Biology Unit 1B: Learning Targets
STANDARDS FOR UNIT 1B: EVOLUTION
SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing
complexity of systems.
c. Examine the evolutionary basis of modern classification systems.
SB5. Students will evaluate the role of natural selection in the development of the theory of evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
As you progress through the unit, rate yourself on the following learning targets. In the Mastery Key below, write
the date of your self-check along with the symbol you use to note your level of mastery on that date (for example, a
different colored  or ). If you find yourself struggling with certain concepts, be sure to ask your teacher for help.
Before you take the CDA, use these “I can” statements as a checklist to make sure you are prepared. A final selfrating of either 3 or 4 means that you have mastered the standard and you are ready for the test.
Mastery Key
Date
Symbol
Date
Symbol
I can …
arrange major events in the history of the
Earth on a geological time scale
describe how biodiversity has changed
through geological time as a result of mass
extinctions
relate climate change to the five mass
extinction periods in geological time
analyze and interpret the fossil record using
the law of superposition and comparative
anatomy
explain how the fossil record supports the
theory of evolution
summarize Redi’s experiment to disprove
spontaneous generation
summarize Spallanzani’s experiment to
disprove spontaneous generation
summarize Pasteur’s experiment and how
the results support the theory of biogenesis
compare and contrast spontaneous
generation with biogenesis
explain the theory of abiogenesis and
identify key scientists whose work supports
the theory
Date
0
No idea
Symbol
1
Beginning
Date
Symbol
2
Progressing
Date
3
Proficient
Symbol
4
Advanced
Biology Unit 1B: Learning Targets
I can …
summarize the primordial soup hypothesis
as proposed by Oparin & Haldane
summarize the Miller-Urey experiment
explain how the results of the Miller-Urey
experiment support the primordial soup
hypothesis
describe the conditions of the early Earth
(atmospheric and terrestrial) prior to the
appearance of life
explain why scientists believe that Domain
Archae are the closest relatives to the first
life on Earth
predict the types of organisms that would
have evolved first in the conditions of the
early Earth
correlate early life forms with changes in the
early Earth’s atmospheric conditions
explain why prokaryotic cells probably
appeared before eukaryotic cells
explain the endosymbiotic theory
sequence the hypothesized events that led
from a lifeless Earth to the presence of
eukaryotic cells
summarize Darwin’s theory of natural
selection
generate examples for each of Darwin’s Four
Postulates of natural selection
describe Wallace’s contribution to
evolutionary theory
summarize Larmack’s theory of inheritance
of acquired characteristics
compare and contrast Darwin’s and
Lamarck’s theories concerning evolution
compare and contrast artificial selection
with natural selection
differentiate between inherited and
acquired traits
relate natural variation within a species to
genetic and environmental factors
explain the role of natural variation in a
species in natural selection
relate adaptation and fitness in terms of
natural selection
generate examples of adaptations
explain the importance of the amniotic egg
as an evolutionary adaptation
compare and contrast camouflage &
mimicry
explain the development of antibiotic
resistance
explain how comparative anatomy
0
No idea
1
Beginning
2
Progressing
3
Proficient
4
Advanced
Biology Unit 1B: Learning Targets
I can …
supports the theory of evolution
differentiate between homologous,
analogous, and vestigial structures
generate examples of homologous,
analogous, and vestigial structures
relate homologous and vestigial
structures to divergent evolution
(adaptive radiation and common
ancestry)
relate analogous structures and
convergent evolution
compare and contrast the patterns of
divergent and convergent evolution
generate examples of pairs of organisms
which exhibit divergent, convergent, and
co-evolution
explain how comparative embryology
supports the theory of evolution
analyze and interpret biochemical data
(e.g., DNA or amino acid sequences) to
determine evolutionary relationships
differentiate between stabilizing,
directional, and disruptive selection
analyze a graph of trait frequencies in a
population over time to identify a
selective pressure as stabilizing,
directional, or disruptive
differentiate between gradualism and
punctuated equilibrium as two theories
explaining the tempo (rate) of evolution
explain the basis for modern classification
systems
explain the biological and phylogenetic
concepts of species
analyze and interpret a cladogram in terms
of evolutionary relationships (ancestral and
derived traits)
0
No idea
1
Beginning
2
Progressing
3
Proficient
4
Advanced