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ESSENTIAL QUESTION

How do we decide what to believe about a scientific claim, such as the theory of evolution?

Common Core Standards 2017-2018 Print Unit 4
Middle - Science - Grade 8 - Unit 4
Evolution
The purpose of this unit is provided students with opportunities to gather, synthesize, and analyze data in order to construct and support explanations about how life changes over time.
OVERVIEW Show All | Hide All | Top

Natural Selection, Artificial Selection, Cladograms, Phylogenetic Trees, and Evidence of Evolution (fossil record, anatomy, embryology, and DNA sequences)

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COMMON CORE STANDARDS Show All | Hide All | Top

08-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

08-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

08-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.

08-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evidence in the fully formed anatomy.

08-LS4-4. Construct an explanation based one evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.

08-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.

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STUDENT LEARNING TARGETS Show All | Hide All | Top

Learning Targets

1.) I can analyze data to support how natural selection may change a population.

2.) I can analyze traits to show how artificial selection may change a population.

3.) I can artificially select a new species that would be adapted for life in an ecosystem with limited resources.

4.) I can consider multiple perspectives related to artificial selection.

5.) I can compare and contrast natural and artificial selection.

6.) I can explain how homologous and analogous structures support common ancestry.

7.) I can analyze the fossil record to interpret changes in species over time.

8.) I can analyze pictures to describe similar patterns of embryonic development.

9.) I can use DNA to describe evidence of common ancestry.

10.) I can use a model to determine relatedness among species (cladogram).

 

Success Criteria

1.) So that I can synthesize information to explain the process of natural selection.

2.) So that I can synthesize information to explain the process of artificial selection.

3.) So that I can determine important consequences about the impact of overpopulation in ecosystems (argument).

4.) So that I can ask questions about how overpopulation impacts and ecosystem.

5.) So that I can determine important differences between natural or artificial selection.

6.) So that I can visualize how convergent and divergent occur.

7.) So that I can make inferences and visualize how and why organisms change over time.

8.) So that I can make inferences about the relatedness of species.

9.) So that I can make inferences about the relatedness of species.

10.) So that I can visualize shared traits among organisms.

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CRITICAL VOCABULARY Show All | Hide All | Top

1.) speciation

2.) adaptation

3.) selective pressures

4.) genetic drift

5.) embryology

6.) anatomy

7.) vestigial structures

8.) homologous structures

9.) analogous structures

10.) fossil record

11.) phylogenetic tree

12.) cladogram

13.) fitness

14.) natural selection

15.) evolution

16.) artificial selection

17.) gene therapy

18.) genetic modification

19.) divergent evolution

20.) convergent evolution

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LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics)
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LITERACY STRATEGIES Show All | Hide All | Top

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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.

WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

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