4 Weeks
4
3
Proficient
Unit: Evolution
Topic: Natural Selection and Evolution Part 1
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Students demonstrate they have developed an understanding of:
Performance Expectations:
NGSS HS-LS4-1 ,LS4-2
● Evaluation of multiple lines of empirical evidence to support common ancestry.
(vestigial structures, DNA, Amino acid sequences, anatomical and embryological
structures, Darwin’s work) [LS4-1]
● Students construct an explanation that evolution is caused by one or
more of the four listed factors. Students must describe the four factors
and use reasoning to connect their descriptions to evidence from a
variety of valid and reliable sources. [LS4-2]
● Analyzing four factors that lead to evolution [LS4-2]
o potential for a species to increase in number
o genetic variation due to mutations and sexual reproduction
o competition for limited resources
o survival and reproduction due to adaptation to the environment
● Students demonstrate their understanding of scientific theories, how they are
supported by evidence and experimentation, and how they change in light of new
evidence. [LS4-1]
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1
2015-2016
Science Practice
● (Example of reasoning: genetic variation creates variation of expressed
traits in a population, competition for resources occur as a species grows,
traits that give competitive advantage increase reproductive success of
individuals, over time traits matched to a distinct environment or
resource may results in new species) [LS4-2]
● Student can analyze data (charts, graphs, tables) for the distribution of
genetic traits over time and describe what each data set represents [LS41]
Students will recognize or recall :
Science Practice
Specific vocabulary such as:
common ancestor, homologous structures, evolution, vestigial structures,
cladogram
Basic knowledge such as:
● Remembering empirical evidence supporting common ancestry
Understanding the factors that lead to evolution and the effect on a population
 Students communicate evidence for common ancestry and biological
evolution using at least two different formats (oral, graphical, textual, and
mathematical). Student cite sources appropriately. [LS4-1]
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
 Students can describe factors that might lead to evolution. [LS4-2]
4 Weeks
4
3
Proficient
2
Unit: Evolution
Topic: Natural Selection and Evolution Part 2
In addition to score 3.0 performance, the student demonstrates in-depth
inferences and applications that go beyond what was taught.
Students demonstrate they have developed an understanding of:
● Application of probability and statistics to support fitness and the
processes of evolution [LS3-3, LS4-3]
● Students construct an explanation that identifies the cause and effect
relationship between natural selection and adaptation; including:
i. Changes in a population when some feature of the environment
changes;
ii. Relative survival rates of organisms with different traits in a specific
environment;
iii. The fact that individuals in a species have genetic variation (through
mutations and sexual reproduction) that is passed on to their offspring;
iv. The fact that individuals can have specific traits that give them a
competitive advantage relative to other individuals in the species.
[LS4-4]
Performance Expectations:
NGSS HS-LS3-3 ,LS4-3, LS4-4
Students will recognize or recall :
Specific vocabulary such as:
Natural selection, adaptation, artificial selection, fitness
Science Practice
● [LS4-3]
● Students organize given data by the frequency, distribution, and
variation of expressed traits in the population. [LS3-3]
● Given a scenario, student can identify the trait under selection.
Students can describe advantageous adaptations in organisms of
their choice.
Basic knowledge such as:
● Populations change when the environment changes,
● certain traits impact the survival rates of organisms in a specific
environment,
● traits arise from genetic variation and are passed to offspring,
certain traits can give an individual a competitive advantage over other
individuals
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2015-2016
Student’s performance reflects insufficient progress towards foundational skills and
knowledge.
http://science.dmschools.org
Science Practice
● Students analyze and interpret data to explain the distribution of
expressed traits including a description of the expression of a
chosen trait and its variations as causative or correlational to some
environmental factor based on reliable evidence. [LS3-3]
● Construct an explanation based on evidence for how natural
selection leads to adaptation of populations [LS4-4]
● Students construct an explanation that identifies the cause and
effect relationship between genetic variation, selection of traits,
and the evolution of a population. (Claim, Evidence, Reasoning)
[LS4-4]
4 Weeks
Unit: Evolution
2015-2016
Suggested Instructional Resources
Learning Targets
Activities
Textbook Resources
Labs
PBL Ideas
(projects)
Web Resources – websites or
resources on
http://science.dmschools.org
(NS&E Part 1)
(NS&E Part 2)
http://science.dmschools.org