Download Evolution

Unit: Evolution
Standards Addressed
During Unit
Overview
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.
Evidence of Evolution
SC.912.L.15.1
Origins of Life SC.912.L.15.8
Highlighted Nature of
Science Standards
Questions Answerable By
Science - SC.912.N.2.2
Scientific Theory SC.912.N.3.1
Hominid Evolution SC.912.L.15.10
Fundamental Skills:
Science laboratory safety practices including an SDS.
Natural Selection SC.912.L.15.13
Mechanisms of Evolution SC.912.L.15.14
Coherence
Prior Learning Experiences: In the grade prior students should have been able to …
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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.
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.
The classification of organisms is a dynamic process that changes as new evolutionary evidence is discovered.
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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.
Culminating Performance Task:
As a marine researcher, you have been asked by a local aquarium to develop a poster presentation on specific adaptations of a marine organism
from the Tampa Bay marine ecosystem. Your research presentation must include a discussion about: the adaptations the organism has to its
environment, how those adaptations may have been selected for through any of the mechanisms of evolution, what benefit those adaptations
provide to the organism, and what ancestors the organism may have had based on evidence. You must include at least 3 formal resources on
your poster.
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
Population Size, Food Webs, Human Impact
http://assessment.aaas.org/topics
Unit Deeper Learning Experiences
Scientific Argumentation or CER (Claim, Evidence, Reasoning):
Scientific Argumentation in Biology
Activity #2 - Coloration Trends in Venezuelan Guppies (Argumentation)
Activity #3 - Coloration in Desert Snakes (Argumentation)
Activity #21 – Misconception About Theories and Laws (Refutational
Writing)
*Copy of Scientific Argumentation in Biology book and Biology POGIL book provided
to each HS
Additional Resources
University of Berkley Evolution 101
http://evolution.berkeley.edu/evolibrary/article/evo_01
Online Evolution (and other Biology) Simulations
http://concord.org/stem-resources/subject/biology#
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/natural-selection-genetic-driftand-gene-flow-15186648
Teaching Evolution Through Human Examples
http://humanorigins.si.edu/education/teaching-evolution-through-human-examples
Biology 1 iTunes Course Developed by Florida Association of School Administrators
https://itunes.apple.com/us/course/biology-1/id960024752
Sample Learning Scale
Key Learning: Generate a claim about the validity of the evidence that supports the scientific theory of evolution, including
the fossil record, comparative anatomy, origins of life on earth, comparative embryology, biogeography, molecular biology
and observed evolutionary change
Concept:
History and Theory
Driving Questions:
Sample Formative Assessment Tasks:
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.
How are the various models that explain the
origin of life on Earth related?
How does evidence support the theory of
evolution?
SC.912.L.15.8
Describe the scientific explanations of the origin of
life on Earth.
Student Investigations:
Vocabulary
Theory, Law, Fossil, Evolution, Extinction,
Biogeography, Comparative Embryology,
Comparative Anatomy, Vestigial Structures,
Molecular Biology, Anaerobic, Organic, Inorganic,
Miller-Urey’s Experiment
How are whales related to other mammals?
(Lab #27: Argument Driven Inquiry in Biology)
This lab has students accessing an online
database in order to compare amino acid
sequences. Students will use technology to
compare molecular sequences, and use those
sequences to develop a phylogenetic tree.
This will provide an opportunity to preview
taxonomy and phylogenetic trees while
applying the content of evolutionary change.
Explain how the evidence presented
above is used to support the scientific
theory of evolution.
Compare and contrast the conditions
on early earth to the conditions on
earth today
Resources
Student Text:
Student Misconceptions:
Support or Fail To Support Investigation
Gallery Walk:
Textbook and other complex text sources
Probes
Miller and Levine Textbook
Pg. 465 – 471 (Evidence of Evolution)
Pg. 553 – 558 (Origins of Life on Earth)
During a lab activity, one of your fellow
scientists makes the following claim:
Complex Texts
Evolution of Darwin's Finches Tracked at Genetic Level
http://www.scientificamerican.com/article/evolutionof-darwin-s-finches-tracked-at-genetic-level/
Deeper Learning Opportunities:
Theories are able to become laws, if we
can find enough evidence to support
them.
Do you agree or disagree with this
statement? Why?
What Fossil Imprints of Rain Reveal about Early Earth
http://www.scientificamerican.com/article/fossilimprints-of-rain-reveal-early-earth-atmosphere/
After working through a definition of
evolution, post images or regalia of the
different pieces of evidence (biogeography,
fossil record, etc.) around the room. Ask
students to move around the room and
observe each piece of evidence. As they
observe the evidence, ask students to
generate a claim as to whether or not that
piece of evidence could be used to support
the theory of evolution. The students
should then support this claim with a
justification/reasoning.
Original Digital Student Tutorial
Examining Evidence of Evolution
http://www.cpalms.org/Public/Preview
ResourceStudentTutorial/Preview/116731
Interventions
Tier II Interventions
Using QuickTime, record a New Screen Recording explaining each piece of evidence, as well as how each is currently used to support the theory
of evolution. From this, develop an assessment that Tier II learners could use to recover lost credit from class. Make this resource available to
Tier II students online via Canvas.
Key Learning: Trace the development of modern day hominids from early ancestors to today, making sure to focus on brain
size, jaw size, language, and the use of tools.
Concept:
Hominid Evolution
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 tool
Driving Questions:
Sample Formative Assessment Task:
What trends in hominid evolution have been A group of archaeologists have uncovered
evident from early ancestors six million years two early hominid skulls. The two skulls can
ago to modern humans?
be found below:
What patterns are made evident as earlier
species have evolved to modern humans?
Student Investigations:
Hominid Evolution Evaluate the Alternatives
(Scientific Argumentation in Biology)
Vocabulary
Hominid, Bipedal, Binocular, Opposable, Tool Use,
Language, Trend
In this activity, students use the Smithsonian
database
(http://humanorigins.si.edu/evidence/3dcollection) to collect evidence regarding the skulls
of hominid ancestors. Students are required to
analyze the 3d renderings of each skull, and
collect data to support one of three possible
phylogenetic trees that show a proposed
sequence of hominid evolution.
Based on your knowledge of the evolution of
hominid ancestors, assess the two skulls
found. Which of the two skulls do you
believe to be the older, more ancient
hominid species? Support your answer.
Resources
Student Text:
Student Misconceptions:
Deeper Learning Opportunities:
Textbook and other complex text sources
Probes
Critical Writing Activity
Miller and Levine Textbook
Pg. 767 – 772 (Hominid Evolution)*
*Note: This text section focuses mostly on
hominid history, and only briefly touches on the
trends identified in the standard.
From the list below, circle the statements that
you agree with. For each, provide a onesentence explanation for your answer.
Many of the trends in hominid fossils
occurred simultaneously. In a written
response, have students hypothesize
how the development of some
trends may have influenced the
development of other trends. For
example, one trend that students
may be able to identify is the fact
that as brain size increased, tool use
became more sophisticated.
Complex Texts
Study Detects Recent Instance of Human Evolution
http://www.nytimes.com/2006/12/10/science/10cn
d-evolve.html
From early human ancestors to today…
1. The size of the jaw has increased
2. The size of the brain has decreased
3. Tools have become more sophisticated
4. Language has become less complex
5. Skull size has gotten larger
Ancestors of Modern Humans Interbred With Extinct
Hominins, Study Finds
Original Digital Student Tutorial
Climbing Around the Hominin Family
Tree
http://www.cpalms.org/Public/Previ
ewResourceStudentTutorial/Preview
/114725
http://www.nytimes.com/2016/03/22/science/nean
derthals-interbred-with-humans-denisovans.html
Becoming Human
http://www.cpalms.org/Public/Previ
ewResourceUpload/Preview/124853
Interventions
Tier II Interventions
Providing time for struggling learners to create a story board, comic, or flip book that models how hominid features (brain size, jaw size, tool
use, and language use) have changed over time will help students to visualize this concept.
Key Learning: Compare and contrast the various mechanisms that drive evolution in a population, including natural
selection, genetic drift, and gene flow
Concept: Evolutionary Change
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.
Driving Questions:
Why are certain conditions necessary to
promote natural selection?
How does natural selection influence the gene
pool?
What are the various ways that populations
evolve?
SC.912.L.15.14
Discuss mechanisms of evolutionary change other than
natural selection such as genetic drift and gene flow.
Sample Formative Assessment Task:
In nature, some male birds have
extravagant features that make them
easily stand out to predators. For
example, many male birds have bright
coloration. Other birds may have
complex songs or intricate behaviors.
Student Investigations:
Natural Selection Simulation Lab –
Have students use different utensils to
compete to collect a variety of small objects.
Divergence, Natural Selection, Genetic Drift, Gene Flow, For example, students can use plastic forks and
Write a two to three sentence
Speciation, Reproductive Isolation, Adaptation, Variation, knives in attempt to collect black beans. This
lab should model that various adaptations (in
response that provides a possible
Inherited Variation, Survival of the Fittest, Sexual
Selection, Artificial Selection
this case – the utensils assigned) impact the
reason why we see these extravagant
ability of organisms to survive in their
features in some male birds.
environment.
Vocabulary
http://www.cpalms.org/Public/PreviewResour
ceLesson/Preview/127760
Resources
Student Text:
Textbook and other complex text sources
Miller and Levine Textbook
Pg. 460 – 464 (Natural Selection)
Pg. 490 – 492 (Genetic Drift and Gene Flow)
Student Misconceptions:
Probes
During class, two of your fellow
students engage in a scientific
debate about the concept of
evolution and natural selection. The
students make the following claims:
Deeper Learning Opportunities:
Rock Pocket Mice Infographic
http://www.hhmi.org/biointeractive/makingfittest-natural-selection-and-adaptation
This activity is based around a population of
mice and how they have adapted to their
Complex Texts
natural environment. Throughout the video,
Foxes That Endure Despite a Lack of Genetic Diversity
Nancy: Evolution and natural
there are pause points for class discussion.
http://www.nytimes.com/2016/04/26/science/channelselection are two different
Students can then use this information to
island-foxes-least-genetic-diversity.html
concepts. In fact, natural selection is
create a poster presentation, participate in
one of the way evolution happens.
an online discussion, or write a formal
Fast-Reproducing Microbes Provide a Window on Natural
written summary describing how the
Selection
Donald: Evolution and natural
environment act as a method to drive the
http://www.nytimes.com/2007/06/26/science/26lab.html
selection are two names for the
process of evolution.
same thing. Both describe the idea
that individuals that are best fit in
Is Natural Selection Random? A Case Study
their environment survive the
after Hurricane Opal
longest.
http://www.cpalms.org/Public/Preview
ResourceLesson/Preview/127775
Which student do you agree with
and why?
Original Digital Student Tutorial
Natural Selection
http://www.cpalms.org/Public/Preview
ResourceStudentTutorial/Preview/121005
Interventions
Tier II Interventions
Create opportunities in class for struggling students to model the process of evolution by natural selection, gene flow, and genetic drift by using
a manipulative, such as different types of beans. This will provide struggling learners an opportunity to see the concept in real time, and
generate an understanding of how each process works.
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.
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 skull or brain size
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
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.