Evolution 3e TE v5

Phenomenon Driving Questions NGSS AND COMMON COREGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
EVOLUTION (continued)
Evidence of What information How do new species evolve? 7, 8, 9, MS-LS4-1 Natural selection happening
species that noT-8 EVOLUTIONcan we learn from(Activity 7) 10, 11, MS-LS4-2 over a short period of time leads
longer exist can fossils? 12, 13 MS-LS4-3 to changes in trait frequency in
be found in a population; when it happens
fossils. over a long period of time,
populations with different traits
may evolve into separate species.

How are the diverse species living Speciation is a continual process
today related to each other and that has resulted in many life
to the species that once lived on forms and billions of species,
Earth? (Activity 8) most of which have gone extinct;
all species are related to one
another, sharing either a recent
or distant ancestor.

What kind of evidence do Fossils provide evidence for
fossils provide about evolution? evolutionary relationships of
(Activity 9) organisms that lived in the
distant and recent past.
What other kinds of information
can we get from fossils? Fossils can also provide
(Activity 10) information about the habits,
traits, and environments of
What can you learn about extinct organisms.
evolution by comparing the fossil
records of fish, mammals, and Life forms have evolved over
reptiles? (Activity 11) time, with some life forms
having been relatively more
abundant in the past, and other
life forms becoming relatively
more abundant more recently.

Phenomenon Driving Questions NGSS AND COMMON COREGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINEHow did whales evolve?
(Activity 12) subsequent activities)
EVOLUTION (continued)
How can embryos provide Whales, despite sharing superficial
EVOLUTION T-9 evidence about evolutionary similarities with fish, are
relationships? (Activity 13) aquatic mammals that evolved
from terrestrial relatives; this
evolutionary history is informed
by fossil evidence and evidence
from embryos.

Embryos can reveal evolutionary
relationships that are not
apparent in the adult organisms.

Humans can How are humans Is the current rate of extinction 1, 14, 15, MS-LS4-4 People are affecting evolution by
change the way affecting evolution? typical? (Activity 14) causing a significantly higher rate
species look or 16, 17 MS-LS4-5 of extinction than in the past.
behave, including What is the evidence that
bacteria. resistance to chemical controls People are affecting evolution
is evolving in other types of by changing selection pressure
organisms? (Activity 15) on organisms that cause
problems for us; the evolutionary
How have humans manipulated responses of these organisms can
genes in other organisms? lead to additional problems for
(Activity 16) us.

How are humans affecting and People have manipulated genes
affected by evolution? and, therefore, evolution of
(Activity 17) organisms for thousands of
years, most recently through
genetic engineering.

There are many ways humans
are affected by and affecting
evolution, and understanding
evolution by natural selection is
important for understanding and
anticipating these processes.



NGSS AND COMMON CORE

NGSS CORRELATIONS

EVOLUTION

Cause and Effect Crosscutting Concepts Activity number
Cause and effect relationships may be used 14, 15, 16, 17
Patterns to predict phenomena in natural or designed
systems. 1, 2, 3, 4, 5, 6, 7, 9,
Structure and Phenomena may have more than one cause, and 10, 14, 16, 17
Function some cause-and-effect relationships in systems 1, 2, 3, 4, 7, 8, 10,
Connections to can only be described using probability. 12, 14, 15
Engineering, Patterns can be used to identify cause and effect 5, 6, 7, 8, 9, 10, 11,
Technology, and relationships. 12, 13, 14
Applications of Graphs, charts, and images can be used to
Science identify patterns in data. 4, 5, 6, 13,
Connections to the Complex and microscopic structures and
Nature of Science: systems can be visualized, modeled, and used
Scientific Knowledge to describe how their function depends on the
Assumes an Order relationships among its parts; therefore, complex
and Consistency in natural and designed structures/systems can be
Natural Systems analyzed to determine how they function.
Connections to the
Nature of Science: Engineering advances have led to important 7, 16
Science Addresses discoveries in virtually every field of science, and
Questions About the scientific discoveries have led to the development
Natural and Material of entire industries and engineered systems
World
Science assumes that objects and events in 1, 2, 7, 9, 10, 11, 12,
natural systems occur in consistent patterns and 13, 14
are understandable through measurement and
observation.

Scientific knowledge can describe the
consequences of actions but does not necessarily 14, 16
prescribe the decisions that society takes.

EVOLUTION T-11

NGSS AND COMMON CORE

Science and Engineering Practices Activity number

Analyzing and Analyze and interpret data to determine 1, 2, 4, 9, 10, 11, 14
Interpreting Data similarities and differences in findings. 12, 13
Construct and interpret graphical displays
of data to identify linear and nonlinear
relationships.

Constructing Construct a scientific explanation based on valid 15
Explanations and and reliable evidence obtained from sources 2, 3, 4, 5, 6, 7
Designing Solutions (including the students’ own experiments)
and the assumption that theories and laws that
describe nature operate today as they did in the
past and will continue to do so in the future.
Construct an explanation that includes
qualitative or quantitative relationships between
variables that predict or describe phenomena.

Apply scientific ideas to construct an explanation 8, 9, 11, 12
for real world phenomena, examples, or events.

Developing and Using Develop a model to predict and/or describe 1, 2, 4, 5
Models phenomena.

Engaging in Argument Use an oral and written argument supported by 3, 10, 12, 14
from Evidence evidence to support or refute an explanation or a
model for a phenomenon.

Integrate qualitative scientific and technical
information in written text with that contained
in media and visual displays to clarify claims and 8, 15, 16, 17

Obtaining, Evaluating, findings.
and Communicating Gather, read, and synthesize information from
Information multiple appropriate sources and assess the

credibility, accuracy, and possible bias of each 16, 17
publication and methods used, and describe how
they are supported or not supported by evidence.

Using Mathematics Use mathematical representations to describe 2, 4, 5, 6
and Computational and/or support scientific conclusions and design
Thinking solutions.

Connections to the Scientific knowledge is based on logical and 9, 10, 11
Nature of Science : conceptual connections between evidence and
Scientific Knowledge explanations.
Is Based on Empirical
Evidence

T-12 EVOLUTION

NGSS AND COMMON CORE

Performance Expectations Activity number
5
Heredity: Inheritance Develop and use a model to describe why
and Variation of Traits structural changes to genes (mutations) located 11
(LS3) on chromosomes may affect proteins and may 12
result in harmful, beneficial, or neutral effects to 13
the structure and function of the organism. 4
(MS-LS3-1) 16
6
Analyze and interpret data for patterns in the
fossil record that document the existence,
diversity, extinction, and change of life forms
throughout the history of life on Earth under the
assumption that natural laws operate today as in
the past. (MS-LS4-1)

Apply scientific ideas to construct an explanation
for the anatomical similarities and differences
among modern organisms and between modern
and fossil organisms to infer evolutionary
relationships. (MS-LS4-2)

Biological Evolution: Analyze displays of pictorial data to compare
Unity and Diversity patterns of similarities in the embryological
(LS4) development across multiple species to identify
relationships not evident in the fully formed
anatomy. (MS-LS4-3)
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. (MS-LS4-4)

Gather and synthesize information about the
technologies that have changed the way humans
influence the inheritance of desired traits in
organisms. (MS-LS4-5)

Use mathematical representations to support
explanations of how natural selection may lead
to increases and decreases of specific traits in
populations over time. (MS-LS4-6)

EVOLUTION T-13

NGSS AND COMMON CORE

Interdependent Disciplinary Core Ideas Activity number
Relationships in In any ecosystem, organisms and populations 2, 4
Ecosystems (LS2.A) with similar requirements for food, water,
Inheritance of Traits oxygen, or other resources may compete with 4, 5, 6
(LS3.A) each other for limited resources, access to
Variation of Traits which consequently constrains their growth and 3, 4, 5, 6, 7
(LS3.B) reproduction.
Genes are located in the chromosomes of cells, 7, 8, 9, 10, 11, 12, 14
Evidence of Common with each chromosome pair containing two 7, 8, 9, 10, 11, 12, 13
Ancestry (LS4.A) variants of each of many distinct genes. Each 12, 13
distinct gene chiefly controls the production 1, 2, 3, 4, 5, 6, 7, 15,
Natural Selection of specific proteins, which in turn affects the 17
(LS4.B) traits of the individual. Changes (mutations) to 5, 14, 15, 16
genes can result in changes to proteins, which
can affect the structures and functions of the
organism and thereby change traits.
In addition to variations that arise from sexual
reproduction, genetic information can be
altered because of mutations. Though rare,
mutations may result in changes to the structure
and function of proteins. Some changes are
beneficial, others harmful, and some neutral to
the organism.
The collection of fossils and their placement in
chronological order (e.g., through the location
of the sedimentary layers in which they are
found or through radioactive dating) is known
as the fossil record. It documents the existence,
diversity, extinction, and change of many life
forms throughout the history of life on Earth.
Anatomical similarities and differences between
various organisms living today and between them
and organisms in the fossil record, enable the
reconstruction of evolutionary history and the
inference of lines of evolutionary descent.
Comparison of the embryological development
of different species also reveals similarities that
show relationships not evident in the fully-
formed anatomy.
Natural selection leads to the predominance
of certain traits in a population, and the
suppression of others.
In artificial selection, humans have the capacity
to influence certain characteristics of organisms
by selective breeding. One can choose desired
parental traits determined by genes, which are
then passed on to offspring.

T-14 EVOLUTION

NGSS AND COMMON CORE

Adaptation (LS4.C) Disciplinary Core Ideas Activity number
Biodiversity and Adaptation by natural selection acting over 1, 2, 3, 4, 5, 6, 7, 15,
Humans (LS4.D) generations is one important process by which 17
The History of Planet species change over time in response to changes
Earth (ESS1.C) in environmental conditions. Traits that support 14, 16
successful survival and reproduction in the new 9, 12
Human Impacts environment become more common; those 14
on Earth Systems that do not become less common. Thus, the 14
(ESS3.C) distribution of traits in a population changes.
Changes in biodiversity can influence humans’
resources, such as food, energy, and medicines,
as well as ecosystem services that humans
rely on—for example, water purification and
recycling.
The geologic time scale interpreted from rock
strata provides a way to organize Earth’s history.
Analyses of rock strata and the fossil record
provide only relative dates, not an absolute scale.
Human activities have significantly altered the
biosphere, sometimes damaging or destroying
natural habitats and causing the extinction
of other species. But changes to Earth’s
environments can have different impacts
(negative and positive) for different living things.
Typically as human populations and per-capita
consumption of natural resources increase,
so do the negative impacts on Earth unless
the activities and technologies involved are
engineered otherwise.

EVOLUTION T-15

NGSS AND COMMON CORE

COMMON CORE STATE STANDARDS CORRELATIONS

EVOLUTION

Common Core State Standards – English Language Arts Activity number

Cite specific textual evidence to support analysis 15
of science and technical texts, attending to the
precise details of explanations or descriptions.
(RST.6-8.1)

Determine the central ideas or conclusions 3
of a text; provide an accurate summary of the
text distinct from prior knowledge or opinions.
(RST.6-8.2)

Reading in Science Follow precisely a multi-step procedure when 1, 2, 4, 9, 10
and Technical carrying out experiments, taking measurements,
Subjects (RST) or performing technical tasks. (RST.6-8.3)

Integrate quantitative or technical information
expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, 8, 11, 12, 13, 14

diagram, model, graph, or table). (RST.6-8.7)

Compare and contrast the information gained 7
from experiments, simulations, video, or
multimedia sources with that gained from reading
a text on the same topic. (RST.6-8.9)

Speaking and Engage effectively in a range of collaborative 5, 6
Listening (SL) discussions (e.g., one-on-one, in groups, teacher- 5, 6
led) with diverse partners on grade 8 topics,
texts, and issues, building on others’ ideas and
expressing their own clearly. (SL.8.1)
Present claims and findings, emphasizing salient
points in a focused, coherent manner with
relevant evidence, sound and valid reasoning,
and well-chosen details: use appropriate
eye contact, adequate volume, and clear
pronunciation. (SL.8.4)

Write informative/explanatory texts to examine 4, 7, 8, 17
and convey ideas, concepts, and information
through the selection, organization, and analysis
of relevant content. (WHST.6-8.2)

Writing in History/ Gather relevant information from multiple print 16
Social Studies, and digital sources, using search terms effec-
Science, and tively; assess the credibility and accuracy of
Technological each source; quote or paraphrase the data and
Subjects (WHST) conclusions of others while avoiding plagiarism
and following a standard format for citation.
(WHST.6-8.8)

Draw evidence from informational texts to 3, 14, 15
support analysis, reflection, and research.
(WHST.6-8.9)

T-16 EVOLUTION

NGSS AND COMMON CORE

Common Core State Standards – Mathematics Activity number
1, 2, 4, 5, 6
Ratios and Understand the concept of a ratio, and use 1, 2, 4, 5, 6, 11, 12
Proportional ratio language to describe a ratio between two
Reasoning (RP) quantities. (6.RP.A.1)

Statistics and Summarize numerical data sets in relation to
Probability (SP) their context. (6.SP.B.5)

EVOLUTION T-17



UNIT OVERVIEW AND MATERIALS

UNIT OVERVIEW

EVOLUTION

This unit explores issues related to the rate of extinction of species. Listed below is a summary of the
activities in this unit. Note that the total teaching time is listed as 29–34 periods of approximately 45–50
minutes (approximately 6-7 weeks).

Activity Topics Advance Assessment Teaching
Antibiotic resistance, Preparation Periods
Description changing environment Prepare Student oda quick
Sheet(s). 2
1. I nvestigation: The Full Course literacy check Proc.
Students model the effects of mathematics Prepare Student
antibiotics on a population of Sheet. oda Proc. 2
disease-causing bacteria during an Traits, variation, pop- aid A1
infection. Students toss number ulation Prepare Student
cubes to determine whether an Sheet, prepare exp A3 1–2
infected individual remembers to mathematics Writing Frame
take the prescribed daily dose of (optional).
antibiotics, which in turn affects Natural selection, trait,
the size and antibiotic resistance variation, populations,
of the bacterial population in the evolution
patient. Students keep track of and
graph the population size of the literacy
remaining bacteria depending on their
resistance to antibiotics. Students
consider the effect of changing the
chemical environment on the survival
of bacteria with varying levels of
antibiotic resistance.

2. M odeling: Hiding in the
Background
Using toothpicks of two colors,
students simulate the effect of prey
coloration on predation rates by
birds. They calculate and graph the
changing frequencies of worm colors
over successive generations. Students
consider how this model is similar to
the antibiotic scenario in the previous
activity.

3. Role Play: A Meeting of Minds
Students role-play an imaginary
meeting between Charles Darwin,
Jean-Baptiste Lamarck, a modern-day
science reporter, and a middle school
student. In the role play, Darwin
and Lamarck present and compare
their explanations for how a change
in a species occurs. Students learn
that Darwin’s explanation has been
accepted as the Theory of Natural
Selection and that this theory is
essential to our understanding of
evolution.

EVOLUTION T-19

UNIT OVERVIEW AND MATERIALS

EVOLUTION (continued)

Activity Topics Advance Assessment Teaching
Natural selection, evo- Preparation Periods
Description lution, trait, variation, mod quick
mutation, genes Buy any dry 2
4. M odeling: Battling Beaks O-shape cereal, check A4
Students simulate the effect of natural Natural selection, trait, prepare plastic exp A5 2
selection on an imaginary forkbird variation, mutation, forks (break off (Assessment 2
species. Genetic mutations, represent- genes evolution, genes, tines), prepare of PE
ed by tosses of a number cube, intro- structure/ function Writing Frame MS-LS4-4) 1–2
duce variation into the population. (optional).
Differential survival and reproduction Evolution, natural
of particular types of forkbirds chang- selection, population, Prepare Student mod A3
es the composition of the population trait, variation, cause Sheets. (Assessment
over time. At the close of the activity, and effect, computer of PE
the class discusses the role of variation simulation MS-LS3-1)
in the process of natural selection.
Evolution, speciation, Arrange access to exp A2
5. M odeling: Mutations: Good or Bad? diversity computers with (Assessment
Students follow the inheritance of a Internet access. of PE
hemoglobin mutation through two literacy MS-LS4-6)
generations. They investigate the
effects of environmental conditions View video, prepare exp A1
(incidence of malaria, survival rates, Student Sheet.
and resource availability) on the
increase or decrease of the trait.

6. Computer Simulation: Mutations
and Evolution
Students use a computer simulation
to extend their investigation around
the inheritance of the hemoglobin
mutation. The simulation first extends
their data from the previous activity
through 30 generations. Then students
are able to adjust the environmental
conditions to see how access to
resources and the prevalence of
malaria influence the distribution of
the hemoglobin gene over time.

7. View and Reflect: Origins of
Species
Students watch a video segment on
the evolution of Galapagos finches.
They learn about Darwin’s original
discovery of the finches and how the
birds contributed to his ideas about
natural selection. They also learn
about recent research done by Peter
and Rosemary Grant over several de-
cades, who documented the phenom-
enon of evolving beak size. They use
a viewing guide to help them under-
stand speciation and natural selection
in the Galapagos finches.

T-20 EVOLUTION

UNIT OVERVIEW AND MATERIALS

EVOLUTION (continued)

Activity Topics Advance Assessment Teaching
Evolution, speciation, Preparation Periods
Description diversity, extinction Prepare Student com quick
Sheet. 1–2
8. Reading: History and Diversity literacy check A4
of Life Prepare Student
Students read text and examine Fossils, paleontology, Sheet. aid A2 2
graphs and charts to obtain informa- geologic time scale,
tion about both a brief history of life evolution arg Proc. 1–2
on Earth and a glimpse at the diversity
of life on Earth today, as well as in the Trace fossils, paleon- quick check
past. Stop to Think questions guide tology, evidence versus
them through the reading to develop inference, evolution A3
an understanding of the dynamic
nature of life on Earth. literacy aid A1 2
(Assessment
9. Laboratory: Fossil Evidence Evolution, speciation, of PE
Students examine and describe four extinction, classes, MS-LS4-1)
types of fossils from various localities evolutionary tree
and geologic time periods. Students
then examine four simulated drill
cores, representing a fictional series of
rock layers found in different parts of
the world. The fossils in the drill cores
are the same four fossils they exam-
ined. Based on the fossils contained
within the layers, students are asked
to determine how the layers in each
locality correlate to the layers from
the other localities. They are then
challenged to use this fossil evidence
to construct a timeline showing the
relative timespans of each species
represented by the actual fossils.

10. I nvestigation: Fossilized
Footprints
Students interpret fossilized foot-
print evidence that is presented to
them in stages. Through this process,
they develop their skills at distin-
guishing observations from infer-
ences, and at modifying hypotheses
in light of new evidence. They also
learn about other kinds of evidence
that can be gathered from fossils,
such as behavior.

11. I nvestigation: Family Histories
Students draw and compare double
bar graphs showing changes in the
numbers of fossil families in the
fish, reptile, and mammal classes
over geologic time. From this
evidence, they can conclude that
both speciation and extinction have
occurred in all classes of vertebrates
for as long as each class has existed.
Students discuss how this evidence
provides further support for a
branching model for evolution.

EVOLUTION T-21

UNIT OVERVIEW AND MATERIALS

EVOLUTION (continued)

Activity Topics Advance Assessment Teaching
Description Preparation Periods
Prepare Student exp A4
12. Investigation: A Whale of a Tale Evolution, speciation Sheet. (Assessment 2
Students investigate how fossil histo- of PE
ry provides another line of evidence Prepare Student MS-LS4-2)
for evolution. They compare the skel- Sheet, organize
eton of a living whale to fossils of its cards.
extinct ancestors and use anatomical
differences to arrange the skeletons Copy Student
in order. Students apply the theory Sheet.
of natural selection to whale evolu-
tion, using anatomical adaptations
to infer the habitats and lifestyles of
extinct species.

13. I nvestigation: Embryology Evolution, embryos, aid A3 2
Students first examine six species embryology (Assessment
to identify bones with homologous of PE
structures and functions. Although MS-LS4-3)
the fully formed limbs appear dif-
ferent on the outside, students are
able to identify similarities at the
skeletal level. Students then examine
embryological development of limbs
and notice many similarities between
different species. Finally, students
then examine development of whole
embryos of different species to infer
evolutionary relationships.

14. T alking it Over: The Sixth Extinction, extinction arg A2 2

Extinction? events, evidence and e&t quick
check A4
Students examine a graph showing trade- offs

rates of extinction over time and

identify episodes where rates of

extinction were well above the

background rate of extinction. They

match information on cards about

the five major extinction events

identified by scientists to the graph.

They also summarize the possible

causes for these extinctions. Students

then read about rates of extinction

since 1500 and examine possible

causes for those extinctions. Students

consider whether there is currently a

sixth mass extinction due to humans

and, if so, whether people should do

anything to prevent it.

T-22 EVOLUTION

UNIT OVERVIEW AND MATERIALS

EVOLUTION (continued)

Activity Topics Advance Assessment Teaching
Evolution, natural Preparation exp A2 Periods
Description selection, resistance
Prepare Student 1
15. Reading: Bacteria and Bugs: literacy Sheet.
Evolution of Resistance
Students read about four types Genetic engineering, Arrange Internet com A2 2–3
of organisms that cause problems genetically modified access; prepare (Assessment
for people, the use of chemicals to organism, selective Student Sheet. of PE
control those organisms, and how breeding, artificial MS-LS4-5)
the organisms ultimately develop re- selection
sistance to these chemicals. Students e&t A3
draw connections to the evolution Evolution, natural
of antibiotic resistance introduced at selection Gather supplies for com Proc. 2
the start of the unit. presentations/visual
displays.
16. I nvestigation: Manipulating
Genes
Students search a collection of
websites for information about one
or more technologies that people
have developed to affect traits of
organisms. They summarize the key
points from at least two sources and
synthesize the information. They
evaluate each source according to
a set of criteria. Students share the
results of their research with their
peers. Finally, students consider the
possible trade- offs of using these
technologies.

17. Project: Evolution and Us
Students develop a presentation
or visual display to help scientists
convince the public that learning
about and understanding evolution
is directly relevant to people’s lives.
They share this presentation or
visual display within the classroom
(and may also share it outside of the
classroom).

EVOLUTION T-23



UNIT OVERVIEW AND MATERIALS

MATERIALS PROVIDED IN KIT

EVOLUTION

Drawer Quantity Description Activity #

2 16 Bags, paper 2

3 8 Battling Beaks Arenas 4

1 16 Colored pencil sets, 8 colors 1, 9, 11, 13

3 16 Disks, plastic, transparent, set of 20 green, 1

15 orange, 15 blue

2 8 Drill Cores #1 9

2 8 Drill Cores #2 9

2 8 Drill Cores #3 9

2 8 Drill Cores #4 9

1 16 Embryonic Limb cards, set of 12 13

1 8 Extinction Event cards, set of 5 14

1 1 First Generation cards, set of 32 5

1 1 First Generation Survivor cards, set of 32 5

3 100 Forks, plastic 4

1 8 Fossil Footprint cards, set of 3 10

3 8 Fossil specimens - Alethopteris serii 9

3 8 Fossil specimens - Ammonite 9

3 8 Fossil specimens - Elrathi kingi 9

3 8 Fossil specimens - Knightia 9

3 1 set Hemoglobin plastic disks, set of 34 5

(16 HH purple, 16 Hh purple, 2 hh pink)

2 16 Magnifiers, 4X 9

1 16 Number cubes 1, 4

2 50 Plastic cups, 3.25 oz 4

2 8 Plastic cups, 9 oz 4

2 600 Rods, beige 2

2 600 Rods, green 2

1 16 Rulers, metric, 15 cm 9, 10, 12

2 150 Sandwich bags, thin 2

1 16 Whale Skeleton cards, set of 5 12

1 16 Whole Embryo cards, set of 20 13

EVOLUTION T-25

UNIT OVERVIEW AND MATERIALS

MATERIALS NOT PROVIDED IN KIT

EVOLUTION

Quantity Description Activity #
1 Box of dry O-shaped cereal for “Wild Loops” 4
Computer w/ Internet to show video segment 7
16 Computers with internet access 6, 16
64 Envelopes 13
320 Graph paper sheets 2, 4
64 Paper clips 13
8 Paper, cloths, or rugs in green or beige 2
(if doing activity inside)
32 Scissors 5
Supplies for creating presentations/visual displays 17
8 Tape rolls, transparent 5

MATERIALS AND SOLUTION PREPARATION

EVOLUTION

There is no special material or solution preparation for this unit.

T-26 EVOLUTION

LITERACY

LITERACY STRATEGIES EMBEDDED IN ISSUES AND SCIENCE

EVOLUTION

Literacy Activity Appears as...
Category/Strategy
Student Sheet 3.1
Supporting Reading Comprehension Stop to Think
Student Sheet 15.1
Directed Activities Related Activity 3, A Meeting of the Minds
to Reading (DART) Literacy Student
Activity 8, History and Diversity of Life Sheet 1a
Activity 15, Evolution of Resistance Literacy Student
Sheet 4a
Enhancing Student Writing Literacy Student
Sheet 4a
Keeping a Science Activity 1, The Full Course Literacy Student
Notebook Sheet 4a
Literacy Student
Activity 3, A Meeting of the Minds Sheet 4b
Literacy Student
Activity 4, Battling Beaks Sheet 4a

Writing Frame Activity 7, Origins of Species Teacher Edition,
Step 2c
Activity 10, Fossilized Footprints Teacher Edition,
Step 3c
Activity 12, A Whale of a Tale Teacher Edition,
Facilitating Group Discussion Steps 3b, 5c
Teacher Edition,
Activity 2, Hiding in the Background Step 2c

Developing Activity 3, A Meeting of the Minds Teacher Edition,
Communication Skills Activity 7, Origins of Species Step 3c
Teacher Edition,
Activity 10, Fossilized Footprints Step 4a
Teacher Edition,
Facilitating Group Discussion Step 6c

Teacher Discussion Activity 3, A Meeting of the Minds Procedure Steps 2
Starters Activity 7, Origins of Species and 3

Walking Debate Activity 14, The Sixth Extinction

Synthesizing Concepts and Vocabulary

Venn Diagrams Activity 12, A Whale of a Tale

EVOLUTION T-27

LITERACY

OPPORTUNITIES FOR ELICITING AND ADDRESSING STUDENTS’
IDEAS EMBEDDED IN ISSUES AND SCIENCE

EVOLUTION

Activity Appears as... Content Addressed
1. The Full Course Reflection Antibiotic use
2. Hiding in the Background Camouflage, natural
3. A Meeting of Minds Discussion selection
4. Battling Beaks Evolution theories
Student Sheet 3.1 Natural Selection,
5. Mutations: Good or Bad? adaptations
Discussion Mutations, variation,
6. Mutations and Evolution natural selection
7. Origins of Species Discussion Mutations, natural
8. History and Diversity of Life selection, evolution
9. Fossil Evidence Discussion Variation and speciation
11. Family Histories History of life, diversity
12. A Whale of a Tale Viewing Guide of life, extinction
Stop to Think Fossils, evolution
14. The Sixth Extinction? Quick Check Evolution of vertebrates
15. B acteria and Bugs: Evolution of Discussion Whale evolution, fossils,
Discussion embryos
Resistance Discussion
16. Manipulating Genes Venn Diagram Extinction, human
Quick Check impact
17. Evolution and Us Walking Debate Evolution, natural
selection, human impact
Discussion Artificial selection,
genetic engineering
Discussion Evolution, natural
selection, human impact
Reflection

DIFFERENTIATION OPPORTUNITIES IN ISSUES AND SCIENCE

Unit Reading Writing Discussion Extensions Other
Evolution Strategy Strategy Strategy Supports for
7, 12, 13, Differentiation
3, 8, 15 1, 3, 4, 7, 2, 3, 7, 10, 14 14, 16
10, 12 12

T-28 EVOLUTION

ASSESSMENT

ASSESSMENT BLUEPRINT

EVOLUTION

Activity AID COM EXP MOD ARG ENG E&T ODA PCI
1 A1 QC
2 QC A4 A3 QC A4 Proc.
3 A5 A3
A2 Proc.
4 (MS- (MS-
(MS- LS4-4) LS3-1)
5 LS4-5)
A2 Proc. 10
6 Proc. & 11
(MS-
7 LS4-6) QC A4
8 A3
9 A2 A1

10 A4

A1 (MS-
11 (MS- LS4-2)

LS4-1) A2

12

A3
13 (MS-

LS4-3)

14
15

16

17

Shaded boxes indicate Performance Expectation (PE) assessments and note the PE that is assessed.

EVOLUTION T-29



ASSESSMENT

item bank

Evolution

Multiple choice: Circle the best answer.

1. Variation in a heritable trait between individuals in a population is caused by:
a. an organism consciously adapting to the environment.
b. randomly-occurring mutations.
c. both a and b.
d. none of the above.

2. Pelican P is born with a larger bill than other pelicans of the same species.When pelican P breeds, some
of its offspring also have larger bills.The appearance of pelican P’s large bill is most likely caused by:
a. a mutation.
b. natural selection.
c. a change in diet.
d. inheritance of an acquired trait.

3. A female giraffe with a short neck is having a difficult time reaching the leaves in the taller trees.
According to the theory of natural selection, which of the following is possible?
a. The giraffe stretches to reach the taller trees and her neck grows longer. Her offspring all have
longer necks.
b. The giraffe decides that she should have offspring with longer necks. For a mate, she looks for a
male giraffe with a long neck.
c. The giraffe survives on leaves from shorter trees. Her offspring with longer necks are more likely
to survive.
d. The giraffe survives on leaves from shorter trees. Her offspring all have longer necks.

4. Which of the following could describe a mutation in the population?
a. Long-beaked birds have long-beaked offspring.
b. Striped cats have striped offspring.
c. Beige worms have beige offspring.
d. Hornless cows have horned offspring.

5. More and more bacteria are becoming resistant to antibiotics.This is an example of which of
the following?
a. evolution by natural selection
b. chance
c. predation
d. competition

EVOLUTION T-31

ASSESSMENT

Questions 6–9 refer to the following paragraph:
A population of birds eats the green moths that live in a large pine forest. Every so often, the green moths have

a brown offspring. The brown moths are usually seen more quickly by the birds and eaten sooner.
6. Imagine that increased pollution caused the pine trees in the forest to be heavily covered with brown

particles.What is likely to happen?
a. The green moths would survive, but would become covered in brown particles.
b. The green moths would decide to have more brown offspring in order to survive.
c. The green moths would be less likely to be eaten by the birds. Over time, the moth population

would still have more green moths.
d. The brown moths would be less likely to be eaten by the birds. Over time, the moth population

would have more brown moths.
7. Which of the following statements is TRUE?

a. The change in the moth color occurred because of their need to escape birds.
b. The change in the moth color occurred by chance, probably from a mutation.
c. The change in the moth color occurred because the environment caused it to happen.
d. The change in the moth color happened when the moth ate green food.
8. The green moths survive in the forest because:
a. their coloring makes them better adapted than the brown moths.
b. of chance.
c. birds prefer the taste of brown moths.
d. none of the above.

T-32 EVOLUTION

ASSESSMENT

9. An equal number of green and brown moths are accidentally introduced to a nearby forest where there
are no birds. However, there is a bat that feeds on moths.The bat uses sound to locate the moths.What
do you expect to happen to the color of the moths in the population?

a. 50
Number of moths at start of generation
40

30
green moths
brown moths

20

10

0
1234
Generation

b. Number of moths at start of generation 5FL0iagbuAreid:sEvSoEP3Ue PTEIAIBPSgrEavpohluation 3e
MyriadPro Reg 9.5/11

40

30
green moths
brown moths

20

10

0
1234
Generation

c. 5FL0iagbuAreid:sEvSoEP3Ue PTEIAIBPSgrEavpohlubtion 3eNumber of moths at start of generation

MyriadPro Reg 9.5/11
40

30

20 green moths
brown moths

10

01 2 3 4
Generation

d. It is imLFiagbpuAroeid:ssEsvSioEbP3lUeePTEtIAoIBPSgterEavlplohlfuartioonm3ethis information.

MyriadPro Reg 9.5/11

10. The sickle cell mutation:
a. affects the structure of a blood cell, but not its function.
b. affects the function of a red blood cell, but not its structure.
c. affects both the structure and function of a red blood cell.
d. affects neither the structure nor the function of a red blood cell.

EVOLUTION T-33

ASSESSMENT

11. The mutation that results in the sickle cell trait:
a. is harmful in all environments.
b. is helpful in all environment.
c. is helpful in some environments and harmful and others.
d. has random effects.

12. A population of organisms is considered a new species when:
a. it no longer interbreeds with other populations.
b. it grows to a larger size than other populations.
c. it is stronger than other populations.
d. it is more fit than other populations.

Questions 13 and 14 refer to the following evolutionary tree. Each letter represents a species.
R S TU

Q
13. Species R is most closely related to:

a. species Q
b. species S
c. species T
d. species U

14. Which species evolved longest ago?
a. species R
b. species S
c. species U
d. It is impossible to tell from this diagram.

15. Which statement is TRUE about the number of insect and mammal species?
a. There are more species of insects than mammals.
b. There are more species of mammals than insects.
c. There are equal numbers of insect and mammal species.
d. There is no evidence to compare the number of insect and mammal species.

16. Which of the following statements is FALSE?
a. Millions of species of organisms live on earth.
b. Organisms have evolved only over the last few hundred years.
c. Many species that have lived on earth no longer exist.
d. Species that are endangered have a high risk of becoming extinct.

T-34 EVOLUTION

ASSESSMENT

17. Which of the following lists organisms from youngest to oldest?
a. mammals, bacteria, fish
b. bacteria, fish, mammals
c. fish, bacteria, mammals
d. mammals, fish, bacteria

18. Which of the following organisms have existed on earth for the longest period of time?
a. single-celled organisms
b. multicellular organisms
c. dinosaurs
d. mammals

19. According to evidence from paleontologists and geologists, the earth is:
a. billions of years old.
b. millions of years old.
c. thousands of years old.
d. hundreds of years old.

20. Which of the following is NOT likely to be a fossil?
a. a footprint
b. a rock
c. a piece of bone
d. a tooth

Questions 21–22 refer to the following diagram:

21. The diagram above shows:
a. a series of rock layers
b. the presence of fossils
c. both a and b
d. none of the above

EVOLUTION T-35

ASSESSMENT

22. Based on the pattern in the diagram above, the organism that lived most recently:
a. is a plant
b. is a fish
c. has a shell
d. none of the above

23. Which of the following statements is FALSE?
a. Humans have had no effect on the evolution of organisms on earth.
b. The evolution of organisms on earth has been affected by humans.
c. Humans are a result of evolution.
d. Species continue to evolve.

24. Over time, the rate of extinctions:
a. is impossible to estimate.
b. has remained constant.
c. has increased and decreased.
d. has decreased.

25. When scientists discuss the Sixth Extinction, they are referring to which pattern in the rate
of extinction?
a. an increased rate caused by human activity
b. an increased rate caused by volcanic activity
c. a fluctuating rate caused by human activity
d. a fluctuating rate caused by volcanic activity

26. Which of the following provides evidence that whales evolved from land mammals?
a. Whale embryos have front limbs.
b. Whale embryos have hind limbs.
c. Adult whales have no hind limbs.
d. Adult whales have no hair.

27. Which of the following provide evidence for evolutionary relationships?
a. fossils
b. embryos
c. living organisms
d. all of the above

T-36 EVOLUTION

ASSESSMENT

Answer the following questions in the space provided.
28. For many generations, a fish population had a lot of color variation. About half of the fish population

was white and the other half gray. A species of large fish that eats the smaller fish enters the area.This
large fish can see white fish easier than gray fish.
a. What is likely to happen to the size of the fish population? Explain.

b. What is likely to happen to the color of the fish population? Explain.

29. Ancestors of modern elephants had much shorter trunks than elephants do today. Explain how each
of the following was important for evolution of the longer-trunked modern elephant from its shorter-
trunked ancestor.

Variation
Mutation
Heredity
Natural selection
30. A scientist finds a fossil of an extinct species in a rock layer. List at least two kinds of evidence that the

scientist might gather from that fossil.

EVOLUTION T-37

ASSESSMENT

31. List two possible causes for the extinction of a species. Describe how each leads to extinction.
32. Explain how plants and animals become resistant to chemical controls used by humans.
33. Name two ways that humans can manipulate the genes of other organisms, and give an example

of each.
34. Explain two ways that humans are affected by evolution.

T-38 EVOLUTION

ASSESSMENT

item bank

Answer Key
Evolution

Multiple choice: Circle the best answer.

1. Variation in a heritable trait between individuals in a population is caused by:
a. an organism consciously adapting to the environment.
b. randomly-occurring mutations.
c. both a and b.
d. none of the above.

2. Pelican P is born with a larger bill than other pelicans of the same species.When pelican P breeds, some
of its offspring also have larger bills.The appearance of pelican P’s large bill is most likely caused by:
a. a mutation.
b. natural selection.
c. a change in diet.
d. inheritance of an acquired trait.

3. A female giraffe with a short neck is having a difficult time reaching the leaves in the taller trees.
According to the theory of natural selection, which of the following is possible?
a. The giraffe stretches to reach the taller trees and her neck grows longer. Her offspring all have
longer necks.
b. The giraffe decides that she should have offspring with longer necks. For a mate, she looks for a
male giraffe with a long neck.
c. The giraffe survives on leaves from shorter trees. Her offspring with longer necks are more likely
to survive.
d. The giraffe survives on leaves from shorter trees. Her offspring all have longer necks.

4. Which of the following could describe a mutation in the population?
a. Long-beaked birds have long-beaked offspring.
b. Striped cats have striped offspring.
c. Beige worms have beige offspring.
d. Hornless cows have horned offspring.

5. More and more bacteria are becoming resistant to antibiotics.This is an example of which of
the following?
a. evolution by natural selection
b. chance
c. predation
d. competition

EVOLUTION T-39

ASSESSMENT

Questions 6–9 refer to the following paragraph:
A population of birds eats the green moths that live in a large pine forest. Every so often, the green moths have

a brown offspring. The brown moths are usually seen more quickly by the birds and eaten sooner.
6. Imagine that increased pollution caused the pine trees in the forest to be heavily covered with brown

particles.What is likely to happen?
a. The green moths would survive, but would become covered in brown particles.
b. The green moths would decide to have more brown offspring in order to survive.
c. The green moths would be less likely to be eaten by the birds. Over time, the moth population

would still have more green moths.
d. The brown moths would be less likely to be eaten by the birds. Over time, the moth population

would have more brown moths.
7. Which of the following statements is TRUE?

a. The change in the moth color occurred because of their need to escape birds.
b. The change in the moth color occurred by chance, probably from a mutation.
c. The change in the moth color occurred because the environment caused it to happen.
d. The change in the moth color happened when the moth ate green food.
8. The green moths survive in the forest because:
a. their coloring makes them better adapted than the brown moths.
b. of chance.
c. birds prefer the taste of brown moths.
d. none of the above.

T-40 EVOLUTION

Number of moths at start of generation ASSESSMENT

Number of moths at start of generation9. An equal number of green and brown moths are accidentally introduced to a nearby forest where there
are no birds. However, there is a bat that feeds on moths.The bat uses sound to locate the moths.What
Number of moths at start of generationdo you expect to happen to the color of the moths in the population?
a. 50

40

30
green moths
brown moths

20

10

0
1234
Generation

b. 5LF0iagbuAreid:sEvSoEP3Ue PTEIAIBPSgrEavpohluation 3e

MyriadPro Reg 9.5/11
40

30
green moths
brown moths

20

10

01 2 3 4
Generation

c. 5FL0iagbuAreid:sEvSoEP3Ue PTEIAIBPSgrEavpohlubtion 3e

MyriadPro Reg 9.5/11
40

30

20 green moths
brown moths

10

01 2 3 4
Generation

d. It is impossible to tell from this information.

LabAids SEPUP IAPS Evolution 3e
Figure: Evo3e TE IB graph a

10. The sickMleyricaedPllromReugt9a.5t/i1o1n:
a. affects the structure of a blood cell, but not its function.
b. affects the function of a red blood cell, but not its structure.
c. affects both the structure and function of a red blood cell.
d. affects neither the structure nor the function of a red blood cell.

EVOLUTION T-41

ASSESSMENT

11. The mutation that results in the sickle cell trait:
a. is harmful in all environments.
b. is helpful in all environment.
c. is helpful in some environments and harmful and others.
d. has random effects.

12. A population of organisms is considered a new species when:
a. it no longer interbreeds with other populations.
b. it grows to a larger size than other populations.
c. it is stronger than other populations.
d. it is more fit than other populations.

Questions 13 and 14 refer to the following evolutionary tree. Each letter represents a species.
R S TU

Q
13. Species R is most closely related to:

a. species Q
b. species S
c. species T
d. species U

14. Which species evolved longest ago?
a. species R
b. species S
c. species U
d. It is impossible to tell from this diagram.

15. Which statement is TRUE about the number of insect and mammal species?
a. There are more species of insects than mammals.
b. There are more species of mammals than insects.
c. There are equal numbers of insect and mammal species.
d. There is no evidence to compare the number of insect and mammal species.

16. Which of the following statements is FALSE?
a. Millions of species of organisms live on earth.
b. Organisms have evolved only over the last few hundred years.
c. Many species that have lived on earth no longer exist.
d. Species that are endangered have a high risk of becoming extinct.

T-42 EVOLUTION

ASSESSMENT

17. Which of the following lists organisms from youngest to oldest?
a. mammals, bacteria, fish
b. bacteria, fish, mammals
c. fish, bacteria, mammals
d. mammals, fish, bacteria

18. Which of the following organisms have existed on earth for the longest period of time?
a. single-celled organisms
b. multicellular organisms
c. dinosaurs
d. mammals

19. According to evidence from paleontologists and geologists, the earth is:
a. billions of years old.
b. millions of years old.
c. thousands of years old.
d. hundreds of years old.

20. Which of the following is NOT likely to be a fossil?
a. a footprint
b. a rock
c. a piece of bone
d. a tooth

Questions 21–22 refer to the following diagram:

21. The diagram above shows:
a. a series of rock layers
b. the presence of fossils
c. both a and b
d. none of the above

EVOLUTION T-43

ASSESSMENT

22. Based on the pattern in the diagram above, the organism that lived most recently:
a. is a plant
b. is a fish
c. has a shell
d. none of the above

23. Which of the following statements is FALSE?
a. Humans have had no effect on the evolution of organisms on earth.
b. The evolution of organisms on earth has been affected by humans.
c. Humans are a result of evolution.
d. Species continue to evolve.

24. Over time, the rate of extinctions:
a. is impossible to estimate.
b. has remained constant.
c. has increased and decreased.
d. has decreased.

25. When scientists discuss the Sixth Extinction, they are referring to which pattern in the rate
of extinction?
a. an increased rate caused by human activity
b. an increased rate caused by volcanic activity
c. a fluctuating rate caused by human activity
d. a fluctuating rate caused by volcanic activity

26. Which of the following provides evidence that whales evolved from land mammals?
a. Whale embryos have front limbs.
b. Whale embryos have hind limbs.
c. Adult whales have no hind limbs.
d. Adult whales have no hair.

27. Which of the following provide evidence for evolutionary relationships?
a. fossils
b. embryos
c. living organisms
d. all of the above

T-44 EVOLUTION

ASSESSMENT

Answer the following questions in the space provided.

28. For many generations, a fish population had a lot of color variation. About half of the fish population
was white and the other half gray. A species of large fish that eats the smaller fish enters the area.This
large fish can see white fish easier than gray fish.

a. What is likely to happen to the size of the fish population? Explain.

There is not enough information to know what happens to the size of the fish population. It will
probably go down if the large fish eats a large number of the white fish that it can see. It is hard to
tell, however, because we do not know if it is replacing existing predators or if it is the prey to
another predator.

b. What is likely to happen to the color of the fish population? Explain.

Over time the population is likely to be mostly gray. Because the white fish get eaten more often,
they cannot reproduce and pass the white trait on. Only the gray fish survive to reproduce so
over time, the population will be mostly gray.

29. Ancestors of modern elephants had much shorter trunks than elephants do today. Explain how each
of the following was important for evolution of the longer-trunked modern elephant from its shorter-
trunked ancestor.

Variation

Because of variation, some elephants were born with longer trunks. If longer trunks were
beneficial for survival, eventually, the entire population would have longer trunks.

Mutation
The longer trunk is a mutation.

Heredity
Elephants inherited the mutation of longer trunks.

Natural selection

If longer trunks helped the elephants survive more easily, then the longer trunked elephants
would be the ones who lived long enough to reproduce and pass that trait on. Over time, natural
selection caused all of the elephants to have longer trunks.

30. A scientist finds a fossil of an extinct species in a rock layer. List at least two kinds of evidence that the
scientist might gather from that fossil.

1) when the species lived
2) what kind of habitat the species lived in
3) what other organisms existed at the same time

EVOLUTION T-45

ASSESSMENT

31. List two possible causes for the extinction of a species. Describe how each leads to extinction.
1) c limate change—if the climate becomes colder, then individual organisms of a species may not
have the traits that allow it to keep warm enough to survive. If none of the individuals organisms
survive, then the species will go extinct.
2) loss of food source—if a species’ food source disappears, and there is no other food source
available that any of the individuals in the species can eat, then the species will go extinct.
3) h azardous event —if a volcano erupts and covers the entire habitat of a species, and no
individuals survive, then the species will go extinct.

32. Explain how plants and animals become resistant to chemical controls used by humans.
Humans apply the chemicals to try to kill all of the plants or animals that are causing a problem. If
there is a random mutation in any of the individual plants or animals that allows it to survive the
chemical, then when they reproduce, their offspring will be resistant. The resistant trait will become
more abundant in the population as those individuals continue to survive and reproduce, until most
of the population is resistant.

33. Name two ways that humans can manipulate the genes of other organisms, and give an example
of each.
Selective breeding—people are breeding chickens to become more heat tolerant in response to
global warming.
Genetic modification/engineering—people are modifying the genes of corn to make it more
resistant to weed killer.

34. Explain two ways that humans are affected by evolution.
1) B acteria that cause disease in humans are becoming resistant to the antibiotics we use. This is
evolution by natural selection. This leads to more people becoming very ill or even dying from the
disease.
2) Species are going extinct at a very rapid rate, probably because of human activity. We may lose
any potential of the species that go extinct, like new medicines or new foods.

T-46 EVOLUTION

ASSESSMENT

Item number Supports activity… NGSS Support
1 4, 5, 6
2 4, 5, 6 LS3.B; Cause and Effect
LS3.A, LS3.B; Cause and Effect
3 1, 2, 3, 4 LS3.A, LS3.B, LS4.B, LS4.C; Constructing
Explanations; Cause and Effect
4 4, 5, 6, 17 LS3.A, LS3.B; Patterns
5 1, 2, 3, 4, 15 LS4.B, LS4.C; Cause and Effect
6 1, 2, 3, 4, 5, 6, 7, 17 LS4.B, LS4.C; Cause and Effect
7 LS3.A, LS3.B; Cause and Effect
8 4, 5, 6, 7 LS4.C; Cause and Effect
9 1, 2, 3, 4, 5, 6, 7 LS4.B, LS4.C; Using Mathematics; Patterns
10 1, 2, 3, 4, 5, 6, 7 LS3.A, LS3.B; Structure and Function
11 LS3.B, LS4.B, LS4.C; Structure and Function
12 4, 5, 6 Connections to the Nature of Science
13 4, 5, 6 LS4.A; Patterns
14 7, 8, 12 LS4.A; Patterns
15 7, 8, 12 LS4.A; Patterns
16 7, 8, 12 LS4.A; Patterns
17 LS4.A; Patterns
18 8 LS4.A; Patterns
19 7, 8, 9, 10, 11 LS4.A, ESS1.C; Patterns
20 LS4.A, ESS1.C; Patterns
21 8, 11, 12 LS4.A, ESS1.C; Patterns
22 8 LS4.A, ESS1.C; Patterns
23 LS4.B, LS4.D; Cause and Effect
24 7, 8, 9, 11 LS4.B, ESS1.C; Patterns
25 9, 10 LS4.B, LS4.D; Patterns, Cause and Effect
26 9, 10 LS4.A, LS4.C; Patterns
27 9, 10 LS4.A, LS4.C; Patterns
LS4.B, LS4.C, LS3.B; Constructing Explanations;
28 8, 9, 10, 14, 16 Patterns, Cause and Effect
14, 17 LS4.B, LS4.C, LS3.B; Constructing Explanations;
29 14, 17 Patterns, Cause and Effect
LS4.A, ESS1.C; Patterns
30 9, 12, 13 LS4.B, LS4.C, LS4.D; Constructing Explanations;
9, 12, 13 Cause and Effect
31
1, 2, 3, 4, 5, 6

1, 2, 3, 4, 5, 6

9, 10, 11, 12

8, 14

EVOLUTION T-47

ASSESSMENT

Item number Supports activity… NGSS Support
32 1, 15, 17
33 1, 4, 6, 15 LS4.B, LS4.D; Constructing Explanations; Cause
34 and Effect
14, 15, 16, 17
LS4.B, LS4.C, LS4.D; Cause and Effect

LS4.B, LS4.C, LS4.D; Constructing Explanations;
Cause and Effect

T-48 EVOLUTION