Orrin Hawke Science 7

Time Frame: Jan 9- March 1 Number of Class Periods: 18

Length of Class Periods: 78min

Unit Description
This unit has students exploring the existence of natural selection, the reason for diversity among organisms, and how the
Earth and its climate have changed over geologic time. Students will engage in guided inquiry as well as group and
individual projects. Guest speakers will be invited into the class to discuss climate issues.
Unit Rational
Evolution is a major component in the Biological sciences. Students must acquire a basic understanding of this concept
before reaching high school, and post-secondary. The skills used in this unit will make these students better prepared for a
career that requires problem solving, inquiry, and critical thinking. This unit helps guide students towards careers in;
science (biology, geography, geology, climatology, zoology), humanities (activists for environmental and climate based
causes), mining, agriculture (genetic selection), etc.
Big Ideas
(1) Evolution by natural selection provides an (2) Earth and its climate have changed over geological time
explanation for the diversity and survival of living
things

Inquiry Questions
Why do living things change over time? How and why have Earth and its climate changed over time?
How do these changes affect biodiversity? How do people and their practices impact Earth and its
climate?

Enduring Understanding
(What students will know, understand and be able to do)
Curricular Competencies
Questioning and predicting
Demonstrate a sustained intellectual curiosity about scientific topic or problem of personal interest
Make observations aimed at identifying their own questions about the natural world
Identify a question to answer or a problem to solve through scientific inquiry
Formulate alternative If then hypotheses based on their questions
Make predictions about the findings of their inquiry

Planning and conducting

Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or
 solve problems they have identified
Measure and control variables (dependent and independent) through fair tests
Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies,
with accuracy and precision
Use appropriate SI units and perform simple unit conversions
Ensure that safety and ethical guidelines are followed in their investigations

Processing and analyzing data and information

Experience and interpret the local environment
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of
information
Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys,
models, and digital technologies as appropriate
Seek patterns and connections in data from their own investigations and secondary sources
Use scientific understanding to identify relationships and draw conclusions

Evaluating
Reflect on their investigation methods, including the adequacy of controls on variables (dependent and independent)
and the quality of the data collected
Identify possible sources of error and suggest improvements to their investigation methods
Demonstrate an awareness of assumptions and bias in their own work and secondary sources
Demonstrate an understanding and appreciation of evidence (qualitative and quantitative)
Exercise a healthy, informed skepticism and use scientific knowledge and findings from their own investigations to
evaluate claims in secondary sources
Consider social, ethical, and environmental implications of the findings from their own and others investigations

Applying and innovating

Contribute to care for self, others, community, and world through personal or collaborative approaches
Co-operatively design projects
Transfer and apply learning to new situations
Generate and introduce new or refined ideas when problem solving

Communicating
Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital
technologies as appropriate
Express and reflect on a variety of experiences and perspectives of place
 Content
(1)
Organisms have evolved over time
Change in traits of populations over time
Survival needs
All organisms need space, food, water, and access to resources in order to survive
Natural selection
The natural process by which certain traits that have a greater fitness for their environment lead to a
reproductive advantage; this process happens within a population over time because of genetic variation
(2)
The fossil record provides evidence for changes in biodiversity over geological time
the geologic time scale categorizes the time periods of Earths geologic history
ages of rocks and fossils can be determined by both relative and absolute methods
First Peoples knowledge of changes in biodiversity over time
Evidence of climate change* over geological time and the recent impacts of humans**:
Physical record: ice flow data, fossil record etc.
Local First Peoples knowledge of climate change: oral history, change in traditional practice (e.g., the
timing of harvest has been impacted by climate change), etc.
*change in climate affect:
the interconnectedness of plants and animals, and their local environment
e.g., changes to harvesting dates, changes to schedules due to early/later ripening and runs, lowered
water levels in creeks, rivers and lakes, change in humidity impacts the ability to preserve salmon, etc.
**
humans are capable of changing Earths landscape, climate, and systems
efficacy of sustainable practices
Vocabulary
Questioning and predicting:
Qualitative: evidence expressed through words, descriptions, interviews, narratives
Quantitative: evidence expressed through numbers and measurements
Accuracy: how close a measured value is to the actual value
Precision: how close measurements of the same type are to each other
Ways of Knowing: Ways of knowing refers to the various beliefs about the nature of knowledge that people have; they
can include, but are not limited to, Aboriginal, gender-related, subject/discipline specific, cultural, embodied and intuitive
beliefs about knowledge
Place: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history,
connect with culture, and establish identity. The connection between people and place is foundational to First Peoples
perspectives of the world.
Key questions about place
-How does place inform your questions and inquiries?
-How does place influence your ability to plan and conduct an inquiry and make predictions about outcomes?
-How does your understanding of place affect the way in which you collect evidence and evaluate it?
-As you consider the significance, worth, or value of an outcome or finding, how can you show different ways of knowing?
-How can your understanding of place influence project designs?
-How do the place-based experiences and stories of others affect the ways in which you communicate and collaborate?

Culminating Assessment Task (Summative)

Title: Inquiry Project
Description:
The final assignment for this unit is built upon the enabling tasks. The inquiry project allows students to further investigate
a question posed in their learning group. The final task is a presentation, in one of the following formats, that allows
students to express their learning in a mode best suited to the groups needs. The initial question will be linked to one of
the two BIG IDEAS expressed previously.

Write a report Design a mural

Put on a demonstration Write a song
Set up an experiment Make a movie
Develop a computer presentation Create a graphic organizer
Build a model Make a puppet show
Write a poem Other* (upon approval)

Students will reflect on their own participation in their group, as well as the participation of others.

Students will demonstrate:

Questioning and predicting

Planning and conducting
Processing and analyzing data and information
Evaluating
Applying and innovating
Communicating
Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital
technologies as appropriate
Express and reflect on a variety of experiences and perspectives of place

Strategy:
Product: exam, report, debate, presentation
Process: communication, collaboration
Modality: Write / Do / Say
Device: Rubric / Rating Scale / Other
Accommodations / Modifications:
Time Provision, students may start this assignment early in the unit to get a head start
Individual Supports: Students will have opportunities to meet with me after school to discuss issues
Modality Preference: If students express writing concerns, I will allow presentations or videos to replace written work

Enabling Assessment Tasks

Formative Summative
1. Title: Board work 1. Title: Quiz
Description: Description: A quiz on Evolution by natural selection provides an
explanation for the diversity and survival of living things
2. Title: Questioning 2. Title: Quiz
Description: In a predetermined group, students will Description: A quiz on Earth and its climate have changed over
come up with a guiding question that will direct their geological time
group project.

Time Frame:
Due Jan 13

Questioning and predicting

Demonstrate a sustained intellectual curiosity
about scientific topic or problem of personal
interest
Make observations aimed at identifying their
own questions about the natural world
Identify a question to answer or a problem to
 solve through scientific inquiry
Formulate alternative If then hypotheses
based on their questions
Make predictions about the findings of their
inquiry

3. Title: Planning Stage 3. Title:

Description: In their group, students will plan out how Description:
they will be able to go about investigating their
question; how can it be tested, what should be tested,
where to look for information etc.

Time Frame:

Planning and conducting

Collaboratively plan a range of investigation
types, including field work and experiments, to
answer their questions or solve problems they
have identified
Measure and control variables (dependent and
independent) through fair tests
Observe, measure, and record data
(qualitative and quantitative), using
equipment, including digital technologies, with
accuracy and precision
Use appropriate SI units and perform simple unit
conversions
Ensure that safety and ethical guidelines are
followed in their investigations

4. Title: Processing/ Analyzing 4. Title:

Description: Students will analyze the data they have
found. They will look at First Peoples perspectives on
their topic. They will create representations (graphs,
organizers) to show data. They will put this
information on a provided poster paper.
Time Frame:

Processing and analyzing data and information

Experience and interpret the local environment
Apply First Peoples perspectives and knowledge,
other ways of knowing, and local knowledge
as sources of information
Construct and use a range of methods to
represent patterns or relationships in data,
including tables, graphs, keys, models, and
digital technologies as appropriate
Seek patterns and connections in data from
their own investigations and secondary sources
Use scientific understanding to identify
relationships and draw conclusions

5. Title: Evaluation 4. Title:

Description: After students have created a poster on Description:
the information they have gathered, the class will
participate in a carousel activity. Each group will lay
their poster on a group of tables, and in timed
intervals they will walk around the room to view each
groups data. Every group will be given enough sticky
notes to write two stars and a wish for each poster.
Once every poster has been visited we will engage in
a class discussion on what we found as a group; what
were ideas that we liked from other groups, what are
some things we would like to change about our own
project, what are some things that were hard to
understand?

Time Frame:

Evaluating
Reflect on their investigation methods, including
 the adequacy of controls on variables
(dependent and independent) and the quality of
the data collected
Identify possible sources of error and suggest
improvements to their investigation methods
Demonstrate an awareness of assumptions and
bias in their own work and secondary sources
Demonstrate an understanding and
appreciation of evidence (qualitative and
quantitative)
Exercise a healthy, informed skepticism and use
scientific knowledge and findings from their own
investigations to evaluate claims in secondary
sources
Consider social, ethical, and environmental
implications of the findings from their own and
others investigations
6. Title: Applying and innovating 4. Title:
Description: Having received feedback from peers and
the teacher, each group will adjust their project
according to the given suggestions.

Time Frame:

Applying and innovating

Contribute to care for self, others, community,
and world through personal or collaborative
approaches
Co-operatively design projects
Transfer and apply learning to new situations
Generate and introduce new or refined ideas
when problem solving

Culminating Task Components

Lesson Sequence Plan

Lesson 1: Introduction Jan 9:
-as students walk in, hand them their card and -Cut Cardstock into name tag strips
number -get markers for each pod
Name tags (5min) - box of spaghetti, marshmallow, tape, string, scissors
-card colour and number -google slides
-Favorite experience over the break -
-Favorite hobby
-One thing you would like me to know about you
explain using name tag each class

Self-introduction me(5min)

Classroom Expectations

student write introduction(3min)

Snow ball fight (2 mins)
Each one introduce one (15 min)

Group task of building tallest tower using 15 spaghetti

noodles, 1m string, and 1m of tape, 1 marshmallow

-Markers at each pod

-Card stock cut into name badge strips
-box of spaghetti, marshmallow, tape, string

Lesson 2: Explain Unit Jan 11: Question

-review expectations
-you are responsible for teaching peers, therefore you
must pay attention and participate in tasks
-what are the big ideas?

-Top 10 Animal Adaptations Critical Analysis

http://www.animalplanet.com/wild-animals/animal-
adaptations/

-begin questioning
- begin Adaptations/ Natural Selection unit project
-generate groups using coloured cards with numbers
(expectation, write down card colour and number)
-in groups generate questions
-using QR Code Readers
-what are the big ideas?

Lesson 3: Jan 13: Question/ Planning Stage

- evolution(adaptation) start of class activity day 1
-diversity of life, look at Surinan Toad (babies in back),
male seahorses carry babies, cowbirds dont raise
own young
-students generate ideas about what animals they
would like to further talk about in class

Lesson 4: Jan 16: Planning Stage

- evolution(adaptation) start of class activity day 2
-diversity of life, animals brought us by students
-what do animals need to survive?
-From questions and Sub questions, make a plan of
action as to what research needs to be done, what
resources need to be found, what is the hypothesis,
what will be tested, how will it be tested etc.

Lesson 5: Jan 18: Processing/ Analyzing

- evolution(adaptation) start of class activity day 3
-geologic time scale, how animals have evolved over
time
-diversity of life, animals brought us by students
- continue to plan out research
-give teacher list of materials needed
Lesson 6: Jan 23: Processing/ Analyzing
- evolution(adaptation) start of class activity day 4
-begin research/experiments
-peer assessment lesson
- ages of rocks and fossils can be determined by both
relative and absolute methods

Lesson 7: Jan 25: Processing/ Analyzing

- evolution(adaptation) start of class activity day 5
-adaptations relay race
-posters on research
-lesson of giving constructive feedback

Lesson 8: Jan 27: Evaluating

- evolution(adaptation) start of class activity day 6
- Carousal Activity, each group will leave their poster
at a table and in timed intervals they will walk around
the classroom giving two stars and a wish
-gather back at your poster, read comments, discuss,
apply to plans

Lesson 9: Jan 30: Applying/Innovating

-First Peoples perspective on how biodiversity has
changed over time
- Keepers of the Animals oral stories
-creation of own Keepers story

Lesson 10: Feb 1: Processing/ Analyzing

-preparing questions for guest speaker
-Natural selection card game

Lesson 11: Feb 6: Processing/ Analyzing

Guest Lecture: Brenna Baker and Vet

Lesson 12: Feb 8: Processing/ Analyzing

-group projects
-discuss Brennas visit
Lesson 13: Feb 15: Evaluating
-meet in group, review what you have been
researching as each member will have to share the Jig Saw write up
groups research in jig saw groups
- in Jig Saw number groups, share with other groups
what your group has been researching
-have a write up made prior to class to have the
person to your left read out loud to the group
-first state what corrections you notice about your
work that should be made
-the rest of the group will then give constructive
criticism
-if time permits, get back together with your original
group and discuss the points made by the other
groups

Lesson 14: Feb 17: Applying/Innovating

-Apply the input from other groups into your research
- Work on research
-the geologic time scale categorizes the time periods
of Earths geologic history
-time scale outside walk, baby steps and big steps to
represent time

Lesson 15: Feb 20: Applying/Innovating

-Guest Lecture: Hester Jiskoot
- ages of rocks and fossils can be determined by both
relative and absolute methods
-relative and absolute methods game
Lesson 16: Feb 22: Applying/Innovating
-Finalization of projects
-Quiz on Unit

Lesson 17: Feb 27: CULMINATING

-Presentations

Lesson 18: Mar 1: CULMINATING

-Presentations

Unit Lesson Projects

Adaptations/ Natural Selection Survival Needs

Description: As a class we create an environment for What do organisms need to survive?

an organism, we will look at various organisms and All organisms need space, food, water, and access to
discuss what makes them unique. Each day I will give resources in order to survive
a new challenge to which the organism must change
and adapt (limitations: it can only go in one direction,
if it has gone from living in the water to living on land,
it must stay on land and adapt in another way). As a Guest Lecture: Brenna Baker
class we will create an organism. The next class
period half the class will come up with one Mark Keefer?
adaptation, the next day each half will divide in half
again etc. 6 class periods.

Look up various types of organisms that have adapted

to their environments.
Surinan Toad (babies in back)
-male seahorses carry babies
-cowbirds dont raise own young

Adaptations Race:
-flippers -gloves -mitts -sunglasses -googles
-sack
the geologic time scale categorizes the time ages of rocks and fossils can be determined by both relative
periods of Earths geologic history and absolute methods

Guest Speaker: Hester Jiskoot Guest Speaker: Hester Jiskoot

First Peoples knowledge of changes in

biodiversity over time