Name _________________________________________________________________________________________ Period _______________
“Students as 8th Grade Science Teachers” Adaptations Unit Presentation
1. Natural Selection & Charles Darwin
2. Behavioral Adaptations
3. Homeostasis
4. Physical Adaptations
5. Symbiotic Relationships
6. Predation and Competition
7. Plant Adaptations
Natural selection, fitness, survival of the fittest, Charles
Darwin, HMS Beagle, Galapagos finches, Origin of Species
Migration, hibernation, estivation
Homeostasis, ectotherm, endotherm, nocturnal, diurnal,
crepuscular
Coloration adaptations (warning, camouflage, mimicry)
and bird beak adaptation
Symbiosis, mutualism, commensalism, parasitism
Predation, predator, prey, competition, competitor
Pollination, pollinator, seed dispersal, dormancy
Requirements
● PowerPoint/poster/skit/etc. to show the class for Cornell Notes (no more than 4 minutes)
● Corresponding left-side activity (vocabulary matching, drawing, setup for an acrostic poem,
worksheet, activity, etc.) with an answer key (no more than 4 minutes)
● Cannot exceed 10 minutes
● See rubric
Timeline
Monday,
November 2
● Introduce
assignment
● Announce
groups
Tuesday,
November 3
● Begin
research
Wednesday,
November 4
● Continue
research
● Begin to
develop
presentation
for Cornell
notes
● Begin to
develop the
left-side
activity
Thursday,
November 5
● Continue to
develop
presentation
for Cornell
notes
● Continue to
develop the
left-side
activity
Friday, November 6
● Turn in
document(s)
to be
copied/share
Slides with
the teacher on
Google
Drive/Etc. by
the end of the
period
Presentations take place Monday, November 9 and Tuesday, November 10.
Rubric for “Students as 8th Grade Science Teachers” Adaptations Unit Presentation
10
7
5
Vocabulary
All vocabulary addressed
in the right side (Cornell
notes) and left side
(activity).
Most vocabulary addressed
There are significant gaps
in the right side (Cornell
in the use of vocabulary in
notes) and left side (activity). the right side (Cornell
notes) and left side
(activity).
Left Side
Activity
Students create a
meaningful, appropriate
opportunity for the class
to review the material.
There is an answer key
or example, and a
request for copies was
turned in on time.
Students create an
opportunity for the class to
review the material that is
somewhat meaningful or
semi-appropriate. There may
have been an issue with
students providing an
answer key/example/copy
request.
Students did not create an
opportunity for the class
to review in a meaningful
way. There may have been
an issue with students
providing an answer
key/example/copy
request.
Time Limit
Students present for
about 4 minutes, and the
class works on the
activity for about 4
minutes -- not exceeding
10 minutes.
Students use too much or too
little time on one part of the
presentation, but still do not
exceed 10 minutes.
Students did not plan time
well. There are significant
shortages or overages in
parts of the presentation.
Presentation
Skills
Students presenting
appear comfortable and
use an academic tone.
Students presenting appear
mostly at ease and seem
somewhat committed to
their presentation.
Students presenting do
not seem comfortable or
do not seem at all
committed to their
presentation.
Work Days
Participation
All students participating Students participating in
in work for the project on work for the project on work
all work days, at all
days, most of the time.
times.
Some students were not
participating significantly
in work for the project on
all work days.