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APS Science 2011
APS Science Curriculum Unit Planner
Grade Level/Subject
Biology – Natural Selection / Evolution
Stage 1: Desired Results
Enduring Understanding
Fossil records and other pieces of evidence provide information about the history of life and how
populations of organisms have changed and continue to change over time based on survival needs of
living things.
Correlations
Unifying Understanding
VA SOL
NSES (grade level)
(1) Humans use science to organize their understanding of the
natural world through evidence, models, and explanations.
(3) Form and composition are related to function.
(5) Change is constant.
BIO.7 The student will investigate and understand how populations
change through time. Key concepts include
a) evidence found in fossil records;
b) how genetic variation, reproductive strategies, and environmental
pressures impact the survival of populations;
c) how natural selection leads to adaptations;
d) emergence of new species; and
e) scientific evidence and explanations for biological evolution.
UCP.2 Evidence, models, and explanation
UCP.4 Evolution and equilibrium
C.3.1 Species evolve over time. Evolution is the consequence of the
interactions of (1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of
genes, (3) a finite supply of the resources required for life, and (4) the
ensuing selection by the environment of those offspring better able to
survive and leave offspring.
C.3.3 Natural selection and its evolutionary consequences provide a
scientific explanation for the fossil record of ancient life forms, as well
as the striking molecular similarities observed among the diverse
species of living organisms.
C.3.4 The millions of different species of plants, animals, and
microorganisms that live on earth today are related by descent from
common ancestors.
G.1.1 Individuals and teams have contributed and will continue to
contribute to the scientific enterprise.
G.3.2 Usually, changes in science occur as small modifications in extant
knowledge.
G.3.3 Occasionally, there are advances in science and technology that
have important and long-lasting effects on science and society.
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AAAS Atlas
C.2.3 Changes in DNA (mutations) occur spontaneously at low rates.
Some of these changes make no difference to the organism, whereas
others can change cells and organisms. Only mutations in germ cells can
create the variation that changes an organism’s offspring.
Science as Inquiry A.1.4, A.1.5, A.2.1
 The basic idea of biological evolution is that the earth's presentday species are descended from earlier, distinctly different
species. 5F/H1*
 Molecular evidence substantiates the anatomical evidence for
evolution and provides additional detail about the sequence in
which various lines of descent branched off from one another.
5F/H2
 Natural selection provides the following mechanism for
evolution: Some variation in heritable characteristics exists
within every species; some of these characteristics give
individuals an advantage over others in surviving and
reproducing; and the advantaged offspring, in turn, are more
likely than others to survive and reproduce. As a result, the
proportion of individuals that have advantageous characteristics
will increase. 5F/H3*
 Heritable characteristics can be observed at molecular and
whole-organism levels—in structure, chemistry, or behavior.
5F/H4a
 Heritable characteristics influence how likely an organism is to
survive and reproduce. 5F/H4b
 New heritable characteristics can result from new combinations
of existing genes or from mutations of genes in reproductive
cells. Changes in other cells of an organism cannot be passed on
to the next generation. 5F/H5
 Natural selection leads to organisms that are well-suited for
survival in particular environments. 5F/H6a
 Chance alone can result in the persistence of some heritable
characteristics having no survival or reproductive advantage or
disadvantage for the organism. 5F/H6b
 When an environment, including other organisms that inhabit it
changes, the survival value of inherited characteristics may
change. 5F/H6c
 Modern ideas about evolution and heredity provide a scientific
explanation for the history of life on Earth as depicted in the
fossil record and in the similarities evident within the diversity
of existing organisms. 5F/H7*
 Life on earth is thought to have begun as simple, one-celled
organisms about four billion years ago. Once cells with nuclei
developed about a billion years ago, increasingly complex multicellular organisms evolved. 5F/H8
 Evolution builds on what already exists, so the more variety
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
there is, the more there can be in the future. But evolution does
not necessitate long-term progress in some set direction.
Evolutionary change appears to be like the growth of a bush:
Some branches survive from the beginning with little or no
change; many die out altogether; and others branch repeatedly,
sometimes giving rise to more complex organisms. 5F/H9
The continuing operation of natural selection on new
characteristics and in diverse and changing environments, over
and over again for millions of years, has produced a succession
of diverse new species. 5F/H10** (SFAA)
Essential Questions
 How do we know evolution happens?
 How are all living things related? Why are there so many different kinds of living things?
 Where do adaptations come from and how do they spread through a population?
 Where do new species come from?
 How is fitness gauged in nature?
 Why does evolution matter?
 How are genes involved in evolution?
 Is evolution inevitable for all living things?
 What does the fossil record tell us about the history of the earth?
 What information can we gain from DNA analysis of fossils?
 How can an adaptation be an advantage in one environment and a liability in another?
 How might we evolve in the future?
Knowledge and Skills
Students should know:
 10.1 There were theories of biological and geologic change before Darwin. Students should also
know that Lamarck’s ideas were not supported by direct observations or evidence.
 10.2 Darwin’s voyage provided insights into evolution.
 10.3 Darwin proposed natural selection as a mechanism for evolution.
 Natural selection is based on ideas of excess reproduction, variation, inheritance, and advantages of
certain traits in certain environments.
 10.4 Evidence of common ancestry among species comes from many sources.
 10.5 New technology is furthering our understanding of evolution.
 11.1 A population shares a common gene pool.
 11.2 Populations, not individuals, evolve.
 11.3 Natural selection is not the only mechanism through which populations evolve.
Students should be able to:
 Describe the many lines of evidence that support the theory of evolution.
 Provide examples of fossil records that support the idea of descent with modification.
 Describe the major experiences of Charles Darwin and how they led to the development of his
theory.
 Describe the main principles of natural selection.
 Explain how natural selection could change a population.
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



Summarize the evidence for evolution.
Compare molecular evidence and assess relatedness of organisms.
Explain why an understanding of evolution is important.
Compare and contrast between natural selection and artificial selection.
Stage 2: Assessment Evidence
Prior Knowledge and Skills
 Discuss the words evidence, theory, and law as they are used in science.
 Review diversity in populations = variation in populations.
 Administer Ch 10 Diagnostic Test - Assessment Book pp. 189 – 190 and portions of Ch 11
Diagnostic Test pp. 209-210.
Formative Assessment
Summative Assessment
 Modeling activities
 Unit 4 Project: Understand, compare and contrast the
historical achievements, lives, and time of Charles Darwin
 Webquest: Dinosaur Descendents
and Gregor Mendel.
 Interactive reviews at
 Performance Task: Antibiotic Resistance and Evolution.
Classzone.com
Find materials under secondary science materials.
 Section quizzes
 Unit Test
Stage 3: Learning Plan
References to Adopted Materials
 Ch 10 Principles of Evolution pp. 296 – 325 and portions of Ch11 The Evolution of Populations pp.
326 – 357.
 Use Lesson Plan pp. 74 - 80 and pp. 82 - 89 for daily plan and suggestions for differentiation both
by level and by interest.
 The Lab Binder Unit 4: Evolution offers paper and electronic versions of investigations, mini-labs
and practice sheets.
Suggested Investigations
 10.1 & 10.2 Options for Inquiry p. 320 Students make inferences based on observations of patterns.
Quick Lab: Piecing Together Evidence p. 313.
 10.3 Adaptations in Beaks p. 321 and Animated Biology: the principles of natural selection. Data
analysis p. 308.
 10.4 Students can compare organisms and look for evolutionary connections using different types of
evidence at: http://www.pbs.org/wgbh/evolution/change/family/ Additional investigations at:
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/index.html including a webquest
where groups investigate different pieces of evidence for evolution.
 11.2 Breeding Bunnies Activity: Students investigate how allele frequencies change in a population
due to natural selection. Activity found at:
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act1.html
 Webquest: Speciation in Action (under Ch 11 resources at CLassZone.com). Students investigate
how new species can evolve.
Outdoor Education Applications
 Animal and plant adaptations at the Outdoor Lab.
Resources
Web Sites
 http://www.pbs.org/wgbh/evolution/ Excellent resource for information, activities, and video clips.
 http://ncisla.wceruw.org/muse/naturalselection/index.html is an extensive website developed by
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Modeling for Understanding in Science Education (MUSE), a collaborative project of university
researchers, high school teachers, and students. The educational units found here are based on
several years of research at a local high school. Each of these units contains extensive information
and materials for use in middle school and/or high school classrooms.
 Resources available after creating a login and password at ClassZone.com. Under Ch 10 & Ch 11:
o Animated Biology: Principles of Natural Selection and Mechanisms of Evolution
(overview of gene flow, genetic drift, mutation, sexual selection, and natural selection)
o Virtual Lab: Comparing Hominoid skulls
o Reviews
o Quizzes
o Webquests: Dinosaur Descendents and Speciation in Action
o SciLinks: Natural Selection
o Teacher Toolkit
Videos
 http://shop.wgbh.org/product/show/8608 Curriculum kit, specifically for educators, includes the 7part Evolution series on 4 DVDs, an educator's video featuring seven short classroom segments that
explore the fundamental concepts of biological evolution and four teacher methodology segments
that highlight the teaching of evolution in real classrooms around the country, and a 40-page
teacher's guide. Some of the series available online at:
http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html
 Nova’s ―Dogs, and More Dogs‖ DVD is a great resource about dog evolution, genetics, and
diversity. Articles and activities can be found at: http://www.pbs.org/wgbh/nova/dogs/
Online clips
Charles Darwin's Journey to the Galapagos Islands and Natural Selection: Examples from the
Galapagos, segments of Biomes: Islands and Evolution. (Discovery Streaming)
http://player.discoveryeducation.com/index.cfm?guidAssetId=394121AC-2256-43A7-8F70367D66017CFC#
Field Trips
 Partners in Evolution: Butterflies + Plants and the Hall of Mammals at the Smithsonian National
Museum of Natural History: http://www.mnh.si.edu/
Other
 None
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