Unit Planning

Template
Name

Cassie Rodenberg

Date:

:
Schoo

Fannie Lou Hamer Middle School

Grade/

l:
Collaborator(s), if

July 29, 2014

8 / Science

Subject:

applicable1:
Unit Topic
Evolution
Unit Summary
In this space, please introduce your topic, place the unit in context within the year,
outline major goals, introduce/describe the performance assessment, and identify
major learning activities. Your summary should be no longer than 8-10 sentences. Do
not complete this section until you are finished with the unit plan.
This unit will be my second of the year, prefaced by a Genetics unit. By the end of the
unit, students will learn how/why species change over time and be able to reflect on
evolution and science in a culturally sensitive way. This second component is my
overarching goal: to merge science in context with beliefs of cultures around the
world, as science is rarely seen in tandem with other ways of thought. For key
learning experiences, students will analyze the fossil record and beliefs of their own
culture before presenting those for another culture around the world to the class.
Students will also be responsible for creating an imaginary species as well as
establishing its place in a visual fossil layer with accurate dating.

1 All collaboration should be verbal in nature and each teacher should submit
unique, individual written work for each assessment. Any additional resources
consulted should be listed at the end of the assessment. The primary volume of
your work should be yours and yours alone.

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Ultimately, I want students to become citizens who are thoughtful and do not set
aside beliefs that do not, on the surface, align with science. Students need to learn
that its not one or the other!

Stage 1: Desired Results

Established Goals (Standards, etc.):
In this space, please indicate the source of your standards (e.g., Common Core State
Standards, school or network created power standards, Next Generation Science
Standards, etc.)
Left column = Next Generation Science Standards
Right column = NYS Science standards (mixed with NGSS, because NYS didnt have
higher-level evolution standards for Intermediate-level Science)
Identifier
MS-LS4-2.
Apply scientific ideas to
construct an explanation
for the
anatomical similarities
and differences among
modern organisms and
between modern and
fossil organisms to infer
evolutionary
relationships.

Standard

3.2b Extinction of a species occurs when the

environment changes and the adaptive characteristics of
a species are insufficient to permit its survival. Extinction
of species is common. Fossils are evidence that a great
variety of species existed in the past.

MS-LS41.
Analyze and interpret
data for patterns in the
fossil record that
document the existence,
diversity, extinction, and
change of life forms
throughout the history of
life on Earth under the
assumption that natural
laws operate today as in
the past.

3.2c Many thousands of layers of sedimentary rock

provide evidence for the long history of Earth and for the
long history of changing lifeforms whose remains are
found in the rocks. Recently deposited rock layers are
more likely to contain fossils resembling existing species.

MS-LS4-4.
Construct an explanation
based on evidence that
describes how genetic
variations of traits in a
population increase
some individuals

LS4.C: Adaptation

Adaptation by natural selection acting over

generations is one important process by which species
change over time in response to changes in
environmental conditions. Traits that support
successful survival and reproduction in the new

3.2d Although the time needed for change in a species is

usually great, some species of insects and bacteria have
undergone significant change in just a few years.

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environment become more common; those that do

not become less common. Thus, the distribution of
traits in a population changes. (MS-LS4-6)

probability of surviving
and reproducing in a
specific environment.

MS-LS4-6.
Use mathematical
representations to
support explanations of
how natural
selection may lead to
increases and
decreases of specific
traits in populations over
time.

6.SP.B
.5

Summarize numerical data sets in relation to

their context.

Literacy (Social Studies/Science).GRADE6-8.RST.9.Compare

and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained
from reading a text on the same topic.
Literacy (Social Studies/Science).GRADE6-8.RST.3.Follow precisely a
multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Literacy (Social Studies/Science).GRADE6-8.WHST.2.d.Use
precise language and domain-specific vocabulary to inform
about or explain the topic.
NYS Living Environment Skill:
Manipulate a compound microscope to view microscopic objects.
NYS Living Environment Skill:
Determine the size of a microscopic object, using a compound
microscope.
Enduring Understandings (EUs): Students will know that
Organisms adapt to change over time. Adaptation increases the likelihood of survival.
Beneficial traits are more likely to be selected for and, therefore, are more likely to be
passed down over generations.
Procedures must be followed precisely.
Culture, such as religion and media, greatly influences how people interpret evidence
and data.
Essential Questions (EQs):
Will humans rule the world forever?
Is extinction good or bad?
As scientists, should we tell cultures that dont believe in evolution that theyre
wrong?
Knowledge, Skills, and Misconceptions
Knowledge: Students will know
Skills: Students will be able to

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Sedimentary rock contains fossils which

provide evidence for species change over
time.
Species can adapt to change slowly, over
many generations, or quickly, over few
generations.
Fossils are preserved remains of
organisms, which provide evidence that
species lived in the past.
When a species becomes extinct, when it
cant adapt to change, genes will no longer
be passed down generations and the
species will die off.
The deeper the layer of sedimentary rock,
the older a fossil is. Therefore, more recent
layers of rock contain younger fossils.
Adaptation occurs when a species
responds to environmental change.
As adaptation occurs, beneficial traits in an
environment are usually passed down
generations while non-beneficial traits
become less common.
A specimen is an object or organism
sampled for study.
Extinction is a common phenomenon.
Sedimentary rock contains distinct layers,
pressed together over hundreds of
thousands of years.
Fossils deep within sedimentary rock
provide evidence for a long history of earth
and of lifeforms.
Distribution of traits in a population
changes over time due to adaptation.

Follow a scientific procedure precisely.

Misconceptions

Clarifications

Evolution can occur in one generation.

While a beneficial trait may be present in one

generation, it takes more than one generation to
pass on that trait to offspring and spread to a
population.
Some fossils show distinct species, but others
show intermediate steps in evolution.
It can be very hard to determine a species from
a crumbling fossil! It can take scientists a long
time, and a lot of experts, to identify the species.
Sometimes, scientists discover a fossil for a
species that hasnt yet been named.
Most of the time, fossils are discovered in pieces,
and scientists have to work hard with technology
to build a pictures of what the organism might
have looked like. Sometimes it takes years to
find more of the fossil, and sometimes the rest of
the fossil isnt found. Furthermore, humans have
altered the earth (digging water pipes, for
example) along with natural disasters, which
displaces fossils.

A fossil shows a distinct species from the

past.
As soon as we find a fossil, we know what
species it is.

Fossils are always discovered whole.

Properly use a compound light microscope to

focus on and measure a specimen.
Predict how environmental change can impact a
species.
Compare and contrast how different cultures
around the world view evolution.
Infer what changes may have befallen a
population given numerical data.
Estimate relative ages of fossils given a diagram
of sedimentary rock layers.
Use resources (textbooks and online) to collect
factual evidence.
Give an oral presentation about a researched
subject.

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When a species goes extinct, it might

come back later, even a long time from
now.
Scientists are always the ones who
discover fossils.

Any kind of bones can be called fossils.

Extinction is very rare.

When a species goes extinct and all organisms

die, it means the genes are gone from the earth.
The genes cannot be passed on, so the species
wont reappear on earth.
Actually, most of the time, its regular people
who discover fossils first, doing things like
digging in their backyard or exploring the beach.
Scientists are sometimes called in when people
think theyve found something special and
report it to a local science museum or agency.
Scientists consider anything older than 10,000
years to be a fossil. So, if you find the bones of
an animal in your backyard, its not a fossil yet.
Scientists have special technology to date bones
when theyre not sure of a specimens age.
There are so many different species on earth
that extinction happens frequently. Sometimes
we hear about certain kinds of animals that are
in danger on the news, but most of the time,
extinction is a lot quieter because humans dont
always know about the species in the first place.
Some species only exist in very hidden areas of
the world, and the population is small, so it can
die off easily if the environment changes.

TC-210: Unit Planning2014 Relay Graduate School of Education. All rights reserved.

Stage 2 Assessment Evidence

Performance Task Summary (using GRASPS):
The goal is to chronicle a regions fossil record and cultural beliefs on evolution. The
student will assume the role of a regional paleontologist and ethnographer. The
audience will be a United Nations panel on scientific information and sensitivity. In
this situation, the student will select a region of interest and become an expert on
its fossil record and cultural beliefs. The final product will be a multimedia
presentation to the UN panel that presents local fossil record evidence and foretells
how the community may react to discussions of evolution, given their cultural beliefs.
The standards students must meet include: accurate depiction of the fossil record
using sedimentary rock layers, correct identification of the species discovered, logical
explanation of evidence for evolution, effective use of content-specific vocabulary
throughout task, proper citation of evidence and data, summary of regional research
efforts and progress over the years, culturally sensitive reporting on regions cultural
beliefs and history, basic structure/mechanics of a oral/visual presentation to an
audience.
I plan to introduce this at the start of the unit as part of a preview/hook: If someone
disagrees with scientific evidence is she automatically wrong? Students will reflect
on this idea multiple times in writing throughout the course of the unit, continually
using new academic concepts and language, to culminate in an examination of a
region. Students will learn to analyze science through the lens of cultural beliefs.
Routine discussions of students own cultures and their responses to evolution will
spur engagement and investment. As a class during the extended performance task,
we will cover the regions of the world map (posted on the wall), allowing for a final
discussion on the worlds view of evolution.
Other Evidence of Student Mastery:
Other
Knowledge and Skills
Assessments
Prior Knowledge
Prior to beginning sections of units that require another set of
Checks
knowledge, I plan to informally assess students' prior
knowledge, mainly with "Do Now" questions (not formally
graded).
Exit Tickets
Questioning

Citizen Science
Reports

Topics include: genes, heredity, traits in a population over time

I will administer Exit Tickets at the end of lessons when I need
to gather more data on students' understandings (sometimes
graded).
I will question students to assess both skills (e.g.,
understandings of main idea, cause-effect) and knowledge.
Questioning will be a mix of warm and cold call, depending on
individual students needs and the purpose of the questioning.
Each student will be responsible for uncovering one regions
fossil records and beliefs throughout the unit. At the end of
each week, students will take turns presenting new findings to
their small group (then one person per small group shares out
to the class) and how the central topics learned that week
informed what they discovered (e.g. after learning what a fossil

TC-210: Unit Planning2014 Relay Graduate School of Education. All rights reserved.

record is, they know their region has many older fossils but not
as many recent ones). We will then have a group discussion.
Every two weeks, students will be responsible for summarizing
what theyve newly uncovered about their regions
interpretation of evolution in writing, worth a quiz grade to
assess students ability to relate unit knowledge to a real-world
situation (formally graded).
I will administer quizzes both to check for understanding and to
hold students accountable for building skills and knowledge
within a unit (formally graded).

Quizzes

Possible quiz topics include:

Analysis and relative dating of a fossil record
Knowledge of natural selection and how a species may
change over time
Prediction of a populations changes given environmental
upheaval
Binder and Data
Collection Quizzes

End of Unit
Assessment

I will administer binder quizzes to assess and hold students

accountable for note-taking skills (notes complete and properly
sequenced).
I will administer data collection quizzes to assess and hold
students accountable for recording detailed, accurate and
complete regional data in their lab notebooks.
The cumulative assessment for this unit will comprise multiple
choice, short answer, constructed response, and data analysisbased questions.

Rubric: Please paste your performance task rubric here.

Scientist Status:

Field Expert
()

Lab Specialist
()

Background:
Summarize the
cultural beliefs
and historical
traditions of
your region

(a.) The
summary
identifies
more than
3 key
elements of
cultural
beliefs and
historical
traditions.

(a.) The
summary
identifies 3
key elements
of cultural
beliefs and
historical
traditions.

&
Identify the
regions
attitude(s)

(b.)
Accurately

(b.)
Accurately
identifies

Tech
Assistant
()
(a.) The
summary
identifies 2
key
elements of
cultural
beliefs and
historical
traditions.

New
Enthusiast
()
(a.) The
summary
identifies 1
key
element of
cultural
beliefs and
historical
traditions.

No Data
()

(b.)
Accurately
identifies

(b.)
Inaccuratel
y identifies

(b.) Does
not identify
the ways in

TC-210: Unit Planning2014 Relay Graduate School of Education. All rights reserved.

(a.) Does
not identify
key
elements of
cultural
beliefs and
historical
traditions.

towards
evolution

Evidence and
Advantages:
Justifies
evolution by
citing three
pieces of
regional
evidence/data

identifies
all the ways
in which the
region views
evolution.
(a.) Justifies
position with
more than
3 pieces of
high-quality
evidence/dat
a from the
region.

most of the
ways in which
the region
views
evolution.
(a.) Justifies
position with 3
pieces of highquality
evidence/data
from the
region.

(b.)
Thoroughly
explains
how all
evidence/d
ata supports
evolution.
(a.)
Presents
more than
3
actionable
ideas that
the region
can use to
facilitate
discussions
of evolution.

(b.)
Thoroughly
explains how
most
evidence/dat
a supports
evolution.
(a.) Presents
3 actionable
ideas that the
region can use
to facilitate
discussions of
evolution.

&
Explains how
each piece of
evidence/data
supports
evolution
Future
Outlook:
Gives informed
ideas for how to
facilitate
discussion of
evolution

&
Discusses
region
thoughtfully and
respectfully

(b.) Always
uses
thoughtful
ideas and
language
that respects
regional
culture.

Vocabulary:

(a.) Uses
contentspecific
vocabulary
(e.g. fossil
record)

Use contentspecific
vocabulary to
make argument

(b.) Mostly
uses
thoughtful
ideas and
language that
respects
regional
culture.

(a.) Uses
contentspecific
vocabulary
(e.g. fossil
record)

some of
the ways in
which the
region views
evolution.
(a.) Justifies
position with
2 pieces of
high-quality
evidence/dat
a from the
region.
(b.)
Thoroughly
explains
how some
evidence/d
ata supports
evolution.
(a.)
Presents 2
actionable
ideas that
the region
can use to
facilitate
discussions
of evolution.

(b.)
Sometimes
uses
thoughtful
ideas and
language
that
respects
regional
culture.
(a.) Uses
contentspecific
vocabulary
(e.g. fossil
record)

the ways in
which the
region views
evolution.

which the
region views
evolution.

(a.) Justifies
position with
1 piece of
high-quality
evidence/dat
a from the
region.

(a.) Does
not justify
position
with highquality
evidence/dat
a from the
region.

(b.)
Inaccuratel
y explains
how the
evidence/d
ata supports
evolution.
(a.)
Presents 1
actionable
idea that
the region
can use to
facilitate
discussions
of evolution.

(b.)
Inaccuratel
y uses ideas
and
language
that respects
regional
culture.
(a.) Uses
contentspecific
vocabulary
(e.g. fossil
record)

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(b.) Does
not explain
how the
evidence/d
ata supports
evolution.
(a.) Does
not present
actionable
ideas that
the region
can use to
facilitate
discussions
of evolution.
(b.) Does
not use
thoughtful
ideas and
language
that respects
regional
culture.

(a.) Does
not use
contentspecific
vocabulary
(e.g. fossil

more precise
and convincing

Hook/Previ
ew and
Hold

effectively
throughout.

effectively
through most
of the
presentation.

effectively
through
some of
the
presentatio
n.

effectively
rarely in
the
presentatio
n.

record) in the
presentation.

Stage 3 Learning Plan (Part 1)

The essential question, performance assessment, and hook are
entwined in the introduction to this unit. First, I will pose a question
on the SmartBoard to students, if someone disagrees with scientific
evidence, is she automatically wrong? Students will be given
opportunities to answer aloud (expecting multiple responses of of
course, science is facts and facts are always right). I will respond,
but what if their culture taught them differently? ...What about
people who religion taught them to believe a certain way? I then
pose the essential question aloud to students, As scientists, should
we tell cultures that dont believe in evolution, that all species come
from other species, that theyre wrong?
Students are then invited to form an initial response to the Essential
Question in their Conversation Log notebook (they will reflect on this
formally in writing at the end of the unit) before we discuss it aloud
as a class.
Throughout the unit, we will reflect back on this question to see how
our new data and evidence inform our opinion.
After discussing aloud, I will introduce the performance assessment
by telling students, Each of us is going to become an expert on a
culture: what that culture believes, why they think the way they
think, and were going to see if there is evidence for evolution in
regions around the world. Eventually, as a class, were going to put
together a map of the whole world: its fossils and its beliefs. I post a
large, blank world map on the wall, which I point to before going
through a slideshow of fossil images from around the world to offer
tangibility to my introduction and spur excitement.
Throughout the unit, we will refer back to the essential question
provided above to see if our opinions have changed. We will discuss
how and why our opinions have changed. We will also close Friday
lessons with the following routine:
I will ask the EQ and have students jot down new facts that
they have learned. They'll see that they can say more and
more in response to the EQ over the course of the unit
I will ask students how what they've learned can be applied to
the Performance Task that I've previewed in the beginning of
the unit. This will ensure that students are thinking about how

TC-210: Unit Planning2014 Relay Graduate School of Education. All rights reserved.

they'll use their knowledge and skills at the end of the unit
and how they'll ultimately demonstrate understanding
Key
Learning
Experience
s

Citizen Science Reports -- Each student will be responsible for

uncovering one regions fossil records and beliefs throughout the
unit. At the end of each week, students will take turns presenting
new findings to their small group (then one person per small group
shares out to the class) and how the central topics learned that week
informed what they discovered (e.g. after learning what a fossil
record is, they know their region has many older fossils but not as
many recent ones). We will then have a group discussion. Every two
weeks, students will be responsible for summarizing what theyve
newly uncovered about their regions interpretation of evolution in
writing, worth a quiz grade to assess students ability to relate
unit knowledge to a real-world situation (formally graded).
What Does Your Culture Think? Students are given an
opportunity to interview family members and friends on their cultural
beliefs related to evolution and science. As preview and preparation
for the performance assessment (especially good for SpEd students
and ELLs), students will work in groups to find fossil records of the
classs cultures before presenting out to the full group: specifically,
Puerto Rico, Dominican Republic, Mexico, perhaps also a West
African country.

SelfReflection
and SelfAssessmen
t

Where Did You Come From? Students are given the chance to
create their own fossil record and imaginary evolutionary process in
a drawing (especially good for ELL and SpEd students), labeling each
of the sedimentary rock layers with a date and naming species as
they advance in evolutionary stages. Students will present their
creation to their small-group tables.
Self-Reflection:
At the end of each week, as part of the Friday Citizen Science
Reports, students will complete a written reflection about why
their position on the EQ has or has not changed in conjunction
with cultural/regional research. Well then share out in a
discussion about whether anyones position has changed and
why
The day before the performance task is due, students will
complete a Do Now in which they (a) write down what THEY
think are the key pieces of
information/knowledge/understanding in their Cultural Report
and (b) write down what further information they need or
questions they have to succeed on the performance task
Self-Assessment:
Students will self-assess their performance on the
performance task rubric the day before they hand it in
After getting teacher feedback on the learning experiences (in

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the form of a teacher rubric and written comments), students

will edit and resubmit the slides/written component of their
assessments
Stage 3 Learning Plan (Part 2)
Include a bulleted list of learning experiences in your learning plan in the rough
order they will occur over the course of each week. You may do this in the format of
a weekly plan or daily calendar. Please delete the portion of the template that you
are not choosing to use. Code each learning experience using the key below.
Key : Regular Text = Lesson Objectives, Bold = Key Learning Experiences, and
Italics = Assessments

Week 1
I can preview the unit and reflect on the EQ.
I can define adaptation and evolution and explain how adaptation leads to
evolution.
I can explain that organisms with beneficial traits will be more likely to survive.
I can predict how environmental change may impact a species and how traits in a
population may change over time.
I can reflect on the EQ and locate my assigned region on a world map
(KLE 1)
(Students receive the beginnings of KLE 2 [the family interview component] as a
week-long weekend home assignment)

Week 2
I can define fossil and fossil record.
I can interpret a sedimentary rock layer diagram, dating old and newer fossils.
I can research my own culture to identify what kind of fossils are found
in my country (KLE 2). [Reinforce and continuously refer back for ELL and
SpEd students, as mini-example of performance assessment. Perhaps
conduct small-group presentations.]
I can present my parents cultural interview and fossil evidence for my country to
my small-group table (KLE 2).
I can outline the culture (religious and historical traditions) for my performance
task region.
I can reflect on the EQ using what Ive learned about my ancestral and
performance assessment region as supporting evidence (KLE 1).

Week 3
I can create my own fossil record with my own imaginary species. I can
accurately date my fossil record (KLE 3).
I can show what I know on an evolutionary quiz. (Topics include: fossil record,
extinction, adaptation, sedimentary layer identification).
I can follow a procedure to use a compound light microscope. I can define
specimen and focus on a specimen under the microscope.

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 I can accurately measure a specimen under the microscope. I can identify

characteristics of fossils when seen under a microscope.
I can reflect on the EQ using what Ive learned this week as supporting
evidence (KLE 1).

Week 4
I can research the fossil record of my performance task region.
I can brainstorm ways to present scientific ideas to my region.
I can compile what I know about the fossil record and regional culture into an
online presentation.
I can self-reflect on my performance task.
I can present my regional findings for my unit performance assessment.
I can show what I know on my unit test.
I can revisit and reflect upon this units EQ.

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