Subject/Grade or Course: HS - Biology
Unit Name: Evolution (14,15)
Overarching Understandings(s):
 Changes in an organism’s environment may affect the
allelic frequency of future populations.
Essential Questions:
 How does knowledge of early earth history contribute to the study
of biology?
 Explain why biology is studied in the context of evolution?
 Interpret the experimental results commonly used to support the
theory of evolution?
Topics Covered:
 Early earth history
 Biogenesis
 Darwin
 Natural selection
 Mechanisms of evolution
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
Pacing:
 Semester 2
 3 weeks
 Weeks (10-12)
Knowledge,
Reasoning, or Skill
Targets
“What I need to know.”
“What I can do with what I
know”
“What I can demonstrate”
Performance
Targets:
I can:










Differentiate between relative and radiometric dating.
Sequence the major geological events.
Analyze early experiments that support the concept of biogenesis
Summarize the theory of natural selection
Compare and contrast artificial and natural selection
Distinguish between the types of evidence for evolution
Summarize the effects of the different types of natural selection on a gene pool
Relate gene frequency to environmental factors
Explain the role of natural selection in convergent and divergent evolution

“What I can make to show my
learning.”
MATERIALS FOR LESSON PLANNING
Lab/Activities

Timeline activity





Half-life lab
Allele frequency activity
Homologous vs. analogous color activity
Peppered moth activity
Bone lab (which bone goes with which organism)
Common
Assessments
Subject/Grade or Course: HS - Biology
Idaho State Content Standards
9-10.B.3.1.1 Use the theory of evolution to
explain how species change over time.
(652.01a)
CL: D
Content Limit: Items could address isolation
of sub-populations within a species.
9-10.B.3.1.2 Explain how evolution is the
consequence of interactions among the
potential of a species to increase its numbers,
genetic variability, a finite supply of
resources, and the selection by the
environment of those offspring better able to
survive and reproduce. (652.01a)
CL: D
Content Limit: Items should address genetic
variability in a species, competition for
environmental resources within a species, and
environmental natural selection.
9-10.B.5.2.1 Explain how science advances
technology. (655.01a)
CL: E
Content Limit: Use scientists whose
discoveries have significance and
ramifications in today’s world to frame items.
Unit Name: Evolution
Corresponding NGSS
Students who demonstrate understanding can:
CCSS ELA
RI.9-10.1 Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
HS.LS-NSE Natural Selection and Evolution
inferences drawn from the text.
RI.9-10-8 Delineate and evaluate the
a. Use models to explain how the process of natural
selection is the result of four factors: (1) the potential for a argument and specific claims in a text,
assessing whether the reasoning is valid
species to increase in number, (2) the genetic variation of
and the evidence is relevant and sufficient
individuals in a species due to mutation and sexual
identify false statements and fallacious
reproduction, (3) competition for limited resources, and
(4) the selection of those organisms that are better able to reasoning.
SL.9-10.2 Integrate multiple sources of
survive and reproduce in the environment. [Clarification
information presented in diverse media or
Statement: Mathematical models may be used to
formats (e.g., visually, quantitatively,
communicate the explanation or to generate evidence
orally) evaluating the credibility and
supporting the explanation.]
accuracy of each source.
b. Use evidence to explain the process by which natural
SL.11-12.2 Integrate multiple sources of
selection leads to adaptations that result in populations
information presented in diverse formats
dominated by organisms that are anatomically,
and media (e.g., visually, quantitatively,
behaviorally, and physiologically able to survive and/or
orally) in order to make informed
reproduce in a specific environment. [Assessment
decisions and solve problems, evaluating
Boundary: Evidence should center on survival advantages of
the credibility and accuracy of each
selected traits for different environmental changes such as
source and noting any discrepancies
temperature, climate, acidity, light.]
among the data.
c. Analyze and interpret data to explain the process by
RST.9-10.3 Follow precisely a complex
which organisms with an advantageous heritable trait
multistep procedure when carrying out
tend to increase in numbers in future generations; but
experiments, taking measurements, or
organisms that lack an advantageous heritable trait tend
performing technical tasks, attending to
9-10.B.5.2.2 Explain how technology
advances science. (655.01a)
CL: E
Content Limit: Use common pieces of
technology (lenses, electricity, computers,
etc.) as the foundation for items that lead
students to see the role technology has in
advancing science.
9-10.B.5.2.3 Explain how science and
technology are pursued for different purposes.
(656.01b)
CL: E
Content Limit: Items should address the role
of technology in applying science to improve
some aspect of human life, and the role of
science in answering questions and extending
knowledge.
Goal 1.1: Understand Systems, Order, and
Organization
Goal 1.2: Understand Concepts and Processes
of Evidence, Models, and Explanations
Goal 1.3: Understand Constancy, Change, and
Measurement
Goal 1.4: Understand the Theory that
Evolution is a Process that Relates to the
Gradual Changes in the Universe and of
Equilibrium as a Physical State
Goal 1.5: Understand Concepts of Form and
Function
Goal 1.6: Understand Scientific Inquiry and
Develop Critical Thinking Skills
to decrease in numbers in future generations.
d. Obtain and communicate information describing how
changes in environmental conditions can affect the
distribution of traits in a population and cause increases
in the numbers of some species, the emergence of new
species, and the extinction of other species.
e. Use evidence obtained from new technologies to
compare similarity in DNA sequences, anatomical
structures, and embryological appearance as evidence to
support multiple lines of descent in evolution.
f. Plan and carry out investigations to gather evidence of
patterns in the relationship between natural selection and
changes in the environment. [Clarification Statement: A
possible investigation could be to study fruit flies and the
number or eggs, larvae, and flies that hatch in response to
environmental changes such as temperature, moisture, and
acidity.]
HS-ETS-ED Engineering Design
d. Plan and carry out a quantitative investigation with
physical models or prototypes to develop evidence on the
effectiveness of design solutions, leading to at least two
rounds of testing and improvement. [Clarifying Statement:
F or example, physical models or prototypes to conduct a
quantitative investigation to determine if an ultraviolet light
can purify water equally well as a chlorine-based system.]
e. Use computational thinking to create, simulate, and
compare different design solutions, checking to be certain
that the simulation makes sense when compared with the
real world. [Clarifying Statement: For example, students
create a computer simulation of a model building to see how
different modifications could save energy and reduce CO 2
emissions.] [Assessment Boundary: Students use existing
modeling software.]
f. Refine a solution by prioritizing criteria and taking into
account the life cycle of a given product or technological
system and factors such as safety, reliability, and
aesthetics to achieve an optimal solution. [Clarifying
special cases or exceptions defined in the
text.
RST.9-10.7 Translate quantitative or
technical information expressed in words
in a text into visual form (e.g., a table or
chart) and translate information expressed
visually or mathematically (e.g., in an
equation) into words.
RST.11-12.3 Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the
specific results based on explanations in
the text.
WHST .9 Draw evidence from
informational texts to support analysis,
reflection, and research.
Goal 1.7: Understand That Interpersonal
Relationships Are Important in Scientific
Endeavors
Goal 1.8: Understand Technical
Communication
Statement: F or example, choose the best possible heat pump
technology for a campus building; determine the optimum
method for extracting oil and natural gas; or best method for
treating soil prior to planting crops.]