0,123,(*'#4()'0 unit 3 adapt or die?...storyline for unit 3 in this unit, students will be exploring...

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?

Stanford NGSS Integrated Curriculum

TeacherVersion StanfordNGSSIntegratedCurriculum2018 1

GroupCulminatingProject:“ThinkTank”Discussion:Forspeciesaffectedbyahuman-causedenvironmentalchange,shouldwe

interveneorletnaturetakeitscourse?

IndividualCulminatingProjectPost-DiscussionReport

Lift-OffTask:TheCaseofthe

PepperedMoths

Task1:TheFossilRecord

andGeologicTime

Scale

Task2:EvidenceofChange

OverTime

Task3:NaturalSelection

ConnecttotheCulminatingProjectusingtheProjectOrganizer

StanfordNGSSIntegratedCurriculum:AnExplorationofaMultidimensionalWorldUnit3:AdaptorDie?

EssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?

TotalNumberofInstructionalDays:25-29

Task4:Human

Intervention

Unit3Pop-OutRight,Wrong,andIn-Between

(ImplementanytimeafterTask4)

StanfordNGSSIntegratedCurriculum8thGradeScienceUnit3:AdaptorDie?

UnitOverview


StorylineforUnit3

Inthisunit,studentswillbeexploringhowspecieschangeovertime,aswellasthevariouspiecesofevidencethatexisttodocumentthischangeovertime.TheLift-OffTaskhooksstudentswiththeclassiccaseofthePepperedMoth,whichisagreatcasetostudybecausethechangewashuman-causedanddramaticsinceithappenedsorapidly.InthisLift-OffTask,studentsdrawontheirpriorknowledgetogeneratequestionsaboutthephenomenonofthechangingPepperedMoth.Thesestudent-generatedquestionswillguidetheirlearningthroughoutthisunit.

Overthecourseofthisunit,studentswilllearnthatmanymorespeciesarealsobeingaffectedbychangesintheirenvironmentasaresultofhumanactivity.Aswewatchmoreandmorespeciesstrugglewiththechangingenvironmentalconditions,thequestionfortheirculminatingprojectbecomes:Shouldweinterveneorallownaturetotakeitscourse?AftertheLift-Offtask,studentgroupswillselectonespeciesthatisnegativelyaffectedbyhuman-causedchangesintheirenvironment,whichwillserveasthefocusfortheirculminatingproject.

Whileinthelasttask,studentssawaspecificexampleofonespecieschangingovertime,Task1asksthemtotakeastepbackbylookingattheevidencewehavethatallspecieshavechangedoverEarth’slonghistoryandwhy.Inordertodothis,theyexplorethefossilrecordandhowscientistshaveorganizedEarth’s4.6billion-year-oldhistoryintothegeologictimescale.Thisservesasthefoundationforthemtoconsiderhowthekindofenvironmentalchangethatishappeningnowhashappenedinthepast.Studentsfindthatwecanlearnfromthefossilrecordandpastincidentsofclimatechangetopredicthowcurrentenvironmentalchangewillaffectspeciesinourworldtoday.

InTask2,studentscontinuetheirreconstructionofevolutionaryhistory,bylookingattwomorekindsofevidencethatscientistsusetoinferlinesofevolutionarydescent:anatomicalstructuresandembryosofdifferentorganisms.Bytheendofthistask,studentswillbeabletoconstructanexplanationforhowscientistsareabletoreconstructevolutionaryhistory,usingtheseexamplesasevidencetosupporttheirexplanation.Thisaddsanotherlayertothestorystudentsareconstructingabouthowspecieschangeovertime,thusbetterpreparingthemfortheirculminatingproject.

InTask3,studentsreturntomanyofthequestionstheygeneratedaboutthePepperedMothsintheLift-OffTask,byzoominginontheprocessthatmakesthiscasepossible.Studentsengageinasimulationofnaturalselection,generatingdatatheycanusetomathematicallycalculatethepercentagesofdifferenttraits.Byidentifyingtrendsinthedata,theywillbeabletoexplainhownaturalselectionmayleadtoincreasesanddecreasesofspecifictraitsinpopulationsovertime,pinpointingtheprocessthatischangingspeciesasaresultofenvironmentalchange.

Upuntilthispoint,studentswillhavefocusedonhowspeciesnaturallychangeovertime,butthesechangesarenotalwayscompletelynatural.Inthisfinaltask,studentsexplorewaysinwhichhumanshaveintervenedinthesenaturalprocessesthroughselectivebreedingandgeneticengineering.Understandingtheseprocesseswillbeessentialtothequestionintheirculminatingprojectofwhethertointerveneornot.

Oncestudentscompleteallthetasks,theycontinuetheirresearchofaspeciesaffectedbychangingenvironmentalconditionscausedbyhumanactivity.Usingwhattheyhavelearnedthroughouttheunit,theydecidewhetherhumansshouldintervenetosavethisspeciesornotanddevelopanargumenttosupporttheirpositioninaThinkTankDiscussion.Afterthediscussion,studentsindividuallywriteaPost-DiscussionReport,detailingthescientificbackgroundontheirownspeciesaswellastheirargument,usingthediscussionasadditionalevidenceandreasoning.


UnitOverview


Three-DimensionalBreakdownofthePerformanceExpectations

Thisunitwasdevelopedtoalignwith,teach,andassessstudents’understandingandskillsrelatedtothesePerformanceExpectations.Below,wehavemappedoutthedisciplinarycoreideas,crosscuttingconcepts,andscienceandengineeringpracticesaddressedinthisunit.Aspectsofthedimensionsthatarenotexplicitlyaddressedinthisunitarecrossedout.

PerformanceExpectations ScienceandEngineering

Practices

DisciplinaryCoreIdeas CrosscuttingConcepts

MS-ESS1-4.Constructascientific

explanationbasedonevidence

fromrockstrataforhowthe

geologictimescaleisusedto

organizeEarth’s4.6-billion-year-

oldhistory.[ClarificationStatement:EmphasisisonhowanalysesofrockformationsandthefossilstheycontainareusedtoestablishrelativeagesofmajoreventsinEarth’shistory.ExamplesofEarth’smajoreventscouldrangefrombeingveryrecent(suchasthelastIceAgeortheearliestfossilsofhomosapiens)toveryold(suchastheformationofEarthortheearliestevidenceoflife).Examplescanincludetheformationofmountainchainsandoceanbasins,theevolutionorextinctionofparticularlivingorganisms,orsignificantvolcaniceruptions.][AssessmentBoundary:Assessmentdoesnotincluderecallingthenamesofspecificperiodsorepochsandeventswithinthem.]

ConstructingExplanations

andDesigningSolutions

§ Constructascientificexplanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

ESS1.C:TheHistoryof

PlanetEarth

§ ThegeologictimescaleinterpretedfromrockstrataprovidesawaytoorganizeEarth’shistory.Analysesofrockstrataandthefossilrecordprovideonlyrelativedates,notanabsolutescale.

Scale,Proportion,and

Quantity§ Time,space,andenergyphenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.

StabilityandChange

§ Stabilitymightbedistributedeitherbysuddeneventsorgradualchangesthataccumulateovertime.(Supplementary)

MS-LS3-1.Developandusea

modeltodescribewhystructural

changestogenes(mutations)

locatedonchromosomesmay

affectproteinsandmayresultin

harmful,beneficial,orneutral

effectstothestructureand

functionoftheorganism.[ClarificationStatement:Emphasisisonconceptualunderstandingthatchangesingeneticmaterialmayresultinmakingdifferentproteins.][AssessmentBoundary:Assessmentdoesnotincludespecificchangesatthemolecularlevel,mechanismsfor

DevelopingandUsing

Models

§ Developanduseamodeltodescribephenomena.

LS3.AInheritanceofTraits

§ Genesarelocatedinthechromosomesofcells,witheachchromosomepaircontainingtwovariantsofeachofmanydistinctgenes.Eachdistinctgenechieflycontrolstheproductionofspecificproteins,whichinturnaffectsthetraitsoftheindividual.Changes(mutations)togenescanresultinchangestoproteins,

StructureandFunction§ Complexandmicroscopicstructuresandsystemscanbevisualized,modeled,andusedtodescribehowtheirfunctiondependsontheshapes,composition,andrelationshipsamongitsparts;therefore,complexnaturalanddesignedstructures/systemscanbeanalyzedto


UnitOverview


proteinsynthesis,orspecifictypesofmutations.]

whichcanaffectthestructuresandfunctionsoftheorganismandtherebychangetraits.

LS3.B:VariationofTraits§ Inadditiontovariationsthatarisefromsexualreproduction,geneticinformationcanbealteredbecauseofmutations.Thoughrare,mutationsmayresultinchangestothestructureandfunctionofproteins.Somechangesarebeneficial,othersharmful,andsomeneutraltotheorganism.

determinehowtheyfunction.

MS-LS4-1.Analyzeandinterpret

dataforpatternsinthefossil

recordthatdocumentthe

existence,diversity,extinction,and

changeoflifeformsthroughout

thehistoryoflifeonEarthunder

theassumptionthatnaturallaws

operatetodayasinthepast.

[ClarificationStatement:Emphasisisonfindingpatternsofchangesinthelevelofcomplexityofanatomicalstructuresinorganismsandthechronologicalorderoffossilappearanceintherocklayers.][AssessmentBoundary:Assessmentdoesnotincludethenamesofindividualspeciesorgeologicalerasinthefossilrecord.]

AnalyzingandInterpreting

Data§ Analyzeandinterpretdatatodeterminesimilaritiesanddifferencesinfindings.

LS4.A:Evidenceof

CommonAncestryand

Diversity

§ Thecollectionoffossilsandtheirplacementinchronologicalorder(e.g.,throughthelocationofthesedimentarylayersinwhichtheyarefoundorthroughradioactivedating)isknownasthefossilrecord.Itdocumentstheexistence,diversity,extinction,andchangeofmanylifeformsthroughoutthehistoryoflifeonEarth.

Patterns

§ Graphs,charts,andimagescanbeusedtoidentifypatternsindata.

StabilityandChange

§ Stabilitymightbedistributedeitherbysuddeneventsorgradualchangesthataccumulateovertime.(Supplementary)

MS-LS4-2.Applyscientificideasto

constructanexplanationforthe

anatomicalsimilaritiesand

differencesamongmodern

organismsandbetweenmodern

andfossilorganismstoinfer

evolutionaryrelationships.

[ClarificationStatement:Emphasisisonexplanationsoftheevolutionaryrelationshipsamongorganismsintermsofsimilarityordifferencesofthegrossappearanceofanatomicalstructures.]


§ Applyscientificideastoconstructanexplanationforreal-worldphenomena,examples,orevents.

LS4.A:Evidenceof

CommonAncestryand

Diversity

§ Anatomicalsimilaritiesanddifferencesbetweenvariousorganismslivingtodayandbetweenthemandorganismsinthefossilrecord,enablethereconstructionofevolutionaryhistoryandtheinferenceoflinesofevolutionary

Patterns

§ Patternscanbeusedtoidentifycause-and-effectrelationships.


UnitOverview


descent.MS-LS4-3.Analyzedisplaysof

pictorialdatatocomparepatterns

ofsimilaritiesintheembryological

developmentacrossmultiple

speciestoidentifyrelationships

notevidentinthefullyformed

anatomy.[ClarificationStatement:Emphasisisoninferringgeneralpatternsofrelatednessamongembryosofdifferentorganismsbycomparingthemacroscopicappearanceofdiagramsorpictures.][AssessmentBoundary:Assessmentofcomparisonsislimitedtogrossappearanceofanatomicalstructuresinembryologicaldevelopment.]

AnalyzingandInterpreting

Data§ Analyzedisplaysofdata

toidentifylinearandnonlinearrelationships.

LS4.A:Evidenceof

CommonAncestryand

Diversity

§ Comparisonoftheembryologicaldevelopmentofdifferentspeciesalsorevealssimilaritiesthatshowrelationshipsnotevidentinthefully-formedanatomy.

Patterns

§ Graphs,charts,andimagescanbeusedtoidentifypatternsindata.

MS-LS4-4.Constructan

explanationbasedonevidence

thatdescribeshowgenetic

variationsoftraitsinapopulation

increasesomeindividuals’

probabilityofsurvivingand

reproducinginaspecific

environment.[ClarificationStatement:Emphasisisonusingsimpleprobabilitystatementsandproportionalreasoningtoconstructexplanations.]


§ Constructanexplanationthatincludesqualitativeorquantitativerelationshipsbetweenvariablesthatdescribephenomena.

LS4.B:NaturalSelection

§ Naturalselectionleadstothepredominanceofcertaintraitsinapopulation,andthesuppressionofothers.

CauseandEffect

§ Phenomenamayhavemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.

MS-LS4-5.Gatherandsynthesize

informationaboutthe

technologiesthathavechanged

thewayhumansinfluencethe

inheritanceofdesiredtraitsin

organisms.[ClarificationStatement:Emphasisisonsynthesizinginformationfromreliablesourcesabouttheinfluenceofhumansongeneticoutcomesinartificialselection(suchasgeneticmodification,animalhusbandry,genetherapy);and,ontheimpactsthesetechnologieshaveonsocietyaswellasthetechnologiesleadingtothesescientificdiscoveries.

Obtaining,Evaluating,and

Communicating

Information

§ Criticallyreadscientifictextsadaptedforclassroomusetodeterminethecentralideasand/orobtainscientificand/ortechnicalinformationtodescribepatternsinand/orevidenceaboutthenaturalanddesignedworld(s).

LS4.B.NaturalSelection

§ Inartificialselection,humanshavethecapacitytoinfluencecertaincharacteristicsoforganismsbyselectivebreeding.Onecanchoosedesiredparentaltraitsdeterminedbygenes,whicharethenpassedontooffspring.

CauseandEffect

§ Phenomenamayhavemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.

MS-LS4-6.Usemathematical

representationstosupport

explanationsofhownatural

selectionmayleadtoincreasesand

UsingMathematicsand

ComputationalThinking

§ Usemathematicalrepresentationsto

LS4.C:Adaptation

§ Adaptationbynaturalselectionactingovergenerationsisone

CauseandEffect

§ Phenomenamayhavemorethanonecause,andsomecauseand


UnitOverview


ConnectionstoCommonCoreMathandELAStandards:

Overthecourseofthisunit,studentswillgainknowledgeandskillsinscience,aswellasinmathandEnglish-languagearts.BelowwelisttheCommonCoreELAandMathstandardsformiddleschooland8thgradethatarerelevanttothecurriculumtasksinthisunit.Withinthecurriculum,thereareopportunitiestoincorporatecomponentsofthefollowingELAandMathStandards:

MiddleSchoolCommonCoreELAStandards UnitTask

KeyIdeasand

Details

CCSS.ELA-Literacy.RST.6-8.1:Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtotheprecisedetailsofexplanationsordescriptions.

Task1

Craftand

Structure

CCSS.ELA-Literacy.RST.6-8.4:Determinethemeaningofsymbols,keyterms,andotherdomain-specificwordsandphrasesastheyareusedinaspecificscientificortechnicalcontextrelevanttogrades6-8textsandtopics.

Task1Task2Task3Task4

Integrationof

Knowledgeand

Ideas

CCSS.ELA-Literacy.RST.6-8.7:Integratequantitativeortechnicalinformationexpressedinwordsinatextwithaversionofthatinformationexpressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).

Task1Task3Task4

CCSS.ELA-Literacy.RST.6-8.9:Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.

Task1Task4

Researchto

Buildand

Present

Knowledge

CCSS.ELA-Literacy.WHST.6-8.9:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.

Task1Task2

Comprehension

and

Collaboration

CCSS.ELA-Literacy.SL.8.1:Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade8topics,texts,andissues,buildingonothers'ideasandexpressingtheirownclearly.

AllTasksCulminatingProject

decreasesofspecifictraitsin

populationsovertime.[ClarificationStatement:Emphasisisonusingmathematicalmodels,probabilitystatements,andproportionalreasoningtosupportexplanationsoftrendsinchangestopopulationsovertime.][AssessmentBoundary:AssessmentdoesnotincludeHardyWeinbergcalculations.]

supportscientificconclusionsanddesignsolutions.

importantprocessbywhichspecieschangeovertimeinresponsetochangesinenvironmentalconditions.Traitsthatsupportsuccessfulsurvivalandreproductioninthenewenvironmentbecomemorecommon;thosethatdonotbecomelesscommon.Thus,thedistributionoftraitsinapopulationchanges.

effectrelationshipsinsystemscanonlybedescribedusingprobability.


UnitOverview


Presentationof

Knowledgeand

Ideas

CCSS.ELA-Literacy.SL.8.4:Presentclaimsandfindings,emphasizingsalientpointsinafocused,coherentmannerwithrelevantevidence,soundvalidreasoning,andwell-chosendetails;useappropriateeyecontact,adequatevolume,andclearpronunciation.

CulminatingProject

CCSS.ELA-Literacy.SL.8.5:Integratemultimediaandvisualdisplaysintopresentationstoclarifyinformation,strengthenclaimsandevidence,andaddinterest.

Task4

MiddleSchooland8thGradeCommonCoreMathStandards UnitTask

Mathematical

Practice

CCSS.MATH.MP.4:Modelwithmathematics. Task1Task3

ConnectionstoEnglishLanguageDevelopment(ELD)Standards:Weacknowledgethatlanguagedevelopmentisakeycomponentofdisciplinaryunderstandingandhelpstosupportmorerigorousandequitableoutcomesfordiversestudents.Thiscurriculumthustakesintoaccountboththereceptiveandproductivelanguagedemandsoftheculminatingprojectsandstrivestoincreaseaccessibilitybyincludingscaffoldsforlanguagedevelopmentandpedagogicalstrategiesthroughoutlearningtasks.Weaimtosupportlanguageacquisitionthroughthedevelopmentofconceptmaps;utilizingsentenceframes;implementingtheCritique,Clarify,Correcttechnique;employingtheStrongerClearerstrategy;andfosteringlargeandsmallgroupdiscussions.TheCaliforniaELDStandardsarecomprisedoftwosections:thestandardsandarubric.OutlinedbelowarethestandardsfromSectionOnethataremetwithinthiscurriculum.Foradditionalinformation,pleasereferto:https://www.pausd.org/sites/default/files/pdf-faqs/attachments/SS_ELD_8.pdf.

EighthGradeELDStandards

PartI:Interactingin

MeaningfulWaysA:Collaborative 1.Exchanginginformationandideaswithothersthroughoral

collaborativediscussionsonarangeofsocialandacademictopics

2.InteractingwithothersinwrittenEnglishinvariouscommunicativeforms(print,communicativetechnology,andmultimedia)

3.Offeringandjustifyingoptions,negotiatingwithandpersuadingothersincommunicativeexchanges

4.Adaptinglanguagechoicestovariouscontexts(basedontask,purpose,audience,andtexttype)

B:Interpretive 5.ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts

6.Readingcloselyliteraryandinformationaltextsandviewingmultimediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage


UnitOverview


7.Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandargumentswithdetailsorevidencedependingonmodality,texttype,purpose,audience,topic,andcontentarea

8.Analyzehowwritersandspeakersusevocabularyandotherlanguageresourcesforspecificpurposes(toexplain,persuade,entertain,etc.)dependingonmodality,texttype,purpose,audience,topic,andcontentarea

C:Productive

9.Expressinginformationandideasinformaloralpresentationsonacademictopics

10.Writingliteraryandinformationaltextstopresent,describe,andexplainideasandinformation,usingappropriatetechnology

11.Justifyingownargumentsandevaluatingothers’argumentsinwriting

12.Selectingandapplyingvariedandprecisevocabularyandotherlanguageresourcestoeffectivelyconveyideas

PartII:Learning

AboutHowEnglish

Works

A:StructuringCohesiveTexts

1.Understandingtextstructure

2.Understandingcohesion

B:ExpandingandEnrichingIdeas

3.Usingverbsandverbphrases

4.Usingnounsandnounphrases

5.Modifyingtoadddetails

C:ConnectingandCondensingIdeas

6.Connectingideas

7.Condensingideas


UnitOverview


ConnectionstoEnvironmentalAwareness:

Overthecourseofthiscurriculum,studentswillexplorecontentrelatedtovariousenvironmentalprinciplesandconceptsthatexaminetheinteractionsandinterdependenceofhumansocietiesandnaturalsystems.InaccordancewiththeEducationandtheEnvironmentInitiative(EEI),tasksthroughoutthiscurriculumexploremanyofCalifornia’sApprovedEnvironmentalPrinciplesandConcepts.Theprinciplesrelevanttothisunitareoutlinedinthechartbelow:

UnitTask EEIPrinciple EEIConcept

CulminatingProjectLift-OffTaskTask3:NaturalSelection

PrincipleII:Thelong-termfunctioningandhealthofterrestrial,freshwater,coastalandmarineecosystemsareinfluencedbytheirrelationshipswithhumansocieties.

ConceptA:Studentsneedtoknowthatdirectandindirectchangestonaturalsystemsduetothegrowthofhumanpopulationsandtheirconsumptionratesinfluencethegeographicextent,composition,biologicaldiversity,andviabilityofnaturalsystems.

CulminatingProjectLift-OffTaskTask3:NaturalSelectionTask4:GeneticEngineering

PrincipleIV:Theexchangeofmatterbetweennaturalsystemsandhumansocietiesaffectsthelong-termfunctioningofboth.

ConceptB:Studentsneedtoknowthatthebyproductsofhumanactivityarenotreadilypreventedfromenteringnaturalsystemsandmaybebeneficial,neutral,ordetrimentalintheireffect.ConceptC:Studentsneedtoknowthatthecapacityofnaturalsystemstoadjusttohuman-causedalterationsdependsonthenatureofthesystemaswellasthescope,scale,anddurationoftheactivityandthenatureofitsbyproducts.


TeacherMaterialsList


UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?OverallUnit–AllTasks

• Unit3,TaskCardsStudentVersion,Lift-OffandTasks1through4• CulminatingProjectStudentTaskCard• ProjectOrganizer• ProjectorwithAudioand/orinteractivewhiteboard(forvideoorimages,wheneverneeded)

Lift-OffTask(2days)PerStudent

• TaskCardStudentVersion:Lift-Off• Post-Its(Optional)• TaskCardStudentVersion:CulminatingProject• ProjectOrganizer

PerGroup

• PosterpaperandmarkersWholeClass

• Posterpaperandmarkers• *SeeInstructionsintaskforotheroptionalmaterialstousefortheclassconceptmap

Task1(3-5days)PerStudent

• TaskCardStudentVersion:Task1• ProjectOrganizer• ArticleResourceCard

PerGroup

• RockSampleResourceCards(1-2pergroup).Optional:laminateorputinsheetprotectors

Task2(4days)PerStudent

• TaskCardStudentVersion:Task2• ProjectOrganizer

PerStation

• StationCardsinsheetprotectorsforeachstation(2perstation–colorpreferable)

Task3(3days)PerStudent


PerGroup

• 30whitepapersquares(1”x1”)• 30blackpapersquares(1”x1”)• 30newspapersquares(1”x1”)


TeacherMaterialsList


• 1largenewspaper,openedup• Smallbox:shoebox,pencilbox,etc.

Task4(4-5days)PerStudent


PerGroup

• MarkersorColoredPencils• PosterPaper

WholeClass(orPerStudent)

• Hand-helddevices,computers,orprojectorandspeakersforvideo

CulminatingProject(6-8days)PerGroup:ThinkTankDiscussion

• Computerswithinternetcapabilitiesforresearch• LinedPaperorIndexCards

PerStudent:Post-DiscussionReport

• BlankPaper,print-outsofprojecttemplate,orcomputerwithwordprocessingsoftware• Colorpencils/pens

OptionalOnlineResources

• ArticleofSpeciesAffectedbyClimateChange:https://www.smithsonianmag.com/science-nature/ten-species-are-evolving-due-changing-climate-180953133/

• TedEdVideoofwildlifeadaptingtoclimatechange:https://www.youtube.com/watch?v=ZCKRjP_DMII(Stopat3:56)

Unit3Pop-Out(3days)PerStudent

• StudentVersion:Unit3Pop-Out• ZambiaScenario• DesignerBabiesArticle

PerGroup

• Presentationmaterials:computersORpostersandmarkersWholeClass

• ComputerandProjectorforvideo• FourCornersPosters(Seeinstructionsinteacherguide)

StanfordNGSSIntegratedCurriculum

8thGradeScienceUnit3:AdaptorDie?

BuildingonPriorKnowledge


InUnit1,studentsbegantoanalyzethefossilrecordforpatternsofbiodiversityandeventsofmassextinction.Inthisunit,studentsbuildonthatknowledgeandskillset,astheycontinuetoanalyzethefossilrecordanduseittoformamorecohesivepictureofEarth’shistory,whichtheywillcometoknowasthegeologictimescale.Fromhere,studentsfindthatthefossilrecordisnottheonlypieceofevidencethathelpstellthestoryoflifeonEarth.Thereisalsoanatomicalandembryologicalevidencetoexplaincommonancestry,aswellasmechanismslikenaturalselectionandhumaninterventiontoexplainchangeovertime.Inexploringtheseconcepts,Unit3thusbecomestheunitwiththemostlifesciencecontentofthe8thgradeintegratedcurriculum.Theintegratedmodelrequiresstudentstoaccessanduseawiderangeofideasfrompriorgrades.ThiscontentknowledgespanssixdifferentDisciplinaryCoreIdeas:ESS1.C:TheHistoryofPlanetEarth,LS3.A:InheritanceofTraits,LS3.B:VariationofTraits,LS4.A:EvidenceofCommonAncestryandDiversity,LS4.B:NaturalSelection,andLS4.C:Adaptation.Asstudentsexplorethesecoreideas,theybuildontheirskillsinthefollowingscienceandengineeringpractices:DevelopingandUsingModels;AnalyzingandInterpretingData;UsingMathematicsandComputationalThinking;ConstructingExplanations;EngaginginArgumentFromEvidence;andObtaining,Evaluating,andCommunicatingInformation.Inadditiontoscienceandengineeringpractices,studentsalsocontinuetobuildontheirknowledgeofthefollowingcrosscuttingconcepts:Patterns;CauseandEffect;Scale,Proportion,andQuantity;StructureandFunction;andStabilityandChange.

*ThissummaryisbasedoninformationfoundintheNGSSFramework.K-8ProgressionofDisciplinaryCoreIdeas,ScienceAndEngineeringPractices,andCrosscuttingConceptsforUnit3

DisciplinaryCoreIdeas

K-2 3-5 6-8

ESS1.CTheHistoryofPlanetEarth

Someeventshappenveryquickly;othersoccurveryslowly,overatimeperiodmuchlongerthanonecanobserve.

Local,regional,andglobalpatternsofrockformationsrevealchangesovertimeduetoearthforces,suchasearthquakes.Thepresenceandlocationofcertainfossiltypesindicatetheorderinwhichrocklayerswereformed.

ThegeologictimescaleinterpretedfromrockstrataprovidesawaytoorganizeEarth’shistory.Analysesofrockstrataandthefossilrecordprovideonlyrelativedates,notanabsolutescale.


Younganimalsareverymuch,butnotexactly,like,theirparents.Plantsalsoareverymuch,butnotexactly,liketheirparents.

Manycharacteristicsoforganismsareinheritedfromtheirparents.Othercharacteristicsresultfromindividuals’interactionswiththeenvironment,whichcanrangefromdiettolearning.Manycharacteristicsinvolvebothinheritanceandenvironment.

Genesarelocatedinthechromosomesofcells,witheachchromosomepaircontainingtwovariantsofeachofmanydistinctgenes.Eachdistinctgenechieflycontrolstheproductionofspecificproteins,whichinturnaffectsthetraitsoftheindividual.Changes(mutations)togenescanresultinchangestoproteins,whichcanaffectthestructuresandfunctionsoftheorganismandtherebychangetraits.Variationsofinheritedtraitsbetweenparentandoffspringarisefromgeneticdifferencesthatresultfromthesubsetofchromosomes(andthereforegenes)





inherited.

LS3.BVariationofTraits

Individualsofthesamekindofplantoranimalarerecognizableassimilarbutcanalsovaryinmanyways.

Differentorganismsvaryinhowtheylookandfunctionbecausetheyhavedifferentinheritedinformation.Theenvironmentalsoaffectsthetraitsthatanorganismdevelops.

Insexuallyreproducingorganisms,eachparentcontributeshalfofthegenesacquired(atrandom)bytheoffspring.Individualshavetwoofeachchromosomeandhencetwoallelesofeachgene,oneacquiredfromeachparent.Theseversionsmaybeidenticalormaydifferfromeachother.Inadditiontovariationsthatarisefromsexualreproduction,geneticinformationcanbealteredbecauseofmutations.Thoughrare,mutationsmayresultinchangestothestructureandfunctionofproteins.Somechangesarebeneficial,othersharmful,andsomeneutraltotheorganism.

LS4.AEvidenceofCommonAncestryandDiversity

N/A

SomelivingorganismsresembleorganismsthatoncelivedonEarth.Fossilsprovideevidenceaboutthetypesoforganismsandenvironmentsthatexistedlongago.

Thefossilrecorddocumentstheexistence,diversity,extinction,andchangeofmanylifeformsandtheirenvironmentsthroughEarth’shistory.Thefossilrecordandcomparisonsofanatomicalsimilaritiesbetweenorganismsenablestheinferenceoflinesofevolutionarydescent.

LS4.BNaturalSelection

N/A Sometimesthedifferencesincharacteristicsbetweenindividualsofthesamespeciesprovideadvantagesinsurviving,findingmates,andreproducing.

Naturalselectionleadstothepredominanceofcertaintraitsinapopulation,andthesuppressionofothers.Inartificialselection,humanshavethecapacitytoinfluencecertaincharacteristicsoforganismsbyselectivebreeding.Onecanchoosedesiredparentaltraitsdeterminedbygenes,whicharethenpassedontooffspring.

LS4.CAdaptation

N/A Foranyparticularenvironment,somekindsoforganismssurvivewell,somesurvivelesswell,andsomecannotsurviveatall.

Adaptationbynaturalselectionactingovergenerationsisoneimportantprocessbywhichspecieschangeovertimeinresponsetochangesinenvironmentalconditions.Traitsthatsupportsuccessfulsurvivalandreproductioninthenewenvironmentbecomemorecommon;thosethatdonotbecomelesscommon.Thus,thedistributionoftraitsinapopulationchanges.





ScienceandEngineeringPractices

K-2 3-5 6-8

DevelopingandUsingModels

ModelinginK–2buildsonpriorexperiencesandprogressestoincludeusinganddevelopingmodels(i.e.,diagram,drawing,physicalreplica,diorama,dramatization,orstoryboard)thatrepresentconcreteeventsordesignsolutions.• Developand/orusea

modeltorepresentamounts,relationships,relativescales(bigger,smaller),and/orpatternsinthenaturalanddesignedworld(s).

Modelingin3–5buildsonpriorexperiencesandprogressestobuildingandrevisingsimplemodelsandusingmodelstorepresenteventsanddesignsolutions.

• Developand/orusemodelstodescribeand/orpredictphenomena.

Modelingin6–8buildsonpriorexperiencesandprogressestodeveloping,using,andrevisingmodelstodescribe,test,andpredictmoreabstractphenomenaanddesignsystems.• Developand/oruseamodeltopredict

and/ordescribephenomena.

AnalyzingandInterpretingData*

AnalyzingdatainK-2buildsonpriorexperiencesandprogressestocollecting,recording,andsharingobservations.• Useandshare

pictures,drawings,and/orwritingsofobservations.

• Useobservations(firsthandorfrommedia)todescribepatternsand/orrelationshipsinthenaturalanddesignedworld(s)inordertoanswerscientificquestionsandsolveproblems.

Analyzingdatain3-5buildsonpriorexperiencesandprogressestointroducingquantitativeapproachestocollectingdataandconductingmultipletrialsofqualitativeobservations.Whenpossibleandfeasible,digitaltoolsshouldbeused.

• Compareandcontrastdatacollectedbydifferentgroupsinordertodiscusssimilaritiesanddifferencesintheirfindings.

• Representdataintablesand/orvariousgraphicaldisplays(bargraphs,pictographs,and/orpiecharts)torevealpatternsthatindicaterelationships.

Analyzingdatain6-8buildsonpriorexperiencesandprogressestoextendingquantitativeanalysistoinvestigations,distinguishingbetweencorrelationandcausation,andbasicstatisticaltechniquesofdataanderroranalysis.• Analyzeandinterpretdatatodetermine

similaritiesanddifferencesinfindings.• Analyzedisplaysofdatatoidentify

linearandnonlinearrelationships.





UsingMathematicsandComputationalThinking

MathematicalandcomputationalthinkinginK-2buildsonpriorexperiencesandprogressestorecognizingthatmathematicscanbeusedtodescribethenaturalanddesignedworld(s).• Describe,measure,

and/orcomparequantitativeattributesofdifferentobjectsanddisplaythedatausingsimplegraphs.

Mathematicalandcomputationalthinkingin3-5buildsonpriorexperiencesandprogressestoextendingquantitativemeasurementstoavarietyofphysicalpropertiesandusingcomputationandmathematicstoanalyzedataandcomparealternativedesignsolutions.• Describe,measure,

estimate,and/orgraphquantitiessuchasarea,volume,weight,andtimetoaddressscientificandengineeringquestionsandproblems.

Mathematicalandcomputationalthinkingin6-8buildsonpriorexperiencesandprogressestoidentifyingpatternsinlargedatasetsandusingmathematicalconceptstosupportexplanationsandarguments.• Usemathematicalrepresentationsto

supportscientificconclusionsanddesignsolutions.

ConstructingExplanations*

ConstructingExplanationsinK-2buildsonpriorexperiencesandprogressestotheuseofevidenceandideasinconstructingevidence-basedaccountsofnaturalphenomena.

• Useinformationfromobservations(firsthandandfrommedia)toconstructanevidence-basedaccountfornaturalphenomena.

ConstructingExplanationsin3-5buildsonpriorexperiencesandprogressestotheuseofevidenceandideasinconstructingexplanationsthatspecifyvariablesthatdescribeandpredictphenomena.

• Constructanexplanationofobservedrelationships(e.g.,thedistributionofplantsinthebackyard).

• Useevidence(e.g.,measurements,observations,patterns)toconstructorsupportanexplanationordesignasolutiontoaproblem.

ConstructingExplanationsin6-8buildsonpriorexperiencesandprogressestoincludeconstructingexplanationssupportedbymultiplesourcesofevidenceconsistentwithscientificideas,principles,andtheories.• Constructanexplanationthatincludes

qualitativeorquantitativerelationshipsbetweenvariablesthatpredict(s)and/ordescribe(s)phenomena.

• Constructascientificexplanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

• Applyscientificideas,principles,and/orevidencetoconstruct,reviseand/oruseanexplanationforreal-worldphenomena,examples,orevents.

EngaginginArgumentFromEvidence*

EngaginginargumentfromevidenceinK-2buildsonpriorexperiencesandprogressestocomparingideasandrepresentationsaboutthenaturalanddesignedworld(s).

Engaginginargumentfromevidencein3-5buildsonpriorexperiencesandprogressestocritiquingthescientificexplanationsorsolutionsproposedbypeersbycitingrelevantevidenceaboutthenaturalanddesignedworld(s).

Engaginginargumentfromevidencein6-8buildsonpriorexperiencesandprogressestoconstructingaconvincingargumentthatsupportsorrefutesclaimsforeitherexplanationsorsolutionsaboutthenaturalanddesignedworld(s).

• Construct,use,and/orpresentanoralandwrittenargumentsupportedby





• Constructanargumentwithevidencetosupportaclaim.

• Constructand/orsupportanargumentwithevidence,data,and/oramodel.

• Usedatatoevaluateclaimsaboutcauseandeffect.

empiricalevidenceandscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonorasolutiontoaproblem.

Obtaining,Evaluating,andCommunicatingInformation

Obtaining,evaluating,andcommunicatinginformationinK-2buildsonpriorexperiencesandusesobservationsandtextstocommunicatenewinformation.• Readgrade-

appropriatetextsand/orusemediatoobtainscientificand/ortechnicalinformationtodeterminepatternsinand/orevidenceaboutthenaturalanddesignedworld(s).

Obtaining,evaluating,andcommunicatinginformationin3-5buildsonpriorexperiencesandprogressestoevaluatingthemeritandaccuracyofideasandmethods.• Readandcomprehend

grade-appropriatecomplextextsand/orotherreliablemediatosummarizeandobtainscientificandtechnicalideasanddescribehowtheyaresupportedbyevidence.

• Compareand/orcombineacrosscomplextextsand/orotherreliablemediatosupporttheengagementinotherscientificand/orengineeringpractices

Obtaining,evaluating,andcommunicatinginformationin6-8buildsonpriorexperiencesandprogressestoevaluatingthemeritandvalidityofideasandmethods.• Criticallyreadscientifictextsadaptedfor

classroomusetodeterminethecentralideasand/orobtainscientificand/ortechnicalinformationtodescribepatternsinand/orevidenceaboutthenaturalanddesignedworld(s).

*TheseSEPsaresummativelyassessedusingTask2ortheCulminatingProject.

CrosscuttingConcepts

K-2 3-5 6-8

Patterns* Studentsrecognizethatpatternsinthenaturalandhumandesignedworldcanbeobserved,usedtodescribephenomena,andusedasevidence.• Patternsinthe

naturalandhumandesignedworldcanbeobserved,usedtodescribephenomena,andusedasevidence.

Studentsidentifysimilaritiesanddifferencesinordertosortandclassifynaturalobjectsanddesignedproducts.Theyidentifypatternsrelatedtotime,includingsimpleratesofchangeandcycles,andtousethesepatternstomakepredictions.• Similaritiesanddifferences

inpatternscanbeusedtosort,classify,communicateandanalyzesimpleratesofchangefornaturalphenomenaanddesignedproducts.

• Patternsofchangecanbe

Studentsrecognizethatmacroscopicpatternsarerelatedtothenatureofmicroscopicandatomic-levelstructure.Theyidentifypatternsinratesofchangeandothernumericalrelationshipsthatprovideinformationaboutnaturalandhumandesignedsystems.Theyusepatternstoidentifycauseandeffectrelationships,andusegraphsandchartstoidentifypatternsindata.• Graphs,chartsandimagescanbeused

toidentifypatternsindata.• Patternscanbeusedtoidentifycause-

and-effectrelationships.





usedtomakepredictions.• Patternscanbeusedas

evidencetosupportanexplanation.

CauseandEffect* Studentslearnthateventshavecausesthatgenerateobservablepatterns.Theydesignsimpleteststogatherevidencetosupportorrefutetheirownideasaboutcauses.• Eventshavecauses

thatgenerateobservablepatterns.

Studentsroutinelyidentifyandtestcausalrelationshipsandusetheserelationshipstoexplainchange.Theyunderstandeventsthatoccurtogetherwithregularitymightormightnotsignifyacauseandeffectrelationship.• Causeandeffect

relationshipsareroutinelyidentified,tested,andusedtoexplainchange.

• Eventsthatoccurtogetherwithregularitymightormightnotbeacauseandeffectrelationship.

Studentsclassifyrelationshipsascausalorcorrelational,andrecognizethatcorrelationdoesnotnecessarilyimplycausation.Theyusecauseandeffectrelationshipstopredictphenomenainnaturalordesignedsystems.Theyalsounderstandthatphenomenamayhavemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability• Phenomenamayhavemorethanone

cause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.

Scale,Proportion,andQuantity

Studentsuserelativescales(e.g.,biggerandsmaller;hotterandcolder;fasterandslower)todescribeobjects.Theyusestandardunitstomeasurelength.• Relativescalesallow

objectsandeventstobecomparedanddescribed(e.g.,biggerandsmaller;hotterandcolder;fasterandslower).

Studentsrecognizenaturalobjectsandobservablephenomenaexistfromtheverysmalltotheimmenselylarge.Theyusestandardunitstomeasureanddescribephysicalquantitiessuchasweight,time,temperature,andvolume.• Naturalobjectsand/or

observablephenomenaexistfromtheverysmalltotheimmenselylargeorfromveryshorttoverylongtimeperiods.

Studentsobservetime,space,andenergyphenomenaatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.Theyunderstandphenomenaobservedatonescalemaynotbeobservableatanotherscale,andthefunctionofnaturalanddesignedsystemsmaychangewithscale.Theyuseproportionalrelationships(e.g.,speedastheratioofdistancetraveledtotimetaken)togatherinformationaboutthemagnitudeofpropertiesandprocesses.Theyrepresentscientificrelationshipsthroughtheuseofalgebraicexpressionsandequations.• Time,space,andenergyphenomena

canbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.

StructureandFunction*

Studentsobservetheshapeandstabilityofstructuresofnaturalanddesignedobjectsarerelatedtotheirfunction(s).• Theshapeand

stabilityofstructuresofnaturalanddesignedobjectsare

Studentslearndifferentmaterialshavedifferentsubstructures,whichcansometimesbeobservedandsubstructureshaveshapesandpartsthatservefunctions.• Substructureshaveshapes

andpartsthatservefunctions.

Studentsmodelcomplexandmicroscopicstructuresandsystemsandvisualizehowtheirfunctiondependsontheshapes,composition,andrelationshipsamongitsparts.Theyanalyzemanycomplexnaturalanddesignedstructuresandsystemstodeterminehowtheyfunction.Theydesignstructurestoserveparticularfunctionsbytakingintoaccountpropertiesofdifferentmaterials,andhowmaterialscanbeshaped





relatedtotheirfunction(s).

andused.• Complexandmicroscopicstructuresand

systemscanbevisualized,modeled,andusedtodescribehowtheirfunctiondependsontheshapes,composition,andrelationshipsamongitsparts;therefore,complexnaturalanddesignedstructures/systemscanbeanalyzedtodeterminehowtheyfunction.

StabilityandChange*

Studentsobservesomethingsstaythesamewhileotherthingschange,andthingsmaychangeslowlyorrapidly• Thingsmaychange

slowlyorrapidly.

Studentsmeasurechangeintermsofdifferencesovertime,andobservethatchangemayoccuratdifferentrates.Studentslearnsomesystemsappearstable,butoverlongperiodsoftimetheywilleventuallychange.• Changeismeasuredin

termsofdifferencesovertimeandmayoccuratdifferentrates.

• Somesystemsappearstable,butoverlongperiodsoftimewilleventuallychange.

Studentsexplainstabilityandchangeinnaturalordesignedsystemsbyexaminingchangesovertime,andconsideringforcesatdifferentscales,includingtheatomicscale.Studentslearnchangesinonepartofasystemmightcauselargechangesinanotherpart,systemsindynamicequilibriumarestableduetoabalanceoffeedbackmechanisms,andstabilitymightbedisturbedbyeithersuddeneventsorgradualchangesthataccumulateovertime.• Stabilitymightbedisturbedeitherby

suddeneventsorgradualchangesthataccumulateovertime.

*TheseCCCsaresummativelyassessedusingTask2ortheCulminatingProject.ProgressionofKnowledgefromKindergarten-8thGradeESS1.C.TheHistoryofPlanetEarth:InKindergarten-secondgrade,studentsbegintoengageinthisDCIasitrelatestothecrosscuttingconceptofStabilityandChange.Inotherwords,studentscompareexamplesofsuddenchangesonEarthtogradualchangesonEarth.Inthird–fifthgrade,studentsmovepastthisCCCtolookmorespecificallyatchangestorockformationsandmanystudentsatthislevelwillgetanintroductiontothefossilrecordasaformofevidence.Withinthisfourthgradeperformanceexpectation,studentsmovetowardsusingthecrosscuttingconceptofPatternstoanalyzechangestheysee.Inthiseighthgradeunit,studentscontinuetheiranalysisofrockandtheiruseofbothcrosscuttingconceptsmentionedabove,butbegintoformagreaterpictureofEarth’s4.6billion-year-oldhistory.ThepreviousyearshavesetthestageforstudentstoconsiderScale,Proportion,andQuantityatagranderscale,thusformulatingaconceptofthegeologictimescale.Atalllevels,studentsuseevidencetoconstructexplanationsofphenomenarelatedtothehistoryofplanetearth.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:2-ESS1-1 UseinformationfromseveralsourcestoprovideevidencethatEartheventscanoccurquicklyor

slowly.

4-ESS1-1 Identifyevidencefrompatternsinrockformationsandfossilsinrocklayerstosupportanexplanation





forchangesinalandscapeovertime.

MS-ESS1-4 ConstructascientificexplanationbasedonevidencefromrockstrataforhowthegeologictimescaleisusedtoorganizeEarth’s4.6-billion-year-oldhistory.

LS3.A.InheritanceofTraits:InKindergarten-secondgrade,studentsmakeobservationsbasedonexamplestheycanseeinordertoconcludethatplantsandanimalslookliketheirparents.Thisphysicalobservation-basedunderstandingsetsthefoundationforthemtoengagewiththesciencebehindthisphenomenoninthird–fifthgrade.Atthislevel,studentscontinuetolookforPatternsindata,butstartusingcontent-specificvocabularyandconcepts,suchastraits,inheritance,andvariation.Furthermore,theycontinueontoconsiderthatitisnotjustgeneticsthatcaninfluencetraits,butalsoenvironment.Thissetsthestageforthiseighthgradeunitasstudentsdiveintothemechanismatplay—thatcertaingenesresultinspecificproteins,whichinfluencesthetrait.Variationthusresultsfrombothinheritanceandmutationprocesses.Inearliergrades,studentsfocusonAnalyzingandInterpretingPatternsinDatatoConstructExplanations.Inthiseighthgradeunit,studentsbuildontheseskillsandthiscrosscuttingconcepttoDevelopModelsthatdescribetheunderlyingmechanisms,utilizingthecrosscuttingconceptofStructureandFunction.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:1-LS3-1 Makeobservationstoconstructanevidence-basedaccountthatyoungplantsandanimalsarelike,

butnotexactlylike,theirparents.

3-LS3-1 Analyzeandinterpretdatatoprovideevidencethatplantsandanimalshavetraitsinheritedfromparentsandthatvariationofthesetraitsexistsinagroupofsimilarorganisms.

3-LS3-2 Useevidencetosupporttheexplanationthattraitscanbeinfluencedbytheenvironment.

MS-LS3-1 Developanduseamodeltodescribewhystructuralchangestogenes(mutations)locatedonchromosomesmayaffectproteinsandmayresultinharmful,beneficial,orneutraleffectstothestructureandfunctionoftheorganism.

LS3.B.VariationofTraits:Asyoucanseebytheperformanceexpectationslistedbelow,thisDCIisheavilylinkedtoLS3.AInheritance.RecallthatinKindergarten-secondgrade,studentsaremakingobservationsbasedonexamplestheycanseeinordertoconcludethatplantsandanimalslookliketheirparents.Thisalsoincludesaconclusionthatplantsandanimalsdonotlookexactlyliketheirparents,thuslayingthefoundationforthisconceptofvariation.Inthird–fifthgrade,theycontinuetoexplorethisideaofvariationinmoredepth,analyzingdatasetsforevidenceofvariationthatresultfrombothgeneticsandenvironment.Whileinsixthgrade,studentsdiscoverthatvariationoccursbecauseoftheprocessesinsexualreproduction,thiseighthgradeunitfocusesonvariationthatoccursbecauseofmutation.Duetothenatureoftheperformanceexpectationsatthedifferentlevels,studentsstartbyAnalyzingandInterpretingPatternsinDatainordertoConstructExplanations,butmovetowardDevelopingModelsusingStructureandFunctioninthiseighthgradeunit.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:1-LS3-1 Makeobservationstoconstructanevidence-basedaccountthatyoungplantsandanimalsarelike,

butnotexactlylike,theirparents.





3-LS3-1 Analyzeandinterpretdatatoprovideevidencethatplantsandanimalshavetraitsinheritedfrom

parentsandthatvariationofthesetraitsexistsinagroupofsimilarorganisms.

3-LS3-2 Useevidencetosupporttheexplanationthattraitscanbeinfluencedbytheenvironment

MS-LS3-1 Developanduseamodeltodescribewhystructuralchangestogenes(mutations)locatedonchromosomesmayaffectproteinsandmayresultinharmful,beneficial,orneutraleffectstothestructureandfunctionoftheorganism.

LS4.A.EvidenceofCommonAncestryandDiversity:StudentsdonotengagewiththisDCIuntilthethirdgrade.Inthird–fifthgrade,studentsbegintoaskthequestion:Howareplants,animals,andenvironmentsofthepastsimilarordifferentfromcurrentplants,animals,andenvironments?Thisgivesstudentsafirstexposuretothefossilrecord,whichtheywillstudymoreindepthineighthgrade.Atthethirdgradelevel,studentsonlymakeisolatedconnectionsbetweenorganismsandtheirenvironment,comparingdatabetweenthepastandthepresent.AsinUnit1,studentsinthisunitattempttoformamuchmorecohesiveandcomplexpictureofthehistoryoflifeonEarth.InUnit1,however,theyusethefossilrecordmostlyasatooltoshowbiodiversityandeventsofextinctionovertime.Here,theymovepastjustthefossilrecordtoexplorerelationshipsbetweenspecies,lookingatanatomicalandembryologicalevidence.Thus,studentsmovefromafocusonScale,Proportion,andQuantityinearlygradestoafocusonPatternstoorganizethefossilrecordandcompareanatomicalandembryologicalfeaturesineighthgrade.Regardlessofthegradelevel,however,studentsfocusonAnalyzingandInterpretingDataastheylookatthefossilrecordandotherpiecesofevidence.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:3-LS4-1 Analyzeandinterpretdatafromfossilstoprovideevidenceoftheorganismsandtheenvironmentsin

whichtheylivedlongago.

MS-LS4-1 Analyzeandinterpretdataforpatternsinthefossilrecordthatdocumenttheexistence,diversity,extinction,andchangeoflifeformsthroughoutthehistoryoflifeonEarthundertheassumptionthatnaturallawsoperatetodayasinthepast.

MS-LS4-2 Applyscientificideastoconstructanexplanationfortheanatomicalsimilaritiesanddifferencesamongmodernorganismsandbetweenmodernandfossilorganismstoinferevolutionaryrelationships.

MS-LS4-3 Analyzedisplaysofpictorialdatatocomparepatternsofsimilaritiesintheembryologicaldevelopmentacrossmultiplespeciestoidentifyrelationshipsnotevidentinthefullyformedanatomy.

LS4.B:NaturalSelection:ThisDCIisnotintroducedinkindergarten–secondgradeandfirstappearsinthethirdgrade.Beforestudentsarereadytounderstandthemechanismofnaturalselection,theymustfirstunderstandthecause-and-effectreasoningbehinditbylookingatexamples.Atthislevel,studentsareusingevidencetoconcludethatvariationsinorganismscanprovideadvantagesinsurviving,findingmates,andreproducing.Thissetsthestageforstudentstolearnthestep-by-stepmechanismofnaturalselectioninthiseighthgradeunit.Studentsareabletoapplythesenewconceptsastheycontinuewiththesamescienceandengineeringpracticeandcrosscuttingconceptastheypracticedinthird





grade:ConstructingExplanationsandCauseandEffect.Atthiseighthgradelevel,studentsarealsobeginningtoincorporatemathematicalrepresentationstosupporttheirexplanationofnaturalselection,thusaddingtheskillofUsingMathematicsandComputationalThinking.Studentsshouldthenbeabletoapplytheseknowledgeandskillstoprocessesofselectivebreedingandgeneticengineering.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:3-LS4-2 Useevidencetoconstructanexplanationforhowthevariationsincharacteristicsamongindividuals

ofthesamespeciesmayprovideadvantagesinsurviving,findingmates,andreproducing.

MS-LS4-4 Constructanexplanationbasedonevidencethatdescribeshowgeneticvariationsoftraitsinapopulationincreasesomeindividuals’probabilityofsurvivingandreproducinginaspecificenvironment.

MS-LS4-5 Gatherandsynthesizeinformationaboutthetechnologiesthathavechangedthewayhumans

influencetheinheritanceofdesiredtraitsinorganisms.

LS4.C.Adaptation:ThisDCIisalsonotintroduceduntilthethirdgrade,whenstudentsexploreexamplesofhowsomeorganismscansurvivewell,somesurvivelesswell,andsomecannotsurviveatallinagivenenvironment.Notonlyarestudentslookingatexamples,theyarealsothinkingaboutwhythisisthecase,thususingCause-and-Effectreasoningthatwillbebuiltoninthiseighthgradeunit.Inthisunit,studentslooknotjustatexamples,butalsoatactualmathematicalrepresentationsshowingincreasesanddecreasesofspecifictraitsovertime.StudentsusethecrosscuttingconceptofCauseandEffectagaintoexplainthisphenomenonintermsofnaturalselection.ThusthisDCIisheavilyrelatedtothepreviousLS4.B:NaturalSelection.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:3-LS4-3 Constructanargumentwithevidencethatinaparticularhabitatsomeorganismscansurvivewell,

somesurvivelesswell,andsomecannotsurviveatall.

MS-LS4-6 Usemathematicalrepresentationstosupportexplanationsofhownaturalselectionmayleadtoincreasesanddecreasesofspecifictraitsinpopulationsovertime.


CulminatingProject


UnitEssentialQuestion:Whydospecieschangeovertimeandshouldweintervene?IntroductionInthisunitstudentsareexaminingthewaysinwhichspeciesandpopulationschangeovertimeandthemechanismsforthosechanges.Theculminatingprojecthasstudentsconsiderthesechangesinaparticularcontext.Humansarecausingchangesinourenvironment—pollution,climatechange,lossofhabitat,etc.—whicharehavingahugeimpactonmanyspeciesaroundtheworld.Astheseplantsandanimalsstruggletoadapttorisingtemperaturesandothereffectsofenvironmentalchange,weseethelistofendangeredspeciesgrowinglongerandlonger.Whilewealreadyknowthereareactionswecantaketopreventmoreharmfulenvironmentalchanges,someofthedamagewe’vedonecan’tbeundone.Aswewatchmorespeciesstrugglewiththechangingenvironmentalconditions,thequestionbecomes:Shouldweinterveneorallownaturetotakeitscourse?Inthisproject,students’taskistodevelopanargumentthatanswersthisquestion,contextualizedwithinresearchtheydoononespeciesaffectedbychangingenvironmentalconditions.Eachgroupwillselectonespeciesaffectedbyanenvironmentalchangeandusetheirownresearchandthescientificconceptstheylearnthroughouttheunittodecidewhetherhumansshouldinterveneornot.Eachgroupwillthenprepareforawhole-classThinkTankDiscussion*centeredaroundthequestion:Shouldhumansinterveneonthebehalfofthreatenedorendangeredspeciesorallownaturetotakeitscourse?Asindividuals,theywillthenwriteaPost-DiscussionReport,detailingthescientificbackgroundontheirownspeciesaswellastheirargument,usingthediscussionasadditionalevidenceandreasoning.*Note:A“ThinkTankDiscussion”providesstudentsanopportunitytoaddressaspecificissueinastructured,interactiveworkshop.Specificquestionsareusedtoallowforparticipantstoproblem-solveapproachestoacommonproblem—inthiscasetheproblemofspeciesthatareaffectedbyenvironmentalchange.3-DimensionalAssessment

StanfordNGSSIntegratedCurriculum TeacherVersion


TimeNeeded(Basedon45-MinutePeriods)6-8Daysatendofunit

• GroupProject:2-3periods• IndividualProject:4-5periods

o Firstdraft:2-3periodso Feedback:1periodo Revision:1period

Materials

• Computersorhand-helddeviceswithinternetcapabilitiesforresearch• LinedPaperorIndexCards• BlankPaper,print-outsofprojecttemplate,orcomputerswithwordprocessingsoftware• Colorpencils/pens• OptionalOnlineResources

o ArticleofSpeciesAffectedbyClimateChange:https://www.smithsonianmag.com/science-nature/ten-species-are-evolving-due-changing-climate-180953133/

o TedEdVideoofwildlifeadaptingtoclimatechange:https://www.youtube.com/watch?v=ZCKRjP_DMII(Stopat3:56)

InstructionsforTheCulminatingProject

1. IntroducetheCulminatingProjectattheendoftheLift-Offtask,includingboththegroupandindividualcomponentsoutlinedintheChallenge.

2. ReadovertheCulminatingProjectTaskCardwiththestudents.Werecommendonlyreadingthechallengeandgroupcriteriaforsuccessatthistimeinordertonotoverwhelmstudentswithinformation.

• Takequestionsforclarification• Optional:Youmaywanttoshowavideotosparkstudentinterest.Thefollowinglinkisoneoption:

https://www.youtube.com/watch?v=QwLyscT3NgI(Showuntil0:38).

3. RemindstudentsthatastheygothroughtheProjectOrganizer,theywillbeplanningpartsoftheirargumentandrecordinginformationtheymayneedfortheirindividualproject.However,thereisnothingwrongwithgoingbackandchangingtheirideasoverthecourseoftheunit.Thestudentswon’tfullydeveloptheirargumentandpreparefortheThinkTankDiscussionuntiltheendoftheunit,sochangeisacceptableandoftenexperienced.

4. MakesurethestudentsfillouttheProjectOrganizeraftereachtask,whichwillhelpthestudentsthinkabouthowtheirchosenspeciesmayhavechangedovertimeandhowitmightbeaffectedbyenvironmentalchanges.Thisprocessallowsstudentstobothapplyanddocumentrelevantscientificconceptsastheymovethroughtheunit.Thiswillinformboththeirgroupandindividualprojects.

• WerecommendthatstudentscompletetheProjectOrganizerindividually.Theymightdiscussideasfirstasagroup,butshouldthenrespondindividually.Thisallowsstudentstimetoprocessconceptsontheirownandgeneratetheirownideas,whichcanbeusedlaterwhenitcomestodevelopingtheirgroupproject.Inthisparticularunit,thereisoneexceptiontothisguideline—aftertheLift-Offtask,eachstudentgroupshouldresearchandpickaspecies,sothatallgroupmembersareworkingwiththesamespeciesthroughouttheunit.

5. ThetablebelowsummarizeshowtheProjectOrganizerguidesthestudentsthroughdevelopingdifferent

componentsoftheThinkTankDiscussionandPost-DiscussionReport:



Task ProjectOrganizer GroupandIndividualCulminatingProjectsLift-OffTheCaseofthePepperedMoths

Selectandresearchaspeciesthatisbeingnegativelyaffectedbyachangeintheirenvironmentthatiscausedbyhumans.• Describethechangeintheenvironmentanditseffectonthisspecies.

• DiscussionandPost-DiscussionReportgivebackgroundonspecies.

Task1TheFossilRecordandGeologicTimeScale

• Drawapretendfossilrecord.• Howmightthefossilrecordinthelast

50yearsshowthespecieschangingovertime?

• Givenhowourplanetischanging,predictwhatfuturelayersmightlooklike?

• Discussionusesexamplesofpreviousincidentsofclimatechangeinthefossilrecord.

• Post-DiscussionReportcontainsapretendfossilrecorddepictinghowspeciesmayhavechangedinthepastandwillchangeinthefutureduetoanenvironmentalchange.Usesfossilrecordtoexplainrelativedating.

Task2EvidenceofChangeOverTime

• Drawinapretendcommonancestoratthebeginningofyourfossilrecordandapretendmodernspeciesalsorelatedtothiscommonancestor.

• Whatsimilaranatomyorembryologicaldevelopmentmightyourspecieshavewiththisrelatedspecies?

• TheCulminatingProjectdoesnotassessthePerformanceExpectationsaddressedinthistask.ThesePerformanceExpectationsareassessedwithrubricsprovidedinthistask.

Task3NaturalSelection

• Howwouldchangesintheenvironmentthatarecausedbyhumansaffectyourspecies?

• Explainwithinthecontextofnaturalselection.Youmaychoosetoexplainusingaparagraphoraflowchartwithpictures.

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

• DiscussionandPost-DiscussionReportexplainhowenvironmentalchangeaffectsspeciesintermsofnaturalselection.

Task4HumanIntervention

• Whatchangeintraitmighthelpthatspeciessurvive?

• Modeltheprocessofchangingthistrait,usingwhatyouhavelearnedinthistask.

• DiscussionandPost-DiscussionReportarguefororagainsthumanintervention.

• Post-DiscussionReportcontainsamodelandexplanationofgeneticintervention(genetotrait),includingemphasisonstructureandfunction.

6. Afterallthelearningtasksarecompleted,andtheProjectOrganizersarecompleted,thestudentscanstartto

planhowtheywillparticipateintheThinkTankDiscussion.WehighlyrecommendthatstudentsusetheGroupProjectCriteriaforSuccesstodraftnotestheycanuseduringtheclassThinkTankDiscussion.Studentsmayalsowanttotranscribethesenotesontonotecards.DifferentmembersofthegroupcanberesponsiblefordifferentnotecardsduringtheThinkTankDiscussiontoensuremoreequitableparticipation.BoththeProjectOrganizerandCriteriaforSuccessshouldbeusedasreferenceforthestudentstoremindthemofallthattheyhavelearnedthroughoutthetasktoincludeintheirproject.



• Asalways,werecommendtheuseofgrouprolesforCulminatingProjectworktime(See“HowtoUseThisCurriculum”documentfordetails).Werecommendchangingtheroleseveryworkday.

7. Foranauthenticexperience,werecommendsettingupchairsinacircularformatsothatstudentsmayface

eachotherastheydiscuss.Therearemanywaystofacilitatealargegroupdiscussion,likethisThinkTankDiscussion,butsomesuggestionsarelistedbelow:

• Werecommendreviewingdiscussionnormsthatyouuseinyourclassroomtoensuremoreequitablediscussion(Forexample,“StepUp–StepBack).Throughoutthediscussion,youwilllikelyneedtofacilitatebycallingondifferentgroupswhohavenothadasmuchsharingtime.

• Asstatedabove,werecommendstudentgroupscometothediscussionwithnotesornotecardsprepared.

• Optional:Startthediscussionbyhavingeachgrouppresenttheirbackgroundontheirspecies.Thenopenupthediscussiontotheargument:Shouldhumansinterveneonthebehalfofthreatenedorendangeredspeciesorallownaturetotakeitscourse?WerecommendkeepingtheGroupProjectCriteriaForSuccessinfrontofyou,bothforassessmentpurposesandalsoasasourceoffacilitatingquestionstoguidethediscussionasneeded.

• Itmaybehelpfulforstudentstohavesomewritingtimerightafterthediscussion,sotheymaynoteanyadditionalpieceofevidenceorreasoningfromthediscussionthattheywouldliketoincludeintheirindividualproject.

8. OncetheThinkTankDiscussioniscomplete,studentsarereadytomoveontotheirindividualproject.StudentswillwriteaPost-DiscussionReportthatdetailsthescientificbackgroundontheirspeciesaswellastheirargument,usingthediscussionasadditionalevidenceandreasoning.RemindstudentstocheckthattheirPost-DiscussionReportmeetsallthecriteriainthestudenthandout.

• Dependingontheneedsofyourstudents,youmaywanttoprovideatemplatetohelpthemorganizetheinformationtheywillincludeintheirPost-DiscussionReport.Anoptionisprovidedattheendofthisteacherguide.

9. ConductapeerreviewofthePost-DiscussionReportafterstudentshavecompletedafirstdraft.

• CopythePost-DiscussionReportPeerReviewFeedbackformfoundintheStudentInstructions.AnotheroptionistousetheStudent3-DimensionalIndividualProjectRubric.

• Assigneachstudentapartner,preferablyapartnerfromadifferentgroup.• Studentsswitchdraftsandassessthemusingthepeerreviewfeedbackformor3-DimensionalRubric.

o Remindeachstudenttogiveonepositivecommentandoneconstructivecommentforeachsectiononthechecklist.

o Allowstudentstimetopresenttheirfeedbacktotheirpartner,sotheirpartnermayaskclarifyingquestionsifneeded.

10. Afterreceivingfeedback,allowstudentstimetocompleteafinaldraftbasedonthefeedbacktheyreceived.

AssessmentTheProjectOrganizercanbeformativelyassessedusing:

• Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixfromtheUnitOverviewtoinformyourcriteria.

TheGroupCulminatingProjectwillbesummativelyassessedusing:

• TheGroupProjectCriteriaforSuccessChecklist



TheIndividualCulminatingProjectwillbesummativelyassessedusing:

• The3-DimensionalIndividualProjectRubric.• KeepinmindthattheProficientlevelindicatesthatthestudenthassuccessfullydemonstratedunderstandingof

thecriteria.BecauseweareintheearlystagesofNGSSadoption,itmaytakemultipleopportunitiesthroughoutthecourseoftheyearforstudentstoreachProficient.

• Ifyouwishtogivestudentsanumericscore,youcouldtaketheaveragescoreofalloftheirrubricsoradduprubricscorestogivestudentsasummationoutofthetotal.Becauseofthenoteabove,thisscoringmaynotcorrelatetotraditionalgradingsystems.

• Whilewerecommendscoringalloftheprojectcriteriawiththerubricsforeachstudent,weunderstandtheburdenofthatlevelofscoring.

o Oneoptionistoselecttherubricsthatyouwishtofocusonforthisprojectandusethosetoassesseachstudent’sindividualproject.

o AnotheroptionistoreviewtheProficientlevelofeachoftheproject’srubricsandusethedescriptionstogenerallyanalyzeallstudentworkfortrends.



Post-DiscussionReport

Backgroundon________________________



HowaChangeinEnvironmentisAffecting____________________

TechnologiesThatHumansCanUsetoAffectTraitsinOrganisms



TheMostAppropriateTechnologyforHumanIntervention

AModelofGeneticEngineering

MyArgument:Shouldhumansinterveneonthebehalfofthreatenedorendangeredspeciesorallownaturetotakeitscourse?



3-DimensionalIndividualProjectRubric


Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:Post-DiscussionReportfromaThinkTankDiscussion.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedontheCulminatingProjectStudentInstructions.*Ifstudentprovidesnoassessableevidence(e.g.,“Idon’tknow”orleavesanswerblank),thenthatstudentresponsecannotbeevaluatedusingtherubricandshouldbescoredasazero.

Belowweprovideanalignmenttablethatdetailsthedimensionsassessedforeachcriterion.

StudentCriteriaforSuccess DisciplinaryCoreIdea ScienceandEngineeringPractice CrosscuttingConcept1 � Drawapretendfossilrecordusingaccurate

scientificconceptstodemonstratehow

yourspeciesmayhavechangedovertime.

o Showhowyourspeciesmayhavechangedoverthelast50yearsdue

toenvironmentalchange.

o Predictandshowhowyourspeciesmightbeshowninfuturelayersdue

toenvironmentalchange.

o Usefossilrecorddatafrompastincidentsofclimate

changetoexplainwhether

youthinkfuturechangesto

yourspecieswouldbe

suddenorgradual.

o Providecaptionsthatdescribeyourpretendfossilrecordandexplain

howthefossilrecordshowsrelative

datingofthehistoryofyourspecies.

ESS1.C:TheHistoryofPlanetEarth

• Thegeologictimescaleinterpretedfromrockstrataprovidesawayto

organizeEarth’shistory.Analysesof

rockstrataandthefossilrecord

provideonlyrelativedates,notan

absolutescale.

LS4.A:EvidenceofCommonAncestryand

Diversity

• Thecollectionoffossilsandtheirplacementinchronologicalorder

(e.g.,throughthelocationofthe

sedimentarylayersinwhichtheyare

foundorthroughradioactivedating)

isknownasthefossilrecord.It

documentstheexistence,diversity,

extinction,andchangeofmanylife

formsthroughoutthehistoryoflife

onEarth.

N/A StabilityandChange

• Stabilitymightbedistributedeitherby

suddeneventsorgradual

changesthataccumulate

overtime.

2 � Applytheideaofnaturalselectiontoexplaintherelationshipbetween

environmentalchangeandthetrait(s)of

yourspecies.

o Howdoesthecause-and-effectrelationshipofnaturalselectionhelp

youpredictwhatyourspecieswill

likelylooklikeinthefuture?

o Compareyourspeciestothe“Insect”


• Naturalselectionleadstothepredominanceofcertaintraitsina

population,andthesuppressionof

others.

LS4.C:Adaptation

• Adaptationbynaturalselectionactingovergenerationsisoneimportant

processbywhichspecieschangeover


• Applyscientificideastoconstructanexplanation

forreal-worldphenomena,

examples,orevents.

• Constructascientificexplanationbasedonvalid

andreliableevidence

obtainedfromsources

CauseandEffect

• Somecauseandeffectrelationshipsinsystems

canonlybedescribed

usingprobability.





simulationandusetheresultsofthe

simulationasevidenceforwhyyou

thinkyourspecieswillbeaffected

thisway.

timeinresponsetochangesin

environmentalconditions.Traitsthat

supportsuccessfulsurvivaland

reproductioninthenewenvironment

becomemorecommon;thosethatdo

notbecomelesscommon.Thus,the

distributionoftraitsinapopulation

changes.

(includingone’sown

experiments)andthe

assumptionthattheories

andlawsthatdescribethe

naturalworldoperate

todayastheydidinthe

pastandwillcontinueto

dosointhefuture.

3 � Explainthemultipletechnologiesthathumanscanusetoaffecttraitsin

organisms.UseevidencefromTask4to

describetheprocessesandgiveexamples.


• Inartificialselection,humanshavethecapacitytoinfluencecertain

characteristicsoforganismsby

selectivebreeding.Onecanchoose

desiredparentaltraitsdeterminedby

genes,whicharethenpassedonto

offspring.


• Applyscientificideastoconstructanexplanationfor

real-worldphenomena,

examples,orevents.

CauseandEffect

• Phenomenamayhavemorethanonecause.

4 o Drawamodeltoshowhowascientistcouldcreateastructuralchangetothe

genesofyourorganism.Explainhow

thechangeingeneswouldaffectthe

structureandfunctionoftheorganism.


• Genesarelocatedinthechromosomesofcells,witheach

chromosomepaircontainingtwo

variantsofeachofmanydistinct

genes.Eachdistinctgenechiefly

controlstheproductionofspecific

proteins,whichinturnaffectsthe

traitsoftheindividual.Changes

(mutations)togenescanresultin

changestoproteins,whichcanaffect

thestructuresandfunctionsofthe

organismandtherebychangetraits.

LS3.B:VariationofTraits

• Inadditiontovariationsthatarisefromsexualreproduction,genetic

informationcanbealteredbecauseof

mutations.Thoughrare,mutations

mayresultinchangestothestructure

andfunctionofproteins.Some

N/A

StructureandFunction

• Complexandmicroscopicstructuresandsystems

canbevisualized,

modeled,andusedto

describehowtheir

functiondependsonthe

shapes,composition,and

relationshipsamongits

parts;therefore,complex

naturalanddesigned

structures/systemscanbe

analyzedtodetermine

howtheyfunction.





changesarebeneficial,others

harmful,andsomeneutraltothe

organism.

5 � Constructyourargumenttothequestion:Shouldhumansinterveneonthebehalfof

threatenedorendangeredspeciesorallow

naturetotakeitscourse?Include:

o Yourclaim.o Evidenceandscientificreasoningfrom

yourresearchandtheThinkTank

Discussion.

o Adescriptionofwhattheothersidemightsayandacounter-argumentto

respondtotheotherside.


• Inartificialselection,humanshavethecapacitytoinfluencecertain

characteristicsoforganismsby

selectivebreeding.Onecanchoose

desiredparentaltraitsdeterminedby

genes,whicharethenpassedonto

offspring.

LS4.C:Adaptation

• Adaptationbynaturalselectionactingovergenerationsisoneimportant

processbywhichspecieschangeover

timeinresponsetochangesin

environmentalconditions.Traitsthat

supportsuccessfulsurvivaland

reproductioninthenewenvironment

becomemorecommon;thosethatdo

notbecomelesscommon.Thus,the

distributionoftraitsinapopulation

changes.

EngaginginArgumentFrom

Evidence• Construct,use,and/or

presentanoralandwritten

argumentsupportedby

empiricalevidenceand

scientificreasoningto

supportorrefutean

explanationoramodelfora

phenomenonorasolution

toaproblem.

N/A





Rubric1:Studentcreatesapretendfossilrecordforthepastandfuture,whichusesideasofrelativedatingtoshowasuddenorgradualchangeoftheirspeciesduetoanenvironmentalchange.

• DimensionsAssessed:DCI–LS4.A.EvidenceofCommonAncestryandDiversity,DCI–ESS3.C.TheHistoryofPlanetEarth,CCC–StabilityandChange

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

forthepastandfuture,whichuses

inaccurateideasofrelativedatingand/ordoesnotshowasuddenorgradualchangeoftheirspeciesduetoan

environmentalchange.

Studentcreatesapretendfossilrecord


inaccurateideasofrelativedatingtopartiallyshowasuddenorgradualchangeoftheirspeciesduetoan


Studentcreatesapretendfossilrecordfor

thepastandfuture,whichusesaccurateideasofrelativedatingtopartiallyshowasuddenorgradualchangeoftheirspecies

duetoanenvironmentalchange.

Studentcreatesapretendfossilrecord


accurateideasofrelativedatingtocompletelyshowasuddenorgradualchangeoftheirspeciesduetoan


LookFors:● Studentdrawsamockfossilrecord

inaccurately.Forexample,theoldest

layersmaybeatthetop(earliest

formoftheirspecies)andthemost

recentatthebottom(mostrecent

formoftheirspecies).

● And/orstudentdoesnotshowthesuddenorgradualchangeoftheir

speciesovertime.Theirmockfossil

recordmayshownochangeover

time,isnotspecifictotheirspecies,

orisnotrelevanttoan

environmentalchangecausedby

humans.


inaccurately.Forexample,theoldest

layersmaybeatthetop(earliest

formoftheirspecies)andthemost

recentatthebottom(mostrecent

formoftheirspecies).

● Studentstillshowsachangeoftheirspeciesovertimethatisrelevantto

theirenvironmentalchange,butitis

notaccuratelydocumentedbecause

theirlayersareincorrect(See

AdvancedLook-Forsfordescription

ofthis).


accuratelywiththeoldestlayersat

thebottom(earliestformoftheir

species)andthemostrecentatthe

top(mostrecentformoftheir

species).Studentaccuratelydescribes

thisincaptions.

● Mockfossilrecordandcaptionsareaccuratebutincomplete:

o Drawingsoftheirspecieswithinthelayerslikelyshowagradual

changeofaspecifictraitor

populationsizeovertime,but

thismightnotbeexplicitin

captions.Thechangeinspecies

isrelevanttoaspecific

environmentalchangecausedby

humans.

o ORdrawingsoftheirspeciesonlyshowpastlayersbutnot

futurelayers,inaccordancewith

theprompt,orviceversa.


accuratelywiththeoldestlayersat

thebottom(earliestformoftheir

species)andthemostrecentatthe

top(mostrecentformoftheir

species).Studentaccurately

describesthisincaptions.

● Captionsanddrawingsoftheirspecieswithinthelayerslikelyshow

andexplainagradualchangeofa

specifictraitorpopulationsizeover

time.Thischangeisrelevanttoa

specificenvironmentalchange

causedbyhumans.





Rubric2:Studentexplainsthecause-and-effectrelationshipbetweenanenvironmentalchangeandtheirspecies’population,applyingtheideaofnaturalselectionandincorporatingprobabilitystatementsfromthe“insect”simulation.

• DimensionsAssessed:DCI–LS4.B.NaturalSelection,DCI-LS4.C.Adaptation,SEP–ConstructingExplanations,CCC–CauseandEffect

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“insect”simulation.

Studentaccuratelyexplainsthecause-and-effectrelationshipbetweenan


population,applyingthecompleteideaofnaturalselectionandincorporating

relevantprobabilitystatementsfromthe

“insect”simulation.

LookFors:● Studentexplanationisinaccurate,is

notspecifictotheirspecies,doesnot

useknowledgeofnaturalselection,

and/ordoesnotincluderelevant

evidencefromthesimulation.For

example,“climatechangeismaking

theowlsoverheatanddie.”

LookFors:● Studentexplanationisspecificto

theirspecies,usessomeprinciplesof

naturalselection,butdoesnot

incorporateevidencefromthe

simulation.

● Studentexplanationincludesthebasicconceptofnaturalselection

depictedintheProficientLook-Fors,

usingachainofcause-and-effect

reasoning.Forexample,“climate

changeandtheresultingbrown

landscapeareleadingtoa

populationwithmorebrownbunnies

becausethattraitbetter

camouflages.”Norelevantevidence

fromthe“insect”simulationisgiven.

LookFors:• Studentexplanationisspecificto

theirspecies,usessomeprinciplesof

naturalselection,andincorporates

evidencefromthesimulation.

• StudentexplanationincludesmostoftheAdvancedcomponents

connectedbycause-and-effect

reasoning,butlackssomeofthe

stepsanddetailsinnaturalselection.

Forexample,itincludes:aspecific

changeinenvironment;processof

someindividualswithacertaintrait

survivingandwhy;comparisontoan

insectfromthesimulation,howthat

insectchangedovertime,andhow

thatjustifieshowtheirspecieswill

likelychange(probability

statements).

LookFors:• Studentexplanationisspecificto

theirspecies,usesallprinciplesof

naturalselection,andincorporates

evidencefromthesimulation.

• Studentexplanationincludesallofthefollowingcomponentsconnected

bycause-and-effectreasoning:the

environmentalpressure(ex:

warmingtemperatures);description

ofvariationintheirspeciestraits;

processofsomesurvivingandsome

dyingbasedonatrait;thepassingon

offavorabletraitsbysurvivors;

identificationofchangein

populationovertime;comparisonto

aninsectfromthesimulation,how

thatinsectchangedovertime,and

howthatjustifieshowtheirspecies

willlikelychange(probability

statements).





Rubric3:Studentconstructsanexplanationofmultipletechnologiesthathumansusetoaffecttraitsinorganisms,usingevidencefromapasttasktosupporttheirexplanation.

• DimensionsAssessed:DCI–LS4.B:NaturalSelection,SEP–ConstructingExplanations,CCC–CauseandEffect

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

traitsinorganisms.

Studentconstructsanaccurateexplanationofmultipletechnologiesthat

humansusetoaffecttraitsinorganisms,

usingnoevidencefromapasttasktosupporttheirexplanation.

OR

Studentconstructsapartialexplanationofmultipletechnologiesthathumansuse

toaffecttraitsinorganisms,usingpartialevidencefromapasttasktosupport

theirexplanation.



usingpartialevidencefromapasttasktosupporttheirexplanation.



usingcompleteevidencefromapasttasktosupporttheirexplanation.

LookFors:● Studentexplanationinaccurately

describestheprocessofselective

breedingand/orgeneticengineering.

Forexample,“humanscould

intervenebyforcingbrownbunnies

tochoosebrownfurcolorastheir

trait.”

● ThusanyevidencefromTask4isalsoinaccurate.

LookFors:● Studentexplanationaccurately

describestheprocessesofselective

breedingANDgeneticengineering.

Studentdoesnotuseanyevidence

fromTask4.

● Studentexplanationaccuratelydescribestheprocessofselective

breedingorgeneticengineering,but

notboth.Studentusesexamples

fromTask4thatarerelevanttothe

processtheydescribe.




● StudentimplicitlyorexplicitlyreferencesthearticlefromTask4,

butexplanationlackscomplete

detail.Forexample,thestudentmay

notincluderelevantexamplesfor

eachprocessordoesnotcompletely

andaccuratelydescribethestepsfor

eachprocess.




● StudentimplicitlyorexplicitlyreferencesthearticlefromTask4,

includingrelevantexamplesofhow

eachprocesshasbeenused

successfully.Forexample,adairy

farmerselectingbullsfromlarge-

growthherdstobreedwithcows

thathavethebestmilkproductionin

ordertocreatethebestdairycattle

andinsertingageneforinsect-

resistanceintomatoes.





Rubric4:Studentdrawsamodelthatshowshowapretendhuman-createdmutationcouldleadtoafavorablechangeintrait,describinganddepictingastructuralchangetogenesthataffectsthestructureandfunctionoftheirorganism.

• DimensionsAssessed:DCI–LS3.A.InheritanceofTraits,DCI–LS3.B.VariationofTraits,CCC–StructureandFunction

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdrawsaninaccuratemodelthatshowshowapretendhuman-created

mutationcouldleadtoafavorable

changeintrait.

Studentdrawsanaccuratebutpartialmodelthatshowshowapretendhuman-

createdmutationcouldleadtoa

favorablechangeintrait,AND/ORdoesnotexplicitlydescribeanddepictastructuralchangetogenesthataffects

thestructureandfunctionoftheir

organism.

Studentdrawsanaccurateandcompletemodelthatshowshowapretendhuman-


favorablechangeintrait,partiallydescribinganddepictingastructural

changetogenesthataffectsthe

structureandfunctionoftheirorganism.

Studentdrawsanaccurateandcompletemodelthatshowshowapretendhuman-


favorablechangeintrait,completelydescribinganddepictingastructural

changetogenesthataffectsthe

structureandfunctionoftheirorganism.

LookFors:● Studentmodelisinaccurateorisnot

specifictotheirchosenorganism.For

example,studentmodelmayshow

humansinsertingaproteinintotheir

organism,whichcreatesagenethat

affectsthetraitintheorganism.

Look-Fors● Modelidentifiesarelevanttraitthat

wouldhelptheirorganismtosurvive

anenvironmentalchange.

● Studentaccuratelymodelssomeofthestepsintheprocessfromgeneto

trait.Forexample,theymayshow

themutatedgenecreatingthenew

desiredtrait,butskippingtheprotein

step.

● AND/ORStudentmodeldoesnotexplicitlyshowanddescribehow

structureaffectsfunction,for

whicheverpartispresentintheir

model.

Look-Fors● Modelidentifiesarelevanttraitthat



● Studentaccuratelymodelsallstepsintheprocessfromgenetotrait:The

mutatedgeneproducesadifferent

protein,whichcreatesthenew

desiredtrait.

● Studentmodelalsoshowsanddescribesstructureandfunctionat

eitherthegenetoproteinsteporthe

proteintotraitstep,butnotboth.

LookFors:• Modelidentifiesarelevanttraitthat



• Studentaccuratelymodelsallstepsintheprocessfromgenetotrait:The

mutatedgeneproducesadifferent

protein,whichcreatesthenew

desiredtrait.

• Studentmodelalsoshowsanddescribeshowthechangeinthe

structureofthegeneaffectsthe

structureandfunctionofthe

protein,whichchangesthestructure

andfunctionoftheorganism(trait).





Rubric5:Studentconstructsanargumentforwhetherornothumansshouldinterveneonthebehalfofthreatenedorendangeredspecies,andusesevidenceandscientificreasoningtosupporttheirargument.

• DimensionsAssessed:DCI–LS4.C.Adaptation,DCI–LS4.B.NaturalSelection,SEP–EngaginginArgumentFromEvidence

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

whetherornothumansshouldintervene

onthebehalfofthreatenedor

endangeredspeciesandusesnoevidenceorscientificreasoningtosupporttheirargument.

Studentconstructsanargumentfor



endangeredspecies,butusesinsufficientevidenceandscientificreasoningtosupporttheirargument.




endangeredspecies,andusesmultiplesourcesofevidenceandaccuratebutpartialscientificreasoningtosupporttheirargument.




endangeredspecies,andusesmultiplesourcesofevidenceandaccurateandcompletescientificreasoningtosupporttheirargument.

LookFors:● Studentmakesaclearclaimfor

humaninterventionornatural

process.

● Studentusesnoscientificreasoningandevidencetosupporthisorher

claim.Forexample,“Ithinkwe

shouldinterveneonthebehalfof

threatenedorendangeredspecies,

becausewecausedthisanditisthe

rightthingtodo.”



process.

● Studentusessomescientificreasoningtosupporthisorherclaim,

butthereasoningisnotconvincing.

● Studentcitesonlyonesourceofevidenceorafewsourcesthatdo

notstronglysupporttheclaim.



process.

● Studentusesscientificreasoningtosupporthisorherownclaim,but

doesnotcounter-arguetheother

claim.

● Studentcitesmultiplesourcesofevidencetosupporttheirreasoning.

Forexample,theirmockfossil

record,thearticleaboutpast

incidentsofclimatechangeinTask1,

thesimulationofnaturalselectionin

Task3,thearticleinTask4,anyof

0,123,(*'#4()'0 unit 3 adapt or die?...storyline for unit 3 in this unit, students will be exploring...

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