earth & space - school district 71 comox valley & space earth & space biology grade 7...

BiologyGrade 7

Grade 7Earth & SpaceEarth

& Sp

ace

Biol

ogy

Grade 7

Earth & Space

Grade 7

Biology

S.D.#71 Comox Valley, British Columbia, Canada

Science 7 This kit blends the Big Ideas in Biology and Earth

Science. We can use fossil records, and geological

dating as ways to understand the evolutional process of

adaptation, survival, and extinction. Changes in

continental masses during ice ages are also examined as a

means of understanding how organisms change over time.

By moving from local to global and back again, we can

focus on scientific use of questioning, observing, in the

development of ideas.

An electronic copy of this teacher guide can be found on Learn71: https://

portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx

https://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx



Suggested Ways to Embed Assessment for Learning Strategies:

When we ask lots of questions, our students get curious and THEY do the work. The simple

act of asking questions has the massive potential of turning passive learners into actively,

engaged students. So ask lots of content related questions!

Scholastic’s Issues 21 have units on Climate Change and Ocean Pollution that fit nicely with

these science topics. The teacher guides for the units are FILLED with questions!


Suggested Ways to Engage Students in Science Inquiry:

A Need to Know PLEASE consider launching this work with a Youtube video from the, “Nature is Speaking”

series.. In one of these videos, Julia Roberts’ voice is that of Mother Nature. The message is

profound and clear. Talk about establishing a need to Know!

Another video in the “Nature is Speaking” series features Liam Neeson as the voice of ICE!

Driving Questions How can you prove/disprove that evolution exists? After thousands of years, in what ways do

organisms change? How have people changed? What can bird beaks tell us about evolution?

What contributes to the adaptation, survival or extinction of organisms over time? How does

fossil evidence support the evolution of geological time?

How and why have Earth and its climate changed over time? How do people and their practices

impact Earth over time? What types of activities produce greenhouse gases?

An authentic Purpose Unfortunately many teachers are experiencing higher numbers of passive students. When we

create authentic purposes for their work, we stand a better chance of increasing their levels of

engagement. Please consider:

Heritage or Inquiry Fair involvement,

Showcasing work as a link from the school’s website

Sharing with buddy classes or on a parent night

Write persuasive letters to politicians convincing them of the actions required to provide solutions

Significant Content We loop back to our driving question and our need to know. The content becomes significant

when it matters to our students. How can we make this material relevant?


Suggested Ways to Weave Aboriginal Ways of Knowing within this unit:

Learning is experiential and place-based:

By going to our local museum, connecting with its curators, digging fossils at Trent River, and

visiting the Cumberland Gravel Pit, we are meeting this First People’s principle of place-based

learning.

Recognizing the consequences of one’s actions:

By examining our role in global warming, and our negative influences on our environment,

we offer an exploration or inquiry into the cause and affect of our lifestyle and actions.

Learning involves generational roles and responsibilities:

When we connect with local experts in our community, we offer a window into career

options for our students. Local experts can provide examples of real-world scientists.

Elders in our community may have knowledge about fossils or expertise in the areas of study

contained within these science strands.

Learning Involves patience and time:

The concepts within the Biology and Earth & Space units fit together like puzzle pieces that

need to be explored. Understanding the connections between these two strands takes time

and patience.

Learning is Embedded in Memory, History, and Story:

Haida Gwai Legend of Raven and the First Peoples


Big Ideas:

Many students like to see the big picture before moving into the details. Within this science

unit there are two stories we want to tell: the story of evolutions based on scientific

observation, questioning, and thesis development, … and the story of the earth’s surface

based on plate tectonics and the use of fossils as evidence of change over time.

A book like Life of Earth: The Story of Evolution by Steve Jenkins provides this big picture

introduction. The Mother Nature Series available on Youtube and narrated by celebrities,

certainly conveys a strong message about respect for our environment and establishes a need

to know.

Students will discover how we think the physical changes on earth have happened by

examining fossils. They will hypothesize how animals adapted to their changing environment.

Once foundational concepts are understood (how changes on our earth affect animals),

students are invited to examine, speculate, and investigate how animals and humans will have

to adapt over the next period of time when faced with climate change, or living in new

environments.


Understanding Changes on our

Earth: Climate Change

The ‘Climate Change’ issue from Scholastic’s Issues 21 series provides

several, informative articles about climate change, the main culprits,

and its impacts on our world. These articles fit nicely within this unit

and offer a means to an interdisciplinary approach to science through

language arts.

In S.D. 71, class sets of this series may be booked through Destiny by

doing a, ‘series’ search of ‘Issues 21’.

Many of our students at the grade 6 and 7 level require explicit

instruction to deeply comprehend text. But how do we as intermediate teachers

teach this skill explicitly? The following link provides a pictorial lesson sequence in

which students are taught how to make notes by carefully examining the

organizational structure of text. Just because they know how to read the words, is no

guarantee they understand what they have read! You may want to consider this

formative sequence as your students read and make notes from these articles about

energy.

http://www5.sd71.bc.ca/literacy/wp-content/uploads/2011/11/A-Note-Making-

Lesson-Sequence.pdf

http://www5.sd71.bc.ca/literacy/wp-content/uploads/2011/11/A-Note-Making-Lesson-Sequence.pdf

http://www5.sd71.bc.ca/literacy/wp-content/uploads/2011/11/A-Note-Making-Lesson-Sequence.pdf


Global Warming and Disease

The following article, available in the Pandemic issue of Issues 21, has the

following article about the connection between global warming and the spread of

disease.

The 3-Part organization of

Issues 21:

1. Get to know the issue,

2. What’s being done by

others about this issue?

3. What can we do about

this issue?


Adaptive Radiation http://www.biology-online.org/2/15_adaptive_radiation.htm

When Charles Darwin was in the Galapagos Islands, one of the first things he noticed is the variety of finches that existed on each of the islands. All in all, there were many different species of finch which differed in beak shape and overall size. This is adaptive radiation and natural selection at work.

Darwin's Finches

These finches, better known as 'Darwin's Finches' illustrated adaptive radiation. This is where species all deriving from a common ancestor have over time successfully adapted to their environment via natural selection.

Previously, the finches occupied the South American mainland, but somehow managed to occupy the Galapagos Islands, over 600 miles away. They occupied an ecological niche with little competition.

As the population began to flourish in these advantageous conditions, intraspecific competition became a factor, and resources on the islands were squeezed and could not sustain the population of the finches for long.

Due to the mechanisms of natural selection, and changes in the gene pool, the finches became more adapted to the environment, illustrated by the diagram below.

http://www.biology-online.org/2/15_adaptive_radiation.htm

http://www.biology-online.org/dictionary/darwin_charles


As competition grew, the finches managed to find new ecological niches that would present less competition and allow them, and their genome to be continued.

As indicated by the diagram above, the finches adapted to take advantage of the various food sources available on the island, which were being used by other species. Over the long term, the original finch species may have disappeared, but by diversifying, would stand a better chance of survival.

All in all, the finches had adapted to their environment via natural selection, which in turn, has allowed the species to survive in the longer term, the prime directive of any species.

Do ~ An Experiment:

Using toothpicks, straws, popsicle sticks, splints, chop sticks, tongs, pick up a variety of objects such as rice, puffed wheat, nuts, and seeds to determine the implements that are best suited for the objects. Connect this experience with the adaptations required by the finches in order to survive.

(Dale Mellish has a lab he can provide… to be adapted to grade 7)

Image from:


Boxing Strategy

To read about the boxing strategy, please check out this link:

http://www5.sd71.bc.ca/literacy/wp-content/uploads/2011/09/Boxing.pdf

The link for this placemat is available on the Learn 71 Science page:


The placemat strategy called, ‘Boxing’ based on the work of Dr. Jeffrey Wilhelm

utilizes careful observation. Through observation, we want students to notice

evolutionary changes in the finches that occupy the Galapagos Islands.

The lab that followed is an active, fun introduction to the concept of adaptation,

survival, extinction and evolution.

http://www5.sd71.bc.ca/literacy/wp-content/uploads/2011/09/Boxing.pdf



Hands-On Learning:

Experiment using a variety of tools to pick up a

variety of objects.

Some tools are better suited to certain objects.

Are some bird beaks better suited for specific

sources of food?

Or … build a bird beak using the materials

provided! See the science experiment on the

next page.


Name: ________________ Eating Like a Bird

Date: _________________

Please reflect on the experiment you have just done. Demonstrate through

pictures the implements that were used and which ones were most effective in

picking up the seeds. What does it reveal about adaptation, survival and

extinction?

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Science Experiment: Which ‘beak’ is

best adapted to pick up the dried,

white beans?


On pages 82 and 83 of this book called Evolution: Why did fish

grow feet? And other stories of life on earth, you will find a chart

called, ‘Nearly Human’ on pages 82 and 83 that looks like the one

below. Please invite your students to use the information from

this chart as they create a timeline that shows the history of the

Earth along with the time period in which humans appeared. We

want students to understand that humans are a very recent

addition.


YouTube Video

The adaptive radiation of Darwin's Finches

https://www.youtube.com/watch?v=iA0NF41tLn8

YouTube Video

A scientist’s explanation of adaptive radiation of Darwin's Finches

https://www.youtube.com/watch?v=N7mLxvNTSog

Adaptive radiation is the relatively fast evolution of many species from a single common ancestor. Adaptive radiation generally occurs when an organism enters a new area and different traits affect its survival. An example of adaptive radiation is the development of mammals after the extinction of dinosaurs. http://www.brightstorm.com/science/bi...

YouTube Video

Natural Selection

https://www.youtube.com/watch?v=0SCjhI86grU

Natural Selection is one of the main concepts found within the theory of evolution. It was discovered by Charles Darwin and Alfred Russel Wallace though Darwin championed the idea in his book "On the Origin of Species". Natural selection can be defined as the process by which random evolutionary changes are selected for by nature in a consistent, orderly, non-random way. When coupled with descent with modification, Natural Selection can cause a population to evolve for fitness within a given environment over multiple generations. Natural Selection is an observable fact. By carefully observing populations of living things with short life cycles you can actually watch it happen.

YouTube Video

The Theory of Evolution

https://www.youtube.com/watch?v=GhHOjC4oxh8

Evolution is often considered a complex and controversial topic but it's actually a very simple concept to understand. Watch this short animation to see how evolution works.

YouTube

4.5 Billion Years in 24 Hours

http://dovga.com/video/2333/the-evolution-of-life-on-earth/educational

What does 4.5 billion years of evolution look like in a simple animation?

YouTube

The 6 craziest extinctions ever


An animated look at history’s mass extinctions.

Suggested Web Pages:

https://www.youtube.com/watch?v=iA0NF41tLn8

https://www.youtube.com/watch?v=N7mLxvNTSog

http://www.brightstorm.com/science/biology/evolution/adaptive-raditaion/

https://www.youtube.com/watch?v=0SCjhI86grU

https://www.youtube.com/watch?v=GhHOjC4oxh8






Suggested Web Pages:

(Please check out Learn 71 for active links.)

YouTube Video

BBC The First Moments in the Life of a Maruspial

https://www.youtube.com/watch?v=2lCKc8tURtc

Amazing footage of a grey kangaroo giving birth filmed by Australian filmmakers Green Cape Wildlife Films http://www.wildlifefilms.com.au/ . This clip from the BBC's Life of Mammals looks at the different ways of giving birth that have developed in Australia

YouTube Video

Australia's biodiversity: major features

https://www.youtube.com/watch?v=sAhpy-fMUEc

Published on Jul 22, 2014 In the millions of years since Australia separated from Antarctica and drifted north, our continent's biodiversity has evolved mostly in isolation, while periodically taking on new 'passengers' from Asia. Dr Leo Joseph talks about the factors that have shaped Australia's unique biodiversity and how new technology is providing new insights into its evolution. (06:01)

YouTube Video

Mother Nature with Julia Roberts

https://www.youtube.com/watch?v=WmVLcj-XKnM

Published on Oct 5, 2014 This video features Julia Roberts as Mother Nature. Other videos in the series include: Harrison Ford, Kevin Spacey, Edward Norton, Penélope Cruz, Robert Redford and Ian Somerhalder as they join forces to give nature a voice. Watch the films and take action at http://natureisspeaking.org

Website

An Inquiry Unit on Extinction

http://partner.galileo.org/schools/bpeak/extinctions/index.html The website Galilea.org has an inquiry unit on extinction that begins with fossil work and connecting with local experts. While it was created for a primary class, the sequence of suggested activities would work equally well in an upper intermediate class.

YouTube Video

Ice Age

https://www.youtube.com/watch?v=fTRZWQg_-os

*(Please note that a commercial popped up just before the 7 minute mark. Click, “Skip Ad.”)

Website How was our local area affected by the last ice age?

http://www.cgenarchive.org/nanaimo-climate.html

http://geog.uvic.ca/viwilds/ul.html unique landscapes on



http://www.wildlifefilms.com.au/





http://natureisspeaking.org/

http://partner.galileo.org/schools/bpeak/extinctions/index.html



http://www.cgenarchive.org/nanaimo-climate.html

http://geog.uvic.ca/viwilds/ul.html


Click on this link to play the game, Who Wants to Live a Million Years . It’s a fun way for

students to learn about the rules of natural selection and survival – (Click on “Learn about

Natural Selection” to learn about Darwin and his theory.)

Introduce students to NOVA Labs Evolution – This site contains a full set of lessons with

videos and games to learn about evolution.

These links are available on Learn 71 by navigating through these links : Intermediate/

Science/New Science Unit/Grade 7/Biology/

Student Resources (English)

We were impressed

by how well these

games reinforced

these introductory

concepts, and how

much students

enjoyed them.

http://www.sciencechannel.com/games-and-interactives/charles-darwin-game/

http://www.pbs.org/wgbh/nova/labs/lab/evolution/


Offering Background:

(*Please note: This section about plate tectonics rests within the grade 8 Earth & Space curriculum, but the concepts regarding the survival, extinction and adaptation of animals connects to the grade 7 concepts of evolution, so is included within.)

The Marsupials

The marsupial mammals occupy Australia, and differ from placental mammals because they bear their young inside a pouch. Long ago, the land mass of Earth consisted of one single continent, Pangaea, where all animals existed.

Pangaea

When this continent fragmented into smaller continents, the geographical barrier meant the mammals of the time could no longer reproduce with one another. From here on in, the gene pool of these groups of mammals would become increasingly different until they could no longer reproduce with one another. This occurrence applies to the marsupial family of mammals that occupy Australia.


All the marsupials in present day Australia would have evolved from one common ancestor. However, over time and via natural selection, the many marsupial species (i.e. kangaroo and koala) have occupied their own ecological niche and adapted accordingly. Kangaroos have long powerful legs to cover the wide area of land that they occupy while the koala's smaller structure and more centralized center of gravity allow them to climb trees and obtain the eucalyptus that they feed on.

YouTube Video

BBC The First Moments in the Life of a Maruspial


Amazing footage of a grey kangaroo giving birth filmed by Australian filmmakers Green Cape Wildlife Films http://www.wildlifefilms.com.au/ . This clip from the BBC's Life of Mammals looks at the different ways of giving birth that have developed in Australia

YouTube Video

Australia's biodiversity: major features


Published on Jul 22, 2014 In the millions of years since Australia separated from Antarctica and drifted north, our continent's biodiversity has evolved mostly in isolation, while periodically taking on new 'passengers' from Asia. Dr Leo Joseph talks about the factors that have shaped Australia's unique biodiversity and how new technology is providing new

YouTube Video

Mother Nature with Julia Roberts


Published on Oct 5, 2014 This video features Julia Roberts as Mother Nature. Other videos in the series include: Harrison Ford, Kevin Spacey, Edward Norton, Penélope Cruz, Robert Redford and Ian Somerhalder as they join forces to give nature a voice. Watch the films and take action at http://natureisspeaking.org







http://natureisspeaking.org/


Earthquakes and Plate Tectonics Please do a search within Destiny using the search word, ‘earthquakes’. The following

materials are readily available and will add another layer of understanding to this connection

between changes in the Earth and the adaptation, extinction, and survival of animals.

*(Please note: This section treads into the grade 8 science plate tectonics area of focus, but

the concepts regarding the survival, extinction and adaptation of animals connects to the grade 7

concepts of evolution, so is included within.)


Do ~ An Experiment:

Create a Stop Motion animation demonstrating the changes to the Earth from the time of a single continent to current geological arrangements.

Local ~ Place-Based

In an effort to provide a local context to these understandings (Big Ideas: Theory of Evolution and Earth and Climate Change), we suggest an investigation into local fossils as a source of evidence of change (adaptation, survival, extinction).

The local museums, local experts, along with the fossils beds at Trent River provide primary source, hands on opportunities to encourage curiosity, inquiry, questioning, and investigation. Please make arrangements to take your class to Trent with a museum representative for hands on introduction to fossils.

The website Galilea.org has an inquiry unit on extinction that begins with fossil work and connecting with local experts. While it was created for a primary class, the sequence of suggested activites would work equally well in an upper intermediate class. Please consider visiting the site:


Do ~ An Experiment:

Make your own fossil footprint or perhaps use fallen leaves, or windblown evergreens. (plaster of Paris?)

We’ve played with fossils, so now let’s develop a knowledge base about fossils; what they are, how they develop, and how we use them to draw scientific conclusions and develop new theories.

The AV2 book, Fossils, is a good place to start. Students may read the book and teachers may project its content on classroom screens (see the media enhanced code on page 2).



Ice ages reset the environment. As the ice retreats, a new ecosystem evolves. Animals and plants must adapt to the new ecosystem.

Was there ever an iceage in the Comox Valley?

If there has, what did it look like, and what was its impact?

YouTube Video

Ice Age


*(Please note that a commercial popped up just before the 7 minute mark. Click, “Skip Ad.”)

http://geog.uvic.ca/viwilds/ul.html unique landscapes

on Vancouver Island and their geological origins

Our gravel pit on the highway towards Cumberland serves as an example of glacial till. A field trip there provides an opportunity for students to look for evidence of glaciation of the gravel (rounded edges).

Glaciers provide evidence of the environment from hundreds and thousands of years ago. We can find evidence of changes in climate, and pre-existing conditions.

Glaciers can also reshape the land by stripping soil and rock layers and moving that material to new locations. As the material moves, we may find new evidence of fossils which can help us to understand how the earth’s surface has changed.

Through fossil evidence, students can develop their own focus and investigation regarding local organisms and their adaptations over time to Vancouver Island.


http://geog.uvic.ca/viwilds/ul.html


Place-Based Learning:

Take a field trip to the Courtenay

Museum.


Place-Based Learning:

With an expert from the museum or from

the community, go to the Trent River and

dig for fossils


Observe and Hyposthesize:

Carefully observe a variety of fossils. Can

you search online for images of a

particular fossil specimen to track its

changes over time?


Place-Based Observation & Hypothesis:

The Cumberland Sand and Gravel Pit will open

its doors to groups of students. This area

serves as an example of glacial till. A field trip

there provides an opportunity for students to

look for evidence of glaciation of the gravel

(rounded edges).


Assessment Framework

Subject: Science Grade: 7

Strand: Earth & Space

Unit

Earth & Space

fossil records and geological dating

I can describe how fossil evidence supports the understanding of evolution of geological time.

I can explain how fossils help us understand scientific evidence and cyclical changes in the environment.

evidence of climate change over geological time and the recent impacts of humans

I can identify sustainable practices.

I can analyze and verify Aboriginal ecological knowledge and other traditional practices that reflect stewardship and conservation.

I can demonstrate the ways in which humans are capable of changing Earth’s landscape, climate, and systems.

Assessment Framework

Subject: Science Grade: 7

Strand: Biology

Unit

Biology

Natural Selection I can describe and explain how different traits

may provide reproductive and survival advantage.

Adaptive Radiation I can explain processes that happen within a population over time through evidence of genetic variation.

I can share examples that demonstrate how groups of organisms from an original population change over time as a result of adapting to their environment (finches of Galapagos Islands Boxing Strategy; Eating Like a Bird experiment)

Survival Needs I can describe some of the needs of an organism to survive (final iMovie inquiry project that describes the survival issues of a local organism… see ‘Sample Lesson Sequence’).

An electronic copy of this teacher guide can be found on Learn71 athttps://portal.sd71.bc.ca/group/wyhzgr4/Pages/default.aspx

Contributors: Cheryl Adebar, Thea Black, Noah Burdett, Doug David, Kara Dawson, Colleen Devlin, Allan Douglas, Gerald Fussell, Nora Harwijne, Sarah Heselgrave, Debra Lovett, Kim Marks, Gail Martingale, Dale Mellish, Heather Mercier, Jane Rondow, Teri Ingram, Debbie Nelson, Joan Pearce, Stewart Savard, Laura Street, Lynn Swi�, Carol Walters.

School District No. 71 (Comox Valley) grants permission for teachers to use these resources for educational purposes.

Published July 2016

earth & space - school district 71 comox valley & space earth & space biology grade 7...

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