Skills to Be Taught @ Evolution
3.D.6 EVOLUTION
Vocabulary Words to be looked up and put in your journal
Please Read This article
4 When they reached the Galapagos Islands, Darwin saw even more diversity in the animal species living there. The Galapagos are a group of small islands about six hundred miles from the west coast of Ecuador. Darwin saw giant tortoises, some with a domed shell, and some with a saddleback shell. He even saw some with shells that were in between.
6 Darwin even noticed there were differences among species of the same animals that lived on different islands. The tortoises had differently shaped shells depending on which island they lived. Local people told Darwin they could identify the island by looking at the tortoises' shells living there.
Charles Darwinjournal.
Characteristics of Organisms
Beyond that, there was little hard evidence to work with.
With the 1912 "discovery" of the Piltdown Man, the study of human evolution was sent down a wrong track. When the phony Piltdown Man, with its human skull and orangutan's jaw, was finally exposed in 1953, the pieces of the great puzzle began to fall into place. With the experts' opinions no longer skewed, the relationship between the real fossils started to make sense.
There have been many discoveries, and much has been learned about the human odyssey over the past few decades. Many questions, however, still remain.
3.D.6.1. Explain that in any particular environment, the growth and survival of organisms and species depend on the physical conditions.
a. Cite examples and describe that small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors.
b. Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.
c. Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring.
d. Explain, with examples, ways that people control some characteristics of plants and animals they raise by selective breeding.
e. Describe ways in which changes in environmental conditions can affect the survival of individual organisms and entire species.
f. Describe how sediments of sand and smaller particles (sometimes containing the remains of organisms) are gradually buried and are cemented together by dissolved minerals to form solid rock; and describe that such fossils provide evidence for the long history of changing life forms whose remains are found in the rocks.
g. Explain that the more recently deposited rock layers are likely to contain fossils resembling existing species.
3.D.8 EVOLUTION
3.D.8.1. Recognize and describe that evolutionary change in species over time occurs as a result of natural variation in organisms and environmental changes.
a. Recognize and describe that gradual (climatic) and sudden (floods and fires) changes in environmental conditions affect the survival of organisms and populations.
b. Recognize that adaptations may include variations in structures, behaviors, or physiology, such as spiny leaves on a cactus, birdcalls, and antibiotic resistant bacteria.
c. Recognize and describe that adaptation and speciation involve the selection of natural variations in a population.
d. Recognize and describe that extinction occurs when the adaptive traits of a population do not support its survival.
e. Recognize that evolution accounts for the diversity of species.
Vocabulary Words to be looked up and put in your journal
Species
Adaptations
Evolution
Scientific Theory
Natural Selection
Variation
Selective Breeding
Overproduction
Competition
Fossil
Sedimentary Rock
Petrified Fossil
Relative Dating
Absolute Dating
Radioactive Element
Half-Life
Fossil Record
Extinct
Gradualism
Punctuated Equilibrium
Homologous Structure
Analogous Structure
Embryology
Vestigial Structure
Hominid
Please Read This article
Darwin's Theory of Evolution
By Cindy Grigg
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1 In 1831 the HMS Beagle left England on a journey to chart the coastline of South America. The captain hired Charles Darwin to be the ship's naturalist. Darwin, only twenty-two years old at the time, was more interested in science than the career as a clergyman that his father had planned for him. Darwin's job on the Beagle was to take notes about the living things he saw throughout the voyage.
2 The plants and animals Darwin saw in South America were very different from those in England. He wondered about the diversity of the animals and their environments. Could one of those things affect the other?
3 The Beagle's voyage was intended to last for two years. Instead, it was five years before Darwin returned to England. During those five years, he spent about two-thirds of his time on land observing plants, animals, and fossils. Darwin was amazed at the diversity of the living things he saw. The fossils, too, puzzled him. Darwin saw fossils of animals like the sloths he saw living in the trees. However, the fossils were much bigger than any of the living animals Darwin saw. Darwin wondered what had happened to the larger creatures of the past.
Assignment=Please copy this graphic organizer and complete it in your journal from the reading above.
5 Some of the plants and animals on the islands were similar to those on the mainland, but there were differences. Cormorants, large sea birds, lived in both places. The ones that lived on the Galapagos Islands were unable to fly. Darwin inferred that some of the plants and animal species had come to the islands from the mainland. After many generations of the species reproduced on the islands, their offspring had different traits than the species on the mainland.
7 The finches living on different islands had noticeable differences, too. The most striking differences were the size and shapes of the birds' beaks. The birds' beaks were well suited to the type of food the birds ate. This adaptation helped the birds survive and reproduce in their own environments. A gradual change in a species over time is called evolution.
8 Darwin knew farmers used selective breeding to produce sheep and other domestic animals with desired traits. By allowing only the animals with desired traits to reproduce, farmers were able to breed better farm animals. He wondered if a similar process happened in nature.
Assignment=Please copy this graphic organizer and complete it in your journal from the reading above.
9 After returning to England, Darwin did not publish his findings for twenty years. Darwin's theory of evolution by natural selection has become one of the most important, and most controversial, scientific theories of all time.
Copyright © 2011 edHelper
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ASSIGNMENT= Please click the website below and play the game.
Then 1) Explain in your journal exactly what happened. and
2) Explain in your journal why you think it happened in the way it did? http://teacher.scholastic.com/activities/explorations/adaptation/index.htm
QUIZ ON Darwin's Theory of Evolution
Directions: Please copy the questions and circle your answers in your journal
1. What was the first thing Darwin noticed that amazed him?
The Galapagos Islands
How long the voyage was
Argentina
The diversity of the animals and plants he saw
2. Why was Darwin puzzled by fossils?
He had never seen fossils before.
He wondered why the fossilized animals looked different from the living animals he saw.
He wondered why the same kind of animal was still living.
He didn't know what made the fossils.
3. How did Darwin think plants and animals came to be on the Galapagos Islands?
He thought natives had brought them in canoes.
He thought they swam there.
He thought a creator had put them there.
He thought they had drifted over from the mainland.
4. Differently-shaped finches' beaks were an example of:
Selective breeding
Different species
Cross breeding
Adaptations to diet
5. Gradual change in a species over time is known as:
Selective breeding
Adaptation
Environmental evolution
Evolution
6. Darwin inferred that evolution must happen in nature because he had seen:
Selected breeding
Fossils
Different types of monkeys
All of the above
Darwin's Theory of Evolution
Why do you think Darwin waited more than twenty years before he published his ideas about evolution? Please explain in a 4-6 sentence paragraph in your journal.
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Darwin's Theory of Evolution
Why is Charles Darwin so important ? Please explain in a 6-8 sentence paragraph in your journal
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Darwin's Theory of Evolution
By Cindy Grigg
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naturalist adaptation produce process throughout striking unable
saddleback selective natural career clergyman similar which controversial
adaptation
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| The Galapagos Islands off of South America |
Directions: Copy this article in your journal and Fill in each blank with the word that best completes the reading comprehension.
In 1831 the HMS Beagle left England on a journey to chart the coastline of South America. The captain hired Charles Darwin to be the ship's (1) _______________________ . Darwin, only twenty-two years old at the time, was more interested in science than the (2) _______________________ as a (3) _______________________ that his father had planned for him. Darwin's job on the Beagle was to take notes about the living things he saw (4) _______________________ the voyage.
The plants and animals Darwin saw in South America were very different from those in England. He wondered about the diversity of the animals and their environments. Could one of those things affect the other?
The Beagle's voyage was intended to last for two years. Instead, it was five years before Darwin returned to England. During those five years, he spent about two-thirds of his time on land observing plants, animals, and fossils. Darwin was amazed at the diversity of the living things he saw. The fossils, too, puzzled him. Darwin saw fossils of animals like the sloths he saw living in the trees. However, the fossils were much bigger than any of the living animals Darwin saw. Darwin wondered what had happened to the larger creatures of the past.
When they reached the Galapagos Islands, Darwin saw even more diversity in the animal species living there. The Galapagos are a group of small islands about six hundred miles from the west coast of Ecuador. Darwin saw giant tortoises, some with a domed shell, and some with a (5) _______________________ shell. He even saw some with shells that were in between.
Some of the plants and animals on the islands were similar to those on the mainland, but there were differences. Cormorants, large sea birds, lived in both places. The ones that lived on the Galapagos Islands were (6) _______________________ to fly. Darwin inferred that some of the plants and animal species had come to the islands from the mainland. After many generations of the species reproduced on the islands, their offspring had different traits than the species on the mainland.
Darwin even noticed there were differences among species of the same animals that lived on different islands. The tortoises had differently shaped shells depending on (7) _______________________ island they lived. Local people told Darwin they could identify the island by looking at the tortoises' shells living there.
The finches living on different islands had noticeable differences, too. The most (8) _______________________ differences were the size and shapes of the birds' beaks. The birds' beaks were well suited to the type of food the birds ate. This (9) _______________________ helped the birds survive and reproduce in their own environments. A gradual change in a species over time is called evolution.
Darwin knew farmers used (10) _______________________ breeding to (11) _______________________ sheep and other domestic animals with desired traits. By allowing only the animals with desired traits to reproduce, farmers were able to breed better farm animals. He wondered if a (12) _______________________ (13) _______________________ happened in nature.
After returning to England, Darwin did not publish his findings for twenty years. Darwin's theory of evolution by (14) _______________________ selection has become one of the most important, and most (15) _______________________ , scientific theories of all time.
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Copyright © 2011 edHelper
ASSIGNMENT= Please click the website below and play the game.
Then 1) Explain in your journal exactly what happened. and
2) Explain in your journal why you think it happened in the way it did? http://teacher.scholastic.com/activities/explorations/adaptation/level1/path1.htm
Darwin's Theory of Evolution Comprehension Questions
Directions: Copy these questions in your journal and answer them there.
1. What was the first thing Darwin noticed that amazed him?
How long the voyage was
The diversity of the animals and plants he saw
Argentina
The Galapagos Islands
2. Why was Darwin puzzled by fossils?
He had never seen fossils before.
He wondered why the same kind of animal was still living.
He didn't know what made the fossils.
He wondered why the fossilized animals looked different from the living animals he saw.
3. How did Darwin think plants and animals came to be on the Galapagos Islands?
He thought they swam there.
He thought natives had brought them in canoes.
He thought they had drifted over from the mainland.
He thought a creator had put them there.
4. Differently-shaped finches' beaks were an example of:
Selective breeding
Adaptations to diet
Different species
Cross breeding
5. Gradual change in a species over time is known as:
Environmental evolution
Adaptation
Evolution
Selective breeding
6. Darwin inferred that evolution must happen in nature because he had seen:
Selected breeding
Fossils
Different types of monkeys
All of the above
Directions: Copy this assignment in your journal and complete it there.
write a short paragraph using these words
1. among, natural, controversial, between
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2. scientific, diversity, striking, during, journey
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ASSIGNMENT= Please click the website below and play the game.
Then 1) Explain in your journal exactly what happened. and 2) Explain in your journal why you think it happened in the way it did?
Charles Darwinjournal.
This geographic separation from other of their species seems to be what made different species evolve on the Galapagos Islands. The 600 mile separation of the islands from the mainland may have led to those animals evolving into new species.
1.Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
2.The characteristics of organisms affect their ability to survive and reproduce.
There are ways in which organisms in one habitat differ from those in another habitat and these differences help them to survive and reproduce. New species might form when a group of individuals remains separated from the rest of its species long enough to evolve different traits. note Kaibab squirrel in Arizona.
ASSIGNMENT=
Please look up the Kaibab squirrel in Arizona on the internet and do a report @ how it acquired different traits than other squirrels.
Please write a 2 + paragraph report and cut and paste some pictures that are examples. Then send it as your comment to the blog.
Continental drift causing Pangaea to separate into other continents. This created isolation and species evolve independently of each other
3.
ASSIGNMENT- Please watch this video, and explain what it is showing in your journal.
Theory of Evolution
Theory of Evolution
•The theory of evolution says that species change over time. Did you ever wonder how new species evolve? Natural selection seems to explain how variations can lead to changes in a species. Geographic isolation seems to be one of the main ways this happens.
ASSIGNMENT- Please watch this video, and explain what it is showing in your journal.
Assignment=Please copy this graphic organizer and complete it in your journal from the reading below.
•Overproduction happens when species reproduce many more offspring than can possibly survive. The world has limited resources. Many species create many more offspring than there are resources like food, water, and living space to support them. This creates a struggle to survive for the offspring. Those who are better able to survive then pass on their genes to their offspring. This is the process of natural selection.
Assignment=Please copy this graphic organizer and complete it in your journal from the reading above.
When did humans evolve? Who are our ancestors? Why did we evolve? The phony Piltdown Man.
At the turn of the century, scientists could only dream about finding the answers to these questions. The fossilized remains of a species known as Neanderthal had been found, and there was a primitive, human-like skull that had been discovered in Indonesia. Beyond that, there was little hard evidence to work with.
With the 1912 "discovery" of the Piltdown Man, the study of human evolution was sent down a wrong track. When the phony Piltdown Man, with its human skull and orangutan's jaw, was finally exposed in 1953, the pieces of the great puzzle began to fall into place. With the experts' opinions no longer skewed, the relationship between the real fossils started to make sense.
There have been many discoveries, and much has been learned about the human odyssey over the past few decades. Many questions, however, still remain.
Assignment=Please copy this graphic organizer and complete it in your journal from the reading above.
Assignment=Please copy this graphic organizer and complete it in your journal from the reading above.
1.Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.
2.The characteristics of organisms affect their ability to survive and reproduce.
3.There are ways in which organisms in one habitat differ from those in another habitat and these differences. An example of this is the finch birds in the Galapagos Islands
The Finches on the Galapagos Islands
The finches ( a kind of bird) on the Galapagos Islands eat a variety of foods, including seeds, nectar from fruit and insects. Charles Darwin noted variation (differences) in the length and width of the finches' beaks based on the finches' diet.
Copy and answer in your Journal
Assignment=Which of the following explanations for the situation of the finches on the GALAPAGOS ISLANDS explains how natural selection worked in the case of these birds? (pick one)
a) Many finches with different shaped beaks migrated from South America (600 miles across the ocean) and naturally settled in areas where they could eat the availablke food.
b) One kind of finch migrated to the Galapagos, and the beak of each individual finch chganged to match it's food source during it's lifetime.
c) Finch beaks tend to naturally match the food in the environments in which those finches originated .
d) Variations or changes in finches' beak sizes and shapes allowed those finches with beaks suited to the food available to them to survive and reproduce.
WRITING ASSIGNMENT=
Pick one (a-d) and fully explain your answer in a long paragraph (in your journal)
)
The Finches on the Galapagos Islands
The finches ( a kind of bird) on the Galapagos Islands eat a variety of foods, including seeds, nectar from fruit and insects. Charles Darwin noted variation (differences) in the length and width of the finches' beaks based on the finches' diet.
Assignment=Please copy this graphic organizer and complete it in your journal from the reading above.
Copy and answer in your Journal
Assignment=Which of the following explanations for the situation of the finches on the GALAPAGOS ISLANDS explains how natural selection worked in the case of these birds? (pick one)
a) Many finches with different shaped beaks migrated from South America (600 miles across the ocean) and naturally settled in areas where they could eat the availablke food.
b) One kind of finch migrated to the Galapagos, and the beak of each individual finch chganged to match it's food source during it's lifetime.
c) Finch beaks tend to naturally match the food in the environments in which those finches originated .
d) Variations or changes in finches' beak sizes and shapes allowed those finches with beaks suited to the food available to them to survive and reproduce.
WRITING ASSIGNMENT=
Pick one (a-d) and fully explain your answer in a long paragraph (in your journal)
Mechanisms: The Processes of Evolution
Evolution is the process by which modern organisms have descended from ancient ancestors. Evolution is responsible for both the remarkable similarities we see across all life and the amazing diversity of that life—but exactly how does it work?
Fundamental to the process is genetic variation upon which selective forces can act in order for evolution to occur. This section examines the mechanisms of evolution focusing on:
- Descent and the genetic differences that are heritable and passed on to the next generation;
- Mutation, migration (gene flow), genetic drift, and natural selection as mechanisms of change;
- The importance of genetic variation;
- The random nature of genetic drift and the effects of a reduction in genetic variation;
- How variation, differential reproduction, and heredity result in evolution by natural selection; and
- How different species can affect each other’s evolution throughcoevolution.
Human Evolution (1 of 2)
Evolutionary biologists are interested in understanding how humans fit into the history of life and how the processes of evolution have shaped us. Much scientific effort goes into studying human evolution, and as a result, our understanding of this area is moving forward rapidly, as new evidence emerges and hypotheses are tested, confirmed, discarded, or modified.The location of our very own twig: Humans on the tree of life
This tree is based on morphological and genetic data. Chimpanzees and humans form a clade with DNA sequences that differ by only 1%1. This genetic similarity made it hard to figure out exactly how these two primates are related, but recent genetic studies have strongly suggested that chimpanzees and humans are each other’s closest living relative.2
1 Pennisi, E. 2002. Jumbled DNA separates chimps and humans. Science298(5594):719–721.
2 Ruvolo, M. 1997. Molecular phylogeny of the Hominoids: Inferences from multiple independent DNA sequence data sets. Molecular Biology and Evolution 14:248–265.
This tree is based on morphological and genetic data. Chimpanzees and humans form a clade with DNA sequences that differ by only 1%1. This genetic similarity made it hard to figure out exactly how these two primates are related, but recent genetic studies have strongly suggested that chimpanzees and humans are each other’s closest living relative.2
2 Ruvolo, M. 1997. Molecular phylogeny of the Hominoids: Inferences from multiple independent DNA sequence data sets. Molecular Biology and Evolution 14:248–265.
Human Evolution (2 of 2)prev pageHow did humans evolve? About six million years ago in Africa1, the chimpanzee lineage and our own split. What happened to us after that split? The hominid lineage did not march in a straight line to Homo sapiens. Instead, the early hominid lineage gave rise to many other (now extinct) hominids. Examining the fossils, the artifacts, and even the DNA of these relatives has helped us understand how this complex hominid tree evolved, and how modern humans came to exist. Here are some of the important events in human history, with approximate dates, which reflect the evidence currently available: |  | ||||||||
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Galapagos: Beyond Darwin
Objectives
 | Students will understand the following:
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Cool Lesson Plan to try in your class
TITLE: Animal Survival
AUTHOR: Jeffrey Kimber, McGill Elem., Ely, NV
GRADE LEVEL/SUBJECT: science
OVERVIEW: All children love animals but often do not
understand why, in the course of nature, they must die to
allow others to survive.
PURPOSE: The purpose of this lesson is to demonstrate to
the class that it is not cruel or unfair when animals die.
It is only natural that the strongest of each species
survive while the weak perish.
OBJECTIVES: The students will demonstrate an understanding
of why some animal perish while others survive. This will be
evaluated through classroom discussion and a simple quiz.
RESOURCES/MATERIALS: handkerchiefs for blindfolds, scarves
for tying up a broken leg, and chips or markers to be used
for food, video - "The Lions of Africa."
ACTIVITIES AND PROCEDURES: This lesson is designed as more
of a game than a sit down experiment. The children become
the animals for the lesson. Any animal can be chosen as
long as the children are all the same animal. The object of
the game is survival. To survive, each child must gather
enough food chips to live. Those who don't will perish. To
make the lesson effective, not all of the children can be
healthy animal. This should be explained to the children
that in nature, not all animals are healthy. Some of the
children should be blindfolded to make them blind. Others
should have other disabilities such as a broken leg which
cannot be used, a broken back which halts the use of both
back legs, etc. It aids in the children's understanding if
the teacher tells the students how the animal got his
disability using real life situations.
The actual game begins with spreading the food chips
around the floor of the classroom. All of the animal start
in one particular spot. When the teacher tells the children
to start, they crawl around the room gathering as many food
chips as they can in the time allotted. This time allowed
will depend on the size of the class. When time is called,
the animals step gathering and return to their seats. The
teacher then writes on the board how much food they needed
to survive and for how long. For example, a deer that
gathered 30 food chips is healthy for the next year, whereas
a deer who gathered 20 food chips may be healthy for only
six months. A deer who only gathered 10 food chips or less
will probably only live for another two or three months.
This part of the lesson is followed by classroom discussion
of what happened to the deer in our forest. The children
will note which deer were the first to perish, usually the
lame deer or the very old or sick. With some teacher
assistance, the children will internalize the activity to
relate to when their cat had kittens and one died, etc.
This is a good lesson for those classrooms which have a
class pet who has died also.
TYING IT ALL TOGETHER: After classroom discussion, a good
culminating activity is to show the video "The Lions of
Africa." It discusses a pride of lions surviving a drought
in Africa and what becomes of them. It is a very factual
and sometimes graphic video and should be previewed by the
teacher for lower elementary grades.
POST TEST - Copy and put in your Journal
§ How did Charles Darwin explain the differences between species on the Galapagos Islands and on mainland South America?
§ What observations led Charles Darwin to propose his theory of evolution?
§ How does natural selection lead to evolution?
§ How fast does evolution occur?
§ How do new species form?
§ What role does geographic isolation play in evolution?
§ How do most fossils form?
§ How can scientists determine a fossil’s age?
§ What is the fossil record?
§ What do fossils reveal?
§ What is a half-life?
§ How are species classified?
§ What evidence from modern day organisms can help scientists determine evolutionary relationships among groups?
§ What information do homologous structures reveal?
WATCH THESE VIDEOs, AND TAKE 10-20 NOTES for Each Video IN YOUR JOURNAL ABOUT WHAT YOU LEARNED.
Darwin
Charles Darwin was a British scientist who lived in the nineteenth century. He was born in England in 1809. Darwin�s concept of natural selection changed the way people thought about the development of life, especially the evolution of man.
Darwin went to the University of Edinburgh to study medicine, but he dropped out before finishing and went instead to the University of Cambridge to become a preacher. While he was there, he met two men that had an important influence on his future. One was Adam Sedgwick, a geologist, and the other was John Stevens Henslow, a scientist who studied nature. After Darwin graduated from Cambridge, Henslow convinced him to come aboard the ship HMS Beagle as an unpaid assistant. They would travel around the world observing nature. Darwin was impressed with nature. He was amazed by the way natural forces had shaped the surface of the earth.
Darwin went to the University of Edinburgh to study medicine, but he dropped out before finishing and went instead to the University of Cambridge to become a preacher. While he was there, he met two men that had an important influence on his future. One was Adam Sedgwick, a geologist, and the other was John Stevens Henslow, a scientist who studied nature. After Darwin graduated from Cambridge, Henslow convinced him to come aboard the ship HMS Beagle as an unpaid assistant. They would travel around the world observing nature. Darwin was impressed with nature. He was amazed by the way natural forces had shaped the surface of the earth.
Assignment=Summarize this last article in your Journal
D. EVOLUTION
INDICATOR
OBJECTIVES
- Recognize and describe that gradual (climatic) and sudden (floods and fires) changes in environmental conditions affect the survival of organisms andpopulations.
- Recognize that adaptations may include variations in structures, behaviors, or physiology, such as spiny leaves on a cactus, birdcalls, and antibiotic resistant bacteria.
An organism’s living and non-living surroundings make up its environment. When there is a gradual change in the environment, populations with sufficient variation among their members might be able to adapt to the change. In some populations, there is a great deal of variety among individuals. When individuals with the most favorable traits reproduce, their offspring receive those traits and can pass them on to their offspring. When the environment is stable, there may be very little change in a population. Some species, such as horseshoe crabs, have earned the nickname “living fossils” because they have not changed for millions of years. But when there is a sudden change in the environment — a colder climate, an epidemic, or a new predator — many individuals within a population may be killed. If the environmental change is on a large scale, it can affect an entire species. Species that cannot adapt to environmental changes may die out completely and become extinct. Those organisms within a species that have favorable traits will survive and reproduce. Gradually, the organisms within the population may look and behave differently. At some point, the changes in a population are so significant that a new species has formed. This change is called evolution. Evolution is responsible for the vast diversity of life on Earth.
Working in groups, have students read the following articles dealing with gradual and rapid environmental changes. Each student in the group will read one article and share its contents with the rest of the group. Resources: Ocean News Intertidal Stressors http://oceanlink.island.net/ONews/ONews7/intertidal.html Arctic Science Journeys Adapting to Climate Warming http://seagrant.uaf.edu/news/03ASJ/04.11.03adapting.html Food and Climate: Basics http://www.atmosphere.mpg.de/enid/ 2__The_climate_change_issue_climate_change_effects_on_plants_18l.html Problems: Forest Fires http://www.panda.org/about_wwf/what_we_do/forests/problems/forest_fires/index.cfm Florida’s Drought Affects Fish and Wildlife http://www.floridaconservation.org/Whatsnew/07/northcentral/drought.html Students produce a presentation of the key points of their findings (poster, PowerPoint, brochure, news report, etc.) describing how gradual climatic and sudden changes in the environment can affect the survival of organisms and populations. |
/instruction/lessons/science/grade8/xml/3D1a.xml |
| Resources for Objective 3.D.1.a: ASSIGNMENT=Cooperative activity Working in groups, have students read the following articles dealing with gradual and rapid environmental changes. Each student in the group will read one article and share its contents with the rest of the group. Resources: Ocean News Intertidal Stressors http://oceanlink.island.net/ONews/ONews7/intertidal.html Arctic Science Journeys Adapting to Climate Warming http://seagrant.uaf.edu/news/03ASJ/04.11.03adapting.html Food and Climate: Basics http://www.atmosphere.mpg.de/enid/ 2__The_climate_change_issue_climate_change_effects_on_plants_18l.html Problems: Forest Fires http://www.panda.org/about_wwf/what_we_do/forests/problems/forest_fires/index.cfm Florida’s Drought Affects Fish and Wildlife http://www.floridaconservation.org/Whatsnew/07/northcentral/drought.html Students produce a presentation of the key points of their findings (poster, PowerPoint, brochure, news report, etc.) describing how gradual climatic and sudden changes in the environment can affect the survival of organisms and populations. Science Toolkit: Grade 8 Objective 3.D.1.a Content
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