One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Grade 7
Introduction
Unit Framework Title: Evidence of Evolution
Unit Framework Annotation: The students will examine the evolution of living organisms through
inherited characteristics and natural selection. They will investigate the survival of organisms and
their successive generations as related to their inherited characteristics and adaptations. They will
utilize the fossil record found in sedimentary rock as an important tool in providing evidence of
evolution.
Approximate Duration for the Unit Framework: Three Weeks
Standards
Focus Content Standards
S7L5. Students will examine the evolution of living organisms through inherited characteristics
that promote survival of organisms and the survival of successive generations of their
offspring.
a. Explain that physical characteristics of organisms have changed over successive generations (e.g.
Darwin’s finches and peppered moths of Manchester).
b. Describe ways in which species on earth have evolved due to natural selection.
c. Trace evidence that the fossil record found in sedimentary rock provides evidence for the long
history of changing life forms.
Integrated Characteristics of Science Standards
S7CS1 Students will explore the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works.
S7CS2 Students will use standard safety practices for all classroom laboratory and field
investigations.
S7CS6 Students will communicate scientific ideas and activities clearly.
S7CS8 Students will investigate the characteristics of scientific knowledge and how that knowledge
is achieved.
S7CS10 Students will enhance reading in all curriculum areas.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 1 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Complementary Standards
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
S7L4. Students will examine the dependence of organisms on one another and their
environments.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and
entire species.
Understanding and Goals
Unit Understandings, Themes, and Concepts
• Physical characteristics of organisms change over time.
• Changes in species occur due to natural selection, reproduction and environmental
conditions.
• Fossils provide evidence of change.
Essential Questions
ƒ How do physical characteristics of organisms demonstrate/support the theory of evolution?
ƒ How does natural selection affect the evolution of species on earth?
ƒ How does the fossil record provide evidence of evolution?
Misconceptions: (What students think)
ƒ Evolution means “man from monkey.”
ƒ Evolution no longer occurs.
ƒ Evolution is “only a theory.”
ƒ Fossils are only found in sedimentary rocks.
ƒ Evolution is an origin of life/a belief system.
ƒ Evolution is something an organism does on purpose.
ƒ Individual organisms change to meet the needs of their environment.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 2 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Balanced Assessments
Informal
Observations
Dialogue and
Discussion
Teacher
observation
of student
discourse
Discussion
questions after
the following
activities:
Teacher
observation
of student
progress on
projects
Selected
Responses
Constructed
Responses
True-False Quiz Journal entries
to be given as
both a pre-and
Reflective essay from
post assessment fossil activity
How the experience in lab
-Fossil
Teacher
relates to an understanding
construction
prepared items
of fossil formation from
activity
on quizzes and
long ago.
-Candy corn
summative test
activity
to assess
Reflective essay
-Let’s go
specific unit
How would your life
Hunting activity content
change if you did not have
-Changes in
an opposable thumb?
Finches’ beaks
Reflective essay
Which beak is best and
why?
Self-Assessments
Self-assessment of
giraffe activity from
coin toss game
What did I learn to
that surprised me?
Student generated
rubrics from fossil
research project
Response in journal after
“Hidden Organism”
activity
Written essay: How has
your understanding of
evolution changed?
Unit Performance Task(s)
Unit Performance Task Title: Creature Creation
Description/Directions: Students will be applying what they have learned throughout the unit
by pretending to be archaeological illustrators. They will be creating illustrations that depict
the evolutionary progression of a specific organism from an aquatic environment to a
terrestrial species. See the Appendix A of this unit for details and description.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 3 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Rubric for Performance Task Not included; rubric should be designed by the teacher and based on
the elements of the standards being taught.
Student Work Sample with Teacher Commentary
(To be added as available)
Sequence of Instruction and Learning
Sequence of Instruction and Learning
Teacher Activities
Student Activities
Relate the multiplication table to a Punnett
Square.
Fossil Construction Activity
Research project timelines
Lead guided discussion on misconceptions
about evolution.
Candy corn activity
Play the coin toss game.
Create and present multimedia presentation
on fossils.
Demonstrate how sedimentary rocks form
layers by showing an analogy with the
newspaper layering by dates in the classroom.
Play “Let’s Go Hunting” with a partner to explore
the predator/prey relationship and to understand
how evolution plays a role in that relationship.
Which Beak is Best? Activity
Hidden Organism Activity
Sequence of Activities, Tasks, and Assessments for Unit
Safety reminders (›) are included but do not take the place of a school’s comprehensive safety
plan which must be maintained and enforced in the laboratory and classroom.
Day
1
EQ: How does the fossil record provide evidence of evolution?
Understandings:
Fossils provide evidence of change.
Recycle Bin Activity that demonstrates how fossils show evidence of when the organisms
were living due to the level of sediment.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 4 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
****This activity will require some prior planning and set-up the week before it is
actually being demonstrated for the students.
Procedures:
ƒ One week prior to beginning of the unit teacher has students begin to date papers and
place them in a recycling bin stacking them neatly one upon the other. She will do
this all day long with all of her classes using the same bin. She continues this process
each day for the entire week.
ƒ On the first day of the evolution unit the teacher will carefully remove the papers to
show the students how the older papers are on the bottom while the newer papers are
on the top. This will lead the students to the understanding of how sedimentary rocks
form layers and how these layers are used to help date fossils.
ƒ The teacher will need to make sure that the papers are returned to the bin in their
proper order so that they can be used with all classes.
***TEACHER NOTE-the teacher may wish to alter this activity by having the students
bring in newspapers from home and stacking them into piles by dates to illustrate this
same concept. Recycle newspapers at end of use.
Fossil Construction Activity
Students will make fossils to illustrate that due to structural differences, some organisms are
fossilized while others are not. Students are given an assortment of items and are asked to
make predictions about which items they think will make a good fossil. Students are supplied
with modeling clay and are asked to practice making indentations with the various items.
Examples of possible items to be used include: shells, bones, blades of grass, magnolia
leaves, mushrooms, small marshmallows, etc. Students will write observations from fossil
construction activity in lab notebook and a reflective essay on how the experience in the lab
relates to understanding of fossil formation from long ago.
After the activity, the teacher will lead a discussion over the following questions:
• Which items made the best fossils? How do your actual results compare to your
predictions?
• Why do you think structural differences would result in an organism’s ability to
fossilize?
• How does the amount of pressure from successive rock layers affect fossil formation?
• How do these two factors explain why there are gaps in the fossil record?
**** If time allows, teacher may want to have students research about common
fossils of invertebrates and plants on the Internet.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 5 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: How does the fossil record provide evidence of evolution?
Understandings:
Fossils provide evidence of change.
Day
2
Word Splash (teachers put up words and students see if they can relate any of the words or
the teacher puts up a graphic organizer such as a word web to determine what students know
about the topic(s))
The questions are: What do I know about sedimentary rock and how it is formed? What do I
know about the relationship between sedimentary rock and fossils?
This activity will address student prior knowledge and misconceptions.
The teacher will then lead a multi-media presentation on sedimentary rock and fossils and
how they are used as a tool to show evidence of evolution. The teacher will construct this
presentation based upon his personal resources, i.e., textbook, Internet, etc. Students will
write a summary of their notes in their own words to increase achievement and
understanding.
EQ: How does the fossil record provide evidence of evolution?
What physical characteristics of organisms demonstrate/support the theory of
evolution?
Day
Understandings:
Fossils provide evidence of change.
Physical characteristics of organisms change over time.
3
Research Project Students will research additional resources to discover the main ancestors
of animals or plants as revealed in the fossil record. (Ex. Corn, Horses, Crocodiles, Birds,
etc). Have students create a time-line illustrating the appearance of each ancestral organism.
Students will then write a brief description of each organism explaining its distinctive
physical characteristics. Students will work in small groups to create a rubric before the
project begins and this rubric will be used to evaluate the project.
Day
4
Research Project, continued
Students that finish early may examine books and other resources related to the topic
provided by the classroom teacher or media specialist. Students may also explore any
websites from the Internet suggested at the end of this unit if computers are available.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 6 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Research Project, continued
Day
5
Students will present their timelines from their research project. Students will self-assess
through the use of the small group created timelines; teacher will assess student presentation
and timelines.
EQ: How does natural selection affect the evolution of species on earth?
What physical characteristics of organisms demonstrate/support the theory of
evolution?
Understanding:
Changes in species occur due to natural selection and environmental conditions.
Physical characteristics of organisms change over time.
Day
6
Candy coated chocolates/candy corn activity (camouflage illustration):
Prior to students entering class, the teacher fills a pan with candy corn and candy coated
chocolates. Make sure there are orange and yellow candies present in the bag of candy coated
chocolates. The teacher will walk around the room giving each student a few seconds to
select the first 3 candy coated chocolates that he sees. After every student has chosen his
candy coated chocolates the teacher will tally how many of each color were chosen by the
students. It is likely that few orange and yellow candies will be selected. This will lead to a
discussion about natural selection and the adaptation of camouflage. Those candies that
blended into their surroundings were less likely to be “eaten” and would have a higher
survival rate. The trait of being yellow or orange would then have a greater chance of being
passed on to future generations. Have students graph results.
›Safety Note: Be aware of any peanut allergies as many candy coated chocolates are made
in factories that contain peanuts.
Teacher will administer True/False quiz over evolution to be used as a pretest for assessing
student knowledge. This assessment will be used again at the end of the unit to determine
what students learned as a result of instruction. This assessment can be found in Appendix
B.
Teacher will lead a class discussion that addresses the difference between fact and theory.
This discussion will lead into some of the common misconceptions students have about
evolution and what evolution actually means. Some of these misconceptions are listed at the
beginning of this unit but asking what students think about evolution and listing these ideas
on the board will be an effective way of knowing what they are thinking. Discuss these
misconceptions and the difference between beliefs and theories.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 7 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: How does natural selection affect the evolution of species on earth?
What physical characteristics of organisms demonstrate/support the theory of
evolution?
Understanding:
Changes in species occur due to natural selection and environmental conditions.
Physical characteristics of organisms change over time.
Let’s Go Hunting Activity- addresses natural selection, mimicry, and camouflage
*Teacher note: If teacher has not taught genetics unit prior to this unit, she will need to
address the concepts of traits being passed from generation to generation. If material has
been taught, teacher may wish to refer back to genetics unit to review the concepts of
genotype, phenotype, dominant, and recessive with students.
Day
7
Materials
• One sheet of newspaper for each pair of students
• Zippered sandwich bags containing eight small squares of the following
o colors: black, white, red, blue, and newspaper print
• Stopwatch or watch with a second hand
• Let’s Go Hunting Predator/Prey Table (Appendix D)
**Activity works best if the lights in the room are slightly dimmed**
Procedures
Have one sheet of newspaper spread out on a desk or table for each pair of students. Have a
zippered sandwich bag of squares on top of the newspaper. You can also provide each pair of
students with a stopwatch or you may use a watch or the classroom clock. One student will
represent the predator and the small squares of paper will represent the prey. The student who
represents the predator will turn his back while the other student spreads out the squares of
paper (the prey) on the newspaper. The student with his back turned (the predator) will then
be instructed to turn around and “hunt” as many prey as he can obtain in 30 seconds. The
colors of prey that were obtained will be recorded in a chart. The number of each color of
prey not “captured” will also be recorded on the chart. The two students will then exchange
“jobs” and the other student in the pair will have the opportunity to be the predator. His
results will also be recorded on the chart. After all students have completed the activity the
class will discuss the results relating them to natural selection and the adaptation of
camouflage.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 8 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Possible questions for discussionWhich colors of prey were most likely to be captured by the predator?
Which colors of prey were least likely to be captured by the predator?
What are some animals that use color (as camouflage) to keep from being captured?
• Introduce a variety of animals such as the coral snake/king snake and the snowshoe
hare.
Review the results recorded in your data table. Explain the differences that you find there and
give an explanation of why you think these differences occurred.
How is the trait of color passed from generation to generation?
How does the idea of inheritance tie to the idea of natural selection?
What is likely to happen as future generations of prey are born?
How might a change in the physical characteristics of the prey affect the predator population?
How might a change in the environment (rather than a candy corn environment possibly in an
environment of pretzels) affect the prey population?
EQ: How does natural selection affect the evolution of species on earth?
What physical characteristics of organisms demonstrate/support the theory of
evolution?
Understanding:
Changes in species occur due to natural selection and environmental conditions.
Physical characteristics of organisms change over time.
Day
8
Which Beak is Best? Activity
Set up three different stations in the classroom. Station one will have a skinny can with an
unshelled peanut at the bottom of it. Station two will have an unshelled walnut on a piece of
paper. Station three will have a glass of red colored water. Place students into groups of
three. Give each group a pair of tongs, pliers, and three straws. Allow students to make
predictions on what tool or “beak” will enable them to get the “food” faster and easier. Then,
allow students to try getting the food source using their “beaks.” Students will share their
results verbally and will write down their findings, indicating which beak worked best at
each station and why.
Journal Entry How would your life change if you did not have an opposable thumb?
(Emphasis: Focus on environment and how not having a thumb would affect your interacting
with the environment).
****Modifications: For a list of some alternate food source challenges and other ideas
for teaching this same concept to students in the classroom, please see Appendix B.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 9 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
EQ: How does natural selection affect the evolution of species on earth?
What physical characteristics of organisms demonstrate/support the theory of
evolution?
Understanding:
Changes in species occur due to natural selection and environmental conditions.
Physical characteristics of organisms change over time.
Day
9
Pictures of the Finches- Teacher gathers research from the Internet over Galapagos Island
and the changes in the birds found there. Teacher presents the pictures to the class asking
them to note variations in the birds’ beaks. They should then hypothesize as to why these
variations exist. Teachers may wish to explain how the birds arrived on the isolated islands.
The teacher may also wish to lead students to some similar modern day studies on the
Internet.
Review and prepare for a summative assessment on:
• using fossil records in sedimentary rock to provide evidence for the history of
changing life forms
• natural selection, camouflage, and mimicry as they relate to changes in
environmental conditions and to how species have evolved
Day
10
Test Day
EQ: How do physical characteristics of organisms demonstrate/support the theory of
evolution?
Understanding:
Physical characteristics of organisms change over time.
Day
11
Day
12
Relating the Multiplication Table to a Punnett square activity
ƒ Show students a multiplication table grid. Discuss how to find the product of 2
numbers on the grid.
ƒ Show/draw a Punnett Square for students to see. Lead students to use the same
method as used with the multiplication table to find the genotype that will be
produced as the “product” of combining two of the alleles.
EQ: How does natural selection affect the evolution of species on earth?
What physical characteristics of organisms demonstrate/support the theory of
evolution?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 10 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Understanding:
Changes in species occur due to natural selection and environmental conditions.
Physical characteristics of organisms change over time.
Coin toss Activity, related to giraffes
Teacher Preparation
• Print one copy of the data sheet (found at end of unit) for each student. If these
are printed on cardstock and laminated, students may use dry erase markers to
write on and then erase once the ink is dried or the game is over. Teachers then
can use these year after year.
• Print one set of cards (found at end of unit) per each student pair on to cardstock.
(PREFERRED).
• Label the backs of the cards as Mate Card, Environmental Conditions Card for TT
and Tt, or Environmental Conditions Cards for tt. See spreadsheet in Appendix
D.
• Cut the cards apart and place into zipper baggies.
• Practice the game to gain a clear understanding of what is required.
****GAME DIRECTIONS ARE FOUND IN APPENDIX C
****GAME DATA SHEETS ARE FOUND IN APPENDIX D
Post Game Discussion Questions
What would the genotype need to be if you were tt and wanted your offspring to survive the
dry seasons?
What is the disadvantage for being Tt?
In which situations do your calves have a chance at surviving if you are tt?
Will a TT calf ever have a short neck? Why or why not?
How does the game illustrate survival of long neck giraffes and give evidence of evolution?
If you could choose your genotype (TT, Tt, or tt), which one would you choose and why?
How does the game illustrate extinction?
Students will complete a written student self- assessment- Did my giraffe survive or not?
Why or why not?
EQ: How does natural selection affect the evolution of species on earth?
Day
13
Understandings:
Changes in species occur due to natural selection and environmental conditions.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 11 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Hidden Organism Activity
Students are given an outline of an organism which is found in nature (ex- beetle, moth,
butterfly, worm, and flower). Students are instructed that the classroom is the natural habitat
of their organism. In order for their organism to survive, it must be able to hide from its
predators. The students are to color the organism so that it cannot be seen. It will then be
“hidden” in its habitat, and administrators or other teachers will enter the classroom to
simulate predators. They will come in and hunt their food source. Natural selection is
demonstrated as those organisms that are best camouflaged survive, and those that are not
well camouflaged are eaten.
The students will reflect in their science journals: Why did my bug survive? Or Why didn’t
it survive?
CULMINATING ACTIVITY- CREATURE CREATION
Day
14
Aquatic Organism
Introduce students to culminating performance task- students will begin work on the Aquatic
Organism
CULMINATING ACTIVITY- CREATURE CREATION, continued
Aquatic/Terrestrial Organism
Day
15
Students will work on the Aquatic/Terrestrial Organism. As students finish, have them
participate in a peer review where others give feedback on their projects. They may then
make any revisions before their final presentation to the class.
Students that finish early may also have the opportunity to examine books and other
resources related to the topic provided by the classroom teacher or media specialist. They
may explore any websites from the Internet suggested at the end of this unit if classroom
computers are available.
Day
16
CULMINATING ACTIVITY- CREATURE CREATION, continued
Terrestrial Organism
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 12 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Day
17
Students present Creature Creation projects.
Students complete posttest on evolution. This posttest is the same test that was administered
earlier in the unit. After the posttest is administered, the teacher and students discuss how all
answers on quiz establish definition of evolution.
Students will write a reflective essay on the following topic: How has your understanding of
evolution changed?
Language: Evolution, adaptation, natural selection, fossil, Charles Darwin, theory, generation,
species, inheritance, sedimentary, evidence, hypothesis, variation
Web Resources:
Evolution and Natural Selection Websites:
Understanding Evolution for Teachers http://evolution.berkeley.edu/evosite/evohome.html
Evolution of Flight in Birds
http://www.ucmp.berkeley.edu/education/explorations/reslab/flight/index.htm
Teaching Evolution/ National Center for Science Education http://www.ncseweb.org/
PBS on Evolution http://www.pbs.org/wgbh/evolution
A Fish with Fingers http://www.time.com/time/health/article/0,8599,1180415,00.htm
Horses - http://www.talkorigins.org/faqs/horses/horse_evol.html#part1
http://www.flmnh.ufl.edu/natsci/vertpaleo/fhc/firstCM.htm
http://www.txtwriter.com/Backgrounders/Evolution/EVpage03.html
Elephant - http://elephant.elehost.com/About_Elephants/Stories/Evolution/evolution.html
http://allelephants.com/allinfo/evol.php
Whales - http://www.enchantedlearning.com/subjects/whales/allabout/Evol.shtml
http://www.indiana.edu/%7Eensiweb/lessons/whale.ev.html
http://www.neoucom.edu/DEPTS/ANAT/Thewissen/
http://www7.nationalgeographic.com/ngm/data/2001/11/01/html/ft_20011101.4.html
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 13 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Plants - http://www.ucmp.berkeley.edu/plants/plantaefr.html
Bulldog - http://www.americanbulldog.org/history.htm
http://www.bulldoginformation.com/
Giraffe - http://www.whyevolution.com/giraffe.html
http://natureinstitute.org/pub/ic/ic10/giraffe.htm
Sedimentary Rocks and Fossils Websites
http://pubs.usgs.gov/gip/fossils/rocks-layers.html
http://www.nysm.nysed.gov/csp/roc.html
http://fossils.valdosta.edu/
http://pubs.usgs.gov/gip/fossils/contents.html
http://www.geocities.com/CapeCanaveral/Lab/8147/#FamousFossils
http://www.cretaceousfossils.com/
http://members.cox.net/jdmount/paleont.html
Other cited references:
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0116.html
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 14 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Appendix
Appendix A-Performance Tasks
Culminating Performance Task for Evidence of Evolution Unit
Creature Creation
You are an archaeological illustrator, an artist who creates illustrations of prehistoric organisms
based on scientific evidence. Your job is to help scientists convey their findings to the nonscientific community. After a lifetime of discoveries, a famous paleontologist has found fossil
evidence that has made it possible for him to link the evolutionary progression of a specific
organism from an aquatic environment to a terrestrial one. The paleontologist has given you the
tasks of creating an illustration of the aquatic organism, the organism that lives in both an aquatic
and terrestrial environment, and finally the organism as it would appear in the ancient terrestrial
environment. After creating the illustrations, you will be required to work closely with an author
who is writing a new science textbook for seventh graders. The two of you will write
descriptions of the species you have illustrated, describing how it is adapted to each particular
environment. You will specifically focus on the similarities and differences of the physical
characteristics evidenced in your drawings of the three distinct fossils.
Procedure for discovering the first fossil (aquatic organism):
1. Take a white sheet of computer paper and fold it long ways down the middle.
2. Using a #2 pencil, write your name in large cursive script so that the bottom of all of your
letters touches the crease in the paper.
3. Unfold your paper.
4. Refold your paper so that your name is now on the “inside” of your fold.
5. Trace over your name, again using the pencil.
6. Unfold your paper so that it is in its original 8.5 x 11 shape.
7. Trace over the light impression of your name created when you traced in step # 5.
8. You now have the fossil of your organism.
9. You will now “flesh out” your organism. You will need to keep in mind that the first
organism lived in an ancient, shallow, warm water ocean. You will need to show all the
ways your organism is adapted to that environment.
10. Write a description of your organism and its physical characteristics. Make sure that the
description of the organism includes information about the adaptations that enable it to
now survive in the aquatic environment.
Repeat for Fossil #2 (transitional organism)
1. Follow all of the previous steps to “unearth” the fossil.
2. As you “flesh out” this fossil with your illustration, you will need to keep in mind that
this fossil shows the “crossing over” of your species from an aquatic environment to a
terrestrial one. Therefore, it should include adaptations for both environments. It should
show some physical similarity to the previous species found.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 15 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
3. Write a description of your organism and its physical characteristics. Make sure that the
description of the organism includes information about the adaptations that enable it to
now survive in both environments.
Repeat for Fossil #3 (terrestrial organism):
1. Follow all the previous steps to “unearth” the fossil.
2. As you “flesh out” this fossil with your illustration, you will need to keep in mind that
this fossil lives in a terrestrial environment. It is a relative of the two previous species, so
your illustration will need to show some physical similarities of the previous two.
3. Write a description of your organism and its physical characteristics. Make sure that the
description of the organism includes information about the adaptations that enable it to
now survive in the terrestrial environment.
Alternate Tasks, Extensions
These activities may be used in place of the unit task or as additional unit tasks should
time allow
Which Beak is Best?
Additional Challenges:
Materials:
• assorted tools: eyedroppers, pliers, chopsticks, tweezers, shoestring, sponge strip,
straw, wrench, slotted spoons, strainer, tongs, skewers
• colored water in long, narrow container, gummy worms, sunflower seeds, Styrofoam
cubes, popped popcorn, rice, marshmallows, loose tea
• potting soil, shallow pans, shoe boxes, graduated cylinders, cups
• Challenge situations on note cards
Setting Up:
• Prepare the following “stations” in advance. Each station should have a “challenge”
written on note cards and a stop watch or timer.
o A tall, thin vase or graduated cylinder filled with colored water
o A dish of potting soil with gummy worms buried throughout
o Sunflower seeds spread throughout a pan
o A dish of water with Styrofoam cubes (packing peanuts) floating in shallow water
o A dish of water with loose-leaf tea or herbs
o Popped popcorn in a shallow box or paper plate
o Rice grains tucked into the bark of a log (rice stuck into Styrofoam cubes)
o Marshmallows hanging on string (the small marshmallows).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 16 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Procedures:
• Divide the class into 8 groups and assign each group to a station.
• In groups, students should choose three “beaks” (tools) that they believe will be most
efficient in meeting their “challenge.”
• Students should state in writing which tool they believe will be most efficient. They
should then write out the procedures, including number of trials, they plan to follow to
determine “which beak is best” and have it approved by the teacher.
• Students should create a blank data table to be used, or to save time the teacher may
provide a blank data table to the students.
• Students gather at their assigned stations.
• Using their research plan & data table they should carry out their experiment and record
their results to determine “which beak is best”.
• Upon completion of their experiments, students should average and graph their results
and present their findings to the class.
Challenges:
o You have been given a graduated cylinder (or narrow vase) filled with a food source.
Your challenge is to determine how many seconds it takes each “beak” to get 10mL
of water from one container to another. Nectar (colored water) will need to be
sucked out (Hummingbird).
o You have been given gummy worms as your food source. Your challenge is to find
out how many seconds it takes to remove the gummy worms from the dirt using each
“beak.” Bury your gummy worms after each trial! Worms (gummy worms) need to
be dug and pulled out of the ground.
o You have been given sunflower seeds as your food source. Your challenge is to find
out how many seconds it takes each beak to crack the shell and remove the seed
inside. Seeds (sunflower seeds) need to be cracked open (Sparrows, Finches).
o You have been given floating Styrofoam squares as your food source. Your
challenge is to find out how many seconds it takes each “beak” to remove all the
Styrofoam squares from the water. Return your squares to the water after each trial.
Fish (Styrofoam pieces) will probably need to be scooped out of the water (Heron).
o You have been given tea as your food source. Your challenge is to find out how
many seconds it takes to get all the tea from the water. Return the tea to the water
after each trial. Fine bits of vegetation (tea or herbs) will need to be carefully
scooped out of water (Ducks, Geese, and Swans).
o You have been given rice as your food source. Your challenge is to find out how
many seconds it takes for each “beak” to remove thirty grains of rice from the bark of
the tree. Return the rice to the “tree” after each trial. Small insects (rice) will need to
be picked and pried out of small crevices (Woodpeckers).
o You have been given marshmallows hanging from a string as your food source. Your
challenge is to find out how many seconds it takes each “beak” to remove five
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 17 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
marshmallows from the string. Meat (marshmallows) will need to be pulled off of
bones (Owls, Hawks).
o You have been given popped popcorn as your food source. A group member will
gently toss some kernels into the air. Your challenge is to find out how many
seconds it takes to capture 20 kernels with each “beak.” The kernels must be caught
while they are in the air. Flying insects (popcorn) need to be caught in wide openings
(Swallows).
This activity is adapted from Lesson Plan # AELP-ANM0116 from the Educator’s
Reference Desk:
http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Science/Animals/ANM0116.html
Can you survive?
Upon entering the classroom, students will be asked to perform 3 tasks. These tasks will be
different and address certain characteristics. Before they begin the tasks they will write a
short anticipation paragraph about what they think will happen and what they think they will
learn. After the tasks are complete, the students will write about what happened and what
they learned.
Task 1: Begin the task by having the students write a short anticipation paragraph about
what they think will happen and what they think they will learn. They should set these
aside for later reflection. Place a marble in the bottom of a potato chip can. Have
students try to remove the marble using their hand. Instruct students that the can must
remain on the table at all times, and the marble cannot be removed by tipping the can.
Separate students into 2 groups- one for those that could get the marble out of the can and
one for those that could not.
Task 2: Have the group that could not survive sit on one side of the room. The members
of the group who “survived” are asked to stand flat-footed under the doorway and try to
touch the top. Students may not jump or stand on tiptoes. Students will be separated into
2 more groups- those that could touch the top of the doorway and those that could not.
Task 3: Have the group that could not survive sit and join the other non-survivors. The
survivors are now asked to sit on the wall using the “invisible” chair. Set a timer for 2
minutes. Those who stay up for 2 minutes are the survivors, and those that do not should
join the non-survivor group. Now, have students write about what happened and what
they learned. After students have had ample opportunity to write, lead a class discussion
about the traits needed for survival in the 3 tasks.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 18 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Sketch an organism with these traits.
Possible questions to pose include:
What traits are important to the survival of this species of organism?
What do you think the offspring of the organisms would look like?
What adaptations would best help them to survive?
What would happen if the environment changed?
Appendix B- Assessments
Evidence of Evolution Pre-/Posttest
True-False Quiz
1.
2.
3.
4.
5.
There are variations among members of a population.
There are more born into a population than live to adulthood.
Members of a population compete against each other for food, territory, etc.
Every population has some members that are better equipped to survive than others.
If you live to adulthood, you have a chance to pass along your genes. If you die, you
don’t.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 19 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Appendix C- Directions for Activities in Unit
Coin Toss Game, related to giraffes
Game Rules
The first Mate Card (MC) drawn is your permanent genotype and must be entered into all bolded
boxes. Say, for example, I draw an MC and it is labeled “tt” I would then enter “tt” into all
seasons as follows:
Season 1
You have the homozygous recessive
genotype: draw a mate card and enter your
genotype into all bolded boxes
Draw a mate card for this year's mate:
Mate Crosses
tt
TT
Draw an environmental conditions card based on your genotype:
Toss the coins the respective number of times based on your card to
determine genotypes of offspring
•
•
•
•
•
t
T 1
T 3
______
Calves
t
2
4
______
______
Each consecutive MC drawn should be entered into the corresponding season
(One MC is drawn each season for a mate and entered on the line under your
genotype. It is then placed in the correct place on the Punnett square. For
example, my second MC was labeled “TT.” On the grid above I would put it in
the corresponding places. (See example.)
Complete the Punnett square using the parent genotypes given. (For the sample
above, each offspring would have a Tt genotype.)
Draw an Environmental Conditions card. Since I have the genotype “tt,” I would
draw an EC for tt genotypes card. Read the card and return to the bottom of the
pile. If the card says you die, your participation in the game stops there. If the
card produces no offspring, write a “0” in the Calves column and move to season
2 on your next turn. If the card produced 1 calf, write a “1” in the Calves column,
and drop four coins at one time and count the number of heads. If there are four
heads, then you would take the genotype in the fourth square and write it on the
offspring line. If the card produced 2 calves, write a “2” in the Calves column,
you would drop the coins as with 1 calf produced and then repeat it a second time.
(You may get 4 heads again and you may use the same genotype.)
Students then would move to “Season 2,” draw a new mate, and then continue the
process as stated above.
At the end of the 10th season, some students should be able to report that they are
alive. They should then report how many calves they have.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 20 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Appendix D- Data Tables, Data Sheets, Game Cards
Let’s Go Hunting Predator/Prey Table
Colors of
prey that are
captured
Black
White
Red
Blue
Newspaper
print
Black
White
Red
Blue
Newspaper
print
Predator 1
Predator 2
Colors of
prey that are
not captured
Predator 1
Predator 2
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 21 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Coin Toss Data Sheet
Season 1
You have the homozygous recessive
genotype. Draw a mate card and enter your
genotype into all bolded boxes.
Mate Crosses
Draw a mate card for this year's mate.
1
3
Draw an environmental conditions card based on your genotype.
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
2
4
______
______
Season 2
You have the homozygous recessive
genotype.
Draw a mate card for this year's mate.
1
3
Draw an environmental conditions card based on your genotype.
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
2
4
______
______
Season 3
You have the homozygous recessive
genotype.
Draw a mate card for this year's mate.
1
3
Draw an environmental conditions card based on your genotype.
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
2
4
______
Season 4
You have the homozygous recessive
genotype.
Draw a mate card for this year's mate.
Draw an environmental conditions card based on your genotype.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 22 of 27
Copyright 2006 © All Rights Reserved
1
3
2
4
______
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
______
______
Season 5
You have the homozygous recessive
genotype.
Draw a mate card for this year's mate.
1
3
Draw an environmental conditions card based on your genotype.
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
2
4
______
______
Season 6
You have the homozygous recessive
genotype.
Draw a mate card for this year's mate.
1
3
Draw an environmental conditions card based on your genotype.
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
2
4
______
______
Season 7
You have the homozygous recessive
genotype.
Draw a mate card for this year's mate.
1
3
Draw an environmental conditions card based on your genotype.
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
2
4
______
Season 8
You have the homozygous recessive
genotype.
1
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 23 of 27
Copyright 2006 © All Rights Reserved
2
______
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Draw a mate card for this year's mate.
3
Draw an environmental conditions card based on your genotype.
Toss the coins the respective number of times based on
your card to determine genotypes of offspring.
______
4
______
______
Season 9
You have the homozygous recessive
genotype.
Draw a mate card for this year's mate.
Draw an environmental conditions card
based on your genotype.
Toss the coins the respective number of
times based on your card to determine
genotypes of offspring.
Season 10
1
2
3
4
______
______
Draw a mate card for this year's mate.
1
3
2
4
Draw an environmental conditions card based on your
genotype.
______
______
______
You have the homozygous recessive
genotype.
Toss the coins the respective number of
times based on your card to determine
genotypes of offspring.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 24 of 27
Copyright 2006 © All Rights Reserved
______
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Cards for Coin Toss Game
Mate Cards
TT (Complete
Dominance/Tall)
TT (Complete
Dominance/Tall)
TT (Complete
Dominance/Tall)
TT (Complete
Dominance/Tall)
Tt (Hybrid/Tall)
Tt (Hybrid/Tall)
Tt (Hybrid/Tall)
Tt (Hybrid/Tall)
tt (Recessive/short)
tt (Recessive/short)
tt (Recessive/short)
tt (Recessive/short)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 25 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Environmental Conditions Cards for TT and Tt genotypes
Extreme Dry
Conditions…
you die.
Normal season. You
had enough food to
reproduce.
You have 1 calf.
Normal season. You
had enough food to
reproduce.
You have 1 calf.
Dry season, not enough
food for you to
reproduce.
Try again next year.
Normal season. You
had enough food to
reproduce.
You have 1 calf.
Plentiful Season. You
had plenty of food to
reproduce.
You have new calves.
Dry season, not enough
food for you to
reproduce.
Try again next year.
Normal season. You
had enough food to
reproduce.
You have 1 calf.
Plentiful Season. You
had plenty of food to
reproduce.
You have new calves.
Dry season, not enough
food for you to
reproduce.
Try again next year.
Normal season. You
had enough food to
reproduce.
You have 1 calf.
Plentiful Season. You
had plenty of food to
reproduce.
You have new calves.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 26 of 27
Copyright 2006 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Science – Grade 7
Environmental Conditions Cards for tt genotype
Dry season. You are
too short to reach the
sparse vegetation.
you die
Normal season. You
are not able to reach
enough food to
reproduce.
Try again next year.
Normal season. You
are not able to reach
enough food to
reproduce.
Try again next year.
Plentiful season. You
have enough food to
reproduce… You have
1 calf.
Dry season. You are
too short to reach the
sparse vegetation.
you die
Plentiful season. You
have enough food to
reproduce… You have
1 calf.
Normal season. You
are not able to reach
enough food to
reproduce.
Try again next year.
Plentiful season. You
have enough food to
reproduce. You have 1
calf.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science y Grade 7 y Evidence of Evolution
September 26, 2006 y Page 27 of 27
Copyright 2006 © All Rights Reserved