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Content Standards:
Arizona State Science Standards:
S4C4PO1: Identify the following components of natural selection, which can lead to speciation: potential for a
species to increase its numbers, genetic variability and inheritance of offspring due to mutation and
recombination of genes, finite supply of resources required for life, and selection by the environment of those
offspring better able to survive and produce offspring.
S4C4PO2: Explain how genotypic and phenotypic variate can result in adaptations that influence an organisms
success in an environment.
S4C4PO3: Describe how the continuing operation of natural selection underlies a populations ability to adapt
to changes in the environment and lead to biodiversity and the origin of new species.
Enduring Understanding/Big Idea:
-Natural selection is a process that led to many evolutionary adaptations over time.
-Survival of the fittest does not mean how in-shape an organism is.
-Darwins observation of evolution via natural selection forever changed the way scientists view species.
Essential Questions: Write 2- 4 questions..
-What exactly was the point of Darwins finches?
-How were humans effected by natural selection? How many Neanderthals do you see nowadays?
-Who is more evolutionarily fit: the gym buff or the average joe?
-How can we observe natural selection in our everyday lives?
Stage 2----Assessment Evidence
Unit (Summative) Assessment:
Students will write a lab report based on their data from the natural selection lab described below:
Students will participate in an hour long lab focusing on natural selection between predators and prey. Students
will be given a scenario where a paper plate filled with goldfish crackers is a lake full of fish. There are also
cheese-its crackers that represent slower swimming fish that are easily preyed upon. The students, acting as the
predators in this scenario, will record the population of goldfish and cheese-its as time goes on. They will take
observations, make a data table, and graph the population of both species of fish. They will also decide what
will happen to the predator population after they have made their decisions about the species of fish. They will
have to decide how the predators will adapt to the new population of fish in the lake.
The lab report students write will be a professional format including a title page, abstract, materials, methods,
data, analysis and conclusion. It will be typed in 12 point font, Times New Roman, and the graphs and charts
must be made electronically. A rubric will be created in order to completely assess these lab reports. They will
be worth 100 points towards their lab report grades.
Students will also be given a short multiple choice/fill in the blank/short answer quiz on Charles Darwin, natural
selection, evolution and adaptations. The quiz will be 40 points. The lab report acts as the primary assessment.
selection.
January 18
Martin Luther King Jr
Day
No School.
January 19
Quick check on the types
of evolution and the
specifics of natural
selection.
-A quick check consists
of students working
together to answer
questions on the board
using personal white
boards. They hold the
answers up and get
points per group. The
group with the most
amount of points will
receive extra credit on
their lab report.
January 20/21
-Students will first take a
short quiz on Charles
Darwin, evolution and
natural selection. (~20
minutes).
-Students will begin their
summative lab
assessment on natural
selection and evolution.
Their lab reports will be
due a week from today
for 100 points.
January 22
Begin unit on
classifications! Or
depending on the student
performance on the
quick check, the quiz can
be moved to today while
the lab is the 20th/21st
along with a review.