Emma Kriss Professor Rickey Moroney

EDU 5230 April 23, 2018

Grade 8 Charles Darwin and the Theory of Evolution Adolescent Biology

INSTRUCTIONAL OBJECTIVES

After exploring a teacher-generated electronic textbook chapter and watching a Nat Geo Wild
video about the arctic fox, students will research one species online and create an online poster
about that species. Students will then write 2 paragraphs about their species of choice, focusing
on the evolutionary adaptations represented on their posters and how they relate to Darwin and
the theory of evolution, attaining a minimum score of 65 out of 100 on a teacher generated
rubric.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Next Generation Science Standards:

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.

Indicator:​ This will be evident when students create an online poster about the
adaptations of a certain species and write 2 paragraphs about how these adaptations
allowed for said species to thrive and reproduce in their respective environments.

ISTE Standards:
2c.​ demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.

Indicator:​ This will be evident when students research a species online and include
citations on their online posters that appropriately correlate to the sources that they used
to acquire information about their species of choice.

Common Core English Language Arts Standards:

CCSS.ELA-LITERACY.WHST.6-8.1.B. ​Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an understanding of the topic or text, using credible
sources.
 Indicator:​ This will be evident when students research the evolutionary adaptations of a
species to help them when creating an online poster about their species of choice and
while writing about how the adaptations apply to the theory of evolution.

INSTRUCTIONAL RESOURCES

YouTube video (​https://www.youtube.com/watch?v=mSflRbBMu_M​)

teacher-constructed rubric
teacher-generated example of a poster
poster instruction sheet
individual student tablets

MOTIVATION

● Thought provoking discussion about evolution and adaptations prompted by questions by

the teacher including:
○ Can anybody tell me why we as humans have a large amount of hair on top of our
heads while the rest of our bodies are less densely covered in hair?
○ What is the biological reason for different skin colors?
○ Why do male peacocks have such large and beautiful tails?
○ Have you ever wondered why sharks have white underbellies but are blue/grey on
the top?

DEVELOPMENTAL PROCEDURES

1. Students will participate in a class discussion about adaptations prompted by questions

from the teacher.
2. The teacher will provide a brief overview of Charles Darwin and the theory of evolution.
3. Students will be given a website link that will provide them with access to a
teacher-generated textbook chapter about Charles Darwin and the theory of evolution.
4. Students will participate in a jigsaw activity where they will explore specific sections of
the electronic textbook, noting the key concepts and helpful learning tools included in
their sections and making sure to focus on the key questions if present. (​What is
Evolution? What did Darwin observe about finches that contributed to his theory of
evolution? Why are Darwin’s theories of natural selection and survival of the fittest and
widely accepted in the scientific community while Lamarck’s theory of inheritance is
not?)​
 5. Student’s will select one classmate from their group to write down what they deem the
five most important aspects of the electronic textbook which will be handed into the
teacher for proof of class participation.
6. Students will participate in a classroom discussion about what they learned during the
jigsaw activity.
7. To close, students will be shown a short National Geographic video about the arctic fox
and it’s advantageous adaptations.

INSTRUCTIONAL STRATEGIES

Direct Instruction:
Indicator:​ This will be evident when the teacher is teaching the students about Charles
Darwin and the theory of evolution.

Cooperative Learning:
Indicator: ​This will be evident when students work in groups to explore different
aspects and content of the electronic textbook chapter.

Discussion:
Indicator: ​This will be evident when students discuss adaptations in the
beginning of class, and when they are communicating about the content of the online textbook
chapter including Charles Darwin, the theory of evolution, natural selection, survival of the
fittest, and Lamarcksim.

ADAPTATIONS

● The student who is an English learner will be provided with a peer buddy.
● The student who is an English learner will be provided with a bilingual glossary or
word-to-word translating device.
● The student who is an English learner will be provided with content specific vocabulary
words prior to the lesson (this is only applicable when there are one or two English
learning students in a particular class).
● The student who impulsively calls out during class discussions will be monitored through
a Behavior Intervention Plan (BIP).
● The student who struggles to focus and attend will be re-focused and re-directed through
the use of specific non-verbal cues.
● The student who struggles to work in small groups will be encouraged to choose a peer
buddy with whom to be placed into a group.
DIFFERENTIATION OF INSTRUCTION

Struggling Students:

● Students will be assigned a specific species to research rather than having the
responsibility of choosing their own. They will be given questions to guide them in
deciphering the evolutionary advantages of their assigned species.
● Students will be provided with specific website links to use while researching their given
species.

Average Students:

● Students will choose their own species to research, and they will create an online poster
to depict the advantageous adaptations of the species that contribute to the its existence
today.

Advanced Students:

● Students will choose and extinct species to research, rather than one that currently exists.
They will use this species for their project, including their initial evolutionary strengths
and then lack of adaptations that led to their demise as a species.

ASSESSMENT

● Students will research one species online and create an online poster about that species.
Students will then write 2 paragraphs about their species of choice, focusing on the
evolutionary adaptations represented on their posters and how they relate to Darwin and
the theory of evolution, attaining a minimum score of 65 out of 100 on a teacher
generated rubric.

INDEPENDENT PRACTICE

● Students will create a venn diagram focusing on Darwinism and Lamarcksism, making
sure to include at least 10 applicable facts that depict similarities and differences between
the theories. Teacher will check for accuracy.
FOLLOW-UP ACTIVITIES:

Direct Teacher Intervention:

● The teacher and student will, together, choose a species to research and note
advantageous adaptation, during which key terms will be reviewed as they apply to said
species during a specified extra help session.

Academic Enrichment:

● The student will research and create online posters that depict the evolution and
advantageous adaptations of five local species of their own choice, making sure to
include one species from each of the five most well known classes of vertebrates
(mammals, fish, birds, reptiles, and amphibians).
 Making A Poster and Write-up: Species Adaptation/Darwin and the Theory of Natural Selection

Teacher Name: E Kriss

Student Name: ________________________________________

CATEGORY 4 3 2 1

Content - Accuracy At least 5 accurate 4-5 accurate facts 3-4 accurate facts Less than 3 accurate
facts are displayed are displayed on the are displayed on the facts are displayed
on the poster. poster. poster. on the poster.

Graphics - Relevance All graphics All graphics All graphics Graphics (including
(including choice of (including choice of (including choice of choice of
background) are background) are background) relate background) do not
related to the topic related to the topic to the topic. relate to the topic
and make it easier to and most make it
understand. easier to understand.

Required Elements The poster includes All required All but 1 of the Several required
all required elements elements are required elements elements were
as well as additional included on the are included on the missing.
information. poster. poster.

Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in terms of acceptably attractive distractingly messy
attractive in terms of design, layout and though it may be a or very poorly
design, layout, and neatness. bit messy. designed. It is not
neatness. attractive.

Grammar There are no There are 1-3 There are 3-4 There are 5 or more
grammatical grammatical grammatical grammatical
mistakes on the mistake on the mistakes on the mistakes on the
poster or in the poster or in the poster or in the poster or in the
write-up. write-up. write-up. write-up.
Making A Poster and Write-up: Species Adaptation/Darwin and the Theory of Natural
Selection Instructions

Choose one species to research online. Using Canva, create an online poster that focuses on
adaptations that the species have that help it to thrive in its environment. After you have finished
your poster, write 1-2 paragraphs explaining how the information that you have included on your
poster relates to Darwinism. Be sure to include the following:
1. At least 5 adaptations about the species on your poster
2. At least 2 images that relate to your species
3. An appropriate poster background
4. The links to the credible sources used to acquire the information on your posters
(see example about the arctic fox)

***Pay attention to details, including grammar***

 REFERENCES

Animalarkadmin. (n.d.). Arctic Fox. Retrieved April 20, 2019, from

https://www.animalark.org/education/learn-about-animals/family-canidae/arctic-fox/

Arctic Fox. (2018, September 21). Retrieved April 20, 2019, from

https://www.nationalgeographic.com/animals/mammals/a/arctic-fox/

Arctic Fox Facts and Adaptations Vulpes lagopus / Alopex lagopus. (n.d.). Retrieved April 20, 2019,

from https://www.coolantarctica.com/Antarctica fact file/wildlife/Arctic_animals/arctic_fox.php

English Language Arts Standards. (n.d.). Retrieved from ​http://www.corestandards.org/ELA-Literacy/

ISTE Standards. (n.d.). Retrieved from ​https://www.iste.org/standards

Life Science & Biology. (n.d.). Retrieved April 20, 2019, from

https://www.exploringnature.org/db/view/Adaptations-of-the-Arctic-Fox

Next Generation Science Standards. (2019, April 09). Retrieved from ​https://www.nextgenscience.org/

WILD, N. G. (2016, December 09). Ice Cold Hunters | Animal Armory. Retrieved from

https://www.youtube.com/watch?v=mSflRbBMu_M