Science Learning Community: Science and Engineering Lesson Plans
Adaptations
Ann McMenamin
July, 16, 2014
INFORMATION ABOUT THE LESSON
Grade Level and Subject Area
Sixth Grade Life Science
Time Frame
Four 50 minute lessons.
Objectives: Upon completion of this unit, students will be able to:
Students will be able to explain how an adaptation is a physical or behavioral trait that increases an organism’s
chance of survival and reproduction in its environment.
.
Next Generation Science Standards
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms
across multiple ecosystems.[Clarification Statement: Emphasis is on predicting consistent patterns of
interactions in different ecosystems in terms of the relationships among and between organisms and abiotic
components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually
beneficial.
MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of
traits in a population increase some individuals’ probability of surviving and reproducing in a
specific environment. [Clarification Statement: Emphasis is on using simple probability statements and
proportional reasoning to construct explanations.]
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 1
Science Learning Community: Science and Engineering Lesson Plans
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how
well they meet the criteria and constraints of the problem.
Standards for Technological Literacy
Standard: 4C1: Students will think and work creatively to develop innovative solutions to problems and
opportunities.
Common Core State Standards in Mathematics
MP 4 – Model with mathematics
Common Core State Standards in English and Language Arts
ELA/Literacy RST.6-8.8
LS2-5)
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-LS2-2)
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MSLS2-2)
Prior Learning
Student will have an understanding how genetic variations of traits in a population increase some individuals’
probability of surviving and reproducing in a specific environment.
They can identify trophic levels. (MS-LS2)
They will understand limiting factors control the size of a population (MS-LS2-1)
They can explain energy levels between trophic levels. (MS-LS2-3)
Students will use mathematical representations to support explanations of how natural selection may lead to
increases and decreases of specific traits in populations over time.
Materials
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 2
Science Learning Community: Science and Engineering Lesson Plans
Models of warrior birds, one nesting area, handout scenario on Blue Hills ecosystem and endangered warrior birds,
handout the ecosystems species cards, design sheet, data record sheet, 1 cup water per group, rain tray, malted
milk ball eggs (one per group) OR dissolvable packing peanuts, saran wrap, tape, pipe cleaners, aluminum foil
squares, Dixie cups, tooth picks, paper clips, cotton balls, mailing labels, (other appropriate materials)
LESSON IMPLEMENTATION
Objective: Upon completion of this lesson, students will be able to:
•
•
•
Evaluate how some traits increase an organism’s chance of survival. (MS-LS4-4)
Identify and explain examples of types of interactions could include competitive, predatory, and mutually
beneficial within an ecosystem. (MS-LS2-2)
Use the engineering design process to conduct an investigation on adaptations. (MS-ETS1-1 and 1-2 )
Pre-Assessment
Quick write on trophic levels, characteristics of life and adaptations.
Procedures
Time
Instructional Strategies/Learning Tasks
Purpose
Day 1
1. Read and discuss the story on the Blue Hill Ecosystem and Warrior Bird
50 min
2. Whole class Identify problem and ask/answer clarifying questions
Provide context for the
investigation.
3. Whole class discuss rubric
4. Individual brainstorm solutions (Imagine)
5. Group narrow down possible solutions to one plan
1. Revisit clarifying questions and rubrics
Day 2
2. Group plan and design 25 minutes
50 min
3. Group implement plans.
1. Peer review of design plans
Day 3
2. Test designs
50 min
3. If time Improve and retest
Day 4
1. Group evaluation of results and finish design lab sheet
50 min
2. Individual investigation sheet Blue Hills Ecosystem State of Affairs
Use the Engineering Design
Process.
Use the Engineering Design
Process. Synthesize model
design and knowledge of
adaptations
Evaluate use of engineering
design process and
demonstrating knowledge of
relationships within an
ecosystem.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 3
Science Learning Community: Science and Engineering Lesson Plans
Formative Assessment
Observing students and groups when they are participating in the design process.
Closure
Using the elmo groups will create a 1-2 minute presentation to share their design and reflections.
Summative Assessment
Science Content Assessment -- Given a scenario on an ecosystem students will answer open-ended questions on which species
would have good odds or low odds of surviving and questions identifying the types of interactions could include competitive,
predatory, and mutually beneficial.
Engineering Design Process Assessment – Students will answer some reflective question on their individual and group involvement
in the investigation.
Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in
Partnership with the University of Wisconsin-Stout
Page 4