Standard 3B
Textbook
CCG: Diversity
Biology, The Dynamics of Life. 2002. Chapter 15.1 (pp. 401-411)
Biology, The Dynamics of Life, 2002. Chapter 17.2 (pp. 464-465)
Electronic Version:
http://www.glencoe.com/sec/science/biology/bio2000/index.html
Electronic Resources
Understand the
relationship among
living things and
between living things
and their environments.
PBS, Evolution
SC.CM.LS.04
http://www.pbs.org/wgbh/evolution/
Vocabulary
Adaptation
Analogous Structure
Camouflage
Cladogram
Divergent Evolution
Gradualism
Mimicry
Natural Selection
Physiological Adaptations
Structural Adaptations
Temporal Isolation
Vestigial Structure
Allelic Frequency
Behavioral Isolation
Cladistics
Convergent Evolution
Geographic Isolation
Homologous Structure
Mutation
Phylogeny
Punctuated Equilibrium
Symbiosis
Variation
Analyze how living
things have changed
over geological time,
using fossils and other
scientific evidence.
SC.CM.LS.04.02
Recognize that natural
selection and its
evolutionary
consequences provide
and explanation for the
fossil record as well as
an explanation for the
molecular similarities
among varied species.
SC.CM.LS.04.03
Explain how biological
evolution can account
for the diversity of
species developed over
time (using genetics and
mutations as examples)
Natural Selection
Students will be able to describe the four steps of Natural Selection and identify the three modes of
selection (directional, disruptional, stabilizing). In addition, students will identify structural and
physiological adaptations as being a result of both convergent or divergent evolution—which can be
influenced by time (gradualism or punctuated equilibrium theories) and environmental factors.
Students will be able to recognize and differentiate how behavior,
geographic and temporal changes influence natural selection. In
addition, students will be able to analyze a cladogram to determine if
traits/variations are a result of divergent or convergent evolution.
Students will identify the process of evolution and how it leads to new
species through the identification of the four steps of Natural Selection
in the modes of disruptional, directional and stabilizing selection.
Exceeds 25%
Meets 75%
Developing Proficiency
Meets
4 Steps of Natural Selection
Speciation
Directional Selection
Gradualism
Disruptional Selection
Punctuated Equilibrium Stabilizing Selection
Evolutionary Processes (Mutation, Variation, Allelic Frequency,
Adaptation, Symbiosis, Mimicry, Camouflage)
Exceeds
Behavioral Isolation
Geographic Isolation
Temporal Isolation
Cladogram (Phylogeny,
Divergent Evolution
Convergent Evolution
Homologous Structures Analogous Structures
Vestigial Structures
Developing
Not Passing
Unit 3B: Unit Plan
Evolution Unit
Lesson Plan
Description
1
Post-Test (Standard 2B)
Pre-Test (Standard 3B)
Anticipatory Set: Sexual Selection—Montage of Birds Mating
Dance/Calls
Introduction to Standard 3B
Evolutionary Forces—Environment, Behavior, Time
Variation, Adaptations
Notes: 10 Min (Graphic Organizer) Document Camera
Application: Students will be given a hand-out where they will be
evaluating variation and adaptations based on whether they are
structural, physiological, acquired, genetic, beneficial—based on
their environment, etc. 45 Min
Video: Excerpts from Planet Earth. 15 Min
2
3
4
Warm Up—Formative Assessment on Adaptations and Variations
Notes: 15 Min—Deconstruction of the 4 Steps of Natural,
Darwin, Lamarck.
Selection. Given a picture Natural Selection—determines the
“rules” of Natural Selection.
Application: Students will be given a handout—which will have
10 scenarios—they will need to identify the four components of
natural selection in each example. 25 Min
Video/Discussion 20 Min—Great Transformations—PBS Whales
Exit Slip—4 Steps of Natural Selection
Review—Misconceptions, Clarification learned from yesterday’s
formative assessments. 10 Min
Notes: 10 Min (Graphic Organizer) Document Camera—3 Modes
of Selection.
Application: Using the 10 scenarios from the previous day,
students will fix any errors and then graph each scenario to show
whether disruptive, directional or stabilizing selection occurred.
30 Min.
Students will come up with their “perfect and memorable”
example of each mode of selection; they will create the scenario,
draw a picture illustrating each step of natural selection and draw
the graph to summarize their findings—If students do not
complete by the end of class—expectation is that it will be turned
in by the next school day if they want to receive feedback.
Learning Objectives
Met
1.
2.
3.
Summative Assessment
Formative Assessment
Set Clear Learning
Targets
1.
Differentiate between
structural and
physiological adaptations.
Discriminate between
acquired and genetic
adaptations.
Identify how variations
are beneficial only based
on their environment.
Vocabulary/Notes
Formative Assessment on
Adaptations and
Variations.
Define and identify four
steps of Natural Selection.
Formative Assessment on
4 Steps of Natural
Selection
2.
3.
4.
1.
2.
3.
1.
2.
3.
Clarify our understanding
of concepts, vocabulary to
date.
Define and graph, three
modes of selection.
Come up with exemplar
examples for the three
modes that will be used
for feedback.
5
6
7
Video—Evolution—Why Sex? 10 Min
Notes: PPT, Isolations (Pre/Post Zygotic Barriers), Rate of
Evolution—25 Min (with examples and student discussion).
Application: Students will look at examples of pre and post
zygotic barriers from a superficial perspective (human culture) and
then a deeper one (animal kingdom). 25 Min
Exit Slips: Identify factors that may lead to punctuated equilibrium
or gradualism.
Formative Assessment—Mini Quiz—where are you…on the
Bulls-eye scale? 25 Minutes
Notes: Phylogeny, Divergent and Convergent Evolution,
Structures—20 Min
Application: Analyzing Cladograms for Divergent and
Convergent Evolution. 20 Min
Exit Slip: Cladogram Analysis from White Board
1.
Discuss Mini Quiz—Bullseye Result 10 Min.
Lego/Blocks Homologous and Analogous Structure Activity 15
Min.
Activity: Comparative Anatomy Worksheet/Bones Lab 45 Min
1.
2.
1.
2.
3.
2.
8
9
10
Differentiate between
behavioral, temporal and
geographic isolation.
Identify difference
between gradualism and
punctuated equilibrium.
Formative Assessment—
Proficiency up to this
point.
Notes on Cladograms,
Divergent and Convergent
Evolution.
Interpret Cladograms for
Homologous, Analogous
and Vestigial Structures to
determine divergent and
convergent evolution.Practice Difference
between Homologous and
Analogous Structures
(Reinforce Divergent and
Convergent Evolution).
Use Compartive Anatomy
to reinforce homologous,
analogous and vestigial
structures.
Formative Assessment on
the big ideas.
Create KWL
Formative Assessment—10 Questions—The Big Idea, M.C. 5 Min 1.
PBS Video—Evolutionary Arms Race 45 Min
2.
Evolution KWL (Using the Rubric as a guide)
1. Using videos, clips,
Interactive Video Synthesis Day (Helps prepare students for their
pictures, graphs, students
Synthesis Day
Synthesis Day—Students will create their own examples of natural
selection: They will use one of the following: behavioral,
geographic, temporal isolation to create a scenario on how a
population which has variation can be selected under a specific
environmental condition. Then the student will analyze their
example to determine if this type of stress would lead to rapid or
slow evolutionary change, construct the graph to determine if
directional, disruptional or stabilizing selection has occurred. In
addition the student will create a cladogram which will include
their example and they will differentiate where divergent and
convergent evolution has occurred.
will work together to
answer the questions
following each clip based
on the rubric for this
standard.
Create and Evaluate:
4 Steps of Natural Selection
3 Types of Selection
3 Types of Isolation
Speed of Evolution
Cladogram
Divergent and Convergent
Evolution
11
Review Day
Using the examples generated by students on the previous day—
students will analyze and assess 3 other examples—citing
components they agree or disagree on and in some instances—
fixing or proposing solutions to their work.
Students will receive feedback forms from their peers.
Analyze:
4 Steps of Natural Selection
3 Types of Selection
3 Types of Isolation
Speed of Evolution
Cladogram
Divergent and Convergent
Evolution
12
Post-Test (Standard 3B)
Pre-Test (Standard 4B)
Anticipatory Set: Environmental Resources—Cause and Effect
World Issues/Struggle for Environmental Resources
Introduction to Standard 4B
Summative Assessment
Formative Assessment
Set Clear Learning Targets
Basis for Grade:
90% Science Content Standards
10% CRLS (Essential Skills, Personal Management and Inquiry)
Plan, organize and complete assigned task accurately and on time.
Exhibit work ethic and performance, including the ability to be responsible and dependable.
**Homework and daily assignments can be turned in for verbal or written feedback and is integral in becoming proficient in the
standards.
1.
Students must pass all standards in order to pass the class.
2. Some standards may require more than one piece of evidence to pass the standard, including but not limited to
passing a science inquiry project.
3. Students who receive less than a 70% on their cumulative final will need to provide more evidence of proficiency
in order to receive a passing grade.
4. Students who are receiving at passing grade at the end of the term but are deficient in one or more standards
will receive an incomplete and will have two weeks to make up the deficient standard(s) to receiving a passing
grade.
5. Students who are not receiving a passing grade at the end of the term but are deficient in one or more
standards will receive an ‘F’, however credit can be made up in one of two ways:
a. Enter into a contract between student, teacher and parent agreeing to a set timeline in which to makeup the deficient standard(s).
b. Repeat course—only upon teacher or parent recommendation.
6.
Any student who had not met one of their learning targets (Standard Assessment) must complete the following
steps to demonstrate proficiency.
a. Attend a tutorial session or make an appointment to get help.
b. Complete review assignment with a passing grade.