Lesson Plan

Horse Genetics and Evolution: Shackleford Horses Unit

Two horses crossing from one island to another through water, third horse following on land

Grade Level:: Middle School: Sixth Grade through Eighth Grade
Subject:: Science
Lesson Duration:: 60 Minutes
State Standards:: North Carolina State Standards, Science, 7th-8th grade: 7.L.2, 7.L.2.1, 7.L.2.2, 8.L.4, 8.L.4.1, 8.L.4.2
Additional Standards:: NGSS - MS-LS1-1, MS-LS1-2, MS-LS1-4, MS-LS1-5, MS-LS3-2
Thinking Skills:: Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.

Essential Question

What evidence can be identified within the wild horse community on Shackleford Banks to demonstrate the theory of evolution?

Objective

The student will be able to analyze the relationship between genetic variation and an organism's ability to adapt to its environment and recognize patterns of heredity from Punnet Squares and Pedigree Analysis. They will also understand that geology, fossils, genetic variation, and comparative anatomy provide evidence of biological and geological evolution.