Lesson Title: Natural Selection
Contributors: Lana Albertson, Jeffrey Collings, Debbie DeLucia, Michele Einspar,
Cathy Munson
Overview: Watch out! In this computer simulation, bunny rabbits may take over
the world! This lesson provides students with opportunities to practice a natural
selection activity using technology skills in the science classroom to promote
student engagement and motivation. Both a short video clip and a computer
simulation activity are used during class. The video clip allows students to activate
prior knowledge about Charles Darwin’s theory of evolution through natural
selection, while the computerized animation allows students to interact with
manipulating factors that influence species’ survival (adaptation, overproduction,
variation, competition). Vocabulary words covered in this lesson: species,
adaptation, evolution, natural selection, variation, mutation, competition, and over
production.
Science Concepts: Genetic variation and environmental forces influence diversity
of organisms.
The four factors of natural selection that support the theory of evolution are
overproduction, natural selection, competition and variation within a species.
Objective 7.1.3 Explain how natural selection leads to evolution.
Science Standards:
● 7.3 a Students know both genetic variation and environmental factors are
causes of evolution and diversity of organisms.
● 7.3.b Students know the reasoning used by Charles Darwin in reaching his
conclusion that natural selection is the mechanism of evolution.
Pre-Activities and Concepts:
Prior to the lesson, students filled out a “Triple Threat” vocabulary sheet including
10 key words related to unit. The “Triple Threat” vocabulary sheet has three
columns. Column one includes a spot for the vocabulary word, the second column
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
Natural Selection 1
includes the definition and third column provides a place for students to draw a
colored icon related to the definition. (see attached “Triple Threat” worksheet).
Students watched a 20 minute video on Evolution and Darwin. Students filled out a
cloze note worksheet as they watched the movie.
Teacher reviewed text book and went over Darwin’s exploration and travels on the
HMS Beagle. Students were encouraged to pay attention to Darwin’s observations,
voyage, and evidence collected for the theory of evolution through natural
selection. Time was spent looking at the differences between a green iguana on the
mainland of South America and a brown iguana on the Galapagos Islands.
Conversations went on encouraging students to think about the idea that these two
iguanas came from a distant common ancestor. Discussion continued with how the
changes could have occurred and how long it would take for changes to happen.
NETS Standards (http://www.iste.org):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
c. use models and simulations to explore complex systems and issues.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
d. process data and report results.
Support Materials (Video Links,Web links, etc):
Six minute video to engage the students about the concept of natural selection:
http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_4.html
The PhET (Physics Education Technology) at University of Colorado, Boulder website
offers a simulation that the can be downloaded for students to practice natural
selection with rabbits in different environments with different traits:
http://phet.colorado.edu/en/simulation/natural-selection
Technology/system requirements: Laptops, Projector, Internet access, video,
speakers connected to laptop to project sound from video
Material Requirements: Natural Selection Simulation worksheet, PBS video key
words tally worksheet, Triple threat vocabulary worksheet, writing utensils.
Teacher Notes: We set up the websites on the classroom computers prior to
students entering the room.
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
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During the first class teaching session we decided to extend the time we had
originally allotted for students to interact with this website simulation. This allowed
students the appropriate time to explore the simulation, process the data, and
make conclusions.
Lesson Elements Guide for Teacher
Engage: Teacher will engage the student by activating prior knowledge by
showing the hummingbird video. Students will view the 6 minute video and
record tallies of how often they see or hear eight of the triple threat
vocabulary words (species, adaptation, evolution, natural selection, variation,
mutation, competition, and overproduction) on a natural selection video
worksheet.
Students will discuss their understanding of the vocabulary with a partner
and find examples from the video that relate to their understanding.
Explore: Students will work in pairs at computers to explore the following
website. http://phet.colorado.edu/en/simulation/natural-selection . Allow
students to explore the simulation before requiring students to follow the
required instructions on the worksheet. Students will put in expected
parameters from the experiment worksheet. Each time students complete
the experiment section, they are to record their results on the data collection
section. Students will observe what happens to the rabbit population
depending on the situation set up in each experiment.
Explain: Students will demonstrate knowledge of this concept by completing
the Natural Selection Simulation worksheet. Students will discuss with a
partner about their findings and then share out whole class when called out
randomly by the teacher.
Evaluate: Students will record data on the Natural Selection Simulation
worksheet. Students will also answer the four conclusion questions on this
worksheet.
Extend: Students were told to follow the worksheet parameters which
focused on a genetic factor of fur color (white or brown), two different
environments (Arctic and Equatorial), as well as two external conditions
(predators and food). After completing three generations, students are
encouraged to try the simulation again and change additional genetic traits
to discover how the adaptations might impact species survival over time.
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
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Students would also benefit from playing a computer simulation called “Who
wants to live a million years?” at
http://science.discovery.com/interactives/literacy/darwin/darwin.html
Assessment, Product, or Outcome: Students will record data on the Natural
Selection Simulation worksheet as an authentic product. In addition to recording
data they will answer four conclusion questions to synthesize their understanding of
natural selection and evolution. Students share their understanding verbally in a
whole class closure.
Evidence of ICT alignment with science concept: Students demonstrate
innovation and creativity using the PhET simulation to explore the impact of the
factors of natural selection. Students use graphing data on PhET simulation to
assist with reporting their results on their worksheet and determine which factors of
natural selection impact species survival.
Attachment Descriptions:
Vocabulary Worksheet: Use the student worksheet to tally the number of times
they hear the vocabulary words and provide specific examples from the video.
Simulation Worksheet: Use the student worksheet to record observations and data
from the simulation, and describe their understanding by answering the conclusion
questions.
Triple Threat Vocabulary Worksheet: Students write the vocabulary work on the
left, they define the word on the lines to the right of the word, and they draw an
icon that illustrates their understanding of the word on the far right.
iQUEST Lesson http://www.csusm.edu/iquest - NSF Project Award Number: 0833753
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