Digital Unit Plan Template
Unit Title: Population Adaptation Through Evolution
Name: Jamie Chang
Content Area: Biology
Grade Level: 9-10
CA Content Standard(s)/Common Core Standard(s):
7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this
concept:
a. Students know why natural selection acts on the phenotype rather than the genotype of an organism.
b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
c. Students know new mutations are constantly being generated in a gene pool.
d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
e. Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.
f. Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.
8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:
a. Students know how natural selection determines the differential survival of groups of organisms.
b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.
c. Students know the effects of genetic drift on the diversity of organisms in a population.
d. Students know reproductive or geographic isolation affects speciation.
e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
f. Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships.
g. Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to
estimate how long ago various groups of organisms diverged evolutionarily from one another.
Big Ideas:
1) Natural selection is the major driving force for evolution.
2) Populations evolve and adapt, not individuals!
3) Populations are affected by environmental factors, genetic mutations, and the amount of genetic variation.
4) Populations with greater genetic diversity are more likely to have at least a few individuals that will survive various environmental changes.
5) Evolutionarily fit individuals are those that can survive, reproduce successfully, and produce viable offspring that inherit advantageous traits.
6) Reproductive or geographic isolation of populations can result in speciation, or the creation of new species.
Unit Goals and Objectives:
 Students will be able to define key terms needed to understand important concepts related to evolution through natural selection.
understand why certain phenotypic traits are more advantageous than others in a given environment, making individuals who possess these traits
more fit and more likely to successfully produce viable offspring.
apply the concepts they've learned, and use critical thinking and problem-solving skills to predict how populations will be affected by
different environmental changes and the introduction of new genetic mutations.
identify and explain examples of evolution of real-world populations, including what environmental changes populations are evolving in
response to, how the population is changing, and how this is significant.
demonstrate the difference between allopatric speciation and sympatric speciation and understand how both can lead to the creation of
new distinct species.
interpret and create cladograms/phylogenetic trees.
Unit Summary:
During this unit, you will learn about evidence supporting Darwin's Theory of Natural Selection and how it acts as the driving force behind evolution.
You will learn how environmental factors such as predator-prey relationships, random disasters, and competition for limited resources affect
populations and can drive evolution and the adaptation of a population. You will also learn about how new species evolve from existing species and
how this information is organized into diagrams called phylogenetic trees/cladograms, as well as how to construct your own cladograms. The
student learning goals will be accomplished by conducting engaging in-class activities, completing interactive webercises, and interpreting and
discussing specific examples of these concepts working in real-world populations. Student learning goals and the big ideas covered in this lesson are
designed to align with California Content Standards for 9-12th grade biology (see below).
Assessment Plan:
Entry-Level:
Anticipation Survey
Formative:
“The Bottleneck” Class Activity
Gummy Bear Class Activity
Evolution Crossword Puzzle
Online Discussion Forum
Concept Map (Web Diagram) Assignment
Summative:
Population Evolution Project/Presentation
Unit Test
Lesson 1
Student Learning Objective:
 Students will be able to
define key terms needed
to understand important
concepts related to
evolution through natural
selection.
 Students will understand
why certain phenotypic
traits contribute to higher
fitness
Acceptable Evidence:
1. Students will
successfully complete
the crossword with
terms that fit the clues
2. Students will be able to
answer questions about
phenotypic adaptations
covered in the gummy
bear activity
3. Students will be able to
name examples of
Instructional Strategies:
☐ Communication
☐ Collection
☐ Collaboration
☐ Presentation
☐ Organization
☐ Interaction
Lesson Activities:
Anticipation Guide (Pre-lecture assignment)
Completion of lecture guided notes
“The Bottleneck” Class Activity
Gummy Bear Class Activity
Evolution Crossword Puzzle (homework)
 Students will be able to
apply the concepts they've
learned, and use critical
thinking and problemsolving skills to predict how
populations will be affected
by different environmental
and genetic factors.
 Students will be able to
identify and explain
examples of evolution of
real-world populations and
what factors are affecting
the population
adaptations in realworld populations and
explain how they
evolved
Lesson 2
Student Learning Objective:
 Students will be able to
demonstrate the difference
between allopatric
speciation and sympatric
speciation and understand
how both can lead to the
creation of new distinct
species.
 Students will be able to
interpret and create
cladograms/phylogenetic
trees.
Acceptable Evidence:
1. Students will complete
the speciation webercise
and create their own
example of a speciation
event
2. Students will be able to
name the parts of a
phylogenetic tree and
can construct one of
their own
3. Students will
participate in an online
discussion forum
Instructional Strategies:
☐ Communication
☐ Collection
☐ Collaboration
☐ Presentation
☐ Organization
☐ Interaction
Lesson Activities:
Speciation Webercise: Students will read more information about speciation
and phylogenetic trees on three different websites. They will then complete
the webercise questions and activities to demonstrate their knowledge and
understanding of the material.
Instructional Strategies:
☐ Communication
☐ Collection
☐ Collaboration
☐ Presentation
☐ Organization
☐ Interaction
Lesson Activities:
Concept Map (Web Diagram) Assignment
Population Project/Presentation
Unit Test
Online Discussion Forum
Lesson 3
Student Learning Objective:
1. Students will understand
why certain phenotypic traits
are more advantageous than
others in a given environment,
making individuals who
possess these traits more fit
and more likely to successfully
produce viable offspring.
Acceptable Evidence:
1. Students will learn
about an adaptation of a
real-world population
and complete a concept
map of the information
2. Students will create and
present a population
project about a specific
population and explain
2. Students will be able to
identify and explain examples
of evolution of real-world
populations, including what
environmental changes
populations are evolving in
response to, how the
population is changing, and
how this is significant.
Unit Resources:
what factors are driving
its evolution
3. Students will
demonstrate their
knowledge and ability to
apply that knowledge by
taking the unit test
HHMI BioInteractive - http://www.hhmi.org/biointeractive/browse?field_bio_biointeractive_topics=23477&kw=
Timeline of Human Evolution - http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive
Useful Websites:
PBS Evolution Site - A site that covers different topics related to evolution. Includes interactives, visuals, and articles on topics such as how science and religion can
be reconciled with respect to the Theory of Evolution through Natural Selection.
Speciation Lesson - Goes over the different definitions of a species and the process of speciation.
Hardy-Weinberg Problems - Tutorials and practice problems for Hardy-Weinberg Equilibrium Equation problems.
Natural Selection Game - In this game, you try to create a species that will survive a variety of environmental fluctuations. Your goal? Make your species survive 1
million years!
Peppered Moth Simulation - learn first-hand why certain traits are favorable in a given environment.
Cladistics Lesson/Interactive - This is an interactive tutorial that asks questions to check your understanding as you learn.
Tree of Life Interactive - Explore this interactive tree of life, which contains information on numerous organisms.
Phylogenetic Trees - Includes video AND text! Just click the text button on the lower right corner.
Natural Selection in Humans - A short film about natural selection in humans. Sickle Cell Anemia is discussed as an example.
Natural Selection - A good overview of natural selection.
Hardy-Weinberg Equation - A video tutorial on the Hardy-Weinberg Equation.