MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
TOPIC VII: EVOLUTION – Theory of Evolution
Pacing
Date
Traditional 8 Days
10-08-15 to 10-19-15
Block
ESSENTIAL CONTENT
A. Evidence for The Theory of Evolution (15.1)
1. Fossil Record
2. Comparative Anatomy (Homologous and Vestigial)
3. Comparative Embryology
4. Biogeography
5. Molecular Biology (Genetic Code)
6. Observed Evolutionary Change
B. Trends in Human Evolution (15.10)
1. Hominid Evolution: Early Ancestors (6 mya) to
Modern Humans
a. Brain Size
b. Jaw Size
c. Language
d. Manufacture of Tools
C. Brain Structure (14.26)
1. Cerebrum
2. Cerebellum
3. Brain Stem: Pons, Medulla Oblongata
4. Lobes: Frontal, Parietal, Occipital, Temporal
Division of Academics – Department of Science
First Nine Weeks
OBJECTIVES
 Identify some bodies of evidence that support the
scientific theory of evolution. (ALD)
 Explain how evidences such as fossils, biochemical
similarities, embryonic development, homologous and
vestigial structures, and similarities and differences
between organisms in different parts of the world are
used to substantiate biological changes through time.
 Recognize anatomical similarities such as homologous
structures and vestigial organs when referring to
comparative anatomy and comparative embryology.
 Predict ancestry of certain organisms based on
homologous or vestigial structures.
 Analyze molecular information for statistical evidence of
evolution.
 Identify basic trends in hominid evolution. (ALD)
 Relate the development of language and the
manufacturing of tools to changes in the skull and brain
size in humans.
 Identify the major parts of the brain on diagrams.
4 Days
10-08-15 to 10-19-15
INSTRUCTIONAL TOOLS
Core Text Book: Chapter 16.4,
Chapter 26.3 (p.767-772),
Chapter 31.2 (p.902-903)
Vocabulary:
biogeography, brain stem, cerebellum, cerebrum,
comparative anatomy, hominid, homologous structure,
medulla oblongata, molecular biology, occipital lobe,
parietal lobe, pons, temporal lobe, vestigial structure,
embryo, evolution, fossil, frontal lobe
Technology: (see p.2)
1. Bozeman Podcast: Scientific Evidence for Evolution
2. Bozeman Podcast: Evidence for Evolution II
3. NOVA: Fossil Evidence
4. NOVA: Guess the Embryo
5. NOVA: Fossils Can Show How Species evolve
6. PBS.org: 3-D Brain Anatomy
7. PBS Science Odyssey: Human Evolution Activity
8. PBS Video: Becoming Human “First Steps”
9. PBS Interactive: Building Faces From Fossils
10. PBS interactive: Origins of Humankind
11. PBS Science Odyssey: Human Evolution Activity
12. PBS Video: Becoming Human Part 2
13. PBS Interactive: Who’s who in Human Evolution?
14. http://www.pbslearningmedia.org/ (search your topic)
15. Palomar College: Evidence of Evolution
16. TED Talks: Robert Wright on Human Evolution
17. HMI Interactive: DNA Human Origins
18. Human Evolution 3D Gallery
19. Khan Academy: Human Evolution Overview
20. Edgenuity
21. Packet_7_TheoryofEvolution_L.15.1.docx
22. Packet_7b_TheBrain_L.14.26.docx
Page 1 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
SC.912.L.15.1
Course Code: 200031001
Rainfall and Bird Beaks
Video
Standard:
SC.912.N.2.2
 Scientific Inquiry
 Scientific Investigation
 Deductive ReasoningDinosaurs Without  Understanding the Essence of Humanity
Feathers
 Eighteenth-Century Philosophy
 New Thought

 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
 Choices and Your Brain
 The Teenage Brain
 Having a Hunch
 Thinking Cap
 Active Brain

Article
Standard:
SC.912.N.3.1
Video
Video
 The brain and the functions of its Parts
Standard:
SC.912.N.14.26
Image
Science
Content
Collection
Division of Academics – Department of Science
First Nine Weeks
 The Brain
Page 2 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Video
Standard:
SC.912.N.14.27
Science
Content
Collection
Video
 The Protective Layers of the Brain
 How the Central Nervous System
Regulates Responses to Stimuli
 The Brain
 The Ice Age and Significant Fossil
Discoveries
 Agents of Evolution
 Evidence for Evolution
 Interpreting the Fossil Record
Image
 The Swedish botanist Carolus Linnaeus
(1707-1778).
Audio
 Evolution: Speciation: Adaptation & the  Evolution: Speciation: Isolating
Niche
Mechanisms
Article
 Species and Speciation
 Taxonomy
Standard:
SC.912.N.15.1
 Support for the Theory of Evolution
 The Evidence for the Theory of
Evolution
 Evolution: Speciation: What Is A
Species?
 Historical Geology: A Glimpse of the
Earth's Past
Standard:
SC.912.N.15.2
Standard:
SC.912.N.15.10
 The Cerebrum and the Diencephalon
 The Brain Stem and the Cerebellum
Video
Division of Academics – Department of Science
First Nine Weeks




The Development of the Genus Homo  A New Hominid Genus
Paleoanthropology: A Work in Progress  Origins of Bipedalism
Speech of Early Man
 Evolutionary Advantages of Walking
Upright
Other Important Discoveries
 Early Europeans




New Chapter in Hominid Evolution
Miocene Hominoids
Biocultural Evolution
Just the Facts: Early Man: Ancestors of
Modern Man
Page 3 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Image
 Homo sapiens: single origin
Video









Image
 Chemistry: 10 Unsolved Mysteries
Division of Academics – Department of Science
First Nine Weeks
Cracking the Genetic Code: The First "Book of Life"
Hacking the Gene Code of Huntington’s Disease
DNA Testing: How Accurate Is It? And How Is It Done?
Mary Leakey: First Lady of Paleontology
'Missing Link' Skeleton, Ardi, Discovered
10 "Big Question" Mysteries for Chemistry to Solve
Brain Development During Puberty
Marine Census Finds Thousands of New and Weird Sea Creatures
Gorillas in Zoos, Like Humans, At Risk of Heart Disease
Page 4 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology,
and observed evolutionary change. (Cognitive Complexity: Level 3: Strategic Thinking & Complex)
SCALE
LEARNING PROGRESSION
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES

I am able to evaluate the multiple bodies of evidence that support the scientific
theory of evolution.
Investigate the lines of evidence of evolution through
student stations that address each of the following fossil
record, comparative anatomy, comparative embryology,
biogeography, molecular biology, and observed
evolutionary change.

I am able to assess some of the multiple bodies of evidence that support the
scientific theory of evolution.
Research and create a flip book of how each line of
evidence supports the theory of evolution.

I am able to identify some bodies of evidence that support the scientific theory of
evolution.
Construct a graphic organizer that includes examples of the
lines of evidence that support the theory of evolution.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
Examples should include fossil record, comparative
anatomy, comparative embryology, biogeography,
molecular biology, and observed evolutionary change.

I am able to identify some bodies of evidence that support the scientific theory of
evolution.

I am able to define evolution.
Score/Step 2.0
Distinguish between the lines of evidence that support the
theory of evolution.
Score/Step 1.0
Division of Academics – Department of Science
First Nine Weeks
Page 5 of 6
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.10: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture
of tools. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SCALE
LEARNING PROGRESSION
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES

I am able to analyze information to determine basic trends in hominid evolution.
Research how the development of language or
manufacturing of tools resulted from the development of
changes in the skull or brain size.

I am able to analyze information to determine basic trends in hominid evolution.
Collect data by measuring and observing primate skulls and
use that data to describe evolutionary trends between fossil
and living specimens of hominids.

I am able to identify basic trends in hominid evolution.
Analyze the basic trends in hominid evolution by examining
given images of human skulls from early ancestors six
million years ago to modern humans.

I am able to identify basic trends in hominid evolution.
Interpret a hominid evolution timeline according to changes
from early ancestors six million years ago to modern
humans.

I am able to recognize that humans are changing over time.
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 6 of 6