Biology Unit 4 Lesson Plans as related to OH Academic Content Standards
Evolution
Mechanisms
35 days
Diversity of Life
OH Academic Content Standards Objectives

Explain how isolation of populations can lead to speciation

Identify the major intervals of the geologic time scale

Describe the significance of genetic variation within a population

Identify sources of genetic variation
Day 1:

Examine early ideas about evolution

Identify three geological theories that influenced scientific debate over evolution
Chapter 10 introduction page 278/discuss objectives
Read pages 280-283
Lecture/Power Notes
Study Guide 10.1 (Formative)
Provide instruction support (Diverse Learners)
Day 2:

Describe how Darwin arrived at his idea about species variation
 Recognize how Darwin’s discoveries supported Lyell’s ancient-Earth theory
Discuss 10.1 objectives/relate to 10.2 information
Read pages 284-285
Lecture/Power Notes
Study Guide 10.2 (Formative)
Collaborate with LD teachers (Diverse Learners)

Biology Unit 4 Lesson Plans as related to OH Academic Content Standards
Day 3:

Compare artificial selection to natural selection

Examine the factors Darwin considered in forming his theory of natural selection

Summarize the four principles of natural selection
Discuss 10.3 objectives/relate to 10.1 and 10.2 information
Read pages 286-291
Lecture/Power Notes
Study Guide 10.3 (Formative)
Collaborate with LD teachers (Diverse Learners)
January 21:

Recognize the major sources of evidence for evolution

Examine the pattern of features that reveal the history of a species
Discuss 10.4 objectives/relate to 10.1, 10.2, and 10.3 information
Read pages 292-296
Lecture/Power Notes
Study Guide 10.4 (Formative)
Collaborate with LD teachers (Diverse Learners)
January 22:
Quick Lab page 295 (Formative)
January 23:

Summarize different types of evidence that support evolution

Recognize the importance of evolution in unifying all branches of biological study
Discuss 10.5 objectives/relate to 10.1, 10.2, 10.3, and 10.4 information
Read pages 298-301
Lecture/Power Notes
Study Guide 10.5 (Formative)
Provide instruction support (Diverse Learners)
January 24:
Quiz 10.4-10.5 (Summative)
Handouts pages 18 & 35 (Formative)

Biology Unit 4 Lesson Plans as related to OH Academic Content Standards
January 27:
Standards-Based Assessment page 305/OGT & CORE information
January 31:

Describe the significance of genetic variation within a population

Identify sources of genetic variation
Chapter 11 introduction page 306/discuss objectives
Read pages 308-309
Lecture/Power Notes
Study Guide 11.1 (Formative)
Provide instruction support (Diverse Learners)
February 3:

Describe how natural selection acts on the distribution of traits in a population

Explain three ways natural selection can change the distribution of a train in a population
Discuss 11.2 objectives/relate to 11.1
Read pages 310-313
Lecture/Power Notes
Study Guide 11.2 (Formative)
Collaborate with LD teachers (Diverse Learners)
February 4:
Online Activity page 314 (Formative)
February 6:

Explain how gene flow, genetic drift, and sexual selection can lead to the evolution of populations
Discuss 11.3 objectives/relate to 11.1 and 11.2
Read pages 315-318
Lecture/Power Notes
Study Guide 11.3 (Formative)
Provide instruction support (Diverse Learners)

Biology Unit 4 Lesson Plans as related to OH Academic Content Standards
February 7:
Quick Lab: Modeling page 317 (Formative)
Identify Patterns page 319 (Formative)
February 10:

Identify the conditions that define Hardy-Weinberg equilibrium

Explain the predictive value of the Hardy-Weinberg equation
Discuss 11.4 objectives/relate to 11.1, 11.2, and 11.3
Read pages 320-323
Lecture/Power Notes
Study Guide 11.4 (Formative)
Collaborate with LD teachers (Diverse Learners)
February 11:

Explain how isolation of populations can lead to speciation

Describe how populations can become isolated
Discuss 11.5 objectives/relate to 11.1, 11.2, 11.3, and 11.4
Read pages 324-326
Lecture/Power Notes
Study Guide 11.5 (Formative)
Provide instruction support (Diverse Learners)
February 12:

Describe different types and rates of evolution

Compare different types and rates of extinction
Discuss 11.6 objectives/relate to 11.1, 11.2, 11.3, 11.4, and 11.5
Ready pages 327-331
Lecture/Power Notes
Study Guide 11.6 (Formative)
Collaborate with LD teachers (Diverse Learners)
February 13:
Text review chapter 11 pages 333-334 (Formative)
Standards-Based Assessment page 335/OGT & CORE information (Summative)
Class review (game)

Biology Unit 4 Lesson Plans as related to OH Academic Content Standards
February 14:
Chapter 11 test (Summative)
Vocabulary word search
February 17:
Natural Selection Lab (Summative)
February 19:
Geologic time Scale Video with Packet (Summative)
February 20:

Describe the ways that fossils can form

Identify the use of relative dating and absolute dating techniques
Chapter 12 introduction page 336
Read pages 338-341
Lecture/Power Notes
Study Guide 12.1 (Formative)
Provide instruction support (Diverse Learners)
February 21:

Recognize the role of index fossils in determining the age of rocks

Identify the major intervals of the geologic time scale
Discuss 12.2 objectives/relate to 12.1 information
Read pages 343-345
Lecture/Power Notes
Study Guide 12.2 (Formative)
Collaborate with LD teachers (Diverse Learners)

Biology Unit 4 Lesson Plans as related to OH Academic Content Standards
February 24:

Describe the conditions on Earth billions of years ago

Summarize the main hypotheses of the way life began on Earth
Discuss 12.3 objectives/relate to 12.1 and 12.2 information
Read pages 346-349
Lecture/Power Notes
Study Guide 12.3 (Formative)
Provide instruction support (Diverse Learners)
February 25:

Recognize the role microbes played in shaping life on Earth

Summarize the theory of endosymbiosis

Relate increased biodiversity to sexual reproduction
Discuss 12.4 objectives/relate to 12.1, 12.2, and 12.3
Read pages 350-352
Lecture/Power Notes
Study Guide 12.4 (Formative)
Collaborate with LD teachers (Diverse Learners)
February 26:

Summarize the key events in the Paleozoic, Mesozoic, and Cenozoic eras

Identify how changes in environmental conditions affected the evolution and radiation of animal groups
Discuss 12.5 objectives/relate to 12.1, 12.2, 12.3, and 12.4
Read pages 354-356
Lecture/Power Notes
Study Guide 12.5 (Formative)
Provide instruction support (Diverse Learners)

Biology Unit 4 Lesson Plans as related to OH Academic Content Standards
February 27:

Examine the evolutionary relationships between humans and other primates

Recognize the names and relative ages of extinct hominids

Summarize the events and forces that shaped human evolution
Discuss 12.6 objectives/relate to 12.1, 12.2, 12.3, 12.4, and 12.5
Read pages 357-361
Lecture/Power Notes
Study Guide 12.6 (Formative)
February 28:
Quick Lab Modeling page 359 (Formative)
Recap chapter information
Vocabulary review packet (Formative)
March 3:
Text review chapter 12 pages 363-364 (Formative)
Standards-Based Assessment page 365/OGT & CORE information (Summative)
Class review (game)
March 4:
Chapter 12 test (Summative)
Vocabulary word search