HS-LS4-2 2014
HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the
potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and
sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive
and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four
factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and
subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as
simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of
evolution, such as genetic drift, gene flow through migration, and co-evolution.]
Essential Questions
How do organisms strive
and survive?
Enduring Understandings
There are certain factors that cause
evolution.
How do specific traits in
species become dominant
in a population?
The ones that survive longer reproduce
more causing their traits to become
more dominant in a population.
Content Statements
Cumulative Progress Indicators
Some animals protect
themselves using color or
shape to survive longer.
Describe how similar structures found
in different organisms (e.g., eyes, ears,
mouths) have similar functions and
enable those organisms to survive in
different environments.
21st Century Life and
Careers
9.3HL.1-.6
9.3ST.1-.6
Common Core Standards
Connections
ELA/Literacy: RST.11-12.1 RST-11.12.8
WHST.9-12.2 WHST.9-12.5 WHST.9-12.7
WHST.9-12.9 SL.11-12.4
Mathematics: MP.2 MP.4
Labs, Investigation, and Student Experiences
Needed Vocabulary: camouflage
Required Materials: green colored construction paper, 20
green 1X1 inch green squares of the same color and 20
squares of bright yellow construction paper, a clock with a
second hand or a timer
Prior Learning: Some animals like fawns, protect
themselves by hiding. Other animals protect themselves by
running away from danger like an impala. Some animals
like skunks or porcupines protect themselves with body
parts and some animals just taste bad to other animals like
stink bugs or Monarch Butterflies.
Activity: On a large sheet of green paper place 20 green
squares and 20 yellow squares. Give selected students 10
seconds to pick up as many squares as they can. Collect the
data showing how many green and how many yellow
squares were picked up and chart the results. Discuss the
findings and the reason why more yellow squares were
picked up.
Relate to animal camouflage and why it works especially if
the predator is colorblind.
HS-LS4-2 2014
Modifications (ELLs, Special Education, Gifted and
Talented)
Desired Results
Sample Assessments
Define phylogeny.
1. history of evolution of organisms (tree diagram).
2. the order of Taxa.
3. a two part key used to identify organisms which is based on a
branching series of choices. Based on visible physical
features.
4. the science of classify and naming organisms.
In order for differences to occur in a population,
must happen and be exhibited in phenotypically.
(variation)
Structures as different as human arms, bat wings, and dolphin
flippers contain many of the same bones. These bones have
developed from very similar embryonic tissues. How do biologists
interpret these similarities? Select all that apply.
1. by identifying the bones as being homologous structures
2. by the principle of convergent evolution
3. by proposing that humans, bats, and dolphins share a
common ancestor
Morphological divergence is to
morphological convergence is to
1. disruptive selection; directional selection
2. homologous structures; analogous structures
3. allopatric speciation; sympatric speciation
4. dimorphism; polymorphism
as
.
· Teacher tutoring
· Peer tutoring
· Cooperative learning groups
· Modified assignments
· Differentiated instruction
· Native language texts and native language to English
dictionary
· Response to Intervention (RTI) www.help4teachers.com and
www.docstoc.com , (search tiered lesson plan template
· Follow all IEP modifications/504 plan
Text:
Holt, Rinehart and Winston: Modern Biology
May 13, 2002
Essentials of Anatomy & Physiology (4th Edition)
Jan 13, 2006
by Frederic H. Martini and Edwin F. Bartholomew
Campbell Biology (9th Edition)
Oct 7, 2010
by Jane B. Reece and Lisa A. Urry
HS-LS4-2 2014