Lesson Title:Natural Selection
Contributors:Lana Albertson, Jeffrey Collings, Debbie DeLucia, Michele Einspar, Cathy Munson
Overview: Watch out! In this computer simulation, bunny rabbits may take over the world! This lesson provides students with opportunities to practice a natural selection activity using technology skills in the science classroom to promote student engagement and motivation. Both a short video clip and a computer simulation activity are used during class. The video clip allows students to activate prior knowledge about Charles Darwin’s theory of evolution through natural selection, while the computerized animation allows students to interact with manipulating factors that influence species’ survival (adaptation, overproduction, variation, competition). Vocabulary words covered in this lesson: species, adaptation, evolution, natural selection, variation, mutation, competition, and over production.
Science Concepts:Genetic variation and environmental forces influence diversity of organisms.
The four factors of natural selection that support the theory of evolution are overproduction, natural selection, competition and variation within a species.
Objective 7.1.3 Explain how natural selection leads to evolution.
Science Standards:
●7.3 a Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms.
●7.3.b Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.
Pre-Activities and Concepts:
Prior to the lesson, students filled out a “Triple Threat” vocabulary sheet including 10 key words related to unit. The “Triple Threat” vocabulary sheet has three columns. Column one includes a spot for the vocabulary word, the second column includes the definition and third column provides a place for students to draw a colored icon related to the definition. (see attached “Triple Threat” worksheet).
Students watched a 20 minute video on Evolution and Darwin. Students filled out a cloze note worksheet as they watched the movie.
Teacher reviewed text book and went over Darwin’s exploration and travels on the HMS Beagle. Students were encouraged to pay attention to Darwin’s observations, voyage, and evidence collected for the theory of evolution through natural selection. Time was spent looking at the differences between a green iguana on the mainland of South America and a brown iguana on the Galapagos Islands. Conversations went on encouraging students to think about the idea that these two iguanas came from a distant common ancestor. Discussion continued with how the changes could have occurred and how long it would take for changes to happen.
NETS Standards (
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
c. use models and simulations to explore complex systems and issues.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
d. process data and report results.
Support Materials (Video Links,Web links, etc):
Six minute video to engage the students about the concept of natural selection:
The PhET (Physics Education Technology) at University of Colorado, Boulder website offers a simulation that the can be downloaded for students to practice natural selection with rabbits in different environments with different traits:
Technology/system requirements:Laptops, Projector, Internet access, video, speakers connected to laptop to project sound from video
Material Requirements:Natural Selection Simulationworksheet, PBS video key words tally worksheet, Triple threat vocabulary worksheet, writing utensils.
Teacher Notes: We set up the websites on the classroom computers prior to students entering the room.
During the first class teaching session we decided to extend the time we had originally allotted for students to interact with this website simulation. This allowed students the appropriate time to explore the simulation, process the data, and make conclusions.
Lesson Elements Guide for Teacher
Engage:Teacher will engage the student by activating prior knowledge by showing the hummingbird video. Students will view the 6 minute video and record tallies of how often they see or hear eight of the triple threat vocabulary words (species, adaptation, evolution, natural selection, variation, mutation, competition, and overproduction) on a natural selection video worksheet.
Students will discuss their understanding of the vocabulary with a partner and find examples from the video that relate to their understanding.
Explore:Students will work in pairs at computers to explore the following website. . Allow students to explore the simulation before requiring students to follow the required instructions on the worksheet. Students will put in expected parameters from the experiment worksheet. Each time students complete the experiment section, they are to record their results on the data collection section. Students will observe what happens to the rabbit population depending on the situation set up in each experiment.
Explain:Students will demonstrate knowledge of this concept by completing the Natural Selection Simulation worksheet. Students will discuss with a partner about their findings and then share out whole class when called out randomly by the teacher.
Evaluate:Students will record data on the Natural Selection Simulation worksheet. Students will also answer the four conclusion questions on this worksheet.
Extend: Students were told to follow the worksheet parameters which focused on a genetic factor of fur color (white or brown), two different environments (Arctic and Equatorial), as well as two external conditions (predators and food). After completing three generations, students are encouraged to try the simulation again and change additional genetic traits to discover how the adaptations might impact species survival over time.
Students would also benefit from playing a computer simulation called “Who wants to live a million years?” at
Assessment, Product, or Outcome: Students will record data on the Natural Selection Simulation worksheet as an authentic product. In addition to recording data they will answer four conclusion questions to synthesize their understanding of natural selection and evolution. Students share their understanding verbally in a whole class closure.
Evidence of ICT alignment with science concept: Students demonstrate innovation and creativity using the PhET simulation to explore the impact of the factors of natural selection. Students use graphing data on PhET simulation to assist with reporting their results on their worksheet and determine which factors of natural selection impact species survival.
Attachment Descriptions:
Vocabulary Worksheet: Use the student worksheet to tally the number of times they hear the vocabulary words and provide specific examples from the video.
Simulation Worksheet: Use the student worksheet to record observations and data from the simulation, and describe their understanding by answering the conclusion questions.
Triple Threat Vocabulary Worksheet: Students write the vocabulary work on the left, they define the word on the lines to the right of the word, and they draw an icon that illustrates their understanding of the word on the far right.