Citation:  Evolution Revolution by Robert Winston and Robert Winston, ill.  New York:  D K Publishing, 2009.

ISBN: 978-0-75664-524-3

Annotation: Robert Winston has written an engaging book about Darwin’s theory of Evolution, where we come from, and the controversy surrounding this theory.

Media: Mixed media, photos, collage, graphs, timelines, and charts

Personal Rating: 5Q/5P

Curricular Connections:  This would be a wonderful addition to a Social Studies class because evolution is taught in sixth grade. It would also be useful for a Science class as Winston goes into detail about Darwin, Genes, and Evolution.  The text has a glossary, clear charts, and poses questions to readers that will keep them engaged. This book could be used as source for students to do research on the theory of Evolution.  

Grade Level or Age Range: Grades 6-High School

By: Joanne Maher July 26th, 2009

 

TOP TEN

Citation: Evolution revolution: From Darwin to DNA by Robert Winston. New York: DK Publishing, 2009.

ISBN: 978-0-75664-524-3

Annotation: Learn about the history of homo sapiens, beginning with the theories of Darwin and including our knowledge of DNA and mutations.

Age range: 5-8 grades

Media used by illustrator: collage

Personal Rating: 5Q/4P

Curricular connections: perfect in an upper elementary biology class.

 

Lesson Plan Title: Evolution Revolution

Concept / Topic To Teach: Darwin's theory of evolution and how it relates to the basics of genetics.

Grade Level: 6th grade

Standards Addressed: The following WA state science standards for grades K-12 (http://www.k12.wa.us/curriculuminstruct/): “Know that individual plants and animals of the same kind differ in their characteristics and sometimes the difference gives individuals an advantage in surviving and reproducing,” “Describe how biological evolution accounts for the diversity of species developed through gradual processes over many generations.”

General Goal(s): to outline the basics of Darwin's theory of natural selection and help students to understand the fundamentals of genetics. Examining general traits in students' own families will help facilitate this goal.

Specific Objectives: “By the end of eighth grade, students should understand that individual living things vary from each other and that some of the traits we observe are inherited from parents. They should also know that nature selects individuals who are fit enough to pass on their genes to the next generation and that the process of speciation takes time.”

Required Materials: the book Evolution Revolution, paper and pens, markers and other art supplies.

Anticipatory Set (Lead-In): Read the following chapters of the book on day 1 of the lesson plan: Darwin and his Theory, All in the Genes. Provide students with discussion questions to guide a class discussion and small group discussions later.

Step-By-Step Procedures: Following this initial discussion, explain the experiment to follow.

Plan For Independent Practice: Provide students with list of genetically-determined traits (ability to roll tongue, attached/detatched tongue, dimples or not, ability to bend thumb 30 degrees, freckles or not, tilting nose or not, eye color, and hair color). Have students note the answers to each question. When all students have finished, provide roll of butcher paper. Construct a chart with each student's name and categories for each trait. Note each student's details on the chart. Discuss which traits seem to be more common.

Have students interview relatives about these traits on the night following the initial lesson. During the following day's lesson, assign students to small groups to discuss which traits they appear to have gotten from various relatives. Use this as a springboard for a closing discussion about inherited traits.

 

ateater/07-10-2009

 

Winston, R.L. (2009). Evolution revolution, New York: DK Publishing.

ISBN: 9780756645243

This engaging collection highlights all things evolution: plants, animals and Darwin's career. Illustration and photos, combined with chapter titles like, "I will Survive!" make this an appealing and informative read.

Media: Mixed Media: Photography, Pen

Rating: 5Q/4P

Ages: Grades 6-10

Subjects: Plant/Animal Evolution, Darwin, Genetics, Survival of the Fittest, Classification Systems

Curricular Connections: Science

 

Lesson Plan:

Grade: 7

Subject: Science/Evolution

Length of Lesson: Two class periods/1 homework assignment

1. Topic-

Evolution

2. Content-

Evolution, Charles Darwin, The Origin of Species, Species (Speciation), Genes, Biodiversity, Variation, Reproduction, Gene, Embryo, Natural Selection.

 

3. Goals: Aims/Outcomes-

Students will have an understanding of evolution as outlined by the Science Content Standards for California Public Schools: Grade 7 (see below).

Evolution

Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept:

a. Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms.

b. Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.

c. Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution.

d. Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms.

e. Students know that extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival.

4. Objectives-

1. Students are able to accurately use terms related to evolution and Charles Darwin.

2. Students are able to describe complete evolutionary processes.

3. Students are able to illustrate what factors select for and against a species.

4. Students are able to relate basic evolutionary concepts to more difficult subject matter, such as genes and human development.

5. Materials and Aids-

a.    Evolution Revolution by Robert Winston. New York: DK Publishing, 2009.

b.    Box of assorted items: winter coat, swim goggles, large tank top, etc. Each item should pertain to one of the following 1) a cold environment, 2) an underwater environment or 3) a warm, dry environment.

c.    Access to Science Databases and/or Science textbook.

 6. Procedures/Methods

A. Introduction-

1. The teacher begins by asking the class several questions such as:

a. Who in this class has had their appendix removed?

b. Why can birds fly, but humans can't?

c. How come fish die if kept on land for too long but humans die if underwater for too long?

Studying evolution can answer all of these questions!

B. Development-

Teacher:

There are all kinds of ways species adapt to their environment. Even humans adapt, in little ways every day. When it rains, I carry an umbrella. When it is hot, I wear shorts. Although these small things seem obvious, they are all ways we adapt to our climate everyday. Can anyone else think of ways we adapt to our climate?

C. Practice-

Animal Adaptation Activity:

1. Three students pick a piece of paper out of a hat. The paper reads either fish, giraffe or polar bear.

2. The students read their piece of paper to the class. Then, they reach into the box (eyes closed!) and grab an item.

3. The students put on their item and the teacher asks the class: do these items make sense for the animals they chose? Why or why not?

4. After a discussion about why the items are appropriate for the animals or not, the students are allowed to "switch" items to be more comfortable in their climate.

D. Independent Practice-

1. Students flip to the page of their choice in "Evolution Revolution." The can chose any page that focuses on evolution--they may not choose a page that discusses the life of Charles Darwin. (Darwin will be studied in more depth, but for the purposes of this assignment, they should focus on Science).

2. The teacher walks around and the students pick terms of out a hat. (E.g.: Speciation, Predator, Variation, Reproduction, etc). They can use the glossary in the back of the book for help.

3. For homework, the students should write a short essay, focusing on the page they chose and explain how the terms relate to the material on their page.

4. The students will have the opportunity to read their essays in class.

E. Checking for understanding/Assessment

1. How well/accurately did the students incorporate their terms into their essay? (35%)

2. How informative was the essay itself (include structure, organization, etc). (35%)

3. Class participation (30%)

F. Closure-

1. Students who choose to may read their essays.

2. Teacher flips to the back of the book and raises some of the questions and concept highlighted about evolution and the future of humans.

3. Questions? Comments?

 **The idea for the "Animal Adaptation" in class activity was based on information found at:

http://www.accessexcellence.org/AE/ATG/data/released/0542-BehmLisa/index.php

Content Standards Retrieved July 15, 2009 from www.cde.ca.gov/BE/ST/SS/documents/sciencestnd.pdf

 

 

km 6/21/09