Alexandra Schoessler

Task Rotation
Evolution Unit
Theories of the Origin of Species
Two 50 min class periods
7th Grade
Life Science

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

S7L5. Obtain, evaluate, and communicate information from multiple sources to explain the theory of evolution of living
organisms through inherited characteristics.
C. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, and
extinction of organisms and their relationships to modern organisms.

4. The student uses a variety of multi-media and innovative technology to create illustrations, models, charts, tables, and
graphs as tools for communication
14. The student identifies and illustrates basic principles and the foundational concepts that are central to understanding
the essence of a field of study.
15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an ongoing
process.

ENDURING UNDERSTANDING(s):
Scientists analyze and recognize how organisms, places, things, and ideas change over time

ESSENTIAL QUESTION(s)
How and why are scientific theories fluid and constantly changing?

TEACHER LESSON PREPARATION

- make copies of the notes and the task rotation assignment
- get video ready on YouTube
- make sure PowerPoint is ready to go

ACTIVATING STRATEGY
Ask the student, “What does it take to make a theory?” Allow the students to discuss and lead the conversation to
fundamental parts of a theory. Ask the students what the difference is between a theory and a law. Tie the conversation
over to the theory of evolution and explain that we will be exploring how the theory of evolution has developed and
changed over time.

Instructional Sequence and Activities including use of technology

Day 1
- Go through the PowerPoint that explains different theories on the origin of species and other scientists’ contributions to
Darwin’s theory of the evolution of species.
The following topics are covered:
- Aristotle & Fixed Creation
- Abiogenesis in medieval Europe (spontaneous generation)
- Francesco Redi & his attempted disproval of spontaneous generation
- James Hutton & age of the earth
- Thomas Malthus & human population
- Jean Baptiste Lamarck & acquisition of traits
- Charles Lyell & earth is constantly changing
- Charles Darwin & modern evolutionary theory
- Alfred Russel Wallace’s contributions to Darwin
- Louis Pasteur disproved abiogenesis, proving biogenesis
- Watch the HHMI video on Darwin and Wallace’s travels and discoveries leading to our current evolutionary theory.
Have student follow along and answer the questions on their notes sheet.
Day 2
- Finish the video
- Discuss the voyages made by the two men and their actions following:
- So, what did Darwin learn from his voyage/studies?
- What did Wallace learn from his voyage/ studies?
- When and how did they share their information?
- Review the conclusive statements with the students (on Pp)
- Have students complete the task rotation assignment. They get to pick from one of the four following options to
complete during the rest of the class period and finish at home:
Mastery Task: Create a timeline including at least 5 scientists and their influence on our scientific knowledge of
evolution. Make sure the timeline is neat, colorful, and includes pictures.
Interpersonal Task: Francesco Redi was a scientists in the late 1600’s who attempted to prove to other that
spontaneous generation was impossible. Despite his efforts, his findings were not accepted by his community. Draw a
picture representing how you believe this conversation went down OR write a one-page transcript of their discussion as
you imagine it.
Understanding Task: Lamarck believed that “organisms evolve through the use/disuse of their body parts.”
Pretend that you are going to approach Lamarck and show him why he was right or wrong through either a one-page
response or by drawing a cartoon (must have at least three frames)
Self-Expressive Task: Darwin traveled all over the world and saw some incredible things. Draw a picture
representing how you believe they felt arriving at a new place and observing all the new organisms OR write a one
page letter as if you were Darwin to a good friend explaining some of the interesting things you are seeing and how
you feel about your discoveries.

Assessment Strategies
Students will be assessed informally through class discussion both before and after the video. Students will also be more
formally assessed through their task rotation assignments.

Differentiation
The task rotation assignment itself is differentiated, aligning with the four different learning styles. Students get to
choose which assignment they would like to do according to their own preferences.

Materials/Links/Text References/Resources
- PowerPoint
- Notes sheet
- Video
- Task rotation sheet
- https://www.youtube.com/watch?v=XOiUZ3ycZwU

Handouts
 “The Making of a Theory”

Introductory Notes:
- Aristotle (450 BC):
_________________________________________________________________________________________
- Medieval Europe (~1300s):
_________________________________________________________________________________________
- Francesco Redi (~1668):
_________________________________________________________________________________________
- James Hutton (~1775):
_________________________________________________________________________________________
- Thomas Malthus (~1798):
_________________________________________________________________________________________
- Jean Baptiste Lamarck (~1809):
_________________________________________________________________________________________
- Charles Lyell (~1830):
_________________________________________________________________________________________
- Charles Darwin:
_________________________________________________________________________________________
- Alfred Russel Wallace :
_________________________________________________________________________________________
- Louis Pasteur (~1864):
_________________________________________________________________________________________

Video Questions:

1. What question did Wallace want to answer?

_________________________________________________________________________________________

2. What other British naturalist had set sail on a voyage 20 years before Wallace’s shipwreck? ______________

3. Darwin set sail around the world on a ship called the _______________________.

4. Darwin wanted to go on the ship to collect ___________________, __________________, and ___________.

5. The fossils Darwin found were _____________________ compared to living species and he pondered the

relationships between the extinct and the living. He also wondered why fossils of extinct animals turn up

where similar animals exist today.

6. After 4 years, the Beagle arrived in the _________________________ Islands.

7. What Galapagos reptile did Darwin like? __________________________

8. The Spaniards could tell which island a tortoise came from by the shape of the ______________________.

9. Darwin focused on the subtle differences in the _____________________ and noticed that each type lived

on a different island.

10. Darwin reflected on what he had been seeing and was amazed that such similar but different animals lived

on different islands. His thoughts led him to an idea that was radical at the time: __________________

______________ ________________.

11. Darwin returned to England around 1837....His studies led him to the conclusion that species change into

_________________ species.

12. By 1853, Darwin had become a famous naturalist and met ________________ while he was working at the

museum.

13. Wallace’s new voyage takes him to the Malay Archipelago where he studies the wings of various

______________________ that live on the islands. This study also suggested that species change.

14. Wallace formulates a new law of nature: Species arise near _________________ species.

15. What is a vestigial structure?

16. The Wallace line splits the Malay Archipaelego. On one side near Asia, there are animals that are like

_____________________. On the other side of the line near Australia, the animals are like

_____________________ and have pouches.

17. The English economist Thomas ________________ had previously (in 1798) said that human populations are

held in check by famine, disease, and death.

18. Massive ________________ plus _________________ allows species to change. Variation that gives these

individuals a slight advantage will over time allow them reproduce and eventually outnumber those without

the advantage.

19. In his note to Darwin, Wallace termed this as ___________________ ___________________.

 Task Rotation
Complete ONE of the following assignments by _________________________________.
Mastery Task Interpersonal Task

Create a timeline including at least 5 scientists and
their influence on our scientific knowledge of
evolution. Make sure the timeline is neat, colorful,
and includes pictures.
Francesco Redi was a scientists in the late 1600’s
who attempted to prove to other that spontaneous
generation was impossible. Despite his efforts, his
findings were not accepted by his community. Draw
a picture representing how you believe this
conversation went down OR write a one-page
transcript of their discussion as you imagine it.

Understanding Task Self-Expressive Task

Lamarck believed that “organisms evolve through
the use/disuse of their body parts.” Pretend that you
are going to approach Lamarck and show him why
he was right or wrong through either a one-page
response or by drawing a cartoon (must have at least
three frames)
Darwin traveled all over the world and saw some
incredible things. Draw a picture representing how
you believe they felt arriving at a new place and
observing all the new organisms OR write a one page
letter as if you were Darwin to a good friend
explaining some of the interesting things you are
seeing and how you feel about your discoveries.