8th Grade Unit 3: Evolution and Adaptation
Estimated Time: 3 weeks
Core Content/Science Standards/ Academic Expectations:
NGSS-3-LS4-6 Use mathematical representations to support explanations of how natural selection may lead
to increases and decreases of specific traits in populations over time.
NGSS-3-LS4-3 Analyze displays of pictoral data to compare patterns of similarities in the embryological
development across multiple species to identify relationships not evident in the fully formed anatomy.
NGSS-3-LS4-2- - Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and between modern and fossil organisms to infer evolutionary
relationships.
College and Career Readiness:
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Students will engage with hands on learning activities that will be entwined with state standards.
Students will work in cooperative groups and pairs to accomplish goals.
Students will work on individual activities to accomplish goals.
Students will reflect on their learning and analyze thought processes.
Students will engage in writing and math activities that are easily applied to numerous real-world jobs and applications.
Anticipatory Set - Flashbacks:
Weekly gathered from Study Island and other online resources and will take a total of 5-10 minutes depending upon the need to
discuss the material more in-depth.
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.
8th Grade Unit 3: Evolution and Adaptation
Summative Assignment Projected Dates:
Assignment Name
Quiz 1
Quiz 2
CA 2
Projected Date
11/6/15
11/13/15
11/20/15
Accommodations:
Student accommodations will be given based upon the individual needs of students. Accommodations in class may include:
Readers
Scribes
Paraphrasing
Prompting/Cueing
Technology
Extended Time
Calculators
Behavior
Modifications
Visuals
Audio
Kinesthetic
Movements.
Group work
Alternate
assessments
Individual work
Preferential seating
Peer Tutors
Journaling and
printed notes
Pair work
- 1st period and 5th period may have a collaborative teachers, assistants, or peer tutors from other classes/grade
levels if necessary.
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.
8th Grade Unit 3: Evolution and Adaptation
Unit Vocabulary
Theory, law, Biological evolution, natural selection, fitness, adaptation, extinction, organism, population, Charles
Darwin, evolution, comparative anatomy, embryology, homologous structures, fossils, law of superposition,
geographic distribution of living things, species, variation, mutations, natural variation, artificial selection, limiting
factors, abiotic factors, biotic factors, carrying capacity
Learning targets:
1. I will define the Theory of Biological Evolution. NGSS-3-LS4-3 & NGSS-3-LS4-2
2. I will identify and differentiate 4 forms of evidence that support the theory of evolution; comparative anatomy, embryology,
fossil evidence, and geographic distribution of living things. NGSS-3-LS4-3 & NGSS-3-LS4-2
3. I will use patterns in data to support explanations of how natural selection may lead to increases and decreases of specific
traits in populations over time. NGSS-3-LS4-6
4. I will compare and contrast the embryos of different organisms (embryology). NGSS-3-LS4-3
5. I will compare and contrast the body structures of different organisms (comparative anatomy). NGSS-3-LS4-2
6. I will use maps of different global locations to make inferences about the possible connections between certain organisms
(Geographic Distribution of Living Things). NGSS-3-LS4-2
7. I will compare and contrast the types and locations of fossils to make inferences about the area’s history (Fossil evidence).
NGSS-3-LS4-2
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.
8th Grade Unit 3: Evolution and Adaptation
WEEK 1: 11/4/15- 1/6/15
Essential Questions – Why is it important to understand the differences between theories and laws?
Day
M
T
W
Th
Date
F
11/6
11/4
11/5
Learning Target/Bell Ringer/Exit Slip
OFF PD
OFF Election day
1. I will define the Theory of
Biological Evolution.
2. I will identify and differentiate 4
forms of evidence that support the
theory of evolution; comparative
anatomy, embryology, fossil
evidence, and geographic
distribution of living things.
All learning targets for the week.
Activity
CA1 from last Unit
Identify examples of natural selection
Notes on natural selection and biological evolution (Part 2)
Song and dance “Biological Evolution Rap” created by Ms. Houston
No homework
Quiz 1
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.
8th Grade Unit 3: Evolution and Adaptation
WEEK 2: 11/9/15 – 11/13/15 Essential Questions – Where do we see natural and artificial selection in the world? Why is it
important to document changes in populations?
Day
M
Date
1/12
Learning Target/Bell Ringer/Exit Slip
3. I will use patterns in data to support
explanations of how natural selection
may lead to increases and decreases
of specific traits in populations over
time.
Activity
Review the answers to Quiz 1
Review Biological evolution notes
Introduce limiting population factors
Data Analysis: Introduce 1st part of populations over time part 1
(Deer Populations)
T
1/13
Data Analysis: Populations over time part 2 (Populations over
time packet and graphing)
W
1/14
Th
1/15
I will use patterns in data to support
explanations of how natural selection may
lead to increases and decreases of specific
traits in populations over time.
4.
I will compare and contrast the embryos
of different organisms (embryology).
5.
I will compare and contrast the body
structures of different organisms (comparative
anatomy).
6.
I will use maps of different global
locations to make inferences about the possible
connections between certain organisms
(Geographic Distribution of Living Things).
7.
I will compare and contrast the types
and locations of fossils to make inferences
about the area’s history (Fossil evidence).
F
1/16
Learning targets 1-7
Quiz 2
Lab/Activity Stations Day 1
1. compare and contrast the embryos of different organisms
(embryology).
2. compare and contrast the body structures of different
organisms (comparative anatomy).
Lab/Activity Stations Day 2
1. use maps of different global locations to make inferences
about the possible connections between certain
organisms (Geographic Distribution of Living Things).
2. compare and contrast the types and locations of fossils to
make inferences about the area’s history (Fossil
evidence).
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.
8th Grade Unit 3: Evolution and Adaptation
WEEK 3:
Essential Questions – Why is it important to learn about and understand different theories? Where do we see natural and
artificial selection in the world? Why is it important to document changes in populations?
Day
M
T
Date
Learning targets 1-7
Learning Targets 1-7
W
Th
F
Learning Target/Bell Ringer/Exit Slip
I will identify and differentiate 4 forms of
evidence that support the theory of evolution;
comparative anatomy, embryology, fossil
evidence, and geographic distribution of
living things.
Learning Targets 1-7
1/23
Activity
Lab/Activity Stations Day 3 (see day 2)
Review Quiz answers from previous Friday and analyze
results.
Review with Socrative (phone app)Students review and
preview possible test questions on a dok 2 or 3 level.
PLAN Reading, Summarization, Creating connections, and
creating questions.
Common Assessment 2
Field Trip – Populations handout for those who are left
behind
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.
8th Grade Unit 3: Evolution and Adaptation
WEEK 3:
Essential Questions – Why is it important to learn about and understand different theories? Where do we see natural and
artificial selection in the world? Why is it important to document changes in populations?
Day
M
T
W
Th
F
Date
Learning Target/Bell Ringer/Exit Slip
Activity
WEEK 3:
Essential Questions – Why is it important to learn about and understand different theories? Where do we see natural and
artificial selection in the world? Why is it important to document changes in populations?
Day
M
Date
2/2
Learning Target/Bell Ringer/Exit Slip
Activity
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.
8th Grade Unit 3: Evolution and Adaptation
T
W
Th
F
2/3
2/4
2/5
2/6
For core content, accommodations, and summative assessment dates for Unit 1 please look to pages 1 and 2.