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Mrs. Porembka
Academic Biology – 9th grade, 2014 – 2015
Week of April 20 – 24
Keystone Objectives:
Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological,
embryological, biochemical, and universal genetic code)
Explain how natural selection can impact allele frequencies of a population
Describe the factors that can contribute to the development of new species (e.g., isolating
mechanisms, genetic drift, founder effect, migration)
Explain how genetic mutations may result in genotypic and phenotypic variations within a
population
Day
M
Lab
Plan– pds. 1 and 6
Go over ch. 13 quiz, finish unit 3
review, go over evolution prior
concept review and begin natural
selection
Complete natural selection and
begin Peppered Moth simulation
lab
Day
M
W
lab
Complete Peppered Moth lab and
discuss evidence of evolution
W
Evidence of evolution lab
lab
Th
F
lab
Assignment
Unit 3 exam Tues.
Complete natural selection and
begin Peppered Moth simulation
lab
15.2 FC and notes
pages 5 – 6
T
Unit 3 exam, 15.2 vocab
T
Plan – pds. 3 and 8
Go over ch. 13 quiz, finish unit 3
review, go over evolution prior
concept review and begin natural
selection
Unit 3 exam, 15.2 vocab
Complete Peppered Moth lab and
discuss evidence of evolution
Evidence of evolution lab
15.3 FC and notes
pg. 7
Finish lab, discuss evolution in
action, 16.1 and 16.2 vocab,
begin 16.1 notes
16.1 and 16.2 FC
Th
Finish lab, discuss evolution in
action, 16.1 and 16.2 vocab,
begin 16.1 notes
Finish notes on genetic
equilibrium, 16.2 vocab and
disruption of equilibrium through
genetic drift
Genetic drift simulation lab
lab
F
Finish notes on genetic
equilibrium, 16.2 vocab and
disruption of equilibrium through
genetic drift