
the .the
leaf paper
from the
with one
sonot
thattosome
carbon
sticks toonthe
beaker.
Befinger
careful
smudge
the carbon
theleaf.
leaf.
Remove
the newspaper.
Use
to the
lift the
leaf from the
8.7. Place
the carbon
side of the
leafforceps
down in
space
beaker.
Be
careful
not
to
smudge
the
carbon
on
the
provided on the next page.. Cover the leaf with a cleanleaf.
piece of
8.
Place
the
carbon
side
of
the
leaf
down
in
the
space
folded newspaper. Apply pressure and rub as before.
thenewspaper.
next page..Again
Coveruse
theforceps
leaf withtoapeel
clean
9.provided
Removeonthe
offpiece
the of
folded
newspaper.
pressure
and rub as before.
leaf,
being
careful notApply
to smear
the print.
9.
Remove
the
newspaper.
Again
forceps to peel off the
10. Repeat the process for the other use
leaves.
leaf, being careful not to smear the print.
10. Repeat the process for the other leaves
CHAPTER 19 LABORATORY (Continued)
Carbon Imprints of Leaves
Conclusion
1. Explain how the process by which these leaf imprints were produced is different from the
way in which carbon film fossils actually form.
2. From examining these models of carbon film fossils, what can you learn about the
organisms from which they were produced?
3. What can't be learned about organisms from carbon film fossils?
PEPPERED MOTH ACTIVITY
Cut out small moth shapes from white, black, yellow newsprint paper. Glue on a sheet of
newsprint. Shows protective coloration. Discuss how the moth changed from white to gray in
England during the industrial revolution. Adaptation/Evolution.
A FOSSIL MOLD AND CAST
OBJECTIVE
Construct models of a fossil mold and. a fossil
cast.
MATERIALS
small seashell, petroleum jelly, modeling clay,
hand lens, 12 g plaster of Paris, 5 ml water,
plastic dish, plastic spoon
PROCEDURE
a. Coat a small seashell with a thin layer of
petroleum jelly.
b. Roll a piece of modeling clay into a ball about
twice the size of the shell. Press the outer
side of the shell into the clay ball. Remove
the shell. Use a hand lens to observe the
imprint of the shell in the clay. Record what
you observe.
c. Roll another piece of modeling clay into a ball
about twice the size of the shell. Press the
same shell into the center of the clay ball.
Remove the shell.
d. Mix: 12 g of plaster of Paris with 5 mL of water
in a plastic dish. Stir the mixture with a plastic
spoon until it is creamy and smooth.
e. Pour the plaster into the imprint made by the
shell in the clay. Let dry 30 minutes or
overnight.
f. Remove the hardened plaster from the clay.
Use the hand lens to observe the plaster.
Record what you observe.
RESULT AND CONCLUSIONS
1. Compare the imprint of the
shell in the clay with the
hardened plaster shape.
Which is a mold? Which is a
cast?
2. How are your models of a
fossil mold and fossil cast
like real fossils? How are
your models different from
real fossils?
Name
Class
Date
Critical Thinking and Application
1. In what type of rock would you be most likely to find fossils? Explain your answer. .
2. Would you be likely to find the fossil remains of a jellyfish or worm? Explain your answer.
3. The exposed rock layers of the Grand Canyon are rich with fossil specimens. What does
the presence of fossil coral, sponges, shellfish, and trilobites indicate about the past climate
of the Grand Canyon area?
.
4. How could paleontologists reconstruct our present-day environment 25,000 years from
now, if all written history were to be lost or destroyed?
Going Further
Find out if there is a relationship between the depth of a footprint and the mass of a living
thing. Have different people step in soft clay or soil. Measure the depth of the footprint and
determine the relationship between the mass of a person and the depth of a footprint.
Organize your information in a chart. Then interpret an "unknown" footprint.