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Biology 2015-2016
Unit H: Evolution
Overview
Standards Addressed
During Unit
Highlighted Nature of
Science Standards
SC.912.L.15.1
SC.912.L.15.8
SC.912.L.15.10
SC.912.L.15.13
SC.912.L.15.14
SC.912.N.2.2
Students will deepen their understanding of the scientific theory of evolution as the fundamental concept
underlying all of biology. They will investigate the scientific evidence for the theory of evolution and
understand that organisms are classified based on their evolutionary history. Students will understand natural
selection is a primary mechanism leading to evolutionary change.
Fundamental Skills:
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SC.912.N.3.1
Science laboratory safety practices including an SDS.
Coherence
In the grade prior students…
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Discuss the role of theories in science and distinguish theories from laws
Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
Textbook Resources
Pearson Biology Chapters 16, 17, 19, 26
Laboratory Investigations
Modeling Natural Selection Activity -various activities available using camouflage,
adaptation (spoons/chopsticks), predator/prey pressures
Classifying Birds in the US, Color Variation in Venezuelan Guppies, Desert Snakes,
Evolutionary Relationships in Mammals, Hominid Evolution- Scientific Argumentation
in Biology (Sampson)
Science Assessment Resources
EOC key terms: EOC Key terms are presented in glossary or flash card format
depending on your preference. You may also access them through Quizet.com at:
http://quizlet.com/_6s71t
EOC Success for Me Student and Teacher Resource page
Evolution
Additional Resources
http://www.biologycorner.com/ Excellent resources, worksheets, labs and ideas
Multi-Media Text based Evidence of evolution Esaay (LDC Module)-Link on Canvas
Scitable by Nature-Evolution http://www.nature.com/scitable/knowledge/evolution13228138
Origin of Life
University of Berkley Evolution 101
http://evolution.berkeley.edu/evolibrary/article/evo_01
Natural Selection
Technology Connections:
http://assessment.aaas.org/topics
Online Simulations- http://concord.org/stem-resources/subject/biology#
Deeper Learning Opportunities
Scientific Argumentation or CER (Claim, Evidence, Reasoning):
http://science360.gov/obj/video/890577fa-8f88-412c-a4aa-b4b3fdc69915
Explanation of the Big Bang and what occurred after
Activity 3: Desert Snakes
http://science360.gov/obj/tkn-video/ceb3a11a-9528-4a7c-bd04-fb191b5ccad2
Evolution of Evolution
Activity 8: History of Life on Earth
Literature Connections:
Activity 17: Hominid Evolution
Scitable-Phylogenic Trees http://www.nature.com/scitable/topicpage/traitevolution-on-a-phylogenetic-tree-relatedness-41936
Activity 25: Misconceptions about Life on Earth
Activity 21: Misconceptions about Theories and Laws
POGIL:
Evolution and Selection
Scitable-Lactose Intolerance –Human Evolution
http://www.nature.com/scitable/topicpage/evolutionary-adaptation-in-the-humanlineage-12397
Scitable-Genetic Drift http://www.nature.com/scitable/knowledge/library/naturalselection-genetic-drift-and-gene-flow-15186648
*Copy of Scientific Argumentation in Biology book and Biology POGIL book provided to each HS
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the
creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit H: Evolution
Essential Question: What evidence supports how the environment plays a role in the changing of organisms over time?
Standards:
SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed
evolutionary change.
SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.10 Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential
reproductive success.
SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The scientific theory of evolution explains how organisms change over time.
External factors, like the environment, affect change in organisms.
Animals are grouped in a taxonomic system based on common characteristics under active logical consideration of new discoveries.
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Know
Do
Declarative knowledge: Facts, vocabulary, information.
Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts.
The theory of evolution is supported by the fossil record, comparative
anatomy, embryology, biogeography, molecular biology, and observed
evolutionary change.
The classification of organisms can change based on new discoveries in their
embryonic development or DNA sequences.
There are different scientific explanations for the origin of life on Earth.
There are basic trends in hominid evolution.
There are various conditions required for natural selection that result in
differential reproductive success.
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Identify what questions can be answered by science and what questions are
outside the boundaries of scientific investigation
Cite evidence that the theory of evolution has occurred among living
organisms.
Compare the different scientific explanations of the origin of life on Earth.
Discuss how the hominid has evolved from early ancestors to modern day
humans.
Explain the conditions required for natural selection to occur.
Compare the various mechanisms of how populations change.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
Unit H: Evolution
Grade Concept: History & Theory
Sample Scale
Sample Performance Tasks

Score 4.0
In addition to Score 3.0, in-depth inferences and applications that go
beyond what was taught.
Score 3.5
Score 3.0
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
The student:



Score 2.5
Score 2.0
Score 1.5
Score 1.0
Can explain how the scientific theory of evolution is
supported by the fossil record, comparative anatomy,
comparative embryology, biogeography, molecular
biology, and observed evolutionary change.
Complete Evidence of Evolution Essay from LDC Module
Complete a natural selection lab like peppered moth or wooly worms
and describe conditions required for natural selection to occur.
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Complete a M&M genetic drift lab and answer analysis questions.

Compare and contrast genetic drift and gene flow
Can describe the scientific explanations of the origin of
life on Earth.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
The Student:

Can recognize that fossils, and comparative anatomy
(animals that resemble each other) are evidence for
evolution.

Can provide a basic definition for evolution

Can articulate the role of a scientific law

Identify fossils, universal genetics code and similar animals as evidence
of evolution.
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: History and Theory
SC.912.L.15.1
Explain how the scientific theory of evolution is supported by the fossil record,
comparative anatomy, comparative embryology, biogeography, molecular biology,
and observed evolutionary change.
SC.912.L.15.8
Describe the scientific explanations of the origin of life on Earth.
Driving Questions
Resources
How are the various models that explain Ch. 19 – The History of Life
the origin of life on Earth related?
Ch. 19.1, 19.3, 16.4
How does evidence support the theory
of evolution?
Vocabulary
Theory, Fossil, evolution, extinction,
biogeography, embryology,
continental drift, homologous
structures, vestigial, endosymbiotic,
(Bubble model, Primordial soup
model – NOTE: These terms are not
specifically used in the Pearson text,
but the ideas are there).
http://science360.gov/obj/video/890577fa
-8f88-412c-a4aa-b4b3fdc69915 Big Bang
http://science360.gov/obj/tknvideo/ceb3a11a-9528-4a7c-bd04fb191b5ccad2 Astronomers v. Darwin
http://videos.howstuffworks.com/sciencechannel/41175-through-the-wormholelife-on-earth-video.htm Life on Earth
http://evolution.berkeley.edu/evosite/evo
101/IIE2aOriginoflife.shtml From Soup to
Cells - The origin of Life
http://videos.howstuffworks.com/sciencechannel/29286-100-greatest-discoveriesorigin-of-life-video.htm Organic
compounds from simple molecules
http://videos.howstuffworks.com/sciencechannel/41177-through-the-wormholecreating-life-video.htm Life by Bubbles
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Hominid Evolution
Driving Questions
What trends in hominid evolution have
SC.912.L.15.10
Identify basic trends in hominid evolution from early ancestors six million years ago been evident from early ancestors six
million years ago to modern humans?
to modern humans, including brain size, jaw size, language, and manufacture of
tools.
What patterns are made evident as
earlier species have evolved to modern
humans?
Vocabulary
Hominid, bipedal, binocular,
opposable, tool use, language
Resources
Ch. 26 – Animal Evolution and
Diversity, Ch. 26.3
http://evolution.berkeley.edu/evo
site/evo101/IIE2cHumanevo.shtml
Evolution 101 - Human Evolution
http://science360.gov/obj/video/c
0396860-f9eb-4f59-a4eecd5dcf77e50f Evolution of
Hominids
http://science360.gov/obj/video/3
13a0686-5e08-4ce5-93f08f06463469e2 Lice & Human
Migration
http://science360.gov/obj/tknvideo/274984eb-5d5a-4b51-af5285245d21718f Darwin and Human
Evolution
http://www.classzone.com/cz/boo
ks/bio_12_fl/resources/htmls/virtu
al_labs/virtualLabs.html Virtual Lab
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
Concept: Evolutionary Change
Driving Questions
Resources
Why are certain conditions necessary to Ch. 16 – Darwin’s Theory of
SC.912.L.15.13
Describe the conditions required for natural selection, including: overproduction of promote natural selection?
Evolution & Ch. 17 – Evolution of
offspring, inherited variation, and the struggle to survive, which result in
How does natural selection influence the Populations
differential reproductive success.
gene pool?
Ch. 16.3, 17.1, 17.2, 17.3
SC.912.L.15.14
Discuss mechanisms of evolutionary change other than natural selection such as
genetic drift and gene flow.
What are the various ways that
populations evolve?
Vocabulary
Divergence, Natural selection,
genetic drift, gene flow, speciation,
gradualism, punctuated equilibrium,
reproductive isolation, adaptation
http://videos.howstuffworks.com/
science-channel/29786-100greatest-discoveries-naturalselection-video.htm Natural
Selection
http://videos.howstuffworks.com/
discovery/28764-assignmentdiscovery-evolution-adaptationvideo.htm Evolution Adaptation
http://www.phschool.com/science
/biology_place/labbench/lab8/intr
o.html Pearson LabBench Population Genetics and Evolution
BIOLOGY EOC- Content Limits
SC.912.L.15.1
Items assessing evolution will focus on a conceptual understanding of the supporting scientific evidence.
Items will not require memorization of the names of specific human fossils or the names of the different hominid species.
Items assessing the fossil record must focus on the fossil rather than geologic formations in isolation.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
Items assessing the fossil record will not require understanding of the specific mechanisms used for relative dating and radioactive dating.
Items will not require the memorization of the geologic time scale, including era, period, and/or epoch.
Items will not assess the origin of Earth.
Items will not assess specific knowledge of the formation of microspheres or the evolution of RNA and DNA.
Items will not address or assess the endosymbiotic theory.
Items referring to adaptive radiation, convergent evolution, coevolution, or punctuated equilibrium should focus on the
concepts rather than on the definition of the terms.
Items referring to the development of language or the manufacturing of tools will relate this development to changes in the skull or
brainsize.
Items will not assess types of genetic mutation or how these mutations occur.
Items referring to comparative anatomy and comparative embryology will assess anatomical similarities such as homologous
structures and vestigial organs but will not require specific knowledge of embryologic stages or structures.
Items will not require knowledge of changes to specific species or geographic location of those species.
Items will not assess genes, alleles, genetic drift, or gene flow.
Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the
development of the scientific theory of evolution.
Items will not assess the differences among intelligent design, creationism, and the scientific theory of evolution.
Items assessing a scientific claim, the development of a theory, or the differences between theories and laws are limited to the
scientific theory of evolution.
SC.912.L.15.8
Items may address the conditions required for the origin of life on Earth but may not require specific knowledge of the age of
Earth or its eras, periods, or epochs.
Items may assess how contributions of scientists such as Pasteur, Oparin, Miller and Urey, Margulis, or Fox aided in the
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016
Biology 2015-2016
development of the scientific explanation of the origin of life but will not assess what each scientist contributed.
Items assessing the origin of organic molecules, chemical evolution, and/or eukaryotic cells should be conceptual.
Items may refer to the endosymbiotic theory but may not assess the term in isolation.
Items assessing a scientific claim are limited to the scientific explanations of the origins of life on Earth.
SC.912.L.15.13
Items will not address descent with modification or common descent.
Items addressing mutation and genetic recombination in relation to increasing genetic variation must be assessed in the context of
evolution.
Items will not assess the Hardy-Weinberg principle or genetic equilibrium.
Items may address how meiosis contributes to genetic variation but may not assess the steps or stages of meiosis.
Items assessing a scientific claim are limited to the topics discussed in SC.912.L.15.13, SC.912.L.15.14, and SC.912.L.15.15.
SC.912.L.16.10
Items may assess current issues but will not require knowledge of specific biotechnologies or specific medical issues.
Items assessing the possible impacts of biotechnology will not assess monetary impacts.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Biology Unit H Evolution
Pasco County Schools, 2015-2016