Unit Lesson Plan – Evolution & Classification
Teacher:
Grade:
Subject:
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Time Frame:
12
25 days
School:
AP Biology
AP
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
Instructional Objective:
(condition, behavior, standard)
EK 1.A.1 Natural selection is a major mechanism of evolution.
EK 1.A.2 Natural selection acts on phenotypic variations in populations
EK 1.A.3 Evolutionary change is also driven by random processes.
EK 1.A.4 Biological evolution is supported by scientific evidence from many
disciplines, including mathematics
EK 1.B.1 Organisms share many conserved core processes and features that
evolved and are widely distributed among organisms today
EK 1.B.2 Phylogenetic trees and cladograms are graphical representations
(models) of evolutionary history that can be tested.
EK 1.C.1 Speciation and extinction have occurred throughout the Earth’s
history.
EK 1.C.2 Speciation may occur when two population become reproductively
isolated from each other.
EK 1.C.3 Populations of organisms continue to evolve.
EK 2.D.2 Homeostatic mechanisms reflect both common ancestry and
divergence due to adaptation in different environments.
EK 2.E.3 Timing and coordination of behavior are regulated by various
mechanisms and are important to natural selection.
EK 3.C.2 Biological systems have multiple processes that increase genetic
variation.
EK 4.C.3 The level of variation in a population affects population dynamics.
Essential Questions
(What questions will the student be able to answer as a result of the instruction?)
1. Why do populations change over time?
2. What is a species and how do new species arise?
3. How can evolution be quantitatively described?
Knowledge & Skills
(What skills are needed to achieve the desired results?)
By the end of this unit, students can:
By the end of this unit, students will be able to:
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 LO 1.1 Convert a data set from a table of numbers that
reflect the genetic makeup of a population over time and
apply
mathematical
methods
and
conceptual
understandings to investigate the cause(s) and effect(s) of
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SP 1.1 Create representation and models of
natural or man-made phenomena and systems in
the domain.
SP 1.2 Describe representations and models of
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PSI AP Biology
Evolution & Classification
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natural or man-made phenomena and systems in
the domain.
SP 1.4 Use representations and models to
analyze situations or solve problems qualitatively
and quantitatively.
SP 1.5 Reexpress key elements of natural
phenomena across multiple representations in the
domain.
SP 2.1 Justify the selection of a mathematical
routine to solve problems.
SP 2.2 Apply mathematical routines to quantities
that explain natural phenomena.
SP 2.3 Estimate numerically quantities that
describe natural phenomena.
SP 3.1 Pose scientific questions.
SP 4.1 Justify the selection of the kind of data
needed to answer a particular scientific question.
SP 4.2 Design a plan for collecting data to answer
a particular scientific question.
SP 5.1 Analyze data to identify patterns or
relationships.
SP 5.2 Refine observations and measurements
based on data analysis.
SP 5.3 Evaluate the evidence provided by data
sets in relation to a particular scientific question.
SP 6.1 Justify claims with evidence.
SP 6.2 Construct explanations of phenomena
based on evidence produced through scientific
practices.
SP 6.4 Make claims and predictions about natural
phenomena based on scientific theories and
models.
SP 7.1 Connect phenomena and models across
spatial and temporal scales.
SP 7.2 Connect concepts in and across domain(s)
to generalize or extrapolate in and/or across
enduring understandings and/or big ideas.
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this change. (SP 1.5, 2.3)
 LO 1.2 Evaluate evidence provided by data to qualitatively
and quantitatively investigate the role of natural selection
in evolution. (SP 2.2, 5.3)
 LO 1.3 Apply mathematical methods to data from a real
or simulated population to predict what will happen to the
population in the future. (SP 2.2)
 LO 1.4 Evaluate data-based evidence that describes
evolutionary changes in the genetic makeup of a
population over time. (SP 5.3)
 LO 1.5 Connect evolutionary changes in a population
over time to a change in the environment. (SP 7.1)
 LO 1.6 Use data from mathematical models based on
the Hardy-Weinberg equilibrium to analyze genetic drift
and effect of selection in the evolution of specific
populations. (SP 1.4, 2.1)
 LO 1.7 Justify from mathematical models based on the
Hardy-Weinberg equilibrium to analyze genetic drift and
the effect on selection in evolution of specific
populations. (SP 2.1)
 LO 1.8 Make predictions about the effects of genetic
drift, migration and artificial selection on the genetic
makeup of a population. (SP 6.4)
 LO 1.9 Evaluate evidence provided by data from many
scientific disciplines that support biological evolution.
(SP 5.3)
 LO 1.10 Refine evidence based on data from many
scientific disciplines that support biological evolution. (SP
5.2)
 LO 1.11 Design a plan to answer scientific questions
regarding how organisms have changed over time using
information from morphology, biochemistry and geology.
(SP 4.2)
 LO 1.12 Connect scientific evidence from many scientific
disciplines to support the modern concept of evolution.
(SP 7.1)
 LO 1.13 Construct and/or justify mathematical models,
diagrams or simulation that represent processes of
biological evolution. (SP 1.1, 2.1)
 LO 1.14 Pose scientific questions that correctly identify
essential properties of shared, core life processes that
provide insights into the history of life on Earth. (SP 3.1)
 LO 1.15 Describe specific examples of conserved core
biological processes and features shared by all domains
or within one domain of life, and how these shared,
conserved core processes and features support the
concept of common ancestry for all organisms. (SP 7.2)
 LO 1.16 Justify the scientific claim that organisms share
many conserved core processes and features that
evolved and are widely distributed among organisms
today. (SP 6.1)
 LO 1.17 Pose scientific questions about a group of
organisms whose relatedness is described by a
phylogenetic tree or cladogram in order to (1) identify
shared characteristics, (2) make inferences about the
PSI AP Biology
Evolution & Classification
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evolutionary history of the group, (s) identify the
character data that could extend or improve the
phylogenetic tree. (SP 3.1)
LO 1.18 Evaluate evidence provided by a data set in
conjunction with a phylogenetic tree or a simple
cladogram to determine evolutionary history and
speciation. (SP 5.3)
LO 1.19 Create a phylogenetic tree or simple cladogram
that correctly represent evolutionary history and
speciation from a provided data set. (SP 1.1)
LO 1.20 Analyze data related to questions of speciation
and extinction throughout Earth’s history. (SP 5.1)
LO 1.21 Design a plan for collecting data to investigate
the scientific claim that speciation and extinction have
occurred throughout Earth’s history. (SP 4.2)
LO 1.22 Use data from a real or simulated population(s),
based on graph or models of types of selection, to
predict what will happen to the population in the future.
(SP 6.4)
LO 1.23 Justify the selection of data that address
questions related to reproductive isolation and
speciation. (SP 4.1)
LO 1.24 Describe speciation in an isolated population
and connect it change in gene frequency, change in
environment, natural selection and/or genetic drift. (SP
7.2)
LO 1.25 Describe a model that represent evolution within
a population. (SP 1.2)
LO 1.26 Evaluate given data sets that illustrate evolution
as an ongoing process. (SP 5.3)
LO 2.26 Analyze data to identify phylogenetic patterns or
relationships, showing that homeostatic mechanisms
reflect both continuity due to common ancestry and
change due to evolution in different environments. (SP
5.1)
LO 2.27 Connect differences in environment with the
evolution of homeostatic mechanisms. (SP 7.1)
LO 2.38 Analyze data to support the claim that
responses to information and communication of
information affect natural selection. (SP 5.1)
LO 3.28 Construct an explanation of multiple processes
that increase variation within a population. (SP 6.2)
LO 4.25 Use evidence to justify a claim that a variety of
phenotypic responses to a single environmental factor
can result from different genotypes with the population.
(SP 6.1)
LO 4.26 Use theories and models to make scientific
claims and/or predictions about the effects of variation
within populations on survival and fitness. (SP 6.4)
Assessment
(What is acceptable evidence to show desired results (rubrics, exam, etc.)? Attach Copy
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PSI AP Biology
Evolution & Classification
During the Smart Notebook lesson designed to introduce concepts, students will be continually questioned on these
concepts using a combination of class work/homework questions and the SMART Response system. Classwork and
Homework questions will be discussed as a class and misconceptions will be addressed by the teacher prior to the
formal evaluations listed below.
Formative Evaluations:
Summative Evaluations:
Artificial Selection Lab (continued in this unit)
Darwin & Evidence for Evolution Quiz
Lab #2: Mathematical Modeling: Hardy-Weinberg
Lab #2 Quiz
Lab #10: Energy Dynamics (begun in this unit, assessed
Natural Selection & Population Genetics Quiz
in Ecology unit)
Macroevolution & Reproductive Isolation Quiz
Lab #3: Comparing DNA Sequences to Understand
Lab #3 Quiz
Evolutionary Relationship with BLAST
Lab #1 Quiz
Unit Test
(What is the sequence of activities, learning experiences, etc, that will lead to desired results (the plan)?
Topic
Classwork
Homework
1
Darwin Inferences
SMART Notebook Slides 423
#12-14
2
Darwin’s Journey
SMART Notebook Slides
24-47; Questions #1-5
#15-17
3
Evidence for Evolution
SMART Notebook Slides
48-67; Questions #6-7
#18-19
4
Evidence for Evolution
Lab 1: Begin Drying Seeds
SMART Notebook Slides
68-81; Questions #9-11
#20-21
5
Natural Selection
Quiz 1: Darwin & Evidence
SMART Notebook Slides
82-100; Questions #22-27
#28-32
6
Population Genetics
SMART Notebook Slides
101-123; Questions #33-40
#41-47; Lab #2 Pre-Lab
7
Mathematical Modeling Lab
Lab #2: Steps 1-3
8 (lab)
Mathematical Modeling Lab
Lab #2: Step 4-7
9
Artificial Selection Lab
Lab #1: Planting 2nd
generation
Day
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PSI AP Biology
Complete Analysis
Evolution & Classification
10
Mathematical Modeling Lab
Lab #2: Independent
Inquiry
11
Mathematical Modeling Lab
Lab #2: Independent
Inquiry Analysis and
Reporting
12
Hardy-Weinberg Review
13
Macroevolution
14
Reproductive Isolation
15
Phylogenetics
16
Phylogenetics
SMART Notebook Slides
191-222; Questions #63-66
#67-70; Lab #10 Pre-lab
17
Energy Dynamics Lab
Lab #10: Getting Started &
Step 1
Experimental Design
18
Energy Dynamics Lab
Lab #10: Step 2 & Planting
Lab #3 Pre-lab
19 (lab)
BLAST Lab
Lab #3: Guided Practice
20
BLAST Lab
Lab #3: Independent
Inquiry
Analysis
21
Artificial Selection Lab
Lab #3 Quiz
Lab #1: Steps 12-13
MC/FR
22
Artificial Selection Lab
Lab #1: Step 14 &
Discussion
Review for Lab Quiz
23
Energy Dynamics Lab
Lab #1 Quiz
Lab #10: Mass young
plants; start new seeds for
Independent Inquiry
MC/FR
24
Review
MC/FR
Study
25
Test
Unit Test
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Lab #2 Quiz
SMART Notebook Slides
124-145
Quiz 2: Natural Selection &
Pop. Genetics
SMART Notebook Slides
146-169; Questions #48-50
SMART Notebook Slides
170-190 ; Questions #5154
Quiz 3: Macroevolution &
Isolation
Non-Lab Activity:
Dichotomous Key
PSI AP Biology
Study for Quiz
#55-57
#58-62
Complete activity
Evolution & Classification