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 Glenbard District 87 Course Title: Honors Biology
Unit:
Evolution: Natural Selection & Evolution of Populations
Stage 1 – Desired Results
Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address?
To gain a conceptual understanding of how natural selection drives evolution.
NGSS Standards:
• LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
• 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.
• 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.
• LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
• 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.
• LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Understanding(s): Students will understand that…
Natural selection is the mechanism by which evolution occurs.
Natural selection affects populations.
Knowledge: Students will know…
1. I know the evidence for evolution can be observed in data
2. I know the forces involved in the process of evolution
3. I know populations are dynamic both in make-up and distribution
4. I know natural selection favors advantageous heritable traits
5. I know species may emerge, grow in number, or go extinct due to changes in
the environment
6. I know reproductive success and survival of a species are inextricably linked
Essential Question(s): What provocative questions will foster inquiry, understanding,
and transfer of learning?
How does natural selection affect population dynamics?
Skills: Students will be able to …
1. I can identify differences between homologous and analogous structures.
2. I can construct a sequential fossil record from a collection of fossil
specimens.
3. I can relate DNA & embryological similarities to phylogenetic relationships.
4. I can relate variation in a population to meiotic processes and mutations.
5. I can predict the size of a population given numbers of births and numbers of
deaths over time. I can explain how limited biotic and abiotic resources result
in differential reproductive success.
6. I can differentiate between abiotic and biotic factors in an environment that
would act as a limiting factor.
7. I can deduce why some species become extinct.
8. I can model predator prey relationships.
9. Students will be able to argue for how various group interactions will lead to
survival or death of individuals in a group.