Standard 2B: Evolutionary Processes
Explain how biological evolution is the consequence of the interactions of genetic variation,
reproduction and inheritance, natural selection and time.
Proficiency Levels
Exceeds
Meets
Developing
Description
•
Students will be able to create a scenario that reflects Darwin’s 4
postulates concerning Natural Selection and determine the mode of
selection occurring (directional, stabilizing, disruptive).
•
Students will be able to identify/explain the five conditions that drive
evolutionary processes: small populations, mutation, non-random
mating (sexual selection), immigration and emigration, and natural
selection.
•
Students will list the classification system in order from Domain,
Kingdom, Phylum, Class, Order, Family, Genus, and Species and given
two hierarchy structures be able to determine level encompasses more
or less organisms.
•
Students will be able to identify and/or explain the four steps of
natural selection in order to explain the “survival of the fittest”
•
Given a graph or description, student will be able to determine if
directional, disruptive or stabilizing selection is occurring.
•
Students will be able to analyze and differentiate different biological
scenarios and determine whether it fits’ Darwin’s Theory of Natural
Selection or Lamarck’s Theory of Use It or Lose it.
•
Students will be able to determine variation within a population,
determine why a trait is considered “favorable” and hypothesize the
environmental factor(s) that lead to a trait being
favorable/unfavorable.
25%
75%
Refer to the vocabulary and “I Can Statements”
Unit 7: Population Genetics
VOCABULARY
Bottleneck Effect
Adaptation
Darwin
Directional Selection
Emigration
Founder Effect
Genetic Drift
overproduction
Lamarck
Sexual Selection
Mutation
Species
Natural Selection
Stabilizing Selection
Fitness
Trait
Hardy-Weinberg
Disruptive Selection
Immigration
principle
Variation
1. I can list the four steps of natural selection. (16.2)
2. I can explain how the four steps of natural selection lead to the survival of the fittest. (16.2)
3. Given an organism and a specific environment, I can create a scenario which reflects Darwin’s
four postulates of Natural Selection and determine the model of selection that is occurring. (16.2)
Example
for
Natural
Selection
Foldable
For Example:
Organism: Turtle, Aquatic Environment
Environment: Florida Everglades, Natural Predators: Young Turtles = Snakes Mature Turtles = Alligators
Four Postulates of Natural Selection—this is just one of the possible solutions
(1) Turtles produce more offspring than can survive. Some of the snakes and small mammals eat the turtle eggs.
(2) Turtles in the Everglades vary in the thickness of their shell. Some turtles have thin, medium and thick shells.
(3) The turtles with the thick shells are less likely to be eaten by predators, while the thinner shelled turtles can easily be eaten by alligators.
(4) Each generation of turtles will have more thick shelled turtles because they are the ones that are more likely to survive and reproduce.
This is an example of directional selection—where one extreme phenotype is being favored.
4. I can explain the difference between Darwin’s Theory of Natural Selection and Lamarck’s
Theory of Inheritance of acquired traits. (16.1)
5. Given a scenario, I can determine if it represents Darwin or Lamarck’s theories on evolution.
(16.1)
6. I can explain how traits can be considered favorable or unfavorable depending on the
environment in which they evolved in. (16.2)
7. I can define and draw a graph of disruptive, directional and stabilizing selection.
8. Given a graph, I will be able to determine if it represents disruptive, directional or stabilizing selection.
(17.2)
Quiz
#1
Quiz
#2
9. Based on a scenario, I will be able to determine if its explaining disruptive, directional or
stabilizing selection. (17.2)
10. I can identify the five factors that drive evolution: small populations, mutation, sexual
selection, movement in and out of the population and natural selection. (17.2)
11. I can explain the difference between a bottleneck and founder effect, both of which result
from small populations. (17.2)
12. I can explain what sexual selection is and how it drives evolution.
13. I can use the Hardy-Weinberg equation to predict genotype frequencies in a population.
(17.2)
Quiz
#3