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Unit Title: Evolution Unit Plan
Designer/Teacher: Miss Lori Iantorno
Subject/Grade: Biology Grade 11
Periods: Fall ‘09
Stage 1—Desired Results
Established Goals:
Ontario Standards C1, C2, C3
C1. Analyze the economic and environmental advantages and disadvantages of an artificial
selection technology, and evaluate the impact of environmental changes on natural selection
and endangered species;
C1.1 analyse, on the basis of research, the economic and environmental advantages and disadvantages of
an artificial selection technology (e.g.,livestock and horticultural breeding) [IP, PR, AI, C]
C1.2 evaluate the possible impact of an environmental change on natural selection and on the vulnerability of
species (e.g., adaptation to environmental changes can affect reproductive success of an organism) [AI, C]
C2. Investigate evolutionary processes, and analyze scientific evidence that supports the
theory of evolution;
C2.1 use appropriate terminology related to evolution, including, but not limited to: extinction, natural
selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest [C]
C2.2 use a research process to investigate some of the key factors that affect the evolutionary process (e.g.,
genetic mutations, selective pressures, environmental stresses) [IP, PR]
C2.3 analyse, on the basis of research, and report on the contributions of various scientists to modern
theories of evolution (e.g., Charles Lyell, Thomas Malthus, Jean-Baptiste Lamarck, Charles Darwin, Stephen
Jay Gould, Niles Eldredge) [IP, PR, AI, C]
C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial
selection (e.g., selective breeding, antibiotic resistance in microorganisms), and analyse the different
mechanisms by which they occur [PR, AI, C]
C3. Demonstrate an understanding of the theory of evolution, the evidence that supports it,
and some of the mechanisms by which it occurs.
C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to
illustrate the process of biological change over time
C3.2 explain the process of adaptation of individual organisms to their environment (e.g., some diseasecausing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations
from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to
the next generation)
C3.3 define the concept of speciation, and explain the process by which new species are formed
C3.4 describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual selection,
genetic variation, genetic drift, biotechnology), and explain how they affect the evolutionary development and
extinction of various species (e.g., Darwin’s finches, giraffes, pandas
Enduring Understandings:
Students will understand that…
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Evolution is the process of biological change over
time based on the relationships between species
and their environments.
The theory of evolution is a scientific explanation
based on a large accumulation of evidence.
Technology that enables humans to manipulate the
development of species has economic and
environmental implications.
Students will know…
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That Speciation through evolution is a slow process
that takes place over many generations and be able
to describe evolutionary mechanisms. They will
learn terminology related to evolution and apply it in
projects that investigate the impact of evolution on
individual organisms as they adapt to their
environments.
Essential Questions:
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What is the fundamental theory of evolution?
What forces drive evolutionary processes?
How do adaptations lead to evolution in species?
How does this theory account for the diversity of
living things?
How do/can humans affect adaptive selection?
Positively or negatively?
Students will be able to…
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Analyze and research, the economic and environmental
advantages and disadvantages of artificial selection
technology.
Evaluate the possible impact of an environmental
change on natural selection and on the vulnerability of
species.
Research, and report on the contributions of various
scientists to modern theories of evolution
Investigate, through a case study or computer
simulation, the processes of natural selection and
artificial selection
Reflect on the principles of evolutionary theory and
practice and apply them to their lives.
Stage 2—Assessment Evidence
Performance Task: (Unit “end” product)
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Students will chose any currently living organism
and trace its evolutionary ancestor through
research. They will then use that same organism
and evolve it further (assuming many generations
have passed) applying specific evolutionary forces
onto it (such as natural selection, sexual selection,
genetic drift, gene flow, bottlenecking). They will
give a presentation to the class on their research
using technology and an illustration or model.
Other Evidence of Assessment:
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Students will create a graphic timeline that shows the
changes that have occurred on Earth
Students will be given a formal quiz at the end of each
topic
Students will complete a research paper and seminar on
an evolutionary scientist or theory.
Students will complete handouts provided by the teacher
Students will participate in class activities labs and
games that are part of the unit
Stage 3—Learning Plan
Scaffolded Learning Activities:
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Class #1 – HOOK: Introduction to Evolution
Class #2 – Fossils provide evidence of earlier life – unicellular and multi-cellular organisms
Class #3 – Earth’s history includes mass extinctions
Class #4 – Species change over time – Scientists explore evolution - Lamarck
Class #5 – Charles Darwin, the Origin of the species
Class #6 – Variations and Adaptations
Class #7 – Natural Selection
Class #8 – Sexual Selection
Class #9 – Observations provide evidence for learning - LAB
Class #10 – Fossil evidence supports evolution
Class#11 – Biological evidence supports evolution (similarities in structure, function, development, vestigial organs)
Class #11 – Tracing Ancestry: Human Evolution
Class #12 – Genetic evidence supports evolution (genes, DNA coding)
Class #13 – Human Evolution
Class #14 – Technology: Environmental and Economic Implications
Class #15 – Create a Creature
Class #16 – Create a Creature
Class #17 – Class Showcase