1

Biological Evolution
1. What big ideas do your students need to take away from this unit?
a. How do you think the study of evolution affects areas of
study like medicine?
b. What couldnt we do if we didnt understand evolution?
2. What essential questions will guide and focus student learning?
a. What is meant by evolution?
b. What ties all current life on Earth to single-celled
organisms that evolved billions of years ago?
3. Directions to give to students for project completion.
You will be creating a storyboard depicting the Evolution of
Life. This storyboard should cover the course of evolution all
the way from the origin of Earth to multicellular organisms. A
great tool to help aid you in creating your storyboard will be
the video that we watched on the first day of this unit. In
addition to the evolution of life, you will focus in on one
particular species extant (still living) today, and you will depict
its evolutionary history (ancestors and speciation events) as
they fall in your story in the Evolution of Life. This storyboard
should be created using a typical posterboard. It will be
expected of you to use proper writing mechanics, creativity
and effort in the creating of your storyboard. Your storyboard
should contain:

- At least 8 events (8 boxes)

- At least 4 of these events should depict: The First Organism,
Appearance of Photosynthesis, Origin of Mitochondria and
Chloroplasts and Appearance of Sexual Reproduction.
- For each event, you much describe what happened during the
event, when the event happened, any evidence found to support
the event actually happening and the significance of the event.
- You should mention what has happened in the evolutionary history
of your chosen species during every event.

You will present this storyboard to the class on the last day of
the unit. See the rubric for specific grading criteria.

Day Teaching Tie to theme or Activity

method area of focus (single or
(lecture, lab, portion of
cooperative main project)
 2

groups, ..) and

check for
comprehensio
n/Assessment
Day one: The Lecture and Students see - Watch a video
History of cooperative how the life on (The History
Life on Earth groups. Earth evolved of Life on
in 5 from the first Earth in 5
Minutes Check for unicellular Minutes).
Understanding organism to - Create a
Content : humans today. timeline
Standard: S1: 1) How did water They also can showing major
CO1: PO 1, 2, first appear on predict the effect events in the
3, 4 Earth? of major history of the
2) What did life extinctions on Earth.
Literacy on earth begin evolution/
Standard: N/A as? variation.
3) What happen Main Project
Objective: during initial Building:
SWBAT how stages of Introduce
human oxidation? Storyboard
curiosity and 4) What Project -
needs have happened when Students begin
influenced oxygen starts brainstorming
science, building up in about what
impacting the atmosphere? there first box
quality of life 5) What do you may look like.
worldwide by think happened They will also
creating a to all the species begin thinking
timeline on Earth when about which
showing the big meteor species they
major events hit? want to study
in the history 6) When did the the evolutionary
of Earth. first multicellular history of.
species develop?
7) What do you
think the Ice Age
(40% extinction)
did to the
variety of life on
Earth?
8) What about
the volcanic
eruptions (80-
90% extinction)?
Day Two: Prior These activities Literacy
 3

What is Knowledge will really dig Strategy #1:

Evolution? Assessment: I into the Anticipatory
have included students prior Guide
Content pre-assessment knowledge of
Standard: S4: questions that I evolution and Student read a
CO4: PO. 2 would like to ask help them start set of
students as a creating an statements,
check for image of write whether
Literacy understanding evolution in their they agree or
Standard: 6 as well as an mind. Many disagree to the
8.RST.2. introduction to students have statement, read
Determine get students heard the word Darwin,
the central thinking about evolution and evolution, &
ideas or what they are maybe even natural
conclusions going to learn. understand what selection, and
of a text; it means, but few then write if
provide an 1) How do you will know that it they still agree
accurate think we have all occurs over many or disagree to
summary of these different generations and the statements
the text types of animals there are many and provide
distinct from on the planet? factors evidence for
prior 2) What factors influencing the their final
knowledge or do you think course of decision using
opinions. influence the evolution. The the article.
way animals students will
Objective: differentiate. begin to see the Class
SWBAT 3) What is it mechanics of Discussion
explain how called when one evolution and about Prior
genotypic species turns why it is such a Knowledge
and into two? key component Assessment
phenotypic 4) Do you know to the study of Questions:
variation can if there is any Biology. More Teacher will ask
result in evidence specifically, how these questions
adaptations supporting evolution is the to the students
that influence evolution? key to write
an organisms 5) What does differentiating individually in
success in an evolution look factors for all the their lab
environment like? classifications of notebooks and
by reading a 6) Do you think animals we have then open them
set of humans have an in Biology. up for
statements, impact on the discussion.
writing evolution of
whether they other species? Main Project
agree or 7) How can you Building:
disagree to tell if two 1st Box/
the animals are part Choice -
 4

statement, of the same Students should

reading species or not? have completed
Darwin, 8) What is the first box of
evolution, & natural their storyboard
natural selection? and chosen a
selection, 9) Does species to study
and then increased fitness the evolutionary
writing if always mean history of.
they still you have to be
agree or stronger or
disagree to faster?
the 10) Does
statements genetics play a
and providing role in
evidence for evolution?
their final
decision
using the
article.

Day three: Group work Variation can be - Group work

Variation and and class seen all around and class
Natural discussion us in the world discussion
Selection about today. Students about examples
Content examples of recognize that of variations
Standard: S4: variations and certain species and how some
CO4: PO. 2 how some can are not surviving can be helpful.
be helpful. very well and are
Literacy at risk of Natural
Standard: 6 Check for becoming Selection Lab:
8.WHST.1. Understanding extinct. They can - Students will
Write 1) Name a predict how this broken up into
arguments human extinction may groups of four.
focused on adaptation to cause a chain Each group will
discipline survive in cold reaction in their be given an
specific temperatures? environment or environment (a
content. 2) Which of the ways of rectangular
following preventing their container with
Objective: principles does extinction in zebra print cloth
SWBAT not affect terms of fitness. covering it),
explain how natural four different
genotypic selection? species (spoon,
and a. Descent with fork, tongs,
phenotypic Modification forceps) and the
variation can b. work packet.
 5

result in Overproduction Students will be

adaptations c. Survival instructed to
that influence d. Variation create a
an organisms hypothesis as to
success in an 3) Variation which prey will
environment gives individuals have the
by identifying in a population highest fitness
variations an advantage in as well as which
they think their predator will
will be environment so have the
beneficial to that they can highest fitness.
the survival a. die off and not See work
of a reproduce packet for
population of b. thrive in a specific lab
microbes different niche instructions.
(beans) in an c. survive and
environment reproduce Main Project
with some d. become less Building:
selective attractive to Students should
pressure mates have a better
(holes in the understanding
bottom of a of how their
Styrofoam species evolved
bowl). over time to
become what it
is today.
Students should
begin
correlating their
story about the
evolution of life
with the
timeline of the
evolutionary
history of their
chosen species.

Day Three: Class Paleontologists Literacy

Fossils discussion go out into the Strategy #2:
about fossils, field everyday Q-C-Q:
Content examples, digging up Quotations -
Standard: S4: what they evidence for the Comment -
CO4: PO. 5 show about evolution that we Question
evolution, why teach. These
Literacy there are gaps fossils give us Students pull a
Standard: 6 in the fossil clues as to who quote from the
 6

8.RST.4. record. our ancestors text Fossil

Determine were and why evidence.
the meaning Check for they are no Then they
of symbols, Understanding longer a comment on
key terms, : separate species this quote and
and other 1) Today, among us. They then create a
domain scientists have help of build question based
specific come to the phylogenetic off a
words and conclusion that: trees that help combination of
phrases as a. evolution is us predict the the quote and
they are used occurring now, success of other their comment.
in a specific but it did not species to This helps
scientific or occur in the past narrow down on students
technical b. evolution is what species are provide context
context occurring now at risk. when they are
relevant to c. evolution has writing about
grades 68 occurred in the the article they
texts and past but not read. It gives
topics. anymore their paper a
focus on where
Objective: 2) The fossils it is going to go.
SWBAT within layers of
Analyze how sedimentary Mini-Lab
patterns in rock show that a Report:
the fossil succession of Students will
record, organisms have write a small
nuclear populated the three paragraph
chemistry, Earth lab report
geology, a. throughout a discussing the
molecular long period of evolutionary
biology, and time history behind
geographical b. within a single the species they
distribution lifetime chose for their
give support c. within the last project. They
to the theory hundred years will have a
of organic d. has not paragraph
evolution occurred introducing the
through species, a
natural 3) One piece of paragraph
selection over evidence of summarizing its
billions of convergence is: evolutionary
years and the a. hair in history and a
resulting mammals paragraph
present day b. flight evolving providing
biodiversity in 3 separate evidence for
by explaining animal groups this history from
 7

their c. homologous online peer-

decisions structures reviewed
based on the d. all of the articles.
traits the above
dragons Main Project
exhibit and Building: The
including students should
environmenta have finished
l factors that their second
selected the story box. The
advantageous mini-lab report
traits. will have
provided them
with the
research they
need to line up
their species
evolutionary
history with the
evolution of life.

Day Four: Classroom As sad as it may - Watch video

Evidence Discussion: be, women suffer clip (Evolving
from Discuss many pregnancy Ideas: How do
Anatomy and anatomical difficulties even we know
Embryology evidence- in this day and evolution
homologous age. The study of happens?)
Content parts and show Embryology about fossil
Standard: S4: examples of provides insight evidence and
CO4: PO. 6 homologous to how to whale evolution
parts in prevent those and review
Literacy diagrams of devastating fossil evidence
Standard: 6 bones from experiences. On - Discuss
8.RST.9. human arm, the evolutionary anatomical
Compare and horse leg, cat hand, vestigial evidence-
contrast the forelimb, bat structures give homologous
information wing, and whale us clues as to parts and show
gained from flipper, color who our ancestor examples of
experiments, code were and what homologous
simulations, homologous kind of parts in
videos, or bones. Discuss morphological diagrams of
multimedia vestigial organs, characteristics bones from
sources with give examples, they had. human arm,
that gained and how they horse leg, cat
from reading may show forelimb, bat
a text on the evidence of wing, and whale
 8

same topic. evolution. flipper, color

(Evolution of code
Objective: Life, 2017) homologous
SWBAT bones.
analyze, Check for - Discuss
using a Understanding vestigial organs,
biological : give examples,
classification 1) Why is and how they
system (i.e., embryology a may show
cladistics, good indicator of evidence of
phylogeny, evolution? evolution.
morphology,
DNA a. development (Evolution of
analysis), the occurs at the Life, 2017)
degree of same pace in all
relatedness organisms - Natural
among b. all embryos Selection and
various use the same Evidence
species by genes at the Worksheet:
discussing same time Students will be
anatomical during matching key
evidence- development natural
homologous c. the embryos selection and
parts and of various evolutionary
show groups of evidence terms
examples of vertebrates all with vocabulary.
homologous share the same See
parts in features of early worksheet
diagrams of development, below.
bones from suggesting an
human arm, evolutionary Main Project
horse leg, cat relationship Building:
forelimb, bat d. evolution is Students should
wing, and suggested by be done with 4
whale flipper, the fact that any boxes of their
color code organisms story boards
homologous undergo including where
bones. embryological their species
development at evolutionary
all history
correlates to
2) How do those events.
homologous
structures differ
from analogous
structures?
 9

a. analogous
structures have
similar
morphology,
embryology and
anatomy but
differ in function
while
homologous
structures have
similar function
but did not
evolve together
b. homologous
structures have
similar
morphology,
embryology and
anatomy but
differ in function
while analogous
structures have
similar function
but did not
evolve together
c. they are the
same
Day Five: Classroom Due to advances - Discuss types
Biochemical Discussion: in the study of of biochemical
Evidence of Discuss types of biochemical evidence and
Evolution biochemical evidence, how DNA is
evidence and phylogenetic linked to
Content how DNA is trees are proteins and
Standard: S4: linked to becoming more how comparing
CO4: PO. 1 proteins and and more nucleic acid
how comparing accurate, sequences and
Literacy nucleic acid creating different amino acid
Standard: 6 sequences and orders and sequences can
8.WHST.7. amino acid classes every prove that two
Conduct short sequences can day. These new species had a
research prove that two clades serve as common
projects to species had a hints to where ancestor.
answer a common modern species - Watch video
question ancestor. evolved from. clip (The
(including a (Evolution of When something Evolutionary
self Life, 2017) is troubling a Arms Race from
 10

generated species, their PBS evolution at

question), phylogenetic http://www.pbs.
drawing on Check for history can be org/wgbh/evolut
several Understanding studied more ion) about
sources and : accurately with antibiotic
generating 1) Closely these trees and resistant
additional related species humans can help bacteria,
related, have sequences the species move discuss how it
focused that are... beyond their shows
questions a. more similar struggle. evolution.
that allow for than distantly (Evolution of
multiple related species Life, 2017)
avenues of b. less similar
exploration. than distantly Literacy
related species Strategy #3: 5
Objective: c. less similar Minute
SWBAT than closely Glossary - This
Identify the related species strategy is used
following d. more similar to help students
components than closely understand text
of natural related species that is
selection, particularly
which can 2) True or False? wordy or hard
lead to to comprehend.
speciation by Scientists today The teachers
evaluating have been able takes difficult
types of to improve the words or
biochemical accuracy of phrases out of
evidence and phylogenetic Origins and
how DNA is trees using biochemical
linked to biochemical evidence
proteins and evidence. and works with
how students to
comparing 3) True or False? define those
nucleic acid terms so they
sequences Natural selection are able to
and amino can be seen in comprehend the
acid our lifetime. passage.
sequences
can prove Main Project
that two Building:
species had a Students should
common now be done
ancestor. with 6 of their
story board
boxes including
 11

where their
species
evolutionary
history
correlates to
those events.
Day Six: WORK DAY WORK DAY WORK DAY
WORK DAY:
Storyboard Main Project
Project Building:
Students are
given class time
to finalize their
storyboards.
Teacher will
provide support
to students who
need it.
Day Seven: Storyboard Storyboard Storyboard
Storyboard Project Project Project
Project Presentation Presentation Day Presentation
Presentation Day Day
Day

4. Rubric for guidance and grade of project

Evolution of Life

Student Name: ________________________________________

CATEGORY 10-9 8-6 5-3 2-0

Content/Facts Facts were Facts were Facts were Facts were often
accurate for all accurate for accurate for most inaccurate for
events reported on almost all events (~75%) of the events reported
the storyboard. reported on the events reported on on the storyboard.
storyboard. the storyboard.
 12

The First Accurately depicts Box does not Box is missing Illustration or
event describing completely significant details description does
Organism
what happened describe what about what not describe
during the event, happened during happened during events and
when the event the event, when the event, when conditions.
happened, any the event the event
evidence found to happened, any happened, any
support the event evidence found to evidence found to
actually happening support the event support the event
and the actually happening actually happening
significance of the and the and the
event. significance of the significance of the
event. event.

Appearance of Accurately depicts Box does not Box is missing Illustration or

event describing completely significant details description does
Photosynthesis
what happened describe what about what not describe
during the event, happened during happened during events and
when the event the event, when the event, when conditions.
happened, any the event the event
evidence found to happened, any happened, any
support the event evidence found to evidence found to
actually happening support the event support the event
and the actually happening actually happening
significance of the and the and the
event. significance of the significance of the
event. event.

Origin of Accurately depicts Box does not Box is missing Illustration or

event describing completely significant details description does
Mitochondria
what happened describe what about what not describe
and during the event, happened during happened during events and
Chloroplasts when the event the event, when the event, when conditions.
happened, any the event the event
evidence found to happened, any happened, any
support the event evidence found to evidence found to
actually happening support the event support the event
and the actually happening actually happening
significance of the and the and the
event. significance of the significance of the
event. event.

Appearance of Accurately depicts Box does not Box is missing Illustration or

event describing completely significant details description does
Sexual
what happened describe what about what not describe
Reproduction during the event, happened during happened during events and
when the event the event, when the event, when conditions.
happened, any the event the event
evidence found to happened, any happened, any
support the event evidence found to evidence found to
actually happening support the event support the event
and the actually happening actually happening
significance of the and the and the
event. significance of the significance of the
 13

event. event.

Time Use Classroom time Classroom time Classroom time Student did not
was used to work was used to work was used to work use classroom
on the project. on the project the on the project the time to work on
Conversations majority of the majority of the the project and/or
were not time. time, but was highly
disruptive and Conversations conversations disruptive.
focused on the were not often were
work. disruptive and disruptive or did
focused on the not focus on the
work. work.

Fonts and The use of font The use of font The use of font The use of font
styles and colors styles and colors styles and colors styles and colors
Colors
is consistent and is consistent and is consistent , but is not consistent
shows a logical shows a logical is not used OR detracts from
pattern. It helps pattern for the effectively to the organization.
organize the most part. It helps organize.
material. organize the
material
somewhat.

Spelling and Spelling and Spelling and Spelling and There were many
capitalization were capitalization were capitalization were spelling and
Capitalization
checked by checked by mostly correct, but capitalization
another student another student were not checked errors.
and are correct and were mostly by another
throughout. correct . student.

Chosen Species Evolutionary Evolutionary Evolutionary No species was

history of chosen history of chosen history of chosen chosen or
species is species is partial species is discussed.
accurately but accurately inaccurate or is
described during described during missing significant
each event of the each event of the details during
story board. story board. each event of the
story board.

Student Resources
 14

Resource Lexile Author / Publisher Link to original How will Evaluation:

or citation resource be Is this a reliable source for
used in class the resource?
(describe Is the author an expert?
whether it Credentials?
will be a What year? Is this the most
Read Aloud, recent information or is there
collaborative a reason for using an older
reading, resource?
independent Original purpose of the
research, etc) resource (inform, persuade,
entertain)?
Is there is bias? Is it
appropriate to have a bias for
this material (as in, does it fit
the purpose of the unit?)?
Why is this material
appropriate to the unit? How
this resource will help
students reach your planned
objectives?

Online: 1410L Evolution is a co- http://www.pbs. Independent - This is a reliable resource.

Evolution production of the org/wgbh/evolut Research - The author is not
WGBH/NOVA ion/ specified, however, the
Science Unit and article is offered on
Clear Blue Sky pbs.prg. PBS is a well-
Productions. known credible source of
information.
- It was published in 2001.
There may be a fresher
source of information but I
do not think the
information as changed due
to new research.
- The original purpose of
this resource was to inform
the student about the basics
of evolution by reading
about antimicrobial
resistance.
- This article is fact based
and therefore not biased.
- This material is
appropriate for this unit
because students have to
understand the basic of
evolution to understand
natural selection. The
resource explains basic
mechanics behind evolution
and what it looks like.
Online: 1560L Understanding http://evolution. Independent - This is a reliable source.
Origins and Evolution. 2017. berkeley.edu/evo Research - The author is not specified
biochemical University of library/article/0 but the research for the
evidence California _0_0/origsoflife_ paper was done at the
 15

Museum of 06 University of California

Paleontology. 22 and used in the Museum of
August 2008 Paleontology.
<http://evolution. - This piece was published
berkeley.edu/>. in 2008 which is fairly
recent for studies
surrounding paleontology.
- The original purpose of
this piece was to inform
students.
- This article is research
based and not bias.
- This material is
appropriate for the unit in
that it provides students
with the knowledge to
understand basis fossil
evidence. This is important
for students to understand
because the need the
information to connect
fossil evidence to evolution.
However, students may
struggle with this piece due
to its lexile level and
another piece may be
considered instead.
Online: 1150L Understanding http://evolution. Collaborativ - This is a reliable source.
Fossil Evolution. 2017. berkeley.edu/evo e Reading - The author is not specified
evidence University of library/article/li but the research for the
California nes_02 paper was done at the
Museum of University of California
Paleontology. 22 and used in the Museum of
August 2008 Paleontology.
<http://evolution. - This piece was published
berkeley.edu/>. in 2008 which is fairly
recent for studies
surrounding paleontology.
- The original purpose of
this piece was to inform
students. Furthermore, the
students were to discuss
their finding from the
reading in small groups.
- This article is research
based and not bias.
- This material is
appropriate for the unit in
that it provides students
with the knowledge to
understand basis fossil
evidence. This is important
for students to understand
because the need the
information to connect
fossil evidence to evolution.
 16

Non-Fiction: 1250L KhanAcademy https://www.kha Independent - This is a reliable source.

Darwin, nacademy.org/sc Research - The author once again is
evolution, & ience/biology/he not specified. However,
natural r/evolution-and- Khan Academy is a well-
selection natural- known domain for its
selection/a/darw credibility and accuracy.
in-evolution- - This piece was published
natural- in 2016, so this is the
selection freshest information out
there.
- This piece was originally
included to inform students
of the mechanics of natural
selection.
- This article may be
slightly bias do to the lack
in peer review however it is
very unlikely due to the
popularity and fan-review
of the domain.
- This material is
appropriate for the unit
because it helps diminish
some misconceptions
students have about what
natural selection looks like.
For example, many
students think that animals
adapt to certain niches
within their lifetime when
really, adaptation come
about over generations.
Non-Fiction: 1130L NECSI http://necsi.edu/ Collaborativ - This may be a reliable
Similarities of projects/evolutio e Reading source.
Embryos n/evidence/embr - The author for this article
yos/evidence_em was not specified. The only
bryo.html reason I knew that the
information on this page
was accurate is because it
reflects that of the studying
Ive done at ASU.
- The publication date is not
specified. Judging by the
looks of the web page, I
would have to say this page
may be fairly old. However,
the concepts we our
covering have been
supported for decades so
this information is still
relevant to the students
learning.
- The original purpose for
this piece was actually a
collaborative bell work
 17

activity. The students were

to read the piece and then
have a discussion about
what they read with a small
group.
- This article is fact based
and therefore not biased.
- This material is
appropriate for this unit in
that it was meant to be a
thought trigger for students
to begin to engage them in
the importance of
embryology. It does this my
provided the students with
basic facts and photos
about how embryology
might gives hints to an
organism's evolutionary
history.
Video: The N/A Margreet de https://www.you Collaborativ - This is a somewhat
History of Life Heer, You tube tube.com/watch e reliable source.
on Earth in 5 ? Introduction - This source is a YouTube
Minutes v=8qnnoePeHlk Activity video made by Margreet de
Heer. This channel has
1,900 subscribers and
102,412 views. Therefore,
the video is somewhat
credible but almost in the
same way that wikipedia
acts.
- The video was uploaded in
2014. Therefore, this
information is fairly up-to-
date.
- The original purpose of
this video was to act as an
collaborative introduction
activity. The video really
draw in students attention
to that fact that life on
Earth has dramatically
changed since the Earth
began.
- There may be bias in this
video in that the creator of
the video was squeezing the
Earths history into 5 and
minutes. Therefore, they
had to be selective in what
they thought was important
about the Earths history to
include
- This material is
appropriate for this unit
because it gets students
 18

thinking about how

adaptation occur over time
rather than in any given
generation. In fact,
adaptations at the genetic
level rarely occur in a single
lifetime without human
influence.
Childrens N/A (Would Kathryn Lasky Lasky, Kathryn, Read Aloud - This is a reliable source.
Book: One have to buy and Matthew Matthew - The author Kathryn
Beetle Too the book.) Trueman, Trueman, and Lasky isnt necessarily an
Many: The Candlewick, 2009 Stafford Clark- expert on evolution but she
Extraordinary Price. One is a well known writer
Adventures of Beetle Too famous for doing a lot of
Charles Many. 1st ed. research before writing her
Darwin Prince books.
Frederick, MD: - This book was published
Recorded in 2009, therefore, this amy
Books, 2010. not be the newest
Print. information. However, the
facts and topics she is
talking about have been
supported for many years
and are still relevant to
students learning today.
- The original purpose for
this piece was to make
students understand how
far their thinking has come
from when they only
understood that there was
something in the world that
caused species to be
different.
- This book may be biased
but only in the way that
some information may be
excluded or simplified to
meet the lexile level of a
children's book.
- This material is
appropriate for this unit
because the student final
project is a childrens book.
This book gives students an
idea of what their project
may look like. That way,
students are provided with
a way of guiding where
there story could go.
Trade Book: N/A (Would Narelle Oliver. Oliver, Narelle. Collaborativ - This is a reliable source.
Sand have to buy Candlewick Sand Swimmers. e Reading - Oliver majored in design
Swimmers the book.) Press. 1st ed. South and printmaking while
Melbourne: studying for a Bachelor of
Lothian, 2001. Education degree. She
Print. began her career teaching
 19

at the Queensland School

for the Deaf. Oliver was an
educator and a committed
environmentalist. Given
these credentials, this piece
can be given a substantial
amount of trust.
- This book was published
in 2001. Therefore, it is
fairly dated. That being
said, some of the
information may need to be
updated or clarified for the
students.
- The original purpose of
this book was to give
students a different
perspective of what
evolution may look like
from the point of view of
animals.
- Being a trade book, this
piece could be bias because
the author has free rein
over what information they
think is important enough
to include in their story.
- This material is
appropriate for this unit
because it is not being used
as a source of factual
evidence but rather a tool
to give students another
point of view on the
mechanics of evolution.
Sometimes students can
make more sense of bigger
concepts when they can see
it through the eyes of a
unique audience.

Trade Book: N/A (Would Cusick, Dawn. Cusick, Dawn. Collaborativ - This is a reliable source.
Animals That have to buy Animals That e Reading - Dawn Cusick has
Make Me Say the book.) Make Me Say authored a dozen nonfiction
OUCH! Ouch!. 1st ed. children's books that have
Watertown, won national and
Mass.: international awards from
Charlesbridge, the Animal Behavior
2015. Print. Society, the National
Science Teachers
Association, the Children's
Book Council's Children's
Choice competition, and
more. Her books have been
profiled on NPR and Yahoo
News. She teaches biology
 20

at Haywood Community
College in western North
Carolina. Given these
credentials, this piece can
be given a substantial
amount of trust.
- This book was published
in 2015, which is fairly up-
to-date.
- The original purpose of
this book was to give
students a different
perspective of what
evolution may look like
from the point of view of
animals.
- Being a trade book, this
piece could be bias because
the author has free rein
over what information they
think is important enough
to include in their story.
- This material is
appropriate for this unit
because it is not being used
as a source of factual
evidence but rather a tool
to give students another
point of view on the
mechanics of evolution.
Sometimes students can
make more sense of bigger
concepts when they can see
it through the eyes of a
unique audience.

Works Cited

"Evolution Of Life". N.p., 2017. Web. 24 Apr. 2017.

http://www.sas.upenn.edu/~dewees/Site/Assessment_files/EvolutionUnitPlan.pdf