UNIT 8: Theory of Evolution
VOCABULARY
Absolute Dating
Amphibian
Analogous Structure
Biogeography
Birds
Cladogram
Common Descent
Comparative Anatomy
Platyhelminthes
Porifera
Cnidaria
Embryology
Fish
Fossils
Annelida
Echinodermata
Homologous Structure
Invertebrate
Arthropoda
Mammal
Molecular Similarities
Natural Selection
Primate
Nematoda
Relative Dating
Reptile
Vertebrate
Vestigial Structure
DKPCOFGS
Bacteria
Virus
Mollusca
 1. I can describe the major events of the Precambrian time period including the
formation of oxygen and the development of eukaryotic cells.
 2. I can look at a diagram and using the Law of Superposition, determine the relative
age of the fossils and rock layers.
 3. Given a formula for a half-life of a radioisotope, I can determine the age of a rock or
fossil.
 4. I can explain the differences between bacteria and viruses and explain how each
reproduces.
 5. I can list the classification system in order from Domain to Species.
 6. I can explain the difference between a homologous, analogous and vestigial
structure.
 7. I can identify and explain how scientists use fossils to support the Theory of
Evolution.
 8. I can identify and explain how scientists use natural selection and time, common
descent, biogeography, comparative anatomy, embryology, and molecular similarities
(DNA) to support the Theory of Evolution.
 9. I can identify the major developments in body plan that occurred between the nine
major animal phyla (Porifera, Cnidaria Platyhelminthes, Nematoda, Annelida,
Echinodermata, Mollusks, Annelids, Arthropods)
 10. I can identify the major developments in body plan that occurred between the
vertebrate classes ( Fish, Amphibians, Reptiles, Birds, Mammals)
 11. I can identify major developments in body plan that occurred in early hominid
evolution.
Quiz #1
Quiz #2
There will
not be a
quiz for
this
section.
Standard 3B: Theory of Evolution
Explain how multiple lines of scientific evidence support biological evolution and the history of
events on Earth.
Proficiency Levels
Exceeds
Meets
Developing
Description
•
Students will be able to analyze cladograms to determine if
homologous, analogous and vestigial structures are a result of
divergent or convergent evolution and if this process was the result of
punctuated equilibrium or gradualism.
•
Students will be able to use the half-life formula (Absolute Dating) to
determine the age of rocks and/or fossils.
•
Students will identify and describe the following pieces of evidence in
support of the Theory of Evolution: fossils, natural selection, common
descent, biogeography, comparative anatomy, embryology, and
molecular similarities (DNA).
•
Students will be able to analyze a diagram using the law of
superposition to determine the “relative age” of fossils and rock layers.
•
Students will be able to identify the adaptation that made each
evolutionary leap possible: invertebrate to vertebrate, fish to
amphibian, amphibian to reptile, dinosaur to birds, reptile to mammal,
and primate to human.
25%
75%
Refer to the vocabulary and “I Can Statements”