Digital Unit Plan Template

Unit Title: Natural Selection & Adaptation

Name: Aryanna Rodriguez

Content Area: Biological Evolution: Unity and Diversity

Grade Level: 10th

CA Content Standard(s)/Common Core Standard(s):

HS-LS4-1.
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of
empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence
has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA
sequences, anatomical structures, and order of appearance of structures in embryological development.]
HS-LS4-2.
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the
potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation
and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better
able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the
influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to
compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence
could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment
Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through
migration, and co-evolution.]
HS-LS4-3.
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait
tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in
numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary:
Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency
calculations.]
HS-LS4-4.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification
Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems
(such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other
organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
HS-LS4-5.
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the
number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
[Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment
such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect
distribution or disappearance of traits in species.]

HS-LS4-6.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*
Big Ideas:
What is Natural Selection?
Who is Charles Darwin?
How can some organisms evolve and survive over time while others do not?
How can variation increase an organisms likelihood of survival?
What are adaptations?
Is an adaptation the same as acclimation?
What traits can help organisms survive the environment they live in?
What impacts does this have on humans?
Why does this matter to me, an 8th grade student?
Unit Goals and Objectives:
Students will be able to understand how the theory of Natural Selection changed science.

Students will use a flow chart to show the impacts of natural selection on organismal survival
Students will manipulate organismal traits in order to understand how certain traits lead to higher survival over time.
Students will know common vocabulary and their context in the topic of natural selection.
Students will understand how organisms learn to adapt to their environment in order to survive.
Students will have a basic understanding of how natural selection and adaptations are related.
Students will understand how humans are affected by natural selection.
Unit Summary:
This unit covers a very important and famous topic in science called Natural Selection and Adaptations. Students will be learning the
process of natural selection, and how organisms have evolved in order to survive over time. Students will learn through videos, online
interactive sites, engaging in labs, manipulating models, and classroom activities. We will explore the theories from Charles Darwin,
the father of natural selection, and the work he did in the Galapagos Islands. Students will be able to map out his journey and thoughts
in a structural time line and explain why this was such a controversial and life changing topic to life. We will also learn about
adaptations and how adaptations play a role in an organisms life. Students will manipulate traits through interactive sites, images, and
videos to display an understanding in how animals adapt to survive. Students will also learn that human are still evolving because we
are an organism. Students will learn background knowledge on evolution, and evidence provided by scientist on human evolution
through time. Students will also be able to explain why natural selection is important to the world, and what life would be like if it
were absent. At the end of the unit students will be able to clearly explain and use key academic vocabulary, answer scenario based
questions, understand the relationship between natural selection and adaptations, and understand why it is important for humans.

Assessment Plan:
Entry-Level:
True/False Statements- What is true
or false about Natural selection and
Adaptations? Students will be
provided a worksheet of true or false
statements about natural selection and
adaptations prior to beginning the
lesson. If they answer true for one of
the statements they are to give
reasoning why they stated the sentence
as true. This helps the teacher access
prior knowledge.

Lesson 1
Student Learning
Objective:
-Students will manipulate
organismal traits in order
to understand how certain

Formative:
Time Line- What steps occurred before Darwin
came to his final conclusion of Natural Selection.
Students will create a timeline on the steps that lead
Darwin to this final theory of natural selection.
Flashcards- Characteristics of Natural Selection &
Adaptations. On Quizlet students will find a class set
of flashcards where they are asked to review the
terms and practice them with the tools provided on
the site. Students will then turn in a score of the test
they take on the site proving their knowledge on the
terms
Graphic Organizer- KWL Chart- Humans are still
evolving video chart. Students will create a KWL
chart and watch a video on why scientists believe
humans are still evolving.
Mid- level assessment- Quick write- What would
life be like without natural selection? Students will
be asked to take 20 minutes to write a short quick
write on what they believe the world would be like
without natural selection, now that they have learned
its importance.

Acceptable Evidence:
-Students engage in
academic vocabulary rich
discussion to show proof
of understanding the

Instructional Strategies:
! Communication
! Collection
! Collaboration
! Organization

Summative:
Final Presentation- How does natural
selection affect different organisms and
how do adaptations lead to survival.
Students will be asked to create a
presentation where they will create a
presentation and PowerPoint where they
will answer questions about how
different organisms survive and how to
adaptations aid in survival.
End of Lesson Exam- Final exam on
the whole unit. At the end of the unit
students will have a 30 questions exam
on all the topics we have covered this
unit.

Lesson Activities:
Students are to watch the Prezi presentation on
natural selection and adaptations. During the
presentation they will answer questions as a
class, have class activities, and take notes. They

traits lead to higher

survival over time.
-Students will know
common vocabulary and
their context in the topic
of natural selection.
-Students will understand
how organisms learn to
adapt to their
environment in order to
survive.
-Students will have a
basic understanding of
how natural selection and
adaptations are related.
-Students will understand
how humans are affected
by natural selection.

content and vocabulary

-Students are able to
discuss why certain traits
can lead to survival while
other traits do not
- Students can be given a
scenario based question
on natural selection and
can think critically and
answer the questions
correctly
- Student can describe
why natural selection and
adaptations are related by
discussing this to the class
or using pictures and
vocabulary.
- Students are able to
explain that natural
selections occurs in
humans because we are
also organisms
-Students can describe an
example of natural
selection in not just
animals but plants as well.
-Students complete the
guided notes correctly,
with proof of
understanding, and new
knowledge.

! Interaction

are to take notes on a guided note sheet provided

by me that contain all the questions from the
lecture and more. Examples of what is on the
guided notes are filling in the blanks, picture
questions, and free response. There will also be
a video on natural selection played in the middle
of the lecture that students must also take notes
and discuss. Students will be asked to think
logically and critically about natural selection
and its relationship to adaptations, create
examples, and answer scenario based questions.

Lesson 2
Student Learning
Objective:
-Students will be able to
understand how the
theory of Natural
Selection changed
science.
-Students will know
common vocabulary and
their context in the topic
of natural selection.
-Students will have a
basic understanding of
how natural selection and
adaptations are related.

Acceptable Evidence:
Instructional Strategies:
-Students can explain
! Collection
what the theory of natural
! Organization
selection is to their
! Interaction
classmates
! Collaboration
-Students can describe
how Charles Darwin came
up with the theory of
natural selection
-Students can have class
discussions using
academic vocabulary
correctly
- Students can visit all
three site and navigate
through them
appropriately in order to
find the correct answers
-Students take clear
concise notes in order to
pass the quiz on this
assignment
-Students collect useful
information to write a
short essay on their new
knowledge
- Students show proof of
learning and
understanding of the
material

Lesson Activities:
Students will be asked to visit three different
sites, two of which are interactive sites. They
will answer 10-guided questions provided by me
on a worksheet. There are multiple parts to some
questions; students are required to answer all of
the questions. The final question is a short essay
asking the student to reflect on the knowledge
they learned through this assignment. This
assignment requires students learn the basic
vocabulary of natural selection and adaptations.
Students will manipulate animals needs to
understand changes in the environment through
interactive sites. Lastly students will collect
notes, recourses, and knowledge in order to take
a small quiz, and write the final short-essay.

Lesson 3
Student Learning
Objective:
-Students will have a
basic understanding of
how natural selection and
adaptations are related.
-Students will use a flow
chart to show the impacts
of natural selection on
organismal survival
-Students will understand
how humans are affected
by natural selection.

Acceptable Evidence:
-Students can follow all
direction on creating the
appropriate format for
their KWL charts and
summary
-Students will show proof
of prior knowledge
-Students will show proof
that they are thinking
about the topics
-Students will show proof
of understanding and new
knowledge
-Students can explain
examples why scientist
say that humans are still
evolving
-Students can discuss why
natural selection and
adaptations help
organisms survive
-Students can explain why
natural selection is
important to themselves
and what evidence shows
they should find it
important

Instructional Strategies:
! Collection
! Organization
! Interaction

Lesson Activities:
In this lesson students will be asked to create a
graphic organizer called a KWL chart. Students
will first create a pre-KWL chart to expand on
their prior knowledge of natural selection and
adaptations. They will then create the KWL
chart filling in the first sections with what they
already know, and the section with what they
want to learn. They will then watch the provided
video on how humans are still evolving, while
taking notes. They will use these notes to create
the third section of their chart with what they
learned from the video. Lastly they will write a
summary on what they learned through this
assignment, using their KWL chart. Students
will be asked to collect information in an
organized KWL chart. Interact with the video
and ask questions to ensure their understanding.

Unit Resources:
Use your biology textbook as much as possible; there are great study tools, a glossary, images, and explanations of the concepts if
you ever feel stuck.
Biological Science Textbook
These are the three sites you will need in order to complete lesson two, so if you need access to them and cannot find them they
are here for you to use.
http://www.sciencechannel.com/games-and-interactives/charles-darwin-game/
http://darwin200.christs.cam.ac.uk/pages/index.php?page_id=j
http://interactivesites.weebly.com/science.html
This is a great site where I will post flashcards for students to use to study, learn vocabulary, play games, and take assesments.
https://quizlet.com/
The following are useful videos from YouTube that offer great explanations and visuals for students to understand both natural
selection and adaptations.
https://www.youtube.com/watch?v=GhHOjC4oxh8
https://www.youtube.com/watch?v=0SCjhI86grU
https://www.youtube.com/watch?v=aTftyFboC_M
https://www.youtube.com/watch?v=fRX2JtKFUzk
https://www.youtube.com/watch?v=JiSuK_Dvdtg
Useful Websites:
http://www.neok12.com/Natural-Selection.htm - Neo K12 I site for K-12 students to help understand topics of science, such as,
natural selection
http://www.ecokids.ca/pub/eco_info/topics/climate/adaptations/ - Eco Kids is an interactive site that allows students to play
games, manipulate events, and learn through visuals and videos
http://science.howstuffworks.com/life/evolution/natural-selection.htm - This is an information site that explains how different
things in the world work, such as natural selection. It also provides great examples and tools to understand the topic
http://www.biology4kids.com/files/studies_evolution.html - Biology for kids offers great information on natural selection in words
that make sense to students. They offer information, video, and useful tools/links to look at.
http://www.durrell.org/kids/fun-factsheets/adaptation-factsheet/ - The truth about adaptations includes factual information about
adaptations, and also reviews common misconceptions
http://education.nationalgeographic.com/education/encyclopedia/adaptation/?ar_a=1 - National Geographics for kids is a great

site that offers real information for kids to understand, with pictures, and vocabulary terms just a click away.
http://evolution.berkeley.edu/evolibrary/article/misconcep_01 - This site reviews many common misconceptions students have
about natural selection and what the real facts are
http://www.safekids.com/kids-rules-for-online-safety/ - This site offers great safety tips when using the internet because we will be
using many resources and videos from the web to complete this unit. Ensuring that you are being safe and using credible sources
in key to a successful unit.