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MYP Biology Unit 1: Evolution and Biodiversity
Inquiry Statement: Changes in organisms and the environment can influence evolution and biodiversity.
Concepts: Change, Patterns, Evidence, Models, Environment
Essential Questions:
 How are Earth’s history and the history of life related?
 How can changes in organisms or the environment lead to evolution?
 How can data be used to explain patterns in biodiversity?
 How are organisms related through common descent?
 How do scientists use models to show relationships among organisms?
Unit Overview
Unit Components
Earth’s History
Topics/Concepts
Change over Time
Speciation
History of Life
Natural Selection
Topics/Concepts
Change over Time
Models
Environment
Natural Selection
Genetic Drift
Essential Vocabulary
Biodiversity & Speciation
Topics/Concepts
Patterns
Biodiversity
Speciation
Evidence for Evolution
Topics/Concepts
Change over Time
Evidence
Evolutionary Relationships
Topics/Concepts
Change over Time
Patterns
Models
Evidence
Essential Vocabulary
Essential Vocabulary
Essential Vocabulary
geologic time scale, mass
extinction
descent with modification,
microevolution, diversifying
selection, directional selection,
stabilizing selection, founder
effect, bottleneck effect
macroevolution, biogeography,
biodiversity, speciation
homologous structures,
embryology, amino acid
sequence, comparative
morphology
cladogram, phylogenetic tree,
clade
Questions:
What is evolution?
What is speciation?
How are Earth’s history and
the history of life related?
Questions:
What is natural selection?
What is genetic drift?
How can changes in
organisms or the
environment lead to
evolution?
Learning Goal:
Develop and use
mathematical models to
support explanations of how
undirected genetic changes
in natural selection and
Questions:
What is biodiversity?
How are new species formed
from existing species?
How can data be used to
explain biodiversity?
Questions:
What evidence is used to
support the theory of
evolution?
How are organisms related
through common descent?
Questions:
What is a cladogram?
How do scientists use models
to show relationships among
organisms?
Learning Goal:
Analyze and interpret data to
explain patterns in
biodiversity that result from
speciation.
Learning Goal:
Construct an argument using
valid and reliable sources to
support the claim that
evidence from comparative
morphology, embryology,
Learning Goal:
Analyze and interpret data to
develop models based on
patterns of common ancestry
and the theory of evolution
to determine relationships
Essential Vocabulary
Learning Goal:
Construct an explanation of
how new understandings of
Earth’s history, the
emergence of new species
from pre-existing species,
and our understanding of
genetics have influence our
understanding of biology.
genetic drift have led to
changes in populations of
organisms.
biochemistry and genetics
support the theory that all
living organisms are related
by way of common descent.
among major groups of
organisms.
At the end of this Unit, I Can…
 Outline the major events that occurred during Earth’s history. (Earth’s History)
 Estimate, given a graphic, the timing of events during Earth’s history. (Earth’s History)
 Describe how new species may come from pre-existing species. (Earth’s History)
 Explain how changes that occurred over time in Earth’s history have led to the evolution of populations of organisms. (Earth’s History)
 Describe the principles of natural selection. (Natural Selection)
 Draw a graph, using data, to show changes in populations of organisms. (Natural Selection)
 Use the principles of natural selection interpret data showing changes in populations of organisms over time. (Natural Selection)
 Compare and contrast natural selection and genetic drift. (Natural Selection)
 Develop and use a model to analyze data and explain genetic changes in natural selection. (Natural Selection)
 Develop and use a model to analyze data and explain genetic changes in genetic drift. (Natural Selection)
 Describe biodiversity. (Biodiversity & Speciation)
 Describe speciation. (Biodiversity & Speciation)
 Compare and contrast macroevolution and microevolution. (Biodiversity & Speciation)
 Analyze and interpret data to explain patterns in biodiversity that result from speciation. (Biodiversity & Speciation)
 Describe the different types of evidence used to show evolution. (Evidence for Evolution)
 Discuss evidence that supports the claim that all living organisms are related by way of common descent. (Evidence for Evolution)
 Present a scientific argument that supports the claim that all living organisms are related by way of common descent. (Evidence for Evolution)
 Draw a cladogram that shows relationships between organisms. (Evolutionary Relationships)
 State the evolutionary relationship between two organisms using a cladogram. (Evolutionary Relationships)
 Analyze and interpret data to develop a model that shows relationships among organisms. (Evolutionary Relationships)
 Use patterns of evolutionary relationships to predict how an unknown organism is related to others in a cladogram. (Evolutionary Relationships)