unit: evolution differentiated (tiered) task breeding … (tiered) task breeding bunnies subject...

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student

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Georgia Performance Standards Framework for Life Science - 7th

Grade

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

Life Science 7th Grade Evolution

August 8, 2007 of 7

Copyright 2007 © All Rights Reserved

Unit: Evolution

Differentiated (Tiered) Task

Breeding Bunnies

Subject Area: Life Science

Grade: 7

Standards (Content and Characteristics):

S7L5. Students will examine the evolution of living organisms through inherited

characteristics that promote survival of organisms and the survival of successive

generations of their offspring.

a. Explain how physical characteristics of organisms have changed over successive

generations (e.g. Darwin’s finches and peppered moths of Manchester).

b. Describe ways in which species on earth have evolved due to natural selection.

S7CS6. Students will communicate scientific ideas and activities clearly.

b. Write for scientific purposes incorporating data from circle, bar and line graphs, two

way data tables, diagrams, and symbols.

c. Organize scientific information using appropriate simple tables, charts, and graphs, and

identify relationships they reveal.

S7CS9. Students will investigate the features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

b. Scientific investigations usually involve collecting evidence, reasoning, devising

hypotheses, and formulating explanations to make sense of collected evidence.

Enduring Understanding:

Physical characteristics of organisms change over time.

Changes in species occur due to natural selection, reproduction and environmental

conditions

Essential Question(s):

How does natural selection affect the evolution of species on earth?

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August 8, 2007 of 7


Pre-Assessment: It is assumed that genetics has already been taught. The pre-assessment is

focused on review of genetics concepts required to complete this activity.

Students will break into two big groups. Each student will choose an index card with a term on

it. Students will be given a limited amount of time to circulate amongst their group and find one

or more other terms that are related to their term. Once students have formed pairs or small

groups, they will explain to the class the relationship they found. Students will then discuss if

any changes could be made and come up with other ways to group the words. Words include:

allele, heterozygous, homozygous, hybrid, purebred, recessive, dominant, T, t, TT, Tt, tt.

BASIC INTERMEDIATE ADVANCED

Outcome/

Performance Level

Indicator

Students will perform a

lab simulation to

demonstrate changes in

the number of

genotypes and

phenotypes in a

population due to

natural selection.

Students will record

data in a table provided

by the teacher.

Students will plot data

on a graph developed

partially by the teacher.

Students will perform a

lab simulation to


the genotypes and

phenotypes in a

population due to

natural selection.

Students will use

computer software to

create a data table and

graph their results.

Students will design a

lab simulation to


the genotypes in a

population due to

natural selection.

Students will write up

their lab procedures for

teacher approval prior

to conducting the lab.

Students will create a

table to record their data

and graph their results.

Performance Task:

(Detailed

Description)

Teacher role?

Student role?

Teacher

Review genetics terms

as needed.

Distribute materials to

groups including

Scenario, Lab

Instructions, and Data

Table.

You may choose to

create a spreadsheet

format for students to

record data in.

Guide students through

lab activity.

Depending on students,

you may want to

demonstrate collecting

data for the first

generation.

Provide students with

detailed directions to

produce a graph using a

Teacher


as needed.

Distribute materials to

groups including

Scenario and Lab

Instructions (Students

will create their own

data table).

Guide students in

producing a spreadsheet

to record data.

Provide guidance as

needed.

Students

Following lab

instructions simulate the

breeding of furless and

furred bunnies using

white and red beans.

Teacher


as needed.


the scenario only.


materials as required by

their lab design.

Approve lab design

before students

complete experiment.

Assist students as

needed.

Students

Given the scenario,

design and carry out a

lab simulation.

Create a spreadsheet to

record your data. Using

computer software,



Grade




August 8, 2007 of 7


computer or create a

graph for students to

plot data on.

Students

Following lab

instructions simulate the

breeding of furless and

furred bunnies using

white and red beans. In

the spreadsheet created

for you, record your

data. Following

specific guidelines,

graph your data using

computer software.

Upon completion of

graphs, students will

share their results with

other groups and make

comparisons.

Create a spreadsheet to

record your data. Create

a graph using computer

software illustrating the

changes in number of

alleles.

Upon completion of




comparisons.

create a graph to

illustrate your results.

Upon completion of




comparisons.

Resources

50 red beans, 50 white

beans, 1 bag, 3 dishes,

marker, and graph

paper.

Computer with

spreadsheet and

graphing software.

50 red beans, 50 white

beans, 1 bag, 3 dishes,

marker, and graph

paper.

Computer with

spreadsheet and

graphing software.

Computer with

spreadsheet and

graphing software.

Other materials as

required by their lab

design.

Homework/Extension

Answer the following

question: Using

evidence from your lab

investigation, explain

how and why the

population of rabbits

changed over time?

Assuming cold weather

was not a factor and that

furless bunnies openly

bred with furred

bunnies, what would

you predict would

happen to the genotypes

and phenotypes of the

bunnies after 10

generations? Support

your prediction with

evidence from your

prior knowledge and the

lab activity.

Answer the following

question: If there were

no more furless bunnies

in the wild, would it be

possible for your friend

to catch some of the

furred bunnies and

breed them to make

furless bunnies. If so,

what conditions would

have to be present?

Support your answer

with evidence from

your prior knowledge

and the lab activity.

Instructional Tasks

Accommodations for

ELL Students

Simplify instructions and give orally as well as on paper. Accept

ungrammatically correct sentences for homework response.



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August 8, 2007 of 7


Provide ELL students with key terms and shortened definitions along with

symbols or picture definitions.

Instructional Tasks

Accommodations for

Students with

Specific Disabilities

Simplify instructions and give orally as well as on paper. Demonstrate how to

collect and record data.

Provide with key terms and definitions.

Instructional Tasks

Accommodations for

Gifted Students

Using an organism of their choice, design a lab procedure to test how the

genotypes of the organism would change over time in accordance to their

environment.



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August 8, 2007 of 7


Scenario

One of the hottest new pets on the market is furless bunnies. Your friend, who lives in England,

has a thriving business breeding furless bunnies. Tragically, one day he came home to find all

50 of his furless bunnies had escaped into the forest next to his home. He is having a very hard

time catching his bunnies. He is concerned that his furless bunnies will not survive the harsh

winter and that the large population of furred bunnies in the forest will breed with his bunnies.

He has called on you to help him determine what will happen to his population of furless bunnies

if they were to remain in the wild. You will examine how natural selection will affect the

genotypes of phenotypes of the bunny population.

Dominant allele, normal fur = F Recessive allele, no fur = f

Write the phenotype of Fur or No Fur beside each of the following genotypes:

FF:_____________ Ff:___________ ff: _____________

Lab Instructions

Problem: How will natural selection affect the evolution of the bunnies over many generations?

Hypothesis:

______________________________________________________________________________

______________________________________________________________________________

______________

Procedures:

1. Collect materials: 50 red beans, 50 white beans, 1 bag, 3 dishes, and a marker.

2. The red beans represent the allele for fur, and the white beans represent the allele for no fur.

The container represents the English countryside, where the rabbits randomly mate.

3. Label one dish FF for the homozygous dominant genotype. Label a second dish Ff for the

heterozygous condition. Label the third dish ff for those rabbits with the homozygous

recessive genotype.

4. Place 50 red and 50 white beans (alleles) in the container and shake up (mate) the rabbits.



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August 8, 2007 of 7


5. Without looking at the beans, select two at a time, and record the results on the data form

next to "Generation 1." For instance, if you draw one red and one white bean, place a mark in

the chart under "Number of Ff individuals." Continue drawing pairs of beans and recording

the results in your chart until all beans have been selected and sorted. Place the "rabbits" into

the appropriate dish: FF, Ff, or ff.

6. The ff bunnies are born furless. The cold weather kills them before they reach reproductive

age, so they cannot pass on their genes. To represent the death of the naked bunnies, place

the beans from the ff container aside before beginning the next round.

7. Place the alleles of the surviving rabbits (which have grown, survived and reached

reproductive age) back into the container and mate them again to get the next generation.

8. Repeat steps five through nine obtain generations two through ten. If working as a team,

make sure everyone in has a chance to either select the beans or record the results.

9. Once you have determined the genotypes of each generation, calculate the phenotypes.

10. Graph your data.



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August 8, 2007 of 7


Data Table

Generation Number of

FF

Individuals

Number of

Ff

Individuals

Number of

ff

Individuals

Number of

furred

bunnies

Number of

furless

bunnies

1

2

3

4

5

6

7

8

9

10

Adapted from: www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act1.html

http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act1.html

unit: evolution differentiated (tiered) task breeding … (tiered) task breeding bunnies subject...

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