Download Natural Selection and Evolution

Natural Selection and Evolution
HS-LS4-1- Communicate scientific information that common ancestry and
biological evolution are supported by multiple lines of empirical evidence.
Vocab:
Analogous structures
Biogeography
Cladogram
Embryology
Evolution
Fossil
Fossil record
Homologous structures
Index fossils
Mitochondrial DNA
Phylogenetic tree
Transitional fossils
Vestigial organ
Knowledge Targets
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Students know organisms change over time through biological evolution.
Students know related organisms share similarities derived from common ancestors.
Students know fossils and the distribution of living things on Earth provide evidence for evolutionary
change over geologic time.
Students know similarities in DNA sequences and patterns of amino acid sequences provide evidence of
evolutionary relationships.
Students know studying comparative anatomy, cellular characteristics, embryological development, and
vestigial structures can reveal evidence of common ancestry.
Students know evolutionary relationships can be diagramed (e.g., phylogenetic trees or cladograms).
Students know evolution can be observed and documented in fast-reproducing organisms with relatively
short life spans.
Performance Targets
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Students can explain how geological evidence is used to infer the age of the Earth.
Students can describe how the fossil record provides evidence for common ancestry.
Students can compare DNA sequences of different organisms to infer evolutionary relationships.
Students can use multiple sources of evidence such as DNA sequences, fossils, protein similarities,
embryological patterns, vestigial organs, comparative anatomy, and species distributions to construct an
argument that supports common ancestry.
Students can interpret diagrams (e.g., phylogenic trees or cladograms) to infer evolutionary relationships.
Students can explain examples of evolution in action (e.g., antibiotic resistance or pesticide resistance).
Essential Question/Big Idea
How do we explain the tree of life?
Natural Selection and Evolution
HS-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.
Vocab:
Knowledge Targets
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Students know populations, not individual organisms evolve.
Students know biological evolution can result from natural selection.
Students know evolution by natural selection can result from four factors:
1. There is a potential for any population to increase in great numbers.
2. Genetic variation exists within a population due to mutations and sexual reproduction.
3. Competition exists for limited resources in an environment.
4. Variations of expressed traits allow some individuals to be more successful at survival and
reproduction in certain environments.
Students know genetic variation can lead to variation of expressed traits in individuals of a population.
Students know other factors can result in evolution (e.g., migration, mutation, or nonrandom mating).
Performance Targets
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Students can differentiate between the theory of evolution and the process of natural selection.
Students can construct an explanation that evolution by natural selection occurs when a species grows in
numbers, there is competition for limited resources, genetic variation is present, and individuals with
favorable adaptations have a competitive edge to survive and reproduce.
Students can use data to predict the effects of natural selection on a population.
Students can explain the genetic variation required for natural selection results from meiosis and
mutations.
Essential Question/Big Idea
Do the strongest really survive?
Are the fit the survivors?
Natural Selection and Evolution
HS-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.
Vocab:
Adaptation
Directional selection
Disruptive selection
Gene frequency
Gene pool
Probability
Stabilizing selection
Knowledge Targets
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Students know how natural selection leads to adaptation resulting in organisms which are more fit to
survive and reproduce within a specific environment.
Students know adaptations can be structural, physiological, or behavioral traits.
Students know a trait that positively affects survival is likely to be reproduced and its frequency will tend
to increase in the population.
Students know when environmental conditions change, the proportions of traits within a population can
be affected (e.g., directional, disruptive, and stabilizing selection).
Performance Targets
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Students can organize data using tables and graphs to show the numerical distribution of traits in
populations over time.
Students can explain individuals within a population who survive and reproduce at a higher rate are more
likely to pass along their genetic information to individuals in the next generation.
Students can conclude that over many generations, groups of individuals with particular traits that enable
them to survive and reproduce in a distinct environment can evolve into a different species.
Students can analyze graphs to differentiate between directional, disruptive, and stabilizing selection as
evidence to determine the advantage or disadvantage of a trait in a population.
Students can observe a change in gene frequency in a sample population and determine the mechanism
that caused that change.
Essential Question/Big Idea
How do organisms adapt to their environment?
Natural Selection and Evolution
HS-LS4-4- Construct an explanation based on evidence for how natural selection
leads to adaptation of populations.
Vocab:
Adaptation
Allopatric speciation
Geographic isolation
Habitat
Population
Sympatric speciation
Knowledge Targets
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Students know significant abiotic factors in an environment (e.g., seasonal temperature, longer term
climate changes, acidity, light, and geographic barriers) contribute to changes in gene frequencies and
adaptations over time.
Students know the significant biotic factors in an environment (e.g., invasive species, disease,
competition, predation, and symbiotic relationships) contribute to changes in gene frequencies and
adaptations over time.
Performance Targets
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Students can construct an explanation that identifies a cause and effect relationship between natural
selection and adaptation.
Students can describe natural selection as the mechanism for species to adapt to changes in their
environment.
Students can provide examples of how biotic and abiotic differences in ecosystems contribute to changes
in gene frequency over time through natural selection.
Essential Question/Big Idea
How does the environment cause evolutionary change?
Natural Selection and Evolution
HS-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.
Vocab:
Coevolution
Extinction
Hybrids
Mass extinction
Reproductive isolation
Knowledge Targets
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Students know changes in human induced (e.g., deforestation, overfishing, and use of fertilizers) or
naturally occurring (e.g., drought and floods) environmental conditions impact populations of species.
Students know changes in environmental conditions can result in the expansion of some species, the
emergence of a new species, and the decline or extinction of some species.
Students know changes in environmental conditions may cause species to become extinct because they
can no longer survive and reproduce.
Students know closely interacting species may reciprocally affect the evolution of their populations.
Students know the emergence or extinction of species can occur gradually or quickly.
Performance Targets
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Students can evaluate claims and evidence that environmental changes can result in the expansion,
emergence, decline, or extinction of species.
Students can identify causal or correlational relationships when analyzing data related to the expansion,
emergence, decline, or extinction of species.
Essential Question/Big Idea
Why do some organisms go extinct while others thrive?