Unit Plan: Evolution and Natural Selection
Science / Grade 7
Big Ideas
Evolution by natural selection provides an explanation for the diversity and survival of living things.
Concepts
- Change
- Development
- Diversity
- Survival
- Cause/effect
Essential Questions
Students will keep considering…
- N/A
Evaluative Criteria
Teachers should consider how summative assessments should be based on clear criteria and include a variety of ways for students to show demonstrate their learning.
- Students are able to explain why living things change over time and how these changes affect biodiversity.
Monitoring Progress
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
- N/A
Resources
N/A
Reflection
How will teachers and their students reflect on and evaluate the completed project?
Teacher Reflection
- What aspects of the unit went well
- What did students struggle with
- What did you struggle with?
- What would you add/revise the next time you taught this unit?
- Were there any unintended outcomes?
- Were students engaged?
Downloads
Stage 2 – Evidence
Authentic Performance Tasks
AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:
PERFORMANCE TASKS RATIONALE: All of the following activities require students to be actively engaged in the learning task. Students will assume roles, argue opinions, share anecdotes, challenge classmates, debate issues, consume products, analyze human behavior, create authentic metrics, and make recommendations. For some students these activities will come easily. For others, teacher encouragement will be needed. Teachers will pay close attention to creating a safe atmosphere in the class for students to express personal opinions. They will also encourage all students to take risks with their learning when debating, role playing, or playing simulation games using curriculum material that is new to them.
GRASPS
What is a GRASPS task?
> Click here to download GRASPS
GRASPS TASK: Species Project
You live in the year 2320. On New Year’s Eve, in 2020, a small meteor hit the Earth causing catastrophic changes in the climate and environment. Over the following 300 years, the ocean water level rose, causing it to take up 98% of the Earth’s surface. In addition, the average temperature rose 43 degrees and clouds are now non-existent. The primary producer in 2320 is seaweed and the top predators are 500-foot whales. Your task is to research a species common to BC. Using the environmental changes, create five adaptations that the species may develop between 2020 and 2320. How does each of these adaptations help your species to survive? Develop a project that depicts your species in both time periods. (i.e. drawing, sculpture, computer graphic, painting, etc.)
Differentiation: Scaffold the assignment with templates that provide some research facts about the species, and sources to explore. Provide choice about the format of the product. Challenge students by adding a written component outlining additional details such as specie’s scientific name, habitat, food, predators, species interactions, etc.
Other Evidence
OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:
- Students are able to explain why living things change over time and how these changes affect biodiversity.
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Core Competencies
Communications Competency
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
Thinking Competency
The knowledge, skills and processes we associate with intellectual development
Social Competency
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
Additional Resources
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.
