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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.