Science from Murf .LLC
Change Topics Unit
Evolution and Natural Selection
        Life and Human Origins
          Earth System History
            Ecological Succession
Copyright © 2011 Science from Murf LLC. All rights reserved.
A Six Part, 3,400 slide PowerPoint
roadmap covers the topics of
Evolution, Natural Selection, Life and
Human Origins, Earth System
History, and Ecological Succession.  
A 26 page bundled homework
package, unit notes, answer keys,
videos, review games, lab activities,
discussion opportunities, challenge
questions, and much more are
included.  This exciting and
interactive unit is a great addition to
any Life Science lass.  Teaching
Duration = 7 Weeks

Download Link Below
Areas of Focus within the Change Topics Unit: Evolution History,Scopes Monkey Trials, Darwin,
Evolution, Evidences of Evolution, Four Parts to Darwin’s Theory, Natural Selection, The Mechanisms
for Natural Selection, Divergent Evolution, Convergent Evolution, Diversity of Life Photo Tour, rWhat
does it mean to be living?, Characteristics of Living Things, Origins of Life (Other Theories), Origins of
Life (Science Theory), Needs of Living Things, Origins of the Universe (Timeline), Miller-Urey
Experiment, Amino Acids, How Water Aided in the Origin of Life, Human Evolution, Hominid Features,
Secondary Succession, Plant Succession, Animal Succession, Stages of Ecological Succession,
Events that Restart Succession, and much more.  Teaching Duration 6+ Weeks
Next Generation Science Standards (NGSS)
MS.LS4.1 (Interpret data for patterns in the fossil record that show the existence, diversity,
extinction, and change of life throughout earth history.  This should be under the assumption
that natural laws operate today as they did in the past).  
•        Students see hundreds of visuals showing the diversity and changes in life throughout
earth system history as they explore each unit of time.  Uniformitarianism that the laws of
nature don’t change over time is addressed throughout.  Changes and advancements in
anatomical structures are addressed throughout. Geological eras and names of species go
beyond the boundary.

MS.LS4.2 (Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and fossils to infer an evolutionary relationship).
•        This standard is addressed throughout the entire unit.  Visuals, notes, video links,
questions, and more infer the connection.


MS.LS4.3 (Analyze displays to compare patterns of similarities in the embryological
development across multiple species to identify relationships that don’t appear as obvious in
the adult).  
•        Pictures of human, fish, cat, and chicken embryos are shown.  Students must try and
decide which picture matches the correct organisms.  Other slides show similarities in
embryological development in a step by step approach.
MS.LS4.4 (Construct explanations based on evidence that describes how genetic variations of traits in a population increase some individuals’ chance of surviving and
reproducing in a specific environment).  
•        This standard is addressed throughout.  Hundreds of slides, video links, and specific examples are addressed. Several exciting activities have students compete
for resources and those who have specific advantage (trait / adaptation) collect enough food to reproduce.  

MS.LS4.6 (Use mathematical models to support explanations of how natural selection leads to increases and decreases of specific traits in populations over time).
•        A neat activity called Bear eating monsters has student’s record changes in two bear populations.  Sad bears (Teddy Grahams with hands down) are selected for
survival over Happy Bears (Teddy Grahams with hands up) over time. Students graph the population changes over several generations.

HS.LS4.1 (Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of evidence).
•        Students learn several lines of evidence to support evolution of species.  Students investigate similarities in DNA, similarities in anatomical structures and
distribution, embryological development, and much more.  Visuals, activities, video links, and much more are provided.

HS.LS4.2 (Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in
number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the
proliferation of those organisms that are better able to survive and reproduce in the environment.
•        This standard is addressed throughout and reviewed several times.  Activities, visuals, video links, activities, address this important standard.

HS.LS4.3 (Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to
organisms lacking this trait).
•        Students conduct a number of activities that have favorable traits lead to survival while unfavorable traits lead to decreases in the population.  One of my favorite
activities has the students examine two bear populations (teddy grahams).  One population (Happy Bears -teddy grahams with arms up) ends up going extinct with the
more suited Sad Bear (arms down) increasing in population.

HS.LS4.4 (Construct an explanation based on evidence for how natural selection leads to adaptation of populations).
•        Covered throughout unit with activities, text, visuals, video links, review, and more.

HS.LS4.4 (Evaluate the evidence supporting claims that changes in the environment may result in an increase in the number of individuals of some species, the
emergence of new species, and the extinction of other species).
•        This standard is addressed throughout using visuals, graphs, video links, activities, and more.  One such activity has the students create a more accurate / Darwin
driven children’s story on how an animal got its cool anatomical adaption.  Earth system history / extinction events, many visuals, and constant review are covered
throughout.
Traditional standards addressed in the Evolution and Natural Selection / Change Topics Unit
Below are just a few of the typical standards that this unit addresses for those that are interested.  This unit does cover many topics / standards that are not addressed
below.

●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.

●Identify connections between fossil evidence and geological events, such as changes in atmospheric composition, movement of tectonic plates, and asteroid/comet
impact; and develop a means of sequencing this evidence.

●Identify connections between fossil evidence and geological events, such as changes in atmospheric composition, movement of tectonic plates, and asteroid/comet
impact, and develop a means of sequencing this evidence.

●Describe the fundamental concepts related to biological evolution, such as biological adaptations and the diversity of species.

●Recognize that there are genetic variations among individuals in groups of organisms and provide examples of how these variations affect the survival of an organism.

●Recognize that only organisms that are able to reproduce can pass on their genetic information to the next generation.

●The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.

●Recognize and explain that fossils offer evidence of plants, animals and the nature of environments that existed long ago.

●Provide examples of how an organism’s inherited characteristics can adapt and change over time in response to changes in the environment.

●Recognize that individuals of the same species differ in their characteristics; and explain that sometimes these differences give individuals an advantage in survival and
reproduction.

●Compare information about fossils to living organisms and other fossils to determine any similarities and differences.

●Recognize that similarities among organisms are found in anatomical features and patterns of development; and explain how these can be used to infer the degree of
relatedness among organisms.

●Explain the concept of natural selection.

●Explain that in all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter, and that in
any particular environment the growth and survival of organisms depend on the physical conditions.

●Recognize that there are genetic variations among individuals in groups of organisms and provide examples of how these variations affect the survival of an organism.

●Recognize that only organisms that are able to reproduce can pass on their genetic information to the next generation.

●Recognize that in any given environment the growth and survival of organisms depend on the physical conditions that exist; and explain that in all environments,
organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.

●Recognize that humans are able to control some characteristics of plants and animals through selective breeding; and explain how this results in small differences
between the parents and offspring, which can accumulate in successive generations so that decedents are very different from their ancestors.

●Cite examples supporting the concept that certain traits of organisms may provide a survival advantage in a specific environment and therefore, an increased likelihood
to produce offspring.

●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.

●Organize observations and data into tables, charts and graphs.
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Copyright © 2011 Science from Murf LLC. All rights reserved.
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The Change Topics Unit covers the topics of Evolution, Natural Selection, Life and Human Origins,
Earth System History, and Ecological Succession.  This unit includes an interactive and engaging
PowerPoint Presentation of 3,400 slides with built-in class notes (Red Slides), lab activities, project
ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers.  Text for
class notes are in large print (32 font) and is placed at the top of each slide so it can be read from all
angles of a classroom.  Also included is a 28 page bundled homework package (.doc) that
chronologically follows the PowerPoint slideshow, as well as a modified assessment.  12 pages of
class notes (Word doc.) with images are also included for students who require assistance, as well as
answer keys for teachers and support professionals.  40+ video links are provided and a slide within
the slideshow cues teacher / parent when the videos are most relevant to play.  Video shorts usually
range from 2-7 minutes. 4 PowerPoint Review Games are provided (550 slides). Answers to the
PowerPoint Review Games are presented at the end so the students can self-assess. Lastly, several
class games such as guess the hidden picture beneath the boxes, and the find the hidden owl
somewhere within the slideshow are provided.  Difficulty rating of 7 (Ten is most difficult).