Natural Selection
Discovery Education Unit: Mystery Fossil
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Clarification & Boundary Statements
Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.
Boundary Statement: Assessment does not include recalling the names of specific periods or epochs and events within them.
MS-LS4-1: Fossil Evidence of Common Ancestry and Diversity
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on earth under the assumption that natural laws operate today as in the past.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.
Boundary Statement: Assessment does not include the names of individual species or geological eras in the fossil record.
MS-LS4-2: Anatomical Evidence of Evolutionary Relationships
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.
Boundary Statement: none
MS-LS4-3: Embryological Evidence of Common Ancestry
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different
organisms by comparing the macroscopic appearance of diagrams or pictures.
Boundary Statement: limited to gross appearance of anatomical structures in embryological development.
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: What type of organism is the mystery fossil?
Anchor
After making observations about the information in the video, students will generate questions about the fossil organism and develop a plan to determine the identity of the mystery fossil organism.
Discovery Education Lesson / Connections to Anchor Phenomenon
Exploring a Mystery Fossil / What type of organism is the mystery fossil?
Rock Story / When did the fossil organism live?
It’s All Relative / Is the mystery fossil organism related to other organisms?
A Whale of a Tale / Is there a modern descendant of the mystery fossil?
PBS Video - When Whales Could Walk
Outscider National Park Phenomena Connections
Grand Canyon National Park - Rock Types / Rock and Fossil Record
Engage: Discussion Guide
Explore: Rock Layer Analysis
Explain: Relative Dating Model
Elaborate: Absolute Dating
Evaluate: Museum Display
Local Colorado Phenomena Connections
To address the NGSS standard MS-LS4-1, which involves analyzing and interpreting data for patterns in the fossil record to document the existence, diversity, extinction, and change of life forms throughout Earth's history, you can consider the following local Colorado phenomena:
Fossil Discoveries in Florissant Fossil Beds National Monument: Explore the petrified redwood stumps and insect fossils, which provide insights into ancient ecosystems and climate conditions.
Dinosaur Ridge: Investigate the dinosaur footprints and bones found in the Morrison Formation, offering evidence of prehistoric life and environments.
Garden Park Fossil Area: Analyze the diverse range of dinosaur species discovered here, illustrating changes in life forms over time.
The K-Pg Boundary at Trinidad Lake State Park: Study the layer of clay marking the boundary between the Cretaceous and Paleogene periods, providing evidence of mass extinction events.
Lyons Sandstone: Examine the ripple marks and other sedimentary features that indicate ancient desert environments and shifting ecosystems.
These local phenomena can help students connect with the concepts of fossil evidence and evolutionary patterns.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Local Colorado Career Connections
To address Natural Selection with a Colorado-based career focus, consider these connections:
Wildlife Biologist: Work with local wildlife, studying adaptations and evolutionary traits in Colorado's diverse ecosystems.
Ecologist: Explore how natural selection influences plant and animal populations in Colorado's varying climates and terrains.
Conservation Scientist: Focus on the preservation of Colorado's natural habitats, understanding how natural selection impacts species survival.
Environmental Educator: Engage with local schools or nature centers to teach about natural selection and evolution in Colorado's environment.
Paleontologist: Study fossils in Colorado's rich geological sites to understand historical natural selection processes.
These careers offer practical examples of how natural selection is studied and applied within Colorado.
Hands On, Minds On Connections
Ocean First Education
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Environmental Education Connections
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
PBS Video - When Whales Could Walk
To Extend Student Learning
6) It’s Fossil History Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
7th Grade Pilot Teacher Notes & Resources
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
CDE: Grade Level Expectations
Prepared Graduates:
Prepared Graduates:
2.8: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how natural selection drives biological evolution accounting for the unity and diversity of organisms.
Grade Level Expectation:
Grade Level Expectation:
2-9: Fossils are mineral replacements, preserved remains, or traces of organisms that lived in the past.
2-10: Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment.
2-11: Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions.
Colorado Department of Education - Middle School Science Standards
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
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