The Naturalist Voyage

History, Science/ Braiden Adams, Andrew Wood

Student Version:The Naturalist Voyage Activity Student

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Introduction/Overview of Experience
In this inquiry lesson students will learn about the scientific and historical importance of

Charles Darwin, Evolution, and the journey of the HMS Beagle. During this lesson students

will be asked to create their own voyage and document their observations and plans in a

daily journal. Students will be given information about the Job of a naturalist, Charles

Darwin, and the Voyage he embarked on. Students will then have to navigate the

globe(online) to plan their own voyage. Students will learn about various plants and

animals across the globe as well as how geography and climate differ from region to

region. This lesson will conclude with students submitting their daily journal and map

which will include 5 locations, their route, how they plan to get to each location, how they

will get from one place to another, how geography and climate impacts their plans, what

plants and animals they will be observing, why they chose each location, plant and animal,

and a list of items they will be braking with a brief explanation of why they chose each item.

Standards (include ELA and Content)

ELA:
● 9-10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well ‐chosen
details, and well‐structured event sequences.
● 9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

● 9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the usefulness of each source in answering the research question; integrate information into the

text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

History:
● HS.SP1.3 Evaluate the significance of past events as they relate to their own lives and the world.
● HS.SP3.1 Develop and frame questions about issues and events in the discipline and determine the types of sources
that will be helpful in answering these questions.
● HS.G1.1 Use geographic data to explain and analyze relationships between locations of place and regions. Key tools
and representations such as maps, remotely sensed and other images, tables, and graphs
● HS.G1.2 Use geospatial tools and related technologies to construct relevant geographic data to explain spatial
patterns and relationships. Key tools and representations such as Google Earth, story mapping, wayfaring apps, and
other geospatial technologies
● HS.G2.4 Evaluate the use and sustainability of natural resources.
● HS.SP2.3 Demonstrate historical empathy when examining individuals or groups in the past whose perspectives
might be very different from those held today

Life Science:

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 ● HS.L4U1.28 Gather, evaluate, and communicate multiple lines of empirical evidence to explain the mechanisms of

biological evolution.

● HS.L4U1.27 Obtain, evaluate, and communicate evidence that describes how changes in frequency of inherited

traits in a population can lead to biological diversity.

Learning Outcomes
History
● Students will be able to use geospatial tools to create and plan a voyage using a minimum 5 locations
● Students will be able to use geographic data to explain the relationships locations of place and regions in a
paragraph
● Students will be able to evaluate sustainability of natural resources using their geospatial tools and explain in a brief
paragraph.
● Students will be able to explain how past events have affected the world today by exploring geospatial tools and
explain in a paragraph the relation between past and present.
● Students will be able to explain the historical importance of past explorers and their impact in a one paragraph
explanation
● Students will be able to present findings and evidence in a concise and logical manner demonstrated by creating
and explaining their journey with a minimum of 5 locations.

Biology
● Students will be able to explain the importance of natural selection and how it relates to evolution by creating a list
of observations comparing species (five observations per species).
● Students will be able to create and use a hypothesis to predict specific outcomes regarding evolution and natural
selection.
● Students will design a scenario in which they will be studying natural selection by observing multiple animal species.
● Students will be able to explain how natural selection affects the world they live in by providing five real world
examples.
● Using the skills they learned, students will create a scientific based voyage focused on the study of wild animal
species and their evolution.
● Students will describe how animals can change over time and define the term “speciation”.
● Students will be able to summarize the text and or other digital modules in a complete 5-7 sentence paragraph.

Texts/Text Types (list, describe use, include images)

Day 1

Jamboard
https://jamboard.google.com/d/1PAwm0KUuqiT5MzhkO7rFRp8u6HyvssOAlNNAl8T88
mk/edit?usp=sharing

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Vocabulary Worksheet
https://docs.google.com/document/d/1T2poOXS4uPrrAD_qNFzxDvBcVnXx9xLLTX0T2
SAXc2A/edit?usp=sharing

Flipgrid
flipgrid

Map of life
Map of Life

Jamboard

Jamboard

Day 2

Activating Prior knowledge worksheet

https://docs.google.com/document/d/1XhS0CTP7ftXfbaYZ7b73TFyF5-
s7C3aJBUaL9LSHKwY/edit

Wakelet

https://wke.lt/w/s/gIcJAG

Species Organizer

https://docs.google.com/document/d/1Lxg7Vqa57bLttzuZLCzjkNxpvBduFrcQQeFxr_0w56Y/
edit

Day 3

Map Maker
Map Maker

Equipment List

List

Day 4

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Evolution Through Natural Selection Video
https://www.youtube.com/watch?v=s64Y8sVYfFY

Evolution Through Natural Selection Organizer

https://docs.google.com/document/d/1-
ElItTBbD425TTi0KIGnUjsQH54vmZEvEUYtTACdK8o/edit

Day 5
Voyage Planner and Map Instructions

https://docs.google.com/document/d/1DSE_TFvsO0M21vTeZ756WaKK9uVtQ7fjFmNc
UE1A03M/edit

Lesson One: Voyages and Naturalist

Inquiry Question: What are some possible purposes for voyaging?

Learning Outcomes:

● Students will be able to explain how past events have affected the world today by

exploring geospatial tools and explain in a paragraph the relation between past and

present.

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Hook

Students will open the jamboard and answer the questions on each slide. Students will add

a sticky note with their responses to each slide

Activity

Students will break up into groups of 4-5 and this will be their group for the entirety of this

assignment

Students will open the vocabulary list, create a copy for their group and assign each group

member 2-3 terms to research and define.

Students will write their definition and a brief summary of their findings in their group's

copy of the google doc.

Upon completion students will imagine a scenario in which they take on the role of a

naturalist. Students will be tasked with answering what some things you would be looking

for during a voyage? What some of the duties their role would entail as a naturalist?

Students will individually respond using flipgrid in a short video. Students must reference a

minimum of 3 vocab terms in their response.

Closing

Students will get together with their groups and explore the map of life website. Students

will look for 5 locations of interest that they would like to go to along their voyage.

Students will respond in the jamboard with their 5 locations they identified, 1 reason why

you chose each, what climates you may face, what geographical challenges you face, what

wildlife may you encounter, and what plant life you encounter throughout your journey.

Each group member will be responsible for 1 locations and a response to the prompt on

jamboard

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 Lesson Two: Charles Darwin and the
Voyage of the Beagle

Inquiry Question: What is a hypothesis? Why do scientists like Charles Darwin use a

hypothesis?

Learning Outcomes:

● Students will be able to explain the historical importance of past explorers and their

impact in a one paragraph explanation

● Students will be able to create and use a hypothesis to predict specific outcomes

regarding evolution and natural selection.

● Students will be able to summarize the text and or other digital modules in a

complete 5-7 sentence paragraph.

Hook

Students will go to the website provided. Students will use their laptop computers to

quickly research Charles Darwin. They will use a provided graphic organizer to help guide

them through the rest of the lesson.

Activity

For the main activity, students will be navigating through a provided wakelet with resources

available to them containing information on Charles Darwin, the Voyage of the Beagle, and

the science discoveries behind the voyage. Students will summarize two sources of their

choosing (one historical and one biological) in two 5-7 sentence paragraphs.

Closing

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Students are tasked with researching 5 different animal species of their choosing. They will

use the Species Organizer to help them with this process of research. They will also be

required to write one paragraph providing context on how geography plays a role in how

the animal or plant has evolved to live in the environment.

Lesson Three: Using geospatial tools

to analyze, evaluate, and create.

Inquiry Question: How has technology changed our ability to travel globally?

Learning Outcomes:

● Students will be able to use geospatial tools to create and plan a voyage using a

minimum 5 locations

● Students will be able to evaluate sustainability of natural resources using their

geospatial tools and explain in a brief paragraph.

Hook

Students will use Map Maker to begin creating their journey. The teacher will have Map

Maker readily available to show students how to plot each location and how to operate the

layers function.

Students will find and plot each location on the map and save the map as a pdf

Students will then use the layer functions to identify natural disasters, wildlife, climate, and

plants in each location. Each student is responsible for identifying each layer required for at

least 1 location. Students will then save this as a pdf

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Activity

After students complete their maps they will be given a list of resources to compile a list of

at least 8 items they would need on their voyage. Students may use additional resources

with permission of the teacher.

Students will write their list in their daily journal and write 1-2 sentences about why they

chose each item. Students need to consider the climate, wildlife, and geography of each

location.

Closing

Students will create a google doc and insert their 6 maps. Along with each location’s map,

students will include information about the animal and plant they will be observing(Day 2),

the climates they may face, how the geography and climate impacts the daily lives of locals,

and how they plan on getting from one location to the next(Day 3).

Lesson Four : Critically Evaluate and

Revise
Comparing Texts and Peers
Inquiry Question: Why is natural selection an important part of evolution?

Learning Outcomes:

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 ● Students will be able to explain the importance of natural selection and how it

relates to evolution by creating a list of observations comparing species (five

observations per species).

● Students will be able to explain how natural selection affects the world they live in

by providing five real world examples.

Hook: Students will watch a short video with an overview of natural selection and give a 5-6

sentence summary on the video.

Activity: Students will think back to day 2 where they chose different animal and plant

species. In their science notebooks they will write down the following questions. Why did

you choose these animals? What scientific knowledge can be gained from studying these

animals? How does natural selection play a role in the evolution of these animals? They will

then use a graphic organizer to help them describe the species. They will list any

observations they have noticed with the animal and any traits they may have found

regarding natural selection

Closing: Students will share their observations within their group. Once they have done

this, they will have time to finish any documents or assignments they need to complete for

their voyage.

Lesson Five : Setting Sail

Inquiry Question: What are some challenges naturalists face along their Voyages? What

challenges have you experienced?

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Learning Outcomes:

● Students will be able to present findings and evidence in a concise and logical

manner demonstrated by creating and explaining their journey with a minimum of 5

locations.

● Students will be able to use geographic data to explain the relationships locations of

place and regions in a paragraph

Hook

Students will come into class and collect the materials that will be needed for temp to

create their maps.

Students will collect, Large printed map, Yarn, 6 Thumbtacks, Printed maps, and reasonings

from day 3, School computer/notebook, Google doc with instructions

Activity

Once students have collected their materials they will be tasked with creating a layout of

their voyage. Students will follow the directions given in the google document. For each

location students will add the google document with their maps and findings from day 3

and 4 to each location.

Closing

Students will post their maps in the classroom for each group to see. After posting their

maps around the class students will be tasked with going to each group and answering

these questions. What did you like most about their map? One thing you learned from their

voyage, and one location you would like to go to from their journey and why.

Students will submit their reviews along with their maps once all groups have finished

reviewing(May carry over to day 6)

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