Unit Overview

Students master how genetic variations increase survival probability in specific environments through natural selection. Through solving moth population mysteries or investigating land versus marine iguana divergence conducting simulations, participating in Finch Beak Feeding Frenzy survival games with forks and Froot Loops tracking population data mathematically over generations, and designing biomimicry products inspired by animal and plant adaptations, students learn advantageous traits become common through reproduction.

  • Lesson 1
    Lesson 1: Solve: Iguana Comparison + Peppered Moth Mystery

    Solve: Iguana Comparison + Peppered Moth Mystery

    Caroline the grey-winged moth wants to know why she's the only grey moth when her great-great-grandfather said there were tons of grey moths in his day. Students follow Mosa time-traveling back to the Industrial Revolution when coal factory soot turned tree bark dark. They witness a robin swooping down, easily spotting and eating white-winged moths against dark bark—but grey moths blend in perfectly, surviving! Natural selection in action: when the environment changed (clean bark → sooty bark), the advantageous trait changed (white camouflage → grey camouflage). Grey moths survived, reproduced, passed traits to offspring. Over generations, grey became common. When pollution cleaned up, white moths had the advantage again, explaining Caroline's situation.

  • Lesson 2
    Lesson 2: Make: Compete in a bird beak challenge!

    Make: Compete in a bird beak challenge!

    The Finch Beak Feeding Frenzy! Students participate in a survival game discovering how different traits affect survival probability. They receive "beaks"—intact plastic forks (some birds), broken forks with fewer prongs (other birds)—then compete to collect Froot Loops "food" in 9-oz clear cups within timed rounds. Different beak types succeed with different food types. Students track data across multiple generations: count survivors, calculate percentages, graph population changes over time mathematically showing how advantageous traits increase while disadvantageous traits decrease. They produce mini nature documentaries explaining natural selection and adaptation witnessed during the bird beak activity, using evidence from their collected data.

  • Lesson 2
    Lesson 2: Make Extension: Research and Display an Adaptation over Time

    Make Extension: Research and Display an Adaptation over Time

    Students select a specific plant or animal trait to research and depict the process of adaptation over time in a filmstrip (200 mins)

  • Lesson 3
    Lesson 3: Engineer: Build a Product from an Animal or Plant Adaptation

    Engineer: Build a Product from an Animal or Plant Adaptation

    Design biomimicry products using animal or plant adaptations to provide humans with the same benefits! Students select adaptations (gecko feet sticking to walls? owl silent flight? lotus leaf water repellency? cactus water storage? chameleon camouflage? shark skin reducing drag?), identify how the adaptation functions, then engineer human products inspired by these traits: climbing gloves mimicking gecko toe pads, quiet airplane designs copying owl wings, waterproof fabrics based on lotus leaves, desert survival gear using cactus principles. They create poster presentations or construct prototypes, explaining how their designs transfer nature's solutions to human challenges.

  • Next Generation Science Standards
    MS-LS1-4
    Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
    MS-LS4-4
    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. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
    MS-LS4-6
    Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
  • Inquiry Scale
    • 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.
  • Common Misconceptions
    • 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.
  • Vocabulary
      • Trait
      • Predator
      • Environment
      • Reproduce
      • Adaptation
      • Procreate
      • Camouflage
      • Generation
      • Advantageous
      • Population
  • Content Expert
    • Bruce Grant
      Ph.D, Professor of Biology, Emeritus College of William & Mary
  • 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.

    • 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.

    • 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.

    • 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.

    • 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.

    • 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.

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