Download UNIT 5 Natural Selection and Evolution

Unit 5: Natural Selection and Evolution
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Science
Biology
MayJun
8 Weeks
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Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
UNIT 5
Natural Selection and Evolution
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: INSERT YOUR NAME(S) HERE
Dr. Richard Tomko, Superintendent of Schools
Mr. Thomas D’Elia, Director of Curriculum and Instruction
Ms. Diana Kelleher, District Supervisor of ELA/Social Studies
Mr. George Droste, District Supervisor of Math/Science
Board Approved: OCTOBER 17, 2016
Unit Overview
Natural Selection and Evolution:The performance expectations in the topic Natural Selection and Evolution
help students answer the questions: “How can there be so many similarities among organisms yet so many
different plants, animals, and microorganisms? How does biodiversity affect humans?” High school students
can investigate patterns to find the relationship between the environment and natural selection. Students
demonstrate understanding of the factors causing natural selection and the process of evolution of species
over time. They demonstrate understanding of how multiple lines of evidence contribute to the strength of
scientific theories of natural selection and evolution. Students can demonstrate an understanding of the
processes that change the distribution of traits in a population over time and describe extensive scientific
evidence ranging from the fossil record to genetic relationships among species that support the theory of
biological evolution. Students can use models, apply statistics, analyze data, and produce scientific
communications about evolution. Understanding of the crosscutting concepts of patterns, scale, structure
and function, and cause and effect supports the development of a deeper understanding of this topic
(Chapters 15, 16, and 17).
NJSLS
SCI.9-12.HS-LS4-2
Construct an explanation based on evidence that the process of evolution
primarily results from four factors: (1) the potential for a species to increase in
number, (2) the heritable genetic variation of individuals in a species due to
mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce
in the environment.
SCI.9-12.HS-LS4-4
Construct an explanation based on evidence for how natural selection leads to
adaptation of populations.
SCI.9-12.HS-LS4-3
Apply concepts of statistics and probability to support explanations that organisms
with an advantageous heritable trait tend to increase in proportion to organisms
lacking this trait.
SCI.9-12.HS-LS4-1
Communicate scientific information that common ancestry and biological
evolution are supported by multiple lines of empirical evidence.
SCI.9-12.HS-LS4-5
Evaluate the evidence supporting claims that changes in environmental conditions
may result in: (1) increases in the number of individuals of some species, (2) the
emergence of new species over time, and (3) the extinction of other species.
Exit Skills
By the end of Unit 5 Students Should be able to:

Define the biological process of evolution.

Identify several factors that could limit the growth of populations.

Relate the roles of adaptation and fitness in the thoery of natural selection.

Describe evidence from biogeograph that species evolve adaptations to their environments.

Describe an example of coevolution.Identify the five conditions thayt may cause evolution to occur in a
population.

Contrast natural selection with sexual selection.

Identify which type of selection is happening when a population's bell curve narrows over time.

Compare the effects of stabilizing selection, disruptive selection, and directional selection.

Summarize the hypothesis of punctuated equilibrium as it relates to the rate of speciation.

Explain the primary difficulty of organizing Earth's biodiversity.

List seven levels of Linnaeus's classification hierarchy from most general to most specific.

Identify the system of classification that is based on an analysis of shared, derived characters.

Name the three domains and six kingdoms, and indicate the relationships of the two sets of taxa.
Enduring Understanding
Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among
species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent
can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable
from the similarities and differences in amino acid sequences and from anatomical and embryological
evidence.
Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a
population and (2) variation in the expression of that genetic information — that is, trait variation — that
leads to differences in performance among individuals
Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in
number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3)
competition for an environment’s limited supply of the resources that individuals need in order to survive
and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and
reproduce in that environment.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the
population.
Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically,
behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the
differential survival and reproduction of organisms in a population that have an advantageous heritable trait
leads to an increase in the proportion of individuals in future generations that have the trait and to a
decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.
Changes in the physical environment, whether naturally occurring or human induced, have thus contributed
to the expansion of some species, the emergence of new distinct species as populations diverge under
different conditions, and the decline — and sometimes the extinction — of some species.
Species become extinct because they can no longer survive and reproduce in their altered environment. If
members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is
lost.
Definition: Enduring Understandings
Enduring understandings are statements summarizing important ideas and core processes that are central to a
discipline and have lasting value beyond the classroom. They synthesize what students should understand—not just
know or do—as a result of studying a particular content area. Moreover, they articulate what students should “revisit”
over the course of their lifetimes in relationship to the content area.
Enduring understandings:
1. Frame the big ideas that give meaning and lasting importance to such discrete curriculum elements as facts
and skills
2. Can transfer to other fields as well as adult life
3. “Unpack” areas of the curriculum where students may struggle to gain understanding or demonstrate
misunderstandings and misconceptions
4. Provide a conceptual foundation for studying the content area and
5. Are deliberately framed as declarative sentences that present major curriculum generalizations and recurrent
ideas.
Example:
Reading/Literature
This is an Enduring Understanding
Reading is a process by which we construct meaning about the information being communicated by an author within a
print or non-print medium.
This is an Essential Question
How is reading a process of constructing meaning from text?
Essential Questions
1. How can there be so many similarities among organisms yetso many different plants, animals, and
microorganisms?
2. How does biodiversity affect humans?
3. What scientific information supports common ancestry and biological evolution?
4. What is the role of genetic variation in natural selection?
5. How does natural selection lead to adaptation of populations?
6. What are the four factors upon which the process of evolution is based?
7. How can the adverse impacts of human activity on biodiversity be mitigated?
8. What are the results of changes in environmental conditions over time?
9. How can statistics and probability be used to support the idea that organisms with advantageous heritable
traits tend to increase in proportion to organisms lacking this trait?
Essential Question: A question that lies at the heart of a subject or a curriculum and one that promotes inquiry and
the discovery of a subject.
•They can help students discover patterns in knowledge and solve problems.
•They support inductive teaching—guiding students to discover meaning, which increases motivation to learn.
•They are one of the most powerful tools for helping students think at more complex levels.
•They engage the personal intellect—something that traditional objectives usually fail to do.
•Have no obvious “right” answer
•Raise other important questions, often across subject-area boundaries
•Address a concept
•Raise other important questions
•Naturally and appropriately recur
•Stimulate critical, ongoing rethinking
•Are framed to provoke and sustain student interest
What makes a Questions "Essential?"
•Continues throughout all our lives
•Refers to core ideas and inquiries within a discipline
•Helps students effectively ask questions and make sense of important and complex ideas, knowledge, and know-how
•Engages a specific and diverse set of learners
Two Types of Essential Questions:
•Overarching: The overall “Big Idea”
•More general, broader
•Point beyond specific topics or skills
•Promote the transfer of understanding
•Topical: Unit or lesson specific but still promotes inquiry
•Unit or lesson specific - used to guide individual units or lessons
•Promote inquiry
•Resist obvious answers
•Require explanation and justification
Examples:
•What is a true friend?
•What makes an artist amazing?
•In what sense is the body a system?
•What is the law of nature, and how is it like or unlike social laws?
•To what extent is US history a history of progress?
•In what ways do diet and exercise affect health?
•Must heroes be flawless?
•How do effective writers hook and hold their readers?
•How do cultures affect one another?
•Does practice make perfect?
•What is healthy eating? Healthy living?
•How and when do we use mathematics?
•How does something acquire value?
Learning Objectives
Student will be able to.....
Define the biological process of evolution.
Analyze the reasoning in Darwin's theory of evolution by natural selection.
Relate the concepts of adaptation and fitness to the theory of natural selection.
Describe the ongoing development of evolutionary theory.
Describe how convergent evolution can result among different species.
Compare artificial selection and natural selection.
Explain how organisms can undergo coevolution.Relate the bilogical species concept to the modern definition of
species.
Explain how the isolation of populations can lead to speciation.
Compare two kinds of isolation and the pattern of speciation associated with each.
Relate biodiversity to biological classificationIdentify the kinds of evidence that modern biologists use in classifying
organisms.
State the criteria used ina cladistic analysis.
Describe the evidence that prompted the invention of the three-domain system of classification.
Describe the six-kingdom system of classification.
Tips on Writing Good Learning Objectives
Bloom’s Taxonomy
Applying Bloom’s Taxonomy to Learning Objectives
Effective learning objectives need to be observable and/or measureable, and using action verbs is a way to achieve
this. Verbs such as “identify”, “argue,” or “construct” are more measureable than vague or passive verbs such as
“understand” or “be aware of”. As you develop your syllabus focus on articulating clear learning objectives and then
use these objectives to guide class assignments, exams and overall course assessment questions.
Sample Learning Objectives for a Lower Division Course
After completing Nutrition 101 Humans and Food, students will be able to:

Identify nutrients found in common food sources via the product’s nutrition label

Use computer dietary analysis to assess a 2-day dietary intake and summarize results

Locate nutrition-related information on the Internet and use evaluative criteria to identify reliability of the
information
Action Verbs
Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These are useful in
writing learning objectives, assignment objectives and exam questions.
Remember
Choose
Describe
Define
Label
List
Locate
Match
Memorize
Name
Omit
Recite
Select
State
Count
Draw
Outline
Point
Quote
Recall
Recognize
Repeat
Reproduce
Understand
Classify
Defend
Demonstrate
Distinguish
Explain
Express
Extend
Give Examples
Illustrate
Indicate
Interrelate
Interpret
Infer
Match
Paraphrase
Represent
Restate
Rewrite
Select
Show
Summarize
Tell
Translate
Associate
Compute
Convert
Discuss
Estimate
Extrapolate
Generalize
Predict
Apply
Choose
Dramatize
Explain
Generalize
Judge
Organize
Paint
Prepare
Produce
Select
Show
Sketch
Solve
Use
Add
Calculate
Change
Classify
Complete
Compute
Discover
Divide
Examine
Graph
Interpolate
Manipulate
Modify
Operate
Subtract
Analyze
Categorize
Classify
Compare
Differentiate
Distinguish
Identify
Infer
Point out
Select
Subdivide
Survey
Arrange
Breakdown
Combine
Detect
Diagram
Discriminate
Illustrate
Outline
Point out
Separate
Evaluate
Appraise
Judge
Criticize
Defend
Compare
Assess
Conclude
Contrast
Critique
Determine
Grade
Justify
Measure
Rank
Rate
Support
Test
Create
Combine
Compose
Construct
Design
Develop
Formulate
Hypothesize
Invent
Make
Originate
Organize
Plan
Produce
Role Play
Drive
Devise
Generate
Integrate
Prescribe
Propose
Reconstruct
Revise
Rewrite
Transform
Interdisciplinary Connections
LA.11-12.RST.11-12.1
Accurately cite strong and thorough evidence from the text to support analysis of
science and technical texts, attending to precise details for explanations or
descriptions.
LA.9-10.L.9-10.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
MA.K-12.2
Reason abstractly and quantitatively.
LA.9-10.WHST.9-10.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
LA.9-10.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and
research.
MA.K-12.4
Model with mathematics.
LA.9-10.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources
(including their own experiments), noting when the findings support or contradict
previous explanations or accounts.
LA.11-12.RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical
text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.
LA.9-10.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
LA.11-12.SL.11-12.4
Present information, findings and supporting evidence clearly, concisely, and
logically. The content, organization, development, and style are appropriate to
task, purpose, and audience.
LA.9-10.L.9-10.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
LA.9-10.WHST.9-10.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
What technology can be used in this unit to enhance learning?
Differentiation
As a Reminder:
The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product.
Resources:

NJDOE: Instructional Supports and Scaffolds for Success in Implementing the Common Core State Standards
http://www.state.nj.us/education/modelcurriculum/success/math/k2/
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this secion.
• Admit Tickets
.
• Anticipation Guide
.
• Common benchmarks
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Newspaper Headline
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Socratic Seminar
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Top 10 List
.
• Unit tests
.
Primary Resources
Textbook: Modern Biology - Holt, Rinehart and Winston
Electronic Teacher Resources: gohrw.com
Ancillary Resources
www.sclinks.org
Scientific American - Advanced-level Project Ideas
Journal articles on Photosynthesis and Cellular Respiration/Matter and energy flow in aerobic or anaerobic
environments.
Selected YouTube video's
www.nextgenscience.org
Sample Lesson
One Lesson per Curriculum must bein this lesson plan template. I.e. one lesson in one unit
Unit Name:
NJSLS:
Interdisciplinary Connection:
Statement of Objective:
Anticipatory Set/Do Now:
Learning Activity:
Student Assessment/CFU's:
Materials:
21st Century Themes and Skills:
Differentiation/Modifications:
Integration of Technology: