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UNIT PLAN
Subject/Grade Level:
Unit #:
Unit Name:
10-12th Grade Biology 1
7
Evolution and Taxonomy
Big Idea/Theme:
The first scientific explanation for the unity of life was offered by Darwin’s theory of
evolution by natural selection. To study the great diversity of organisms, biologists
must classify each organism and assign it a universally accepted name.
Culminating Assessment:
“Neopets” (or any kind of object)
A new population of “organisms” as been discovered in a remote area. Work in
small groups to identify, name, and classify all organisms.
Unit Understanding(s)
Students will understand that…
Darwin observed patterns among
organisms at the Galapagos
Islands.
Environmental factors lead to
evolution.
Lamarck had theories on evolution.
Darwin’s theories were Natural
Selection and Descent with
Modification.
There is evidence for evolutionary
theory.
Several main sources for the
evolution of a species have been
formed.
Phylogenic trees and cladograms
show evolutionary relationships.
Within a population, there are main
sources of heritable variation.
The process of speciation occurs
within a group living organisms.
Evolutionary relationships are
important in classification.
Some similarities are most
important in evolution.
Six kingdoms of life can be
identified.
Classification has three domain
systems.
Unit Essential Question(s):
What was Charles Darwin’s
contribution to science?
What genetic patterns did Darwin
observe on the Galapagos Islands?
According to Lamarck, how do species
evolve?
How is natural selection related to
species’ fitness?
What evidences of evolution did
Darwin present? Give examples.
What are the main sources of heritable
variation in a population?
What factors are involved in the
formation of a new species?
What are the six important patterns of
macroevolution?
How are living things organized for
study?
What is binomial nomenclature?
What is Linnaeus’s system of
classification?
How are evolutionary relationships
important in classification?
Which similarities are most important?
What are the six kingdoms of life as
they are now identified?
What is the three domain system of
classification?
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Students will know… / Students will be able to…
Describe the pattern Darwin observed among organisms of the Galapagos
Islands.
Explain Lamarck’s theory of Acquired Characteristics.
Explain Darwin’s theories of Natural Selection and Common Descent
Identify evidence Darwin presents to support his theories.
Explain the statement”survival of the fittest” and where does it fit in natural
selection.
Define a gene pool.
Identify that evolution affects phenotype, not genotype.
Identify the main sources of inheritable variation in a population.
Identify that evolution affects populations rather than individuals.
Describe genetic drift and explain the examples of founder effect and bottleneck.
Identify the conditions necessary for speciation to occur.
Contrast microevolution and macroevolution.
Identify important patterns of macroevolution.
Explain Linnaeus’s system of classification and why we use it to classify
organisms.
State Linnaeus’s seven-level hierarchical system and classify humans using this
system.
Interpret cladograms and phylogentetic trees to support Darwin’s theory of
common descent.
Identify the evolutionary similarities used to compare organisms, and explain
their importance in recognizing similarities among organisms.
Name the six kingdoms and the criteria required for each.
Describe the three-domain system of classification.
South Carolina Academic Standards:
Standard B-5
B-5.1 Summarize the process of natural selection.
B-5.2 Explain how genetic processes result in the continuity of life-forms over time.
B-5.3 Explain how diversity within a species increases the chances of its survival.
B-5.4 Explain how genetic variability and environmental factors lead to biological
evolution.
B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology,
biochemistry, and paleontology that underlies the theory of biological
evolution.
B-5.6 Summarize ways that scientists use data from a variety of sources to
investigate and critically analyze aspects of evolutionary theory.
B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among
different groups of organisms.
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Interim Assessment (formative)
Quizzes
Vocabulary terms
Anticipation Guides
KWL
Graphic Organizers
Key Criteria (to meet the standard/rubric)
Collaborative Work Skills: Classification Project
Student Name:
CATEGORY
________________________________________
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3
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1
Contributions Routinely
provides useful
ideas when
participating in
the group and
in classroom
discussion. A
definite leader
who contributes
a lot of effort.
Usually
provides useful
ideas when
participating in
the group and
in classroom
discussion. A
strong group
member who
tries hard!
Sometimes
provides useful
ideas when
participating in
the group and in
classroom
discussion. A
satisfactory
group member
who does what
is required.
Rarely provides
useful ideas
when
participating in
the group and in
classroom
discussion. May
refuse to
participate.
Quality of
Work
Provides work
of the highest
quality.
Provides high
quality work.
Provides work
that
occasionally
needs to be
checked/redone
by other group
members to
ensure quality.
Provides work
that usually
needs to be
checked/redone
by others to
ensure quality.
Timemanagement
Routinely uses
time well
throughout the
project to
ensure things
get done on
time. Group
does not have
to adjust
deadlines or
work
responsibilities
Usually uses
time well
throughout the
project, but
may have
procrastinated
on one thing.
Group does not
have to adjust
deadlines or
work
responsibilities
Tends to
procrastinate,
but always gets
things done by
the deadlines.
Group does not
have to adjust
deadlines or
work
responsibilities
because of this
person's
Rarely gets
things done by
the deadlines
AND group has
to adjust
deadlines or
work
responsibilities
because of this
person's
inadequate time
management.
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because of this because of this procrastination.
person's
person's
procrastination. procrastination.
Focus on the
task
Consistently
stays focused
on the task and
what needs to
be done. Very
self-directed.
Focuses on the
task and what
needs to be
done most of
the time. Other
group members
can count on
this person.
Focuses on the
task and what
needs to be
done some of
the time. Other
group members
must sometimes
nag, prod, and
remind to keep
this person ontask.
Rarely focuses
on the task and
what needs to
be done. Lets
others do the
work.
Preparedness Brings needed
materials to
class and is
always ready to
work.
Almost always
brings needed
materials to
class and is
ready to work.
Almost always
brings needed
materials but
sometimes
needs to settle
down and get to
work
Often forgets
needed
materials or is
rarely ready to
get to work.
Working with Almost always
Others
listens to,
shares with,
and supports
the efforts of
others. Tries to
keep people
working well
together.
Usually listens
to, shares, with,
and supports
the efforts of
others. Does
not cause
"waves" in the
group.
Often listens to,
shares with, and
supports the
efforts of others,
but sometimes
is not a good
team member.
Rarely listens
to, shares with,
and supports
the efforts of
others. Often is
not a good team
player.
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