Idaho Ecosystem Creature Creation
Created bySara Bennier
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Idaho Ecosystem Creature Creation

Grade 7Science25 days
In this project, 7th-grade science students design a creature adapted to a specific Idaho ecosystem, considering its unique challenges and resources. Students research Idaho's diverse ecosystems, create anatomical models, and develop evolutionary timelines for their creatures. They also analyze the impact of human activities on the creature's survival and use mathematical models to demonstrate natural selection, fostering a deep understanding of adaptation, evolution, and environmental interdependence.
AdaptationEvolutionEcosystemNatural SelectionGenetic VariationIdahoMutation
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How could a brand-new creature evolve and survive in Idaho's diverse ecosystems, considering its unique challenges and available resources?

Essential Questions

Supporting questions that break down major concepts.
  • How do mutations affect an organism's ability to survive in its ecosystem?
  • How does the method of reproduction impact the traits of a species and its adaptability?
  • What can fossils tell us about the evolution of life forms in different ecosystems?
  • How do anatomical similarities and differences among organisms reveal their evolutionary relationships?
  • How can humans influence the traits of organisms, and what are the potential consequences?
  • How do genetic variations within a population affect its ability to thrive in a specific environment?
  • How can natural selection lead to changes in the traits of a population over time?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to describe the role of mutations in adaptation.
  • Students will be able to explain how genetic variation affects survival rates in a population.
  • Students will be able to apply the concept of natural selection to explain changes in traits over time.
  • Students will be able to analyze anatomical similarities and differences to infer evolutionary relationships.
  • Students will be able to develop a model of a creature adapted to a specific Idaho ecosystem.
  • Students will be able to explain the relationship between environmental challenges and adaptations.

Idaho Science Standards

MS-LS-3.1
Primary
Develop and use a model to describe why mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism.Reason: Mutations are a key mechanism for the creature's adaptation to its environment.
MS-LS-3.2
Secondary
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.Reason: The creature's reproductive strategy will influence its adaptability and diversity.
MS-LS-4.1
Supporting
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.Reason: Fossil records provide context for understanding evolutionary changes and adaptations.
MS-LS-4.2
Primary
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer relationships.Reason: Anatomical comparisons help explain evolutionary relationships and adaptations.
MS-LS-4.5
Supporting
Obtain, evaluate, and communicate information about how technologies allow humans to influence the inheritance of desired traits in organisms.Reason: Human influence on inheritance can be a comparative point in creature design.
MS-LS-4.4
Primary
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.Reason: Genetic variation is fundamental to the creature's adaptation and survival.
MS-LS-4.6
Primary
Use mathematical models to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.Reason: Natural selection is a driving force in the creature's evolutionary adaptations.

Entry Events

Events that will be used to introduce the project to students

Ecosystem SOS: A Creature's Plea

A video message from a distressed scientist reveals an urgent environmental problem impacting a specific Idaho ecosystem and its (fictional) inhabitants. The scientist pleads for student teams to design a creature that could help restore balance to the ecosystem, challenging them to think critically about adaptation and environmental interdependence from the outset.

Idaho Creature Competition

Announce a school-wide (imaginary) competition to design the 'ultimate Idaho creature,' judged on its originality, scientific plausibility, and potential ecological impact. Students must form teams, research Idaho ecosystems, and develop detailed proposals showcasing their creature's adaptations and survival strategies, creating excitement and a sense of friendly rivalry.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Idaho Ecosystem Explorer

Students will research and select an Idaho ecosystem, focusing on its unique characteristics, challenges, and resources.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research Idaho's diverse ecosystems (e.g., forests, deserts, rivers, mountains).
2. Select one ecosystem to focus on for the project.
3. Identify key environmental challenges (e.g., limited water, extreme temperatures, predators).
4. Document available resources (e.g., food sources, shelter materials).

Final Product

What students will submit as the final product of the activityA detailed profile of the chosen Idaho ecosystem, including its challenges and resources.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with MS-LS-4.4 by setting the stage for understanding how genetic variations can increase survival probability in a specific environment. It also relates to MS-LS-4.6 by prompting students to consider environmental factors that drive natural selection.
Activity 2

Creature Concept Sketch

Students will brainstorm and sketch initial ideas for their creature, considering its appearance, adaptations, and behaviors.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm possible adaptations that could help a creature survive in the chosen ecosystem.
2. Sketch several different creature concepts, incorporating various adaptations.
3. Describe the creature's basic behaviors and how they relate to its survival.

Final Product

What students will submit as the final product of the activityA collection of sketches and descriptions outlining different creature concepts.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with MS-LS-3.1 by encouraging students to think about how mutations can lead to beneficial adaptations. It also supports MS-LS-4.2 by prompting them to consider anatomical features that aid survival.
Activity 3

Anatomical Adaptation Analysis

Students will create a detailed anatomical model of their chosen creature, labeling and explaining each adaptation and its function.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one creature concept from the initial sketches.
2. Create a detailed anatomical model of the creature (drawing, 3D model, etc.).
3. Label each body part and adaptation.
4. Write a description of how each adaptation helps the creature survive in its ecosystem.

Final Product

What students will submit as the final product of the activityA labeled anatomical model of the creature with detailed descriptions of each adaptation.

Alignment

How this activity aligns with the learning objectives & standardsThis activity primarily aligns with MS-LS-4.2, focusing on anatomical similarities and differences and how they relate to survival. It also supports MS-LS-3.1 by requiring students to explain the function and potential benefits of each adaptation, which could arise from mutations.
Activity 4

Reproduction and Variation Report

Students will determine how their creature reproduces and explain how this reproductive strategy impacts genetic variation within the population.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Decide whether the creature reproduces sexually or asexually.
2. Explain the advantages and disadvantages of the chosen reproductive strategy in the context of the creature's ecosystem.
3. Describe how the reproductive strategy affects genetic variation within the creature's population.

Final Product

What students will submit as the final product of the activityA report explaining the creature's reproductive strategy and its impact on genetic variation.

Alignment

How this activity aligns with the learning objectives & standardsThis activity directly aligns with MS-LS-3.2, requiring students to understand the differences between asexual and sexual reproduction and their effects on genetic variation. It also supports MS-LS-4.4 by linking genetic variation to the population's ability to survive and adapt.
Activity 5

Evolutionary Timeline

Students will create a timeline illustrating how their creature might have evolved over time, including key mutations and environmental pressures.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the evolutionary history of similar organisms (real or fictional).
2. Create a timeline showing key stages in the creature's evolution.
3. For each stage, describe the environmental pressures and mutations that led to the changes.
4. Include illustrations or diagrams to visualize the evolutionary changes.

Final Product

What students will submit as the final product of the activityAn evolutionary timeline illustrating the creature's development, including key mutations and environmental pressures.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with MS-LS-4.1 by encouraging students to think about how life forms change over time and the role of environmental factors. It also supports MS-LS-4.6 by prompting them to consider how natural selection leads to changes in traits over time, and MS-LS-3.1 by connecting mutations to these changes.
Activity 6

Human Impact Analysis

Students will analyze how human activities could impact their creature and its ecosystem, and propose solutions to mitigate negative effects.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research how human activities (e.g., pollution, habitat destruction, climate change) affect the chosen ecosystem.
2. Analyze how these impacts could affect the creature's survival.
3. Propose solutions to mitigate the negative impacts and protect the creature and its ecosystem.

Final Product

What students will submit as the final product of the activityA report analyzing the potential impacts of human activities and proposing solutions to protect the creature and its ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with MS-LS-4.5 by prompting students to consider how humans influence the traits and survival of organisms. It also reinforces MS-LS-4.4 by connecting environmental changes to the creature's ability to survive and reproduce.
Activity 7

Natural Selection Simulation

Students will develop a mathematical model or simulation to demonstrate how natural selection could lead to changes in specific traits within their creature's population over time.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify a specific trait in the creature that is subject to natural selection.
2. Create a mathematical model (e.g., spreadsheet, graph) or simulation to represent how the frequency of different variations of that trait might change over generations.
3. Explain the assumptions and limitations of the model.

Final Product

What students will submit as the final product of the activityA mathematical model or simulation demonstrating how natural selection can lead to changes in traits over time.

Alignment

How this activity aligns with the learning objectives & standardsThis activity directly aligns with MS-LS-4.6, requiring students to use mathematical models to explain how natural selection affects trait frequencies in a population. It also reinforces MS-LS-4.4 by connecting genetic variations to survival and reproduction rates.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Idaho Creature Portfolio Rubric

Category 1

Ecosystem Understanding

Demonstrates understanding of the chosen Idaho ecosystem, including its challenges and resources.
Criterion 1

Research Quality

Accuracy, depth, and relevance of ecosystem research.

Exemplary
4 Points

Demonstrates comprehensive and accurate understanding of the ecosystem's challenges and resources, supported by thorough research.

Proficient
3 Points

Demonstrates accurate understanding of the ecosystem's challenges and resources, supported by sufficient research.

Developing
2 Points

Demonstrates basic understanding of the ecosystem, but research is limited or contains inaccuracies.

Beginning
1 Points

Demonstrates minimal understanding of the ecosystem, with significant gaps in research and accuracy.

Category 2

Creature Design & Adaptation

Effectiveness and plausibility of the creature's adaptations for survival in the chosen ecosystem.
Criterion 1

Anatomical Adaptations

Clarity and scientific accuracy of the creature's anatomical adaptations and their functions.

Exemplary
4 Points

Creature exhibits highly effective and plausible anatomical adaptations, clearly explained with strong scientific justification.

Proficient
3 Points

Creature exhibits effective and plausible anatomical adaptations, explained with reasonable scientific justification.

Developing
2 Points

Creature exhibits some relevant anatomical adaptations, but explanations are incomplete or lack strong scientific support.

Beginning
1 Points

Creature exhibits few or ineffective anatomical adaptations, with little or no scientific justification.

Criterion 2

Behavioral Adaptations

Realism and relevance of the creature's behaviors in relation to its survival.

Exemplary
4 Points

Creature demonstrates well-thought-out and highly realistic behavioral adaptations that significantly enhance its survival in the ecosystem.

Proficient
3 Points

Creature demonstrates realistic behavioral adaptations that enhance its survival in the ecosystem.

Developing
2 Points

Creature demonstrates some behavioral adaptations, but their relevance to survival is not always clear or well-explained.

Beginning
1 Points

Creature demonstrates few or unrealistic behavioral adaptations, with little connection to its survival.

Category 3

Evolutionary Concepts

Understanding and application of evolutionary concepts, including mutation, natural selection, and genetic variation.
Criterion 1

Reproductive Strategy & Variation

Explanation of the creature's reproductive strategy and its impact on genetic diversity.

Exemplary
4 Points

Provides a sophisticated explanation of the creature's reproductive strategy and its impact on genetic variation, demonstrating a deep understanding of the evolutionary implications.

Proficient
3 Points

Explains the creature's reproductive strategy and its impact on genetic variation with clear understanding.

Developing
2 Points

Describes the creature's reproductive strategy but struggles to fully explain its impact on genetic variation.

Beginning
1 Points

Shows limited understanding of the creature's reproductive strategy and its relationship to genetic variation.

Criterion 2

Evolutionary Timeline

Accuracy and plausibility of the evolutionary timeline, including key mutations and environmental pressures.

Exemplary
4 Points

Presents a detailed and scientifically plausible evolutionary timeline, clearly explaining the role of mutations and environmental pressures at each stage.

Proficient
3 Points

Presents a plausible evolutionary timeline, explaining the role of mutations and environmental pressures.

Developing
2 Points

Presents a basic evolutionary timeline, but the explanations of mutations and environmental pressures are incomplete or lack detail.

Beginning
1 Points

Presents a vague or inaccurate evolutionary timeline with minimal explanation of mutations and environmental pressures.

Criterion 3

Natural Selection Simulation

Effectiveness of the mathematical model or simulation in demonstrating the effects of natural selection.

Exemplary
4 Points

Develops a sophisticated and accurate mathematical model or simulation that clearly demonstrates how natural selection can lead to changes in traits over time.

Proficient
3 Points

Develops a functional mathematical model or simulation that demonstrates how natural selection can lead to changes in traits over time.

Developing
2 Points

Attempts to develop a mathematical model or simulation, but it is incomplete, inaccurate, or does not clearly demonstrate the effects of natural selection.

Beginning
1 Points

Shows minimal effort or understanding in developing a mathematical model or simulation.

Category 4

Human Impact & Solutions

Analysis of human impacts on the ecosystem and proposed solutions.
Criterion 1

Impact Analysis

Depth and accuracy of the analysis of human impacts on the ecosystem and the creature's survival.

Exemplary
4 Points

Provides a thorough and insightful analysis of the complex impacts of human activities on the ecosystem and the creature's survival.

Proficient
3 Points

Provides a clear analysis of the impacts of human activities on the ecosystem and the creature's survival.

Developing
2 Points

Identifies some human impacts on the ecosystem, but the analysis is superficial or incomplete.

Beginning
1 Points

Shows limited awareness of human impacts on the ecosystem.

Criterion 2

Solution Proposal

Feasibility and effectiveness of the proposed solutions to mitigate negative impacts.

Exemplary
4 Points

Proposes innovative and highly feasible solutions to mitigate the negative impacts of human activities, demonstrating a deep understanding of environmental sustainability.

Proficient
3 Points

Proposes feasible and effective solutions to mitigate the negative impacts of human activities.

Developing
2 Points

Proposes some solutions, but their feasibility or effectiveness is questionable.

Beginning
1 Points

Offers vague or unrealistic solutions with little connection to the identified problems.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of adaptation and natural selection evolved throughout this project?

Text
Required
Question 2

What was the most challenging aspect of designing a creature to thrive in a specific Idaho ecosystem, and how did you overcome it?

Text
Required
Question 3

If you could revisit one design choice you made for your creature, what would it be and why?

Text
Required
Question 4

To what extent do you think your creature could realistically survive in its chosen ecosystem?

Scale
Required
Question 5

Which of the Idaho Science Standards did you find most relevant to your creature design, and why?

Multiple choice
Required
Options
MS-LS-3.1
MS-LS-3.2
MS-LS-4.1
MS-LS-4.2
MS-LS-4.4
MS-LS-4.5
MS-LS-4.6