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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
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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
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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