In this unit about adaptations, learners will help Mosa solve the mystery of how some traits become more prominent in populations over time. Through the video mystery as well as through research done for the “Make,” learners will discover that individuals with the traits that best “fit,” or complement, the environment in which they live will survive and reproduce, leading to that trait becoming more common. After, learners make a filmstrip model of this adaptation process. They then design a product that embodies the function of that trait, giving their human client the benefits of that adaptation.
Learners help Mosa solve the mystery of why there are so many light-winged moths now when there used to be mainly grey-winged moths 50 years ago. Utilizing new vocabulary and guided video questions, learners interact with this mystery video on adaptations.(80 minutes)
After learning about all the different environmental pressures that can lead to adaptations, learners research a specific trait of a plant or animal of their choice and depict the process of adaptation in a filmstrip (150 minutes)
Building off the “Make,” learners design a product that embodies the trait they research so that humans may benefit from the function of this natural adaptation. (150 minutes)
Next Generations Science Standards
- Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
- Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Science & Engineering Practices
- Constructing Explanations and Designing Solutions
- Using Mathematics and Computational Thinking
Disciplinary Core Ideas
- Natural Selection
Cross Cutting Concepts
- Cause and Effect
- Each lesson in the unit has an Inquiry Scale that provides directions on how to implement the lesson at the level that works best for you and your students.
- “Level 1” is the most teacher-driven, and recommended for students in 4th-5th grades. “Level 4” is the most student-driven, and recommended for students in 7th-8th grades.
- For differentiation within the same grade or class, use different inquiry levels for different groups of students who may require additional support or an extra challenge.
- In order for a trait to become more common in a population, it not only has to help an individual survive, it must also help them survive long enough to reproduce and pass on that trait.
- Learners often hear the word “adapt” used in conversation to mean a short-term change willfully done by an individual in a lifetime. Emphasize to students that the term "adapt" has a very different meaning in biology. Evolutionarily-speaking, adaptations happens over many years and generations, depending on reproductive cycle. This is something that is not willfully done by an individual, but occurs at the population level. This should be emphasized frequently throughout the unit.
- Students may be familiar with the term "survival of the fittest." Note that “fittest” does not necessarily mean strongest, but instead most fit to the environment.
- Bruce Grant
Ph.D, Professor of Biology, Emeritus College of William & Mary
- Powerpoints for Make and Design
- Vocabulary Cards
- Vocabulary Mind Map
- Solve Student Handout
- Make Student Handout
- Design Student Handout
New: RocketLit Leveled Reading
* To give our users the most comprehensive science resource, Mosa Mack is piloting a partnership with RocketLit, a provider of leveled science articles.
- Speciation - How Evolution Happens
How does a new species form? In this rigorous article, we look at famous examples (such as Darwin's Finches!) and explain a few different factors that can lead one population to separate and diverge into independent species that can no longer have offspring.
- Evidence for Evolution: Analogous and Homologous Structures
The fossil record provides a wealth of evidence for evolution, both in organisms who've evolved similar structures in the same environment and organisms who are genetically related that share similar traits. This article give a few examples of each and explains the difference between the two.
- The Story of Corn
Corn has changed A LOT and it's not due to natural selection. In this article, natural selection is defined and students continue to read about the changes that artificial selection and selective breeding have had on corn.
- How do Living Things Change?
How do living things change into all the different organisms around us? In this article, students read an introduction to the idea that genes are responsible for creating proteins. Mutations in genes can change the proteins that are made and this can change the traits of the organism.
- How Do Birds Stay Warm?
Birds have many behavioral adaptations that allow them to stay warm in the coldest regions on Earth. This article reviews a few of the behaviors of birds that help them to survive and also explains how countercurrent blood flow works.