Darwinia Round #3

Essential Question: What happens when an invasive species is introduced into an environment?
Teacher(s): Alisha Maxwell

Subject: 8th Grade Science

Standard(s):
Strand 1: Concept 1: PO 3. Generate a hypothesis that can be tested.
Strand 1: Concept 2:
PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology,
materials, organisms) in all science inquiry.
PO 3. Conduct a controlled investigation to support or reject a hypothesis.
PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes,
probes, micrometers).
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as
written and/or computer logs.
Strand 1: Concept 3: PO 1. Analyze data obtained in a scientific investigation to identify trends.
Strand 1: Concept 4: PO 1. Communicate the results of an investigation.
Strand 4: Concept 4: PO 1. Explain how an organisms behavior allows it to survive in an environment.
Objectives (Explicit):
SWD (students will demonstrate) application of lab procedures by using equipment correctly.
SWD analysis of the experiment by recording the data, determining which creature was best adapted,
concluding if their hypothesis was accepted or rejected and explaining the implications of an invasive
species.
Evidence of Mastery (Measurable):
Students will have to fill in their data sheet, write an analysis, and a conclusion.
I will be looking for students to have
The correct math for their data set
An analysis that is supported by the data
A conclusion that correctly states if the accepted or rejected their hypothesis
Sub-objectives, SWBAT (Sequenced from basic to complex):
Content: Write a question, write a hypothesis, conduct an experiment using equipment appropriately,
record the data, analyze the data, determine if hypothesis was accepted or rejected, and explain what
happens when there is an invasive species.
Say: My hypothesis is
Say: happened as a result of the invasive species.
Say: is the best-adapted creature in Darwinia.
Key vocabulary:
Materials/Technology Resources to be Used:

Hypothesis
Analysis
Conclusion
Invasive Species
Natural Selection
Adaption

Electronic Balance
Beans
Plastic Spoon
Plastic Knife
Plastic Cups
Darwinia Map

 Darwinia Movie
Opening (state objectives, connect to previous learning, and make RELEVENT to real life)

Independent Practice

Guided Practice

Instructional Input

Darwinia video that shows and describes an invasive species coming to the island.
Teacher Will:

Student Will:

Explain the procedure for the Darwinia

experiment.

Listen to the instructions and follow along on

their worksheet.

Co-Teaching Strategy/Differentiation
Students who need it may receive instructions in a simplified verbal format after the initial
explanation.
Teacher Will:

Student Will:

Ask the students to copy the data table and prompt

them in coming up with a question and hypothesis.

Copy the data table, and write their question and

hypothesis in their notebook.

Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH

student is ready to move onto independent practice? And how are you going to differentiate if they do
not understand?
Students with a data table, question, and hypothesis will be allowed to start the experiment after they
get a stamp from a teacher. Teacher will give a stamp if the data table is copied correctly, and if the
question and hypothesis make sense. If their question and hypothesis do not make sense, students will
receive a skeleton sentence to fill in for their question and hypothesis.
Teacher Will:

Student Will:

Walk around, answer questions, and help students

with the experiment. Stamp students work after
they have finished their conclusion.

Perform the experiment using their procedure,

record their data in their data table, analyze their
data, and make a conclusion accepting or
rejecting their hypothesis. (Get a stamp) Partner
up and discuss using questions prompts.

Co-Teaching Strategy/Differentiation
Students who need help with be partnered up with students who should be able to provide the help they
need. Students may also ask for assistance. If more assistance is needed skeleton sentence structures
will be given for the analysis and conclusion.

Closing/Student Reflection/Real-life connections:

Students will reflect with a partner on what happens when in invasive species comes is put in an environment.
Prompt questions:
Were the Spoon-Billed Crakatows normally found on the island of Darwinia?
How did the Spoon-Billed Crakatows arrive on the island of Darwinia?
What problems did the presence of the Spoon-Billed Crakatows cause?

 Which organism on the island was now the best adapted? Explain and support your answer
with data (evidence from Round #3.
In the future, what do you think will happen to the Tweesarians and the Blade Runners now
that the Crakatows are doing so well?

Students will write a summary (paragraph) on what they learned in this round of Darwinia. Referring (and
trying to answer) the essential question.