MIAMI-DADE COUNTY PUBLIC SCHOOLS
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BIOLOGY I
Course Code: 200031001
TOPIC VIII: EVOLUTION – Mechanisms of Evolution
Pacing
Date
Traditional 9 Days
Block
4.5 Days
Q1 Assessment
ESSENTIAL CONTENT
A. Darwin’s Natural Selection (15.13)
1. Origins of Evolutionary Thought
a. Geologic Change (Lyell and Hutton)
b. Overpopulation and Resources (Malthus)
c. Acquired Traits (Lamarck)
2. Darwin’s Observations
a. Variation of Traits on Galapagos Islands
b. Adaptations Within Species
3. Natural Selection
a. Variation
b. Struggle for Existence
c. Survival of the Fittest / Differential Reproductive
Success
d. Descent with Modification
B. Introduction to Other Mechanisms (15.14, 15.15)
1. Rates of Evolution
a. Gradualism
b. Punctuated Equilibrium
2. Microevolution
a. Types of Natural Selection (Directional, Stabilizing,
& Disruptive Selection)
b. Mutation
c. Non-random mating
d. Genetic Drift (Bottleneck & Founder Effect)
e. Gene Flow – Migration
3. Patterns of Macroevolution
a. Extinction (Background vs. Mass)
b. Speciation(Reproductive, Geographic & Temporal
Isolation)
c. Adaptive Radiation
d. Convergent Evolution
e. Coevolution
Division of Academics – Department of Science
First Nine Weeks
OBJECTIVES
 Evaluate the contributions of scientists such as Darwin,
Lamarck, Lyell, Malthus, Mendel, and Wallace aided in
the development of the scientific theory of evolution.
 Summarize ideas from Darwin’s time that influenced his
work.
 Recognize the criteria that biologists use for judging the
validity of scientific theories and that among scientists
there are different interpretations of data.
 Identify the conditions required for natural selection.
(ALD)
 Describe the processes of adaptation and evolution
using the tenets of Darwin.
 Relate the conditions required for natural selection
to differential reproductive success. (ALD)
 Identify factors that could influence natural selection and
explain an example such as, climate, overpopulation,
mutations, recombination of genes and pollution.
 Explain how natural selection affects different types of
traits in a species.
 Recognize some of the scientific mechanisms
resulting in evolutionary change. (ALD)
 Compare and contrast gradualism and punctuated
equilibrium.
 Explain how (conceptually) genetic drift, gene flow,
mutation, and natural selection contribute to changes in
a gene pool.
 Show how and why organisms are hierarchically
classified based on evolutionary relationship. (ALD)
10-20-15 to 10-29-15
10-20-15 to 10-29-15
10-29-15 to 11-13-15
INSTRUCTIONAL TOOLS
Core Text Book: Chapter 16: 1-3, Chapter 17: 2-3
Vocabulary:
adaptation, adaptive radiation, ancestor,
artificial selection, bottleneck, coevolution,
convergent evolution, directional selection,
disruptive selection, evolution, extinction, fitness, founder
effect , gene flow, gene pool, genetic drift, gradualism,
mutation, natural selection, punctuated equilibrium,
speciation, stabilizing selection
Technology:
1. Bozeman Podcast: Coevolution
2. Bozeman Podcast: Genetic Drift
3. Bozeman Podcast: Microevolution
4. Bozeman Podcast: Natural Selection
5. Bozeman Podcast: Speciation and Extinction
6. NOVA: Explore the Galapagos
7. NOVA: Darwin’s Predictions
8. NOVA: What Darwin Never Knew
9. Khan Academy: Introduction to Evolution and Natural
Selection
10. http://www.pbslearningmedia.org/ (search your topic)
11. Edgenuity
12. Packet_8_MechanismsofEvolution_L.15.13.docx
Page 1 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
TOPIC VIII
GIZMO CORRELATION
SC.912.L.15.13
Natural Selection
SC.912.L.15.13
Rainfall and Bird Beaks
SC.912.L.15.13
Evolution: Natural and Artificial Selection
SC.912.L.15.15
Evolution: Mutation and Selection
Standard:
SC.912.N.3.1
Video
Standard:
SC.912.N.3.4
Video
Standard:
SC.912.N.15.3
Video
Standard:
SC.912.N.15.13
Video
Division of Academics – Department of Science
First Nine Weeks
 Meteorite Extinction Theory
 Theorizing Continental Drift and Plate
Tectonics
 Escaping Natural Selection
 String Theory
 Support for the Theory of Evolution
 Changing Theories on EvolutionGregor  Cell Theory
Mendel's Reseach on Pea Plants and  Did Charles Darwin Discover Evolution?
His Development of Theories of
Inheritance
 Theories & Laws
 Mendel's Laws of Inheritance
 The Law of Segregation
 The Law of Independent Assortment
 Gas LawsThe First Law of
Thermodynamics
 The Three Laws of Geology
 Kepler's Laws of Planetary Motion
 Newton's Laws of Motion
 What Do You Get if You Cross a Mouse  Speciation
 Evolution in Action
With a Mango?: Speciation and
Varieties of Species
 The First Mass Extinction
 The First Extinctions on Earth
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 Natural Selection: Survival of the Fittest
 Natural Selection, Competition, and
Adaptations
 What Are Populations and Gene Pools?
Evolution: Setting the Stage
Evolution in Action: Natural Selection
Mechanisms of Evolution: Selection
Darwin's Natural Selection
 Darwin, the Beagle, and Finches:
Darwin Discovers Evidence of Natural
Selection
 Agents of Evolution
 Charles Darwin's Journey to the
Galapagos Islands
Page 2 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Article
 Spontaneous Generation
 Darwin, Charles Robert
 Lamarck, Jean Baptiste Pierre Antoine  Evolution
de Monet, Chevalier de
 Natural Selection
 Great Books: The Origin of Species
Quiz
Video
 Evolution in Action: Genetic Drift
 Genetic Drift
 Evolution in Action: Gene Flow
 5 Factors That Contribute to Gene Pool
Changes Over Time
Audio
 Evolution: Sources of Variability:
Genetic Drift
 Evolution: Sources of Genetic
Variability: Gene Flow
Standard:
SC.912.N.15.14
Video
 Evolution in Action
 Natural Selection and Mutations
 Genetics
Audio
 Evolution: Sources of Variability:
Recombination
Standard:
SC.912.N.15.15
Division of Academics – Department of Science
First Nine Weeks
Page 3 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Video
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Image
 Darwin: "The Origin of Species" (Introduction)
Division of Academics – Department of Science
First Nine Weeks
The Crowded Continent
Scientists Seek to ‘Re-Tortoise’ Galapagos
Sizing Up Lizards and Lizard Eggs: A Case Study of Adaptation
Charles Darwin
How Frogs ID the Mating Calls (or Croaks) of Their Species
Reverse Evolution? Turkish Siblings Walk on All Fours, Not Upright
A Pink ‘Flipper’? Rare Dolphin, Color of Cotton Candy, Sighted in Louisiana
Mutating Flu Virus Spreads Faster
Tomato: DECODED
Woolly Mammoth to Go on Exhibit in Japan
Survival of Penguins at Stake as Antarctic Ice Disappears
Page 4 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.13: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in
differential reproductive success. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SCALE
LEARNING PROGRESSION
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES

I am able to analyze conditions required for natural selection that result in differential
reproductive success.
Investigate the conditions required for differential
reproductive success.
Connect artificial selection as a model to learn about natural
selection.

I am able to evaluate conditions required for natural selection that result in
differential reproductive success.
Evaluate how changes in the conditions required for natural
selection affect the differential reproductive success in
organisms.

I am able to relate the conditions required for natural selection to differential
reproductive success.
Summarize natural selection in terms of how overproduction
of offspring, inherited variation, and struggle to survive lead
to differential reproductive success.

I am able to identify the conditions required for natural selection.
Given a scenario, identify which of the four principles of
natural selection is illustrated. (overproduction of offspring,
inherited variation, struggle to survive, and differential
reproductive success)

I am able to define natural selection.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
Division of Academics – Department of Science
First Nine Weeks
Page 5 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.14: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. (Level 3: Strategic Thinking & Complex
Reasoning)
SCALE
LEARNING PROGRESSION

I am able to assess the mechanisms resulting in evolutionary change.
Using a given scenario, predict the effect of genetic drift,
nonrandom mating, and gene flow on a population.

I am able to summarize the scientific mechanisms resulting in evolutionary change.
Use a graphic organizer to describe genetic drift,
nonrandom mating, and gene flow with specific examples
from nature.

I am able to recognize some of the scientific mechanisms resulting in evolutionary
change.
Distinguish between genetic drift, nonrandom mating, and
gene flow.

I am able to recognize one scientific mechanism that results in evolutionary change.
Define genetic drift, nonrandom mating, or gene flow.

I am able to recognize life changes over time.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
Score/Step 2.0
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES
Score/Step 1.0
Division of Academics – Department of Science
First Nine Weeks
Page 6 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.15: Describe how mutation and genetic recombination increase genetic variation. (Level 3: Strategic Thinking & Complex Reasoning)
SCALE
LEARNING PROGRESSION
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES

I am able to relate mutation and genetic recombination to an increase in genetic
variation.
Design an experiment that would test the impact of
increased genetic variation on a population and relate the
cause of increased genetic variation to mutation or genetic
recombination.

I am able to relate how mutation and genetic recombination increase genetic
variation.
Use a graphic organizer to show how mutation and genetic
recombination leads to an increase in the genetic variation
of a population.

I am able to relate that mutation and genetic recombination increase genetic
variation.
Distinguish between mutation and genetic recombination
and relate each to increased genetic variation in a
population.

I am able to recall that mutation and genetic recombination increase genetic
variation.
Identify causes of increased genetic variation in a
population.

I am able to understand there is genetic variation in a population.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
Score/Step 2.0
Score/Step 1.0
Division of Academics – Department of Science
First Nine Weeks
Page 7 of 7