The following is a 50 min lesson that fits within a unit investigating bears as a model for evolution. 1.

Watch spirit bear movie-with stopping points for discussion of NOS/socioscientific elements discussion. (15 min) http://video.nationalgeographic.com/video/specials/nat-geo-livespecials/nicklen-spiritbear-nglive-lecture/ a. Why would shipping oil through waterways be bad? (0:37) i. environmental concerns, possible disasters that would devastate the area b. Why would protecting this bear be beneficial? (1:07) i. allowing for the recessive gene to carry onto future generations c. Why do you think this bear wasnt confrontational to the photographer? (3:41) i. lack of contact with man-no fear from previous encounters ii. had easy access to food/not currently hungry d. He said it took him 3 months to get a picture of the bear, How is this long amount of time like what scientists experience? (5:12) i. science takes a long time-much longer than 3 months but correlations can be drawn e. What impact on society, does it have that other photographers and news stations came to film the bear? i. by bringing awareness of this SSI to the general public f. How does this bear habitat issue relate to basic/applied science? Talk in partners i. How does the bear habitat issue similar to basic science? 2. Students directed to arrange this new species of bear, the spirit bear, into the concept map/lineage of bears from day two. (5 min) a. should go with the black bear as it is a black bear with a recessive gene for the white coat as stated in the video. 3. Based on the bear example, What kinds of things determine if a species will survive or not? (talk as table group and then with class) (20 min) a. if it can find food b. if it can find shelter c. if it can resist cold/hot temperatures 4. What adaptations of the bear help it to survive? a. fur to keep warm b. claws to get fish c. brown/white to blend in (To what extent is the color of the bear helping it survive?) i. the Spirit Bear is 30% more productive at fishing during the day-the fish cant see them as well, but equal to the other black bears at night in their successes. This allows for reproduction, because they have enough to eat, and the successful transmission of the recessive gene. 5. How are the fossilized species different? 6. To what extent were the fossilized species missing certain adaptations? 7. What impact did not having these adaptations have on the species?

8. Tell students: The idea that species with certain adaptations survive is called natural selection. 9. Individual writing reflection: How are natural selection and adaptation connected? How are they different? Discuss ideas with partners after reflecting and writing. (10 min) a. This is a self assessment of the understanding of adaptation and natural selection.