Download LT 2 Rubric

Evolutionary Forces
LT 2: Natural Selection
I can apply my understanding of evolutionary forces to Natural Selection which may lead populations
to evolve.
Proficiency Levels
Exceeds
Proficiency
Students can apply, analyze
and evaluate the concepts
and skills related to the
learning target.
The application of concepts
and skills will be weighted
25% on assessments.
Meets
Proficiency
Students can identify and
recall foundation knowledge
that relates to the learning
target.
The application of concepts
and skills will be weighted at
75% on assessments.
Description
Learning Target 2.1
 I can create a scenario that can vary to show the difference between
Darwin and Lamarck theories on Natural Selection.
Learning Target 2.2
 I can create a scenario that illustrates the necessary components for
Natural selection to occur, that has either an abiotic or biotic influence
that will select for a structural, behavioral or physiological adaptation.
Learning Target 2.3
 I can create a scenario for each mode of Natural Selection and a
appropriate graph to support my scenario, which is based on an abiotic
or biotic influence acting on a physiological, behavioral or structural
adaptation.
Learning Target 2.1
 I can evaluate evidence for Natural Selection including: Law of
Superposition, Radiometric Dating, and Biochemical Evidence.
 I can evaluate various scenarios and cite specific evidence that supports
either Lamarck's or Darwin's theories of evolution.
 I can evaluate a scenario to determine which individual is more
evolutionarily fit.
Learning Target 2.2
 I can list Darwin's four steps of Natural Selection, determine if Selection
is occurring based on a biotic or abiotic influence and determine if the
trait being selected for is structural, behavioral and physiological
adaptation.
Learning Target 2.3
 I can identify the three modes of Natural Selection, using their
definition, their graph, or scenario.
Developing
Proficiency
Refer to the vocabulary and “I Can Statements”
Proficiency Grade Conversion
Students will be assessed on their holistic understanding of the learning target. The meets and exceeds levels are weighted
to emphasize the relative importance of foundational vs. application knowledge and skills. Each assessment will be given a
raw score out of 10, which will be converted to reflect the ATHS proficiency Scale.
Raw Score
ATHS Proficiency
>7
2.0
>7.5
2.5
>8
3.0
>8.5
3.5
>9
4.0
Learning Target 2: Natural Selection
VOCABULARY
Natural Selection
Adaptation
Darwin
Lamarck
Abiotic
Biotic
Physiological
Behavioral
Radiometric
Half-Life
Superposition
Relative Dating
Directional Selection Disruptive Selection Stabilizing Selection
Evolutionarily Fit
Genetically Acquired Trait
Environmentally Acquired Trait
Learning Target 2.1
 I can determine the layers of sediment or fossils based on the Law of Superposition.
 I can determine how old a sedimentary layer or fossil is based on Radiometric dating.
 I can explain how biochemical evidence supports the theory of evolution.
 I can explain the differing theories of Darwin and Lamarck.
 I can explain what evolutionary fitness is and evaluate the fitness of different individuals.
 I can create a scenario to show my understanding of Darwin and Lamarck's views on evolution.
Learning Target 2.2
 I can list the four steps of Natural Selection in the correct order to show how evolution can occur.
 I can determine if an abiotic or biotic influence is affecting a population.
 I can determine if Natural Selection is favoring an adaptation that is structural, behavioral or physiological.
 I can define and identify the following types of adaptations: structural, behavioral and physiological.
 I can define and identify the following types of environmental influences: abiotic and biotic.
Learning Target 2.3
 I can define the following types of natural selection: disruptive, directional and stabilizing.
 I can identify the graphs for the following types of natural selection: disruptive, directional and stabilizing.
 I can identify examples of the following types of natural selection: disruptive, directional and stabilizing from
a scenario and/or example.
 I can identify the influence (abiotic or biotic) and effect (adaptation) from a given scenario of Natural
Selection.