Download LT 3 Rubric

Evolutionary Forces
LT 3: Evolutionary Forces
I can analyze the factors that drive evolution divergently or convergently within a population over a period of
time.
Proficiency Levels
Exceeds
Proficiency
Students can apply, analyze and
evaluate the concepts and skills
related to the learning target.
The application of concepts and
skills will be weighted 25% on
assessments.
Meets
Proficiency
Students can identify and recall
foundation knowledge that
relates to the learning target.
The application of concepts and
skills will be weighted at 75% on
assessments.
Description
Learning Target 3.1
 I can calculate the allelic frequencies of a population over time to
determine if they are in Hardy-Weinberg Equilibrium to determine if
evolutionary forces are occurring--trying to predict which evolutionary force
is the likely culprit.
 For the following scenario's, I can determine the factor driving evolution:
Bottleneck, Founder Effect, Adaptive Radiation, Biogeography, Speciation
Learning Target 3.2
 I can determine a convergent or divergent evolutionary relationship when
analyzing a cladogram--citing specific adaptations to support my conclusion.
Learning Target 3.3
 I can analyze a cladogram for areas of gradualism and punctuated
equilibruim--citing specific evidence to support my answer.
Learning Target 3.1
 I can describe why the following allelic frequencies within a population,
genetic diversity, evolutionary fitness and/or how they either promote or
prevent evolution from occurring:
o Sexual Selection, Inbreeding
o Small Populations, Large Populations
o Migration
o Mutation
o Natural Selection
Learning Target 3.2
 I can determine if a scenario or diagram demonstrates convergent or
divergent evolutionary relationships using my knowledge of adaptations
within the animal kingdom.
Learning Target 3.3
 I can identify examples of punctuated equilibrium and gradual evolution.
 I can identify the environmental causes of punctuated equilibrium and
gradualism; and the likely evolutionary pathways that resulted.
Developing
Proficiency
Refer to the vocabulary and “I Can Statements”
Proficiency Grade Conversion
Students will be assessed on their holistic understanding of the learning target. The meets and exceeds levels are weighted to
emphasize the relative importance of foundational vs. application knowledge and skills. Each assessment will be given a raw score out
of 10, which will be converted to reflect the ATHS proficiency Scale.
Raw Score
ATHS Proficiency
>7
2.0
>7.5
2.5
>8
3.0
>8.5
3.5
>9
4.0
Learning Target 3: Evolutionary Forces
VOCABULARY
Bottleneck
Hardy Weinberg
Migration
Founder Effect
Sexual Selection
Convergent
Homologous
Structures
Adaptive Radiation
Mutation
Divergent
Analogous
Structures
Gradualism
Allelic Frequencies
Cladogram
Vestigial
Structures
Punctuated Equilibrium
Random Mating
Biogeography
Speciation
Learning Target 3.1
 I can explain how migration affects a population.
 I can explain how population size affects a population.
 I can explain how mating choice affects a population.
 I can explain how mutation affects a population.
 I can explain how Natural Selection affects a population.
 I can explain how allelic frequencies change over generations.
 I can explain the five requirements of Hardy Weinberg and how they can determine if a population is evolving.
 I can explain what a bottleneck effect is and how it affects a population.
 I can explain that a founder effect is and how it affects a population.
 I can explain what adaptive radiation is and how it affects a population.
 I can explain what speciation and biogeography are.
Learning Target 3.2
 I can identify convergent evolution.
 I can identify divergent evolution.
 I can analyze a cladogram to determine divergent or convergent evolution.
Learning Target 3.3
 I can define the following types of natural selection: disruptive, directional and stabilizing.
 I can identify the graphs for the following types of natural selection: disruptive, directional and stabilizing.
 I can identify examples of the following types of natural selection: disruptive, directional and stabilizing from
a scenario and/or example.
 I can identify the influence (abiotic or biotic) and effect (adaptation) from a given scenario of Natural
Selection.