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Biology Unit 6 Evolution and Classification
Evolution and Classification Content Objectives
6.1.1 Describe a typical sequence of events in fossilization.
6.1.2 Describe how fossils provide evidence for how living things change over time.
6.1.3 Identify and describe major events using the geologic time scale.
6.1.4 Differentiate between spontaneous generation and biogenesis using the findings of Redi, Pasteur,
Oparin, Miller and Urey.
6.1.5 Explain the date and age of the earliest fossil microbes and their relationship to prokaryotes,
photosynthesizing prokaryotes and eukaryotes.
6.1.6 Describe the endosymbiont theory and the evidence to support it.
6.1.7 Discuss the evidence that convinced Darwin that species could change over time.
6.1.8 Describe the four principles of natural selection and how they could change a population, including a
particular species as an example.
6.1.9 Explain how the use of comparative embryology and anatomy can be used to support the theory of
evolution; include definitions and examples of homologous, vestigial and analogous structures.
6.1.10 Explain, using amino acid sequences, how comparative biochemistry can be used to support
evolutionary relationships.
6.1.11 Define adaptation and fitness; explain how camouflage, mimicry and antimicrobial resistance would
increase an organisms chances of survival and reproductive success.
6.1.12 Define population genetics and the conditions required for genetic equilibrium.
6.1.13 Describe factors that influence speciation such as types of genetic drift, gene flow, nonrandom
mating, mutation and natural selection.
6.1.14 Describe, by using graphs, three main ways natural selection alters phenotypes. Include a discussion
sexual selection.
6.1.15 Describe the two types of reproductive isolation and speciation.
6.1.16 Explain the rate and several patterns of evolution (adaptive radiation, coevolution, convergent
6.1.17 Discuss the relationship between primates, Hominoids, Hominins and Homo species by using fossil
6.1.18 Compare Aristotle’s and Linnaeus’s methods of classifying organisms.
6.1.19 Explain how to write a scientific name using binomial nomenclature.
6.1.20 Summarize the categories used in biological classification.
College Readiness Skills
6.2.1 Create and use a dichotomous key to identify organisms.
6.2.3 Use an indented and nonindented dichotomous keys to identify organisms.
20E.1 Select a simple hypothesis, prediction, or conclusion that is supported by a data presentation or
13I.1 Select a single piece of data (numerical or nonnumerical) from a simple data presentation.
16I.3 Find basic information in a brief body of text.
16I.4 Determine how the value of one variable changes as the value of another variable changes in a simple
data presentation.
20I.3 Translate information into a table, graph or diagram.
Biology Unit 6 Evolution and Classification – Chapters 14, 15 and 16
Lab #17 How Species Compare
Lab #18 Peppered Moth Survey
Lab #19 Hominid Fossil Webquest
Using and Constructing a Dichotomous
Creating a Dichotomous Key to Classify
Introduction and Use of Dichotomous
Chimps R Us
Apes to Man
How Do Paleoanthropologists Study
Text book review questions
Activities Total
DNA Science and Technology test
Examination of amino acid sequences and how they can
be used to determine relationships between organisms
Classic experiment showing natural selection
Using a variety of websites, explore early hominid
Practice for learning how to use and create
dichotomous keys.
Using morphology to create a dichotomous key for ten
people of your choice
Practice using indented and non-indented classification
Article about the relationship between chimpanzees
and humans
Video segment exploring Lucy, a Hominin, within the
lineage of primates, hominoids and humans.
Using skulls to determine similarities between apes,
humans, and Lucy.
Section Assessments: P.489 1-4,6; P. 503 1-5;
P. 400 1,2,4-6; P. 407 1-5; P. 422 1-5; P. 430 1-5;
P. 441 1-6; P. 460 1-3,5 P. 466 1-3,5,6; P. 473 1-6
Unit test covering all objectives, homework,
activities, labs, and lectures
*All answers should be written in logical statements or sentences, do not answer with a letter or single word.