HINSDALE SOUTH HIGH SCHOOL CURRICULUM GUIDE
Course:
Date:
Topic/Unit 9: Evolution II
Designer(s):
Chapters/Resources:
Course Goals
GOAL 1: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems.
GOAL 2: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.
GOAL 3: Understand the relationships among science, technology and society in historical and contemporary contexts.
Enduring Understandings
Essential Questions
Pattern 4: Life uses a few themes to generate many variations
(speciation)
Pattern 6: Life encourages variety by recombining information (sexual vs.
asexual reproduction)
Pattern 7: Life creates with mistakes (mutations revisited)
Pattern 13: Life tends to optimize rather than maximize
Pattern 14: Life is opportunistic
Pattern 15: Life competes within a cooperative framework
Pattern 16: Life is interconnected and interdependent
Course Objectives: Students will be able to…
1. Compare and contrast micro and macroevolution
a.
b.
c.
2. Use the principles of Hardy-Weinberg equilibrium to describe microevolution
a. Why is the Hardy-Weinberg principle useful, even though none of the required conditions
are present in nature?
Determine the genotypic and allelic frequencies for a population using the HardyWeinberg principle
b. Identify the conditions necessary for Hardy-Weinberg equilibrium to occur (random
mating, no mutation, no immigration/ emigration, large population, no natural selection)
State Framework Item(s)
DuPage Evolution Obj 5
What does the Hardy-Weinberg principle tell us? (the allelic and genotypic frequencies in a
population)
c. What is the difference between micro and macro evolution
How does microevolution lead to macroevolution
What makes one species different from another species
3. Describe the different types of mechanisms that can lead to speciation (Gene flow, genetic drift-bottle neck DuPage Classification 1
effect/ founder effect, allopatric, sympatric, sexual selection, co-evolution)
a. Using the same parent population, describe the different impacts of gene flow and genetic
drift on subsequent populations
b. Compare and contrast natural selection and sexual selection
Give an example of how allopatric and sympatric speciation occurs
How can changing environmental factors impact sexual selection
Distinguish between the bottle-neck effect and the founder effect
Describe the impact on the gene pool as a result of gene flow and genetic drift
c. Give an example of sexual selection
Give an example of co-evolution
How does small population size impact variation within populations
What effect does limited variation have on natural selection
Explain how geographic isolation can lead to speciation
Give examples of speciation occurring without geographic isolation
Give examples of pre-zygotic and post-zygotic barriers
4. Use a cladogram to discuss the events on the timeline of life’s origins and classification
(Endosymbiotic theory, Angiosperms and coevolution, Amniotic egg, Vascular system for plants,
Sexual reproduction, Multicellularity and specialization of tissues, Chambered hearts)
a. Use a cladogram to differentiate the major invertebrate phyla
Describe and explain major adaptations of terrestrial plants and animals
b. Explain the evolutionary importance of sexual reproduction
How do we know that animals evolved after angiosperms
Explain how we think endosymbiosis occurred
Place endosymbiosis on the timeline
Given a cladogram of the plylum vertebrta, use major characteristics to differentiate the
major classes (agnatha, condrichthyes, ostiechthyes, amphibian, reptilia, aves, mamalia)
Justify your placement of photosynthesis and cellular respiration on the timeline
c. Place the following events on a timeline: earth forms, prokaryotes, photosynthesis,
respiration, eukaryotes, multicellularity, plants colonize land, animals colonize land,
DuPage Classification 2, 3
DuPage Struct/Funct Obj 4
Deep Jungle moth video
dinosaurs go extinct, primitive humans
Describe the evolution of plants and major adaptations (mosses, ferns, gymnosperms,
angiosperms)
How do sexual and asexual reproduction impact variation in populations
What organelles have prokaryotic ancestry
How did the evolution of the amniotic egg allow animals to live on land more easily
What is the purpose of a flower
What present-day atmospheric gas wasn’t present in the earth’s primitive atmosphere
Key Labs and Investigations
Symbiosis of humans and bacteria – “Would aliens visiting Earth view
Humans as bacteria ‘capsules’”?
Develop a dichotomous key (sharks, hardwaria)
Survey lab: specimens?
Reading, Etc.
Field Museum field trip? Extra credit?