0,123,(*'#4()'0 UNIT 3 Adapt or Die?...Stanford NGSS Integrated Curriculum 8th Grade Science Unit 3: Adapt or Die? Culminating Project Student Version Stanford NGSS Integrated Curriculum

UNIT 3

Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World

Stanford Center for Assessment, Learning & Equity

Adapt or Die?

How do species change over time andshould we intervene?

StanfordNGSSIntegratedCurriculum

8thGradeScienceUnit3:AdaptorDie?

CulminatingProject

StudentVersion StanfordNGSSIntegratedCurriculum2018

1

UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ChallengeThePepperedMothisnottheonlyspeciesthathasexperiencedchange.Manyotherspeciesarealsobeingaffectedbychangesintheirenvironmentasaresultofhumanactivity.Aswewatchmoreandmorespeciesstrugglewiththechangingenvironmentalconditions,thequestionbecomes:Shouldweinterveneorallownaturetotakeitscourse?

A“ThinkTank”isabodyofexpertsthatprovidesadviceandideasonquestionslikethese,butfirsttheymusthavetheopportunitytodiscuss,argue,andproblem-solvethespecificissue.Asagroup,youwillpreparefora“ThinkTank”discussioncenteredaroundthequestion:Shouldweinterveneonthebehalfofspeciesthatareaffectedbyenvironmentalchangeorallownaturetotakeitscourse?

Toprepareforthisdiscussion,yourgroupwill:

o Pickonespeciesaffectedbychangingenvironmentalconditionscausedbyhumanactivity.o Useyourownresearchandthescientificconceptsyoulearnthroughouttheunittodecide

whetherhumansshouldintervenetosavethisspeciesornot.o Developanargumenttosupportyourposition.

Asindividuals,youwillthenwriteaPost-DiscussionReport,detailingthescientificbackgroundonyourownspeciesaswellasyourownargument,usingthediscussionasadditionalevidenceandreasoning.ImagesSource:https://www.usnews.com/news/energy/slideshows/10-animals-threatened-by-global-warming?slide=2



CulminatingProject


2

GroupProjectCriteriaforSuccessTopreparefortheThinkTankDiscussion,discussthepromptsbelowanddraftnotesontoindexcards.Eachmemberofyourgroupshouldberesponsibleforsomeoftheindexcardstoshareinthediscussion.Yourcontributiontothediscussionshouldinclude:

� Backgroundonyourspecieso Whatenvironmentalchangeisaffectingyourspecies?o Whataretheeffectsonyourspecies?o Whatdoscientistspredictwillhappentoyourspeciesincomingyears?

o Explainusingthescientificideasofnaturalselectionandadaptation.

� Researchrelevanttoyourargumento HasthishappenedbeforeinthehistoryoflifeonEarthandifso,whatweretheresults?o Arethereanyexamplesofspecieswhohavebeenabletoadapttosuchenvironmental

changes?How?

� Argument:Shouldhumansinterveneorallownaturetotakeitscourse?o Whyshouldhumansallownaturetotakeitscourseorwhynot?o Whyshouldhumansinterveneorwhynot?

o Whatwayscouldhumansintervene?

� YourparticipationintheThinkTankDiscussionshouldbe:o Relevant,specific,andwell-researchedo Explainedwithscientificreasoningo Connectedtoothers’ideas



CulminatingProject


3

IndividualProjectCriteriaforSuccessYourPost-DiscussionReportshould:

� Giveabackgroundonyourspecies.o Identifythespecies.o Describespecifictraitsthatareimportantforitssurvival.

� Drawapretendfossilrecordusingaccuratescientificconceptstodemonstratehowyourspecies

mayhavechangedovertime.o Showhowyourspeciesmayhavechangedoverthelast50yearsduetoenvironmental

change.o Predictandshowhowyourspeciesmightbeshowninfuturelayersdueto

environmentalchange.o Usefossilrecorddatafrompastincidentsofclimatechangetoexplainwhether

youthinkfuturechangestoyourspecieswouldbesuddenorgradual.o Providecaptionsthatdescribeyourpretendfossilrecordandexplainhowthefossil

recordshowsrelativedatingofthehistoryofyourspecies.

� Applytheideaofnaturalselectiontoexplaintherelationshipbetweenanenvironmentalchangeandthetrait(s)ofyourspecies.

o Howdoesthecause-and-effectrelationshipofnaturalselectionhelpyoupredictwhatyourspecieswilllikelylooklikeinthefuture?

o Compareyourspeciestothe“Insect”simulationandusetheresultsofthesimulationasevidenceforwhyyouthinkyourspecieswillbeaffectedthisway.

� Explainthemultipletechnologiesthathumanscanusetoaffecttraitsinorganisms.UseevidencefromTask4todescribetheprocessesandgiveexamples.

o Decidewhethergeneticengineeringorselectivebreedingwouldbethemostappropriatewaytointervene.

o Drawamodeltoshowhowascientistcouldcreateapretendstructuralchangetothegenesofyourorganism.Explainhowthechangeingeneswouldaffectthestructureandfunctionofyourorganism.

� Constructyourargumenttothequestion:Shouldhumansinterveneonthebehalfofthreatenedorendangeredspeciesorallownaturetotakeitscourse?Include:

o Yourclaim.o EvidenceandscientificreasoningfromyourresearchandtheThinkTankDiscussion.o Adescriptionofwhattheothersidemightsayandacounter-argumenttorespondto

theotherside.



CulminatingProject

StudentVersion StanfordNGSSIntegratedCurriculum2018 4

Post-DiscussionReportPeerReviewFeedback

CompleteafteryouhaveafullfirstdraftofyourPost-DiscussionReport.

Post-DiscussionReportOwner’sName

Post-DiscussionReportReviewer’sName

ReviewthefollowingsectionsofthePost-DiscussionReport:

� Giveabackgroundonyourspecies.o Identifythespecies.o Describespecifictraitsthatareimportantforitssurvival.

Ø PositiveComment:

Ø ConstructiveComment:

� Drawapretendfossilrecordusingaccuratescientificconceptstodemonstratehowyourspeciesmayhavechangedovertime.

o Showhowyourspeciesmayhavechangedoverthelast50yearsduetoenvironmentalchange.o Predictandshowhowyourspeciesmightbeshowninfuturelayersduetoenvironmental

change.o Usefossilrecorddatafrompastincidentsofclimatechangetoexplainwhetheryouthink

futurechangestoyourspecieswouldbesuddenorgradual.o Providecaptionsthatdescribeyourpretendfossilrecordandexplainhowthefossilrecordshows

relativedatingofthehistoryofyourspecies.

Ø PositiveComment:




CulminatingProject


� Applytheideaofnaturalselectiontoexplaintherelationshipbetweenenvironmentalchangeandthetrait(s)ofyourspecies.

o Howdoesthecause-and-effectrelationshipofnaturalselectionhelpyoupredictwhatyourspecieswilllikelylooklikeinthefuture?

o Compareyourspeciestothe“Insect”simulationandusetheresultsofthesimulationasevidenceforwhyyouthinkyourspecieswillbeaffectedthisway

Ø PositiveComment:


� Explainthemultipletechnologiesthathumanscanusetoaffecttraitsinorganisms.UseevidencefromTask4todescribetheprocessesandgiveexamples.

o Decidewhethergeneticengineeringorselectivebreedingwouldbethemostappropriatewaytointervene.

o Drawamodeltoshowhowascientistcouldcreateastructuralchangetothegenesofyourorganism.Explainhowthechangeingeneswouldaffectthestructureandfunctionoftheorganism.

Ø PositiveComment:


� Constructyourargumenttothequestion:Shouldhumansinterveneonthebehalfofthreatenedorendangeredspeciesorallownaturetotakeitscourse?Include:

o Yourclaim.o EvidenceandscientificreasoningfromyourresearchandtheThinkTankDiscussion.o Adescriptionofwhattheothersidemightsayandacounter-argumenttorespondtotheother

side.

Ø PositiveComment:




3-DimensionalIndividualProjectRubric


Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:Post-DiscussionReportfromaThinkTankDiscussion.Eachrubricisalignedtoone

sectionoftheIndividualProjectCriteriaforSuccess,locatedonyourCulminatingProjectStudentInstructions.Usetheserubricstoseeifyouaredoingyourbest

workonyourindividualprojectandwhereyoumayneedhelpormoreinformation.

Rubric1:Studentcreatesapretendfossilrecordforthepastandfuture,whichusesideasofrelativedatingtoshowasuddenorgradualchangeoftheirspeciesduetoanenvironmentalchange.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentcreatesapretendfossilrecord

forthepastandfuture,whichuses

inaccurateideasofrelativedatingand/ordoesnotshowasuddenorgradualchangeoftheirspeciesduetoan

environmentalchange.

Studentcreatesapretendfossil

recordforthepastandfuture,which

usesinaccurateideasofrelativedatingtopartiallyshowasuddenorgradualchangeoftheirspeciesdueto

anenvironmentalchange.

Studentcreatesapretendfossilrecordfor

thepastandfuture,whichusesaccurateideasofrelativedatingtopartiallyshowasuddenorgradualchangeoftheirspecies

duetoanenvironmentalchange.

Studentcreatesapretendfossilrecord

forthepastandfuture,whichuses

accurateideasofrelativedatingtocompletelyshowasuddenorgradualchangeoftheirspeciesduetoan

environmentalchange.

Rubric2:Studentexplainsthecause-and-effectrelationshipbetweenanenvironmentalchangeandtheirspecies’population,applyingtheideaofnatural

selectionandincorporatingprobabilitystatementsfromthe“insect”simulation.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainsthecause-and-effectrelationshipbetweenan

environmentalchangeandtheirspecies’

population,applyingnoideasofnaturalselectionandincorporatingnorelevantprobabilitystatementsfromthe“insect”

simulation.

Studentincompletelyexplainsthecause-and-effectrelationshipbetweenan


population,applyingapartialideaofnaturalselectionbutincorporatingnorelevantprobabilitystatementsfromthe

“insect”simulation.

Studentgenerallyexplainsthecause-and-effectrelationshipbetweenan


population,applyingapartialideaofnaturalselectionandincorporating

relevantprobabilitystatementsfromthe


Studentaccuratelyexplainsthecause-and-effectrelationshipbetweenan


population,applyingthecompleteideaofnaturalselectionandincorporating

relevantprobabilitystatementsfromthe






Rubric3:Studentconstructsanexplanationofmultipletechnologiesthathumansusetoaffecttraitsinorganisms,usingevidencefromapasttasktosupport

theirexplanation.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentconstructsaninaccurateorirrelevantexplanationofmultiple

technologiesthathumansusetoaffect

traitsinorganisms.

Studentconstructsanaccurateexplanationofmultipletechnologiesthat

humansusetoaffecttraitsinorganisms,

usingnoevidencefromapasttaskto

supporttheirexplanation.

OR

Studentconstructsapartialexplanationofmultipletechnologiesthathumansuse

toaffecttraitsinorganisms,usingpartialevidencefromapasttasktosupport

theirexplanation.



usingpartialevidencefromapasttaskto

supporttheirexplanation.



usingcompleteevidencefromapasttask

tosupporttheirexplanation.

Rubric4:Studentdrawsamodelthatshowshowapretendhuman-createdmutationcouldleadtoafavorablechangeintrait,describinganddepictinga

structuralchangetogenesthataffectsthestructureandfunctionoftheirorganism.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdrawsaninaccuratemodelthat

showshowapretendhuman-created

mutationcouldleadtoafavorable

changeintrait.

Studentdrawsanaccuratebutpartialmodelthatshowshowapretendhuman-

createdmutationcouldleadtoa

favorablechangeintrait,AND/ORdoesnotexplicitlydescribeanddepictastructuralchangetogenesthataffects

thestructureandfunctionoftheir

organism.

Studentdrawsanaccurateandcompletemodelthatshowshowapretendhuman-


favorablechangeintrait,partiallydescribinganddepictingastructural

changetogenesthataffectsthe

structureandfunctionoftheirorganism.

Studentdrawsanaccurateandcompletemodelthatshowshowapretendhuman-


favorablechangeintrait,completelydescribinganddepictingastructural

changetogenesthataffectsthe

structureandfunctionoftheirorganism.





Rubric5:Studentconstructsanargumentforwhetherornothumansshouldinterveneonthebehalfofthreatenedorendangeredspecies,andusesevidence

andscientificreasoningtosupporttheirargument.

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentconstructsanargumentfor

whetherornothumansshouldintervene

onthebehalfofthreatenedor

endangeredspeciesandusesnoevidenceorscientificreasoningtosupporttheirargument.

Studentconstructsanargumentfor



endangeredspecies,butusesinsufficientevidenceandscientificreasoningtosupporttheirargument.




endangeredspecies,andusesmultiplesourcesofevidenceandaccuratebutpartialscientificreasoningtosupporttheirargument.




endangeredspecies,andusesmultiplesourcesofevidenceandaccurateandcompletescientificreasoningtosupporttheirargument.

StanfordNGSSIntegratedCurriculum8thGradeScienceUnit3:AdaptorDie?

ProjectOrganizer


UnitEssentialQuestion:Howdospecieschangeovertimeandshouldweintervene?

ForyourprojectyouwillarguewhetherhumansshouldinterveneonthebehalfofthreatenedspeciesORlet

naturetakeitscourse.Usethefollowingtabletoorganizewhatyoulearnthroughoutthetasks,sothatyoumay

useitforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.

Lift-OffTask:

TheCaseof

thePeppered

Moths

Selectandresearchaspeciesthatisbeingnegativelyaffectedbyachangeintheirenvironment

thatiscausedbyhumans.

q Describethechangeintheenvironmentanditseffectonthisspecies.

Task1:

TheFossil

Recordand

GeologicTime

Scale

Thinkaboutthespeciesyourgroupchose.

r Drawapretendfossilrecordshowinghowthespecieshaschangedovertime.q Howmightthefossilrecordinthelast50yearsshowthespecieschangingovertime?

q Givenhowourplanetischanging,predictwhatfuturelayersmightlooklike?


ProjectOrganizer


Task2:

Evidenceof

ChangeOver

Time

LookbackatthefossilrecordthatyoucreatedafterTask1.Drawinapretendcommon

ancestoratthebeginningofyourfossilrecordandapretendmodernspeciesalsorelatedto

thiscommonancestor.

r Whatsimilaranatomyorembryologicaldevelopmentmightyourspecieshavewiththis

relatedspecies?

Task3:

Natural

Selection

Howwouldchangesintheenvironmentthatarecausedbyhumansaffectyourspecies?

r Explainwithinthecontextofnaturalselection.Youmaychoosetoexplainusinga

paragraphoraflowchartwithpictures.

r Compareyourspeciestothe“insect”simulation.Isthesituationforyourspecies

moresimilartotheblack“insects”,thewhite“insects”,orthenewspaper

“insects”?Explainhow.


ProjectOrganizer


Task4:Human

Intervention

Thinkabouthowyourspeciesisbeingaffectedbyanenvironmentalchangecausedby

humans.

r Whatchangeintraitmighthelpthespeciessurvivethisenvironmentalchange?

r Modeltheprocessofchangingthistrait,usingwhatyouhavelearnedinthistask.


Lift-OffTask:TheCaseofthePepperedMoths


UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?

http://www.icr.org/i/wide/peppered_moth_wide.jpg

Lookatthepictureabove:Duringthe1800sinEngland,thepopulationofPepperedMothschangedfrommostly“peppered”tomostlyblack.

PartA:IfyouwantedtounderstandmoreabouthowandwhythishappenedtothePepperedMoth,whatquestionswouldyouask?Individuallyrecordanyquestionsthatyouwouldneedtoasktogetabetterunderstandingofhowandwhythishappened.




PartB:Asagroup,� Discusswhatquestionseachmemberwroteonhisorherlist.� Onalargepieceofposterpaper:

o Writethephrase“TheChangingPepperedMoth”inthemiddleofyourposteranddrawacirclearoundit.

o Aroundthecircle,recordthequestionsthatweresimilaracrossyourgroupmembers.o Drawlinestolinktogetherquestionsthatrelatetoeachother.o Draftpossibleanswerstothequestions,usingyourpriorknowledge.Connectthesetothe

questionsonyourposter.� Postyourgroupposteronthewall.� Walkaroundandlookateachgroups’ideas.

PartC:Asawholeclass,

� Constructaclassconceptmapwiththephenomenoninthemiddle:“TheChangingPepperedMoth”.o Decidewhichkeyquestionsyouwanttohaveontheconceptmap.o Drawlineswitharrowsbetweentwokeyquestionstoshowthatthereisarelationship.o Makeasmanyconnectionsasyoucanbetweenthequestionsontheconceptmap.

� It’simportantforeveryonetosharetheirideasandit’sokayifyoudon’tagree.� Youwillreviseandaddnewquestionsandinformationtothisconceptmapasyoulearnmoreabouthow

thePepperedMothwentfrom“peppered”to“black”.


ConnectingtotheCulminatingProject

ForyourprojectyouwillarguewhetherhumansshouldinterveneonthebehalfofthreatenedspeciesoforganismsORletnaturetakeitscourse.

ThisshouldbecompletedindividuallyinyourProjectOrganizer.

• Selectandresearchaspeciesthatisbeingnegativelyaffectedbyachangeintheirenvironmentthatiscausedbyhumans.

• Describethechangeintheenvironmentanditseffectonthisspecies.





Reflection

IndividuallyreflectontheLift-OffTask,usingthequestionsprovided:

1. Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutwhathappenedtothePepperedMoth.Lookbackatyourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitiallywritedown.Howaretheirquestionsdifferentfromtheonesyouoriginallyasked?

2. Inthisunit,wewillbefocusingonfivecrosscuttingconcepts:• Patterns:Patternscanbeusedtoidentifycause-and-effectrelationships;• CauseandEffect:Phenomenamayhavemorethanonecause,andsomecauseandeffect

relationshipsinsystemscanonlybedescribedusingprobability;• Scale,Proportion,andQuantity:Time,space,andenergyphenomenacanbeobservedatvarious

scalesusingmodelstostudysystemsthataretoolargeortoosmall;• StructureandFunction:Modelscanbeusedtodescribehowfunctiondependsonthestructure.• StabilityandChange:Stabilitymightbeinterruptedbysuddeneventsorgradualchangesthat

accumulateovertime.Lookingatyourclassconceptmap,giveoneexampleofhowoneofthesecrosscuttingconceptscameupintoday’stask.

3. Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelsedoyouneedtoknow?Whatadditionalquestionsdoyouhave?


Task1:TheFossilRecordandGeologicTimeScale



EngageIntheLift-OffTask,wesawanexampleofapopulationoforganismsthatchangedovertime.Thiswasauniqueexamplebecausethechangeinpopulationhappenedveryquickly.Mostchangesinspeciestakeplaceslowly,

overthousandsorhundredsofthousandsofyears.Howcanwevisualizesuchalargeamountoftime?

Scale,Proportion,andQuantity:Onewaytothinkaboutsuchalargeamountoftimeistocreateatimelinebrokenupbyimportantevents.Let’strythisoutwithsomethingshorterandmorefamiliar:yourlifefrombirthtotoday.

Answerthequestionsbelowinpairs.1. Thinkaboutthethingsyouputonyourtimeline.Explainwhyyouputthemwhereyoudid.

Imaginethelinerepresentsyourlifethusfar.Individually,thinkofsomeimportanteventsormomentsinyourlife,startingwithyourbirthto

today.Select10ofthosesignificantevents.

Placethoseeventsonthetimeline.Makemarksandlabelsonthetimeline.

Birth

Today




2. Approximatelyhowlong(incm)isoneyearofyourlife.

3. StabilityandChange:Yourtimelineisnowbrokenupintoperiodsoftime.o Aretheretimesinyourtimelinewhenthingsdidnotchangemuch?Describe.

o Arethereanysignificanteventsthatledtobigchangesinyourlife?Describe.

UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ExploreScientistsorganizethelonghistoryoflifeonEarthusingasimilarmethodtotheoneyou

usedtodescribeimportantmomentsinyourlifefrombirthtotoday.Thetimelinetheycreatediscalledthegeologictimescale.To

createit,scientistslookedatfossilsinrocklayers,alsoknownasthefossilrecord.Thishelpedthemunderstandwhatspecieswere

presentatacertaintime,thediversityofthespeciespresent,andwhentheywentextinctovera4600million-yearhistory.

mya = millions of years ago




AnalyzingandInterpretingData:Thegeologictimescalethatscientistshavedevelopedisshownabove.Ingroups,observetheRockSampleontheresourcecardprovided.Analyzethesimilaritiesanddifferencesbetween

thefossilsfoundatdifferentlayersoftheEarth.Usetheanalysisquestionstohelpyou.Thencompareitwiththegeologictimescale.

1.StabilityandChange:a. Whatexamplesarethereofspeciesremainingstableovertime?

b. Whatexamplesdoyouseeofsuddenchangesinthefossilrecord?

2. Patterns:Considerthechangesthatyounoticedinthefossilsandthelayersofthesoil.Whatdothesechangeshaveincommon?

a. Whatmighthavecausedthesechanges?Useevidencefromtherocksample.

3. Scale,Proportion,andQuantity:Comparetherocksampletothegeologictimescale.Whatsectionsof

thegeologictimescaledoyouthinkthisrocksamplebelongsin?Provideyourreasoning.




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ExplainScale,Proportion,andQuantity:Individually,explainhowthegeologictimescaleisamodelthathelpsusstudyEarth’s4600million-year-oldhistory,whichisotherwisetoolargetovisualize.Somequestionstoconsider:

• Whatdoesthegeologictimescaleshow?

• Whyisithelpful?

• Whatseemtobetherulesforhowthegeologictimescaleisbrokenupandorganized?

ConstructingExplanations:Useevidencefromtherocksampleandgeologictimescaleabovetohelpsupport

yourexplanation.

Claim

Evidence&Reasoning




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ElaborateIntheExplore,youanalyzedarocksampleshowingthatdifferentorganismslivedatdifferenttimesinEarth’shistory.YouwereabletousePatternsinthefossilrecordtopredictreasonswhyspeciessuddenlydisappearthroughoutEarth’shistory.

Lookatthegraphtotherightandnoticethe5massextinctions.ScientistshaveanalyzedthefossilrecordtoexaminethemassextinctionsthroughoutEarth’shistory

andtrytofigureoutthecausesbehindthemaswellastheeffects.

Learningaboutourpastcanhelpinformwhatwecanexpectfromourfuture!Individually,readandannotatethearticleprovidedbyyourteacher,MassExtinctionsTiedtoPastClimateChange.Readthearticletolearnmoreabouthowwecanuseknowledgefromthepasttoinformourunderstandingofcurrentenvironmentalchanges.Then

answerthequestionsbelowinyourgroup.

1. Patterns:Whatdoestheauthorclaimabouttherelationshipbetweenglobalwarmingandmass

extinctions?Doesonecausetheother?

2. Whatevidencedoestheauthorusetobackuphisclaim?

3. Howdoesthisarticleinformthewaywethinkaboutcurrentenvironmentalchanges?




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?Evaluate:ConnectingtotheCulminatingProjectForyourproject,youwillarguewhetherhumansshouldinterveneonthebehalfofspeciesthathavebeenaffectedbyanenvironmentalchangecausedbyhumansORletnaturetakeitscourse.

Thinkaboutthespeciesyourgroupchose.

• Drawapretendfossilrecordshowinghowthespecieshaschangedovertime.

• Howmightthefossilrecordinthelast50yearsshowthespecieschangingovertime?

• Givenhowourplanetischanging,predictwhatfuturelayersmightlooklike?



ReflectionIndividuallyreflectonTask1,usingthequestionsprovided:

1. Atthebeginningofthistask,youwereaskedtodrawatimelineofyourlifefrombirthtotoday.Look

backatyourtimeline:aftercollectingalltheevidencetoday,whatadditionalsimilaritiesdoyousee

betweenyourtimelineandthegeologictimescale?Whatdifferencesdoyouseeinthesetwotimescales?Useevidencefromthetwotimescalestojustifyyourresponsebelow.

2. Inthistask,wefocusedonthecrosscuttingconceptsof:

• Patterns:Graphs,charts,andimagescanbeusedtoidentifypatternsindata.

• Scale,Proportion,andQuantity:Time,space,andenergyphenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.

• StabilityandChange:Stabilitymightbedistributedeitherbysuddeneventsorgradualchangesthat

accumulateovertime.WheredidyouseeexamplesofPatterns;Scale,ProportionandQuantity;orStabilityandChangeinthistask?




3. Nowthatyouhavelearnedmoreabouthowweknowthatspecieshavechangedovertime,whatquestionsdoyoustillhave?


Task2:EvidenceofChangeOverTime


Dolphin

Shark


EngageInthelasttask,youlookedatonesourceofevidenceforhowspecieschangeovertime:thefossilrecord.

Scientistscanalsolookatspeciestodaytohelpthemunderstandevolutionaryhistory.Todayyouwilllookattwo

kindsofevidencethathelpscientiststoidentifywhichtwoorganismshaveacommonancestor.Thishelpsthem

tellthestoryofhowspecieshavechangedovertime.

Prawn WoodLice

https://listverse.com/wp-content/uploads/2015/06/Woodlouse.jpg

https://www.mnn.com/earth-matters/animals/blogs/8-uncanny-examples-convergent-evolution

1. Withapartner,takealookatthepicturesabove.Whichspeciesdoyouthinkaremoreclosely

related?Theprawnandwoodlice?Ordolphinsandsharks?

a. Why?




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ExploreAsyousawintheEngage,thingsarenotalwayswhattheyseemwhenitcomestoevolutionorthechangeof

livingspeciesovertime.Eventhoughorganismsmaylookalikeorseemsimilar,theymaynotactuallyberelated.

Tofigureoutwhichorganismsaremorecloselyrelated,scientistscanuseothersourcesofevidence—

embryologicaldevelopmentandanatomicalstructures.Themoresimilartheseare,themorelikelytheyevolved

overtimefromarecentcommonancestor.Thisallowsscientiststoreconstructevolutionaryhistory.

AnalyzingandInterpretingDataforPatterns:Ingroups,visitthestationssetupbyyourteacheraroundtheroom.Actasevolutionarybiologistsandcollectembryologicalandanatomicalevidenceondifferentspecies.Use

theguidingquestionsonthestationcardstohelpyouwithyouranalysis.Takenotesinthedatacollectiontable

below.Youwillusethesenotestodrawconclusionsinthenextsection.

Station# Embryological

orAnatomical

Evidence?

Usetheimagestoidentifypatternsin

thedata:Whatsimilaritiesand

differencesarethere?

Whatdoesthisinformationtellyou

abouthowspeciesarerelated?







UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ExplainConstructingExplanations:Individually,writeaparagraphtoanswerthefollowingquestion:Whatdosimilaritiesanddifferencesinanatomicalstructuresandembryologicaldevelopmenttellusaboutthe

relationshipsbetweenorganisms?

Useevidencefromthestationstohelpsupportyourexplanation.

Claim

Whatistheevidenceandhowdoesitsupportyourclaim?




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ElaborateBatsandbutterfliesarenotrelatedbyacommonancestor,butareboth

abletofly.Thinkaboutwhatyouhavelearnedintheunitsofar.Discuss

thefollowingquestionswithapartner:

1. Patterns:Howdoyouthinktheirembryologicaldevelopmentand

anatomicalstructurescompare?

2. Howcouldyouexplainthesimilarityinfunctioneventhoughtheyaren’tveryrelated?

UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?Evaluate:ConnectingtotheCulminatingProjectForyourproject,youwillarguewhetherhumansshouldinterveneonthebehalfofthreatenedorendangered

speciesorletnaturetakeitscourse.

r Whatsimilaranatomyorembryologicaldevelopmentmightyourspecieshavewiththisrelatedspecies?


LookbackatthefossilrecordthatyoucreatedafterTask1.

r Drawinapretendcommonancestoratthebeginningofyourfossilrecordandapretendmodernspecies

alsorelatedtothiscommonancestor.

https://www.mnn.com/earth-

matters/animals/blogs/8-uncanny-

examples-convergent-evolution





ReflectionIndividuallyreflectonTask2,usingthequestionsprovided:

1. Atthebeginningofthistask,youwereaskedtoguesswhichpairofspeciesismorecloselyrelated.Look

backatyourprediction:aftercollectingalltheevidencetoday,howwouldyouchangeyourpredictionor

addtoyourreasoning?Useevidencefromthetasktojustifyyourresponseandrecordbelow.

2. Inthistask,wefocusedonthecrosscuttingconceptof:

o Patterns:Graphs,charts,andimagescanbeusedtoidentifypatternsindata.WheredidyouseeexamplesofPatternsinthistask?

3. Nowthatyouhavelearnedmoreabouthowscientistscanidentifyhowspeciesmayberelated,whatquestionsdoyoustillhave?


Task3:NaturalSelection


UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?EngageSofarinthisunit,youhavelookedatevidencethroughoutEarth’slonghistorythatspeciesdochangeovertime.Whilelookingatevidencehasgivenusahintatwhyspecieschangeovertime,todaywewilllookmoreindepthatthecausesforthechangeswehaveobserved.

https://phet.colorado.edu/en/simulation/natural-selection

Discussandanswerthequestionsbelowwithyourpartner.

1. Takealookatthescenarioaboveanddescribewhatyousee.a. Whatistheenvironmentlike?

b. Whatvariationoftraitsdoyouobserveintherabbitpopulation?

c. Whatpredatordotherabbitshave?

2. Considertherabbits’coloringandthesizeoftheirpopulation.Makeaprediction:Whatdoyouthinkthepopulationofrabbitswilllooklikein100years?Explainwhy.




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ExploreYouwillnowconductanactivity(calledasimulation)thatshowsthisprocessinaction.Inthissimulation,smallpiecesofpaperrepresentonespeciesofinsectwiththreevariationsintrait(color).These“paperinsects”nowliveinthe“paperforest”providedbyyourteacher.CauseandEffect:Ingroups,followtheprocedurebelowtomodeltheeffectthatdifferenttraitscanhaveontheprobabilityofsurvivalandreproduction.Materials

o 90paperinsects(30white,30black,and30newspaper-colored)o Newspaperfor“paperforest”o Smallboxfor“insectgraveyard”/”insectnursery”

Procedure

1. Assign3peopleinyourgrouptobePredators.2. Assign1personinyourgrouptobetheCaretaker.TheCaretaker’sjobistorepopulatetheforestafter

eachround.3. Caretaker:Mixup10ofeachcolorinsectandplaceall30insectsontoyour“PaperForest.”4. Predators:“Eat”5insectseachbytakingthefirst5insectsthatcatchyoureye.Placetheseinsectsinto

the“insectgraveyard.”5. Caretaker:Doubletheamountofeachcolorinsectthatisleftinyour“PaperForest”(Usetheinsectsin

the“insectgraveyard”/”insectnursery”).Thisrepresentstheinsectsthatareleftinthe“PaperForest”afterreproducing.

a. Onceallhave“reproduced”,counttomakesuretherearealways30insectsintotalinyour“PaperForest”beforestartingthenextround.Mixthemupwithinthe“PaperForest.”

b. Enterthenumberofwhite,black,andnewspapercoloredinsectsintheDataTablebelowbeforebeginningthenextround.

6. RepeatSteps4,5,and6until10generationshavebeencompleted.

TotalNumberofInsectsattheBeginningofeachRoundInsectColor

Round1

Round2

Round3

Round4

Round5

Round6

Round7

Round8

Round9

Round10

White

10

Black

10

Newsp.

10




UsingMathematicsandComputationalThinking.Thevariationofinsectsatthebeginningofthesimulationisshowninthetablebelow.Recordhowmanywhite,black,andnewspaper-colored“insects”wereleftafteryourfinalround.Thenforeachcolor“insect,”calculatethepercentagetheyrepresentofthetotalpopulation.

InsectColor TotalNumberatBeginning

PercentageofTotalPopulationatBeginning

TotalNumberatEnd

PercentageofTotalPopulationatEnd

White 10 33.33%

Black 10 33.33%

Newspaper 10 33.33%

UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ExplainThephenomenonyoujustobservedisknownasnaturalselection.Naturalselectionistheprocessinwhichorganismswithtraitsbettersuitedtothatenvironmenttendtosurviveandreproduce,creatingmoreoffspringwiththosetraits.ConstructingExplanations:Individually,constructanexplanationthatdescribeshownaturalselectionmayleadtoincreasesanddecreasesofspecifictraitsinpopulationsovertime.Useevidencefromthesimulationabove,includingyourmathematicalcalculations,andyourownscientificreasoningtohelpsupportyourexplanation.Claim

Evidence&Reasoning




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ElaborateNowthatyouunderstandhownaturalselectionworks,returntotheoriginalscenariofromtheEngage:

https://phet.colorado.edu/en/simulation/natural-selection

CauseandEffect:Withyourgroup,drawaflowchartdepictingtheprobablechainofcausesandeffectsifclimatechangewarmstheregionshowninthisimage.Somequestionsyoumaywanttoconsiderare:

o Howmightclimatechangecausethisenvironmenttochange?o Howwouldthechangeinenvironmentaffectthepopulationofrabbitsovertime?Describeusingnatural

selection.UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?Evaluate:ConnectingtotheCulminatingProjectForyourproject,youwillarguewhetherhumansshouldinterveneonthebehalfofthreatenedorendangeredspeciesorletnaturetakeitscourse.Howwouldchangesintheenvironmentthatarecausedbyhumansaffectyourspecies?

r Explainwithinthecontextofnaturalselection.Youmaychoosetoexplainusingaparagraphoraflowchartwithpictures.

r Compareyourspeciestothe“insect”simulation.Isthesituationforyourspeciesmoresimilartotheblack“insects”,thewhite“insects”,orthenewspaper“insects”?Explainhow.




ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ReflectionIndividuallyreflectonTask3,usingthequestionsprovided:

1. Atthebeginningofthistask,youwereaskedtopredicthowapopulationofrabbitsmightchangeovertimeandexplainwhy.Lookbackatyourprediction:aftercollectingalltheevidencetoday,whatdetailcouldyouaddtoyourexplanation?

2. Inthistask,wefocusedonthecrosscuttingconceptof:• CauseandEffect:Phenomenamayhavemorethanonecause,andsomecauseandeffect

relationshipsinsystemscanonlybedescribedusingprobability;WheredidyouseeexamplesofCauseandEffectinthistask?

3. Nowthatyouhavelearnedmoreabouthownaturalselectionmayleadtoincreasesordecreasesofspecifictraits,whatquestionsdoyoustillhave?


Task4:HumanIntervention



Engage

Inprevioustasks,youhaveseenhowspeciesnaturallychangeovertime.However,thisisnottheonlyway

organismscanchangeovertime.Becauseofnewtechnology,humansnowareabletoinfluencethetraitsof

someorganisms.

https://hhsthehub.com/news/2016/12/12/gmo-vs-non-gmos/

1. CauseandEffect:Inpairs,takealookatthescenarioaboveandmakeaprediction.

a. Whatcouldhavenaturallycausedthesetwotomatoestobedifferent?

b. Howcouldhumanshaveintervenedtocausethesetwotomatoestobedifferent?


Explore

Obtaining,Evaluating,andCommunicatingInformation:Tolearnmoreabouttwowayshumanshaveinfluenced

certaincharacteristicsoforganisms,readthearticlebelowindividually.Asyouread,markupthearticleand:

• Underlineimportantorinterestingfacts

• Circleanykeywordsorphrasesthatyoudon’tknowwhattheymean

• Writeaquestionmarkaboveanypartofthereadingthatyouhaveaquestionaboutorwanttolearn

moreabout.




HowCanHumansInterveneinOrganisms’Traits?

Lookaroundyou:thegianttomatoesandseedlesswatermelonsatthesupermarket,thedogsatthepark,andyourneighbor'sprizerosebushareall

examplesofhowhumanshaveselectivelyenhanceddesirabletraitsinotherlivingthings.Thiscanbedonethroughtwodifferentways.Selectivebreedingisthetraditionalmethodforimprovingcropsandlivestock,bycarefullychoosingparentsforbreedingthatshowthedesiredcharacteristics.

Geneticengineeringisafasterway,whichusestechnologytotransplantgenesforadesiredcharacteristicintoanorganism.

Bothofthesetechniquesdependonthefactthatthereisvariationinthegenesoforganisms,andthesegenescan

sometimeschange.RememberthatgenesarelocatedinthechromosomesofcellsandaremadeupofDNA.Eachgene

providestheinstructionsforacertaintraitbyprovidingaspecificsequence(order)ofDNApieces.

Thinkofgenesliketherecipestomakeproteins(seeimagetotheleft).Eachrecipecreatesaspecificproteinwithacertainstructureandshape.Theshapeofaproteindetermineshowitfunctions.Thismeanseachproteinhasadifferentshapeand

alsoadifferentfunction.Thisiswhatleadstodifferenttraitsinorganisms!

Sometimeschangesinthegenescanoccur—thisiscalledamutation.Mutationsbringabout

changesinorganismsbychangingthesequenceofthepiecesofDNAthatmakeupthatgene.

(Lookattheimagetotheright…canyouspotthechange?)Whenthegenechanges,itislikechangingtherecipe.Thiscausesadifferentproteintobemade,oritmightblocktheproductionoftheproteincompletely.Thisiswhatchanges

thetraitinanorganism.Watchthevideoclipentitled“RNAiDiscovered”onyoutubetolearnmoreaboutthisprocess:

https://www.youtube.com/watch?v=H5udFjWDM3E(Stopat1:40).

Weoftenthinkofmutationsassomethingthatwedon’twant.Butmutationsoccurnaturallyandcanbeharmful,beneficial,orhavenoeffectatalltotheorganism.Itisthebeneficialmutationsthatareusedbyhumansinselectivebreedingandgeneticengineering.

ImageSources:http://agbiosafety.unl.edu/basic_genetics.shtml,http://reynoldsgen677s10.weebly.com/dna-sequence.html,

www.yourgenome.org




SelectiveBreedingForthousandsofyears,humanshavebeenchangingthegeneticmakeup

oforganismsthroughthepracticeofselectivebreeding.Oneexampleof

selectivebreedingmightbeawheatfarmerwhoseekstogrowalotof

disease-resistantwheat.Todoso,heorshebreedswheatplantsthat

havegenesfordiseaseresistancewithwheatplantsthathavegenesthat

makethemproducealot.Similarly,adairyfarmermightselectfroma

herdoflargerbullsandbreedthemwithcowsthathavethebestmilk

productioninordertocreatethebestdairycattle.Belowarethestepsin

selectivebreeding:

1. Decidewhichtraitsareimportant.

2. Chooseparentsthatshowthesetraits.

3. Selectthebestoffspringfromparentstobreedthenext

generation.

4. Repeattheprocesscontinuouslyuntilyouhaveapopulationof

organismswiththedesiredtraits.

GeneticEngineeringTheothertypeofgeneticenhancement—geneticengineering—goesa

stepbeyondselectivebreeding.Insteadofactingasaguidinghandina

naturalbreedingprocess,asselectivebreedingdoes,humansactually

intervenewiththegenesthemselves.Theydothisbyartificially

transferringadesiredgeneintoanotherorganism’ssetofgenes.Thisisa

fasterwayofproducingnewvarietiesoforganisms.

Howisthisdone?Genetransfertechnologyisasophisticatedversionof

acut-and-pasteoperation.Oncethedesiredgeneisidentifiedinan

organism’ssetofgenes,itcanbecutout,transferredtoanother

organism,andpastedintoitssetofgenes.Oncethenewgenehasbeen

introduced,itaffectstheproteinsproduced,andthusthetraitsofthat

organism(seeparagraphsonpreviouspage).Theorganismcanthenbe

bredtopassthegenefromgenerationtogeneration.

Oneexampleofthisisthecreationofatomatoplantthatisresistantto

thebeetlesthateattheplants.Scientistsfoundagenefromabacterium

(Bacillusthuringiensis),whichwouldmakethetomatoresistantto

beetles.Scientiststookthisgenefromthebacteriaandinserteditinto

thetomatoplant'ssetofgenes.Thisgeneholdstheinstructionsto

createaproteinthatispoisonoustocertaintypesofinsects,including

thebeetle.Whenthenewgeneinthetomatoplantcausesittocreate

thisprotein,anybeetlesthattrytoeattheplantwilldie.

Adaptedfrom“SelectiveBreedingandGM”,GCSEBitesizeand“GeneticallyModifiedFoods”,LearnGeneticsUtah




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ExplainDevelopingModels:Asagroup,drawamodeloftheprocessesofselectivebreedingandgeneticengineering.Inyourmodel,showhowstructural

changestogenesmayaffectproteinsandthusresultinchangestothestructureandfunctionofanorganism.Youmayusethespacebelowtoplan

yourmodelsbeforecreatingagroupposter.

SelectiveBreeding GeneticEngineering




UsingModels:Asagroup,useyourmodelstodrawconclusionsandmakecomparisons.

1. CompletetheVenndiagrambelow.Howaretheprocessessimilaranddifferent?• Whatstepsinthemodelsusesimilarscientificideas?• Whatstepsinthemodelsareuniquetoeachprocess?

SelectiveBreeding GeneticEngineering

2. StructureandFunction:Inbothprocesses,howdochangesinstructureleadtochangesinfunction?

a. Howcanyoushowthisbetterinyourmodels?Addtoyourmodelsasneeded.




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ElaborateNowthatyouunderstandhowhumaninterventioncanoccur,returntotheoriginalimagefromtheEngage:

https://hhsthehub.com/news/2016/12/12/gmo-vs-non-gmos/

CauseandEffect:Whichprocess(es)thatyouexploredinthistaskdoyouthinkisprobablyresponsibleforthelargertomato?Inpairs,pickoneofthewayshumansintervenewithorganismsanddrawaflowchartdescribingtheprocessthatmayhavecreatedthelargertomato.Youmayusewordsand/orpictures.




UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?Evaluate:ConnectingtotheCulminatingProjectForyourproject,youwillarguewhetherhumansshouldinterveneonthebehalfofthreatenedandendangeredspeciesorletnaturetakeitscourse.

ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?ReflectionIndividuallyreflectonTask4,usingthequestionsprovided:

1. Atthebeginningofthistask,youwereaskedtopredicthowhumansmighthaveintervenedtocreatethelargertomato.Lookbackatyourprediction:howdoesitdifferfromtheprocessyououtlinedintheElaborate?Whathaveyoulearnedoverthecourseofthistask?

2. Inthistask,wefocusedontwocrosscuttingconcepts:• CauseandEffect:Phenomenamayhavemorethanonecause,andsomecauseandeffect

relationshipsinsystemscanonlybedescribedusingprobability.• StructureandFunction:Modelscanbeusedtodescribehowfunctiondependsonthestructure.WheredidyouseeexamplesofCauseandEffectandStructureandFunctioninthistask?

Thinkabouthowyourspeciesisbeingaffectedbyanenvironmentalchangecausedbyhumans.r Whatchangeintraitmighthelpthespeciessurvivethisenvironmentalchange?r Modeltheprocessofchangingthistrait,usingwhatyouhavelearnedinthistask.




3. Nowthatyouhavelearnedmoreaboutthewaysinwhichhumanscaninfluencethetraitsofsomespecies,whatquestionsdoyoustillhave?

Documents

0,123,(*'#4()'0 UNIT 3 Adapt or Die?...Stanford NGSS Integrated Curriculum 8th Grade Science Unit 3: Adapt or Die? Culminating Project Student Version Stanford NGSS Integrated Curriculum