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Scale for Goal #1: 4 -Students can identify how closely species are related based on evolutionary evidence 3 -Students will be able to: *Describe the scientific explanations for the origin of life on Earth *Explain how the scientific theory of evolution is supported by fossil record, comparative anatomy, embryology, biogeography, molecular biology (changes in genetic make-up), and observed evolution (observations in nature) -Students will be able to: *Identify situations or conditions contributing to the origin of life on Earth *Describe the process of how life formed on Earth *Describe the endosymbiotic theory *Explain how the contributions of different scientists (Pasteur, Oparin, Miller, Urey) led to the development of the scientific explanation for the origin of life on Earth *Identify how multiple scientists’ (Darwin, Lamarck, Mendel, & Wallace) contributions aided in the development of the Theory of Evolution *Explain how the Theory of Evolution is an example of how theories are formed in science *Recognize the pieces of evidence (fossil record, comparative anatomy, embryology, biogeography, changes in genetic make-up and observations in nature) that support the theory of evolution and how they may or may not common ancestry Vocab: biogeography, biodiversity, embryology, evolution, homologous structures, analogous structures, population, species, molecular biology, vestigial structure, common ancestor, organic molecule, mutation 2 1 Scale for Goal #2: 4 3 2 1 -Students can see the relationship between the Hardy-Weinberg principle and genetic equilibrium -Students will be able to: *Describe the conditions required for natural selection, including: variation, heritability, overproduction of offspring and reproductive success *Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow *Describe how mutation and genetic recombination increase genetic variation -Students will be able to: *Identify the differences between the mechanisms of evolution (natural selection, genetic drift, gene flow, mutation) *Explain the conditions needed for natural selection and how they lead to differential reproductive success *Describe how mutations and meiosis can lead to genetic variation Vocab: evolution, genetic drift, gene flow, population, species, molecular biology, natural selection, genetic variation (diversity), fitness, adaptation, differential reproduction, genetic recombination, common ancestor, mutation Scale for Goal #3: 4 3 2 1 - Students can explain additional pieces of evidence that contribute to the basic trends in hominid evolution -Students will be able to: *Identify the basic trends in hominid evolution from early ancestors 6 million years ago to modern humans, including brain size, jaw size, language, tool use & language development -Students will be able to: *Explain how changes in jaw size and brain size are related *Explain how changes in language and manufacture of tools show changes in hominid evolution Vocab: hominid, mutation, common ancestor