LESSON PLAN
1. Descriptive Data
Grade Level: 6th
Unit Title: Life Science Lesson Title: Identifying Adaptations and Intro to Natural Selection
Unit Concept: Students will observe, explore, analyze, and investigate the systems of living organisms. They will also become proficient in their knowledge of life cycles, natural selection, animal adaptations, reproduction and heredity.
Lesson Topic or Overview: Students will conduct a simulation of a predator-prey scenario. They will record their results and formulate a scientific explanation by making a claim, backing it up with evidence and reasoning.
2. Standards, Goals, and Objectives
Standards (list local, state, or national standards which will be met upon completion of this lesson):
SIXTH GRADE
LS.3.6.7
Describe the following structural adaptations for survival in the environment: Coloration, mimicry, odor glands, beaks, feet, wings, fur, ears, spines, teeth, thorns
LS.4.6.3
Conduct simulations demonstrating natural selection
LS.4.6.1
Identify environmental conditions that can affect the survival of individual organisms and entire species
NS.1.6.4
Construct and interpret scientific data using
• data tables/charts
• bar and double bar graphs
• line graphs
• stem and leaf plots
• line graphs
Lesson Goal(s): Students will be able to identify particular genetic traits and adaptations which allow animals to survive in a particular environment. They will also be able to articulate their findings through a scientific explanation making a claim and backing it up with evidence and reasoning.
Lesson Objective(s): Students will be able to identify particular genetic traits and adaptations which allow animals to survive in a particular environment
3. Connections
Curriculum (identify which interdisciplinary subject areas relate to this lesson): Science, Language Arts,
How does this lesson relate to previous learning and future learning of students?: Students will be expected to know that each animal has characteristics which distinguish it from other animal species and other animals of the same species. We will take this knowledge further and explain why certain animals thrive in an environment, while similar animals do not.
4. Procedure
1. Divide students into groups of 3 or 4. Give each group a colored game board and three bags filled with different colored dots. (One and only one color must match the color of the game board. Students should also have graph paper, pencils and markers or colored pencils.
2. The students will spread 20 dots of each color on the game board.
3. Students will each have roles to play, 2 predators, 1 time keeper and 1 recorder
4. Once everyone is ready, the predators have 20 seconds to pick up as many dots as possible. Have the recorder graph the number of dots remaining of each color.
5. Then, simulate reproduction by doubling the number of dots remaining on the game board. Graph the totals
6. Repeat steps 4 & 5 at least two more times.
7. Once students complete their data table, have them formulate a claim of what happened with at least two pieces of supporting evidence and reasoning
8. Students share their findings and create a class-wide argument for what was observed and why it happened.
9. Discuss adaptations with the students. What was special about the dots that thrived on the game board? What adaptation did that “animal” have? Which, if any, colors of dots survived better than others in the second and third generation? What might be the reason that predators did not select these colors as much as they did other colors? What effect did capturing a particular colored dot have on the numbers of that color in the following generation?
10. Show students pictures of various animals and ask them to explore what special adaptations those animals have in order to survive. List the class’ responses.
11. Have students redesign the above experiment using different adaptations of either the dots or of the predators. Have the students formulate a hypothesis as to which “animals” will survive.
12. Repeat steps 4 & 5 three times
13. Repeat steps 7 & 8
Grouping for the lesson: ___ whole group __x_ small group ____ individual
(_5__ minutes) Set (List specific statements or activities you will use to focus students on the lesson for the day.):
(_10_ minutes) Making the Content Comprehensible (C2 ):
(__10_ minutes) Independent Activity (IA):
(__5_ minutes) Closure:
5. Lesson extension:
Apply to Everyday Life: Antibiotics—
People take antibiotics when they are sick. Antibiotics kill bacteria. But sometimes some bacteria become immune to the antibodies and survive and pass on their genes. Next time you get a cold and the medicine you take does not work, it is because the bacteria are resistant to the drug.
Evolution of Sickle Cell Anemia Video: youtube.com/watch?v=lfN7rOwDyMQ. It highlights sickle cell anemia and malaria as one example of pre-adaptation and evolution.
6. Modifications for special needs and gifted:
Special Needs: Limit the activity to just the given experiment. They could also just test two sets of colored dots instead of three.
Gifted: Have gifted students write a one-two paragraph essay on, “What does the theory of natural selection mean to you?” They will be expected to provide an example of natural selection, a definition of the concept of natural selection and comment why it is important to understand this concept for the benefit of understanding other ideas in science/biology.
Gifted: Students could write a “Brag/Whine” essay from the point of view of an animal that thrives (Brag) in an environment or wants to live in an environment but can’t (Whine) because of the adaptations needed to survive there.
7. Materials and Equipment needed:
EACH GROUP has…1 colored game board, 60 dots of paper in 3 different colors and extra dots, colored pencils of similar colors to the dots used, Hand-out with a data table, graph paper.
8. Assessment of Student Learning:
Formative assessment: Students are expected to identify adaptations of animals and explain why they are important to the survival of the species. The students will be asked to formulate a definition of natural selection. Students will be able to explain why certain animals live in certain habitats and ecosystems.
