Title of Unit

Curriculum Area
Developed By

Evolution
Grade Level
Life Science
Time Frame
Kim Insana (SEPUP), Greeley, Weld County District 6

7th
Approximately 5 weeks

Identify Desired Results (Stage 1)

Planning the Unit
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) MissionThe Four-Part Mission of the Agenda for Education in a Democracy
Equal Access to
Enculturation in a
Nurturing Pedagogy
Stewardship of the
Knowledge
Democratic Society
Safe and Caring for All
Mission
Students will have equal access to knowledge and will work towards the stewardship of the mission. Students will all have access to the same
curriculum and have access to technology to allow them to investigate evidence and working towards becoming resources showing the evolution of life
on Earth. Students will all have the same opportunities to explore the evolution and geologic time scale of Earth itself. Students will be stewards of the
mission. Students will come to conclusions concerning extinction and whether humans should and can play a part in saving a species. Students will
evaluate their own thoughts on what our role as humans is when discussing the Earth and the species that make up our planet. Students will evaluate if
they personally have a role in the conservation on the Earth and the life that plays such a big role on this planet. Students will come to conclusions to
how little time humans have occupied Earth yet how much we have led to the change and evolution of Earth.

Content Standards
Content:

Interpret and analyze data from the fossil record to support a claim that organisms and environments have evolved over time (DOK 1-2) CDE
SCI.7.2.1.a
Analyze and critique the evidence regarding the causes and effects of a mass extinction event (DOK 2-3) CDE SCI.7.2.1.b
Analyze and interpret data that show human evolution (DOK 1-3) CDE SCI.7.2.1.c
Use technology to share research findings about the evidence regarding the causes and effects of a mass extinction event (DOK 1-2) CDE
SCI.7.2.1.d
Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have
offspring in a given environment (DOK 1-3) CDE SCI.7.2.1.a
Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive
success (DOK 1-3) CDE SCI.7.2.1.b
Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to
create and justify an evidence-based scientific explanation (DOK 1-2) CDE SCI.7.2.1.c

Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment (DOK 12) CDE SCI.7.2.1.d

Literacy:

Write clearly and coherently for a variety of purposes.

Draw evidence from literary of informational texts to support analysis, reflection and research.
Use concepts and techniques of probability and statistics.
Read to comprehend rather than to just find the answers.
Use mathematics to complete a task.
Answering research questions logically by obtaining and analyzing information from a variety of sources.

21st Century Skills:

Follow directions and procedures.

Respect teachers and other classmates
Collect and analyze quantitative and qualitative data
Conduct research using acceptable research methods.
Self-assess and self-reflect to develop good routines.

Understandings

Essential Questions

Overarching Understanding

Many sources of evidence exist to support the evolution of life on

Earth.
Humans make up a small fraction of the history of Earth. The
geologic time scale of Earth is far larger than most can comprehend.
Personal conclusions on whether the human race has a responsibility
to save and interfere with saving endangered and extinct species.
Genetics and a species inherited traits are a large part of why a
species is able to survive over time compared to others that do not
survive.
Individual organisms with certain traits are more likely than others to
survive and have offspring in a specific environment.
Related Misconceptions
The life that exists on this planet today, is the life that has existed in
the history of the planet.
Development and evolution are the same thing.
Complex organisms are more successful than the simplest life forms.
Evolution is a historical rather than an experimental science.
An organism may be stronger and that is the main reason a species
survives.
A species may acquire physical traits to better survive in an
environment and those species can pass those traits onto their
offspring.

Overarching

How has life evolved

on Earth over time?
How can evidence be
used to support
evolution of life on
Earth?
Why are some
species better able to
survive in their
environment?
How does the
evidence about the
way life has evolved
on Earth from long
ago tell us about
Earth today?
How do mutations
play a role in natural
selection?

Topical

Why is it important for

scientists to distinguish
between inferences and
observations?
Why is it important for
scientists to classify fossils into
categories?
How does evolution occur?
How can mutations be
beneficial to an organism?
How does DNA provide
evidence for the evolution of a
species?

Evolution is something that you believe or do not believe, when in

reality evolution and natural selection is a theory that is shown to be
supported by scientific evidence.

Knowledge

Skills

Students will know

Students will be able to

The two theories of evolution with more emphasis on Darwins theory

of evolution.
How to analyze evidence and data that is presented to them to
support the evolution of life on Earth.
How the geologic time scale of Earth is organized.
How scientists evaluate fossil evidence and how fossils and evidence
are dated using stratigraphic columns.
How natural selection occurs and what results from natural selection.
Students will know how scientists have conducted research to
evaluate the evolution of Earth.
They will know what evolution is and how is occurs.
Students will know how to take a stance on a real world problem
asking them whether as humans we are responsible for saving an
endangered species, and if it is possible, if humans should recreate a
species that has already been extinct.

Make predictions and form hypothesis about the evolution of

life.
Students will be able to modify their hypothesis when
presented with new scientific data.
Come to conclusions about the evolution of life on Earth after
analyzing scientific data.
Support conclusions with scientific evidence.
Students will be able to make observations and inferences
when conducting research.
Students will be able to tell the difference between an
observation and an inference.
Students will be able to evaluate human impact on the
evolution and possible extinction of species.
Analyze information sources in order to critic evidence and
form conclusions backed by evidence.

Assessment Evidence (Stage 2)

Performance Task Description
Goal

Role
Audience
Situation

SWBAT evaluate and interpret evidence that exist for the evolution of life on Earth.
SWBAT form hypothesis and modify their hypothesis with the presentation of new scientific evidence and data.
SWBAT to a stance on whether humans have a responsibility to save endangered species and bring back species
that have already gone extinct.
SWBAT explain the theory of evolution in terms of Natural Selection.
SWBAT to explain why some species are better adapted to their environment more than others.
SWBAT provide evidence to support conclusions and the theories presented to them.
Teacher will be coach and provide guidance. Students will hold accountability for their work and will work at their
own pace through each lesson in the unit.
The teacher will lead small group instruction and conferences for misconceptions that may occur.
Provide very timely feedback on assessments to ensure students are on pace to mastery with every lesson.
7th grade Life Science
Blended Learning Model. Students with the use to technology will be the leaders in the investigation into their own
learning. Students learning will be differentiated throughout each lesson, as the students move through each
lesson at their own pace and incorporating cooperative learning, individualized instruction and flex grouping.
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Content: Students will complete the required activities in the lessons that require them to complete worksheets and
make observations about mass extinction events, evolution and endangered species and support their conclusions
with sound evidence they find in their reading. Students will be able to use a variety of information sources to
evaluate evidence and form conclusions. Students will show understanding in the formative assessments given to
them after every lesson. Students will show evidence of participation in activities with the completion of
worksheets.

Product/Performance

Standards

Literacy: Students will continue to work on use of the English language, including, punctuation, grammar, and
format in their written lesson summaries. Students will continue to work on their typing skills, as their thinking and
writing is done almost solely on the computer. Students will work on reading comprehension and their reading
skills. Students complete worksheets that allow them to work on reading comprehension. Students will work on
numeracy as they will have to use simply mathematics to accomplish tasks successfully in their lessons.
21st Century Skills: Students will work together on given activities and demonstrate that they are capable and
willing to work together for a common purpose. Students will be able to share their thoughts on being stewards in
our community. Students will complete an activity where they have to decide whether or not they are going to
bring back an extinct species, and whether there are disadvantages to this practice. Students will evaluate what
steps should be taken to help safe an endangered species. Students will make decisions as to whether they will
participate in a community like this. Students will begin to complete ticket out the doors that have the students
reflect and assess themselves. Students will take the time to evaluate whether they are doing everything they can
possibly do to be the best student possible. Students will work on following directions, providing a safe
environment for their peers. Students will be asked to be respectful on their teacher and their classmates with the
purpose of building a learning environment where everyone can learn. Students will evaluate their time
management skills and apply improvements to their routines using a time management plan they create.
Students will ultimately be able to analyze data and evidence in order for them to be able to support their
conclusions. Students will be able to interpret data and communicate their results for their audience. Students will
be able to use technology on a daily basis to perform and accomplish their required work, as well as explore
content and simulations. Students will use technology to research lesson topics, define vocab words, and to
participate in the conversation about evolution.

Other Evidence
Students will be able to discuss with their peers and with their teacher, the conclusions they have formed through their investigations. Students will
complete the required lessons and activities. Students will be given a formative assessment as a pre-assessment and as a post assessment to measure
the learning and growth students have achieved. Students will show they are capable of working together for a common purpose through activities that
require them to work in small groups. Students will show that they are reflective and that they are able to self-assess in order to make changes and
improvements in their lives.

Learning Plan (Stage 3)

Where are your students headed? Where have they
been? How will you make sure the students know
where they are going?

Students are heading to a point where they can realize that humans have only existed
on this Earth for a very short period of time. Students will know that genetics has a lot
to do with why and how a species survives as long as they do. Students have studied
genetics and know that a person and species has the characteristics they do, because of
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How will you hook students at the beginning of the

unit?

What events will help students experience and

explore the big idea and questions in the unit? How
will you equip them with needed skills and
knowledge?

How will you cause students to reflect and rethink?

How will you guide them in rehearsing, revising, and
refining their work?

the genes they have inherited. Students will learn in this unit that the genes that an
organism inherits, will ultimate affect whether that organism survives in nature or not.
Students will know where we are going as the lessons build on top of one another. The
lessons are scaffold in a way that students will start with lower level questions and
lessons, and build to questions that involve them taking a stance because of the
evidence they are analyzing. Students will be able to support any conclusions they form
in the unit with sound evidence. Students will know what evidence scientists use in order
to support the theory of evolution.
Students will watch a video at the beginning of the unit that will help them to generalize
a definition for the term evolution. Students will watch a video on the evolution of music.
This will relate to their interests and will help them to relate the material to their own
interests.
Students will create a personal geologic time scale. This will be compared to the geologic
time scale of Earth. This will help them relate to the time scale of Earth and allow them
to compare how little the human race has existed on this Earth. Students will also
participate in another time scale activity that allows them visually see how extensive
Earths time scale is. Students will help to string and hold up a roll of toilet paper that is
labeled with the major events of Earths history. Students can relate this to their lesson
to comprehend how old Earth is.
Students will participate in two simulations that involve real world situations. Students
will actively engage in these simulations, which will also help to reinforce their
foundation of the major concepts from the unit. Students will work with one another as
they participate in activities that simulate natural selection and the occurrence of
mutations in a species. This models the real world and how evolution takes place.
Students will begin to complete tickets of the door. This tickets will be mainly reflection
for the students. Students will need to consider what they are doing well on and what
they need to improve on. If students feel they need improvement students must reflect
on to what they can do to improve themselves. Students will also be establishing daily
goals. Before they complete their daily goals they must first know their grade and what
score they received on their completed work. Students must assess whether they
achieved mastery, or whether they need continued work and will need to look at their
future actions to achieve mastery. Students will also be completing a time management
improvement plan that will assess their time management skills. They will be assess their
own habits and routines.
Students have been given several rubrics guiding them on the expectations for written
submissions on assessments and in their science notebooks. Students have copies of the
rubric and we have the rubrics posted in the classroom. Students can evaluate what they
are missing and what they need to work on when consulting their rubrics.
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How will you help students to exhibit and selfevaluate their growing skills, knowledge, and
understanding throughout the unit?

How will you tailor and otherwise personalize the

learning plan to optimize the engagement and
effectiveness of ALL students, without compromising
the goals of the unit?

How will you organize and sequence the learning

activities to optimize the engagement and
achievement of ALL students?

Students are still expected to complete a daily goal. It allows students to reflect on what
they have already completed and what still needs to be done. It also asks students to
reflect on how they will accomplish their daily goal.
Students will need to continually and consistently check their grades in the classroom.
Feedback is given to students within 24 hours. Students must review feedback and
revise their work if necessary. Students will also have an Area of Focus for each lesson.
Students will need to evaluate whether they have met their Area of focus through
instructor feedback.
Small group instruction and conferencing will occur to clear up any misconceptions and
misunderstandings that occur.
Lessons will be differentiated with the students being able to pace themselves. Students
with IEPs will be given extended time beyond that of the other students to complete the
required lessons. Some lessons will be modified. Students will be able to work in groups
if they are needing some extra help on certain lessons.
Students will be placed into grading groups where they are given their own learning
plan. Students will move through lessons that are differentiated for their academic needs
and pace.
Lessons will be scaffolded. Material will build in difficultly with higher level questions
building into later lessons. The curriculum is scoped and sequenced which allows for
questions to become more complex and require deeper critical thinking. Demonstrations
and direct instruction will be a few times a week in order to build engagement. Students
will be broken from the routine in order to build engagement.
Small group and whole class direct instruction will occur to clear up any misconceptions
that a few students have encountered. This will be the time to add even more
engagement to the unit in the form of relevancy. Because the curriculum is scoped and
sequenced students will build on each lesson until they reach the end goal of being able
to explain how evolution occurs.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)