Digital Unit Plan Template Unit Title: The Theory of Evolution Content Area: Science, Biology

CA Content Standard(s)/Common Core Standard(s):

Name: Evan Robinson Grade Level: 9-12

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Big Ideas:

One of the most important themes to keep in mind while learning about evolution is the concept of change. The world is a dynamic place and organisms are constantly changing in response to the world them, including human beings. In this unit plan I will pose unto students, questions that will require them to think critically about the evidence supporting the theory of evolution, the conditions of a population that leads to evolutionary change, adaptations and advantageous traits, and the theory of natural selection. I will require you to remain openminded and also open to your own personal skepticism. I will require you to ask and answer questions about the content provided in this unit plan.
Unit Goals and Objectives:

1. Be able to recognize evidence that supports the theory of evolution and recognize scientific conclusions that do not effectively support the theory. 2. Be able to determine what conditions for evolutionary change are acting on a population and the adaptions that the population acquires as a result. 3. Be able to identify and analyze conditions for natural selection and adaptive traits.
Unit Summary:

I am Evan Robinson, your instructor for this 9th grade science digital unit plan on the theory of evolution and the empirical evidence that supports it. The study of evolution is constantly growing as well as its acceptance in modern society. Evolution is the leading theory supporting explanations for the diversity of life on Earth and the Earth's ever changing organisms. Have you ever wondered what the theory of evolution states? If you are familiar with evolution, have you ever wondered why it is accepted as the strongest evidence to explain why

Earth's organisms are different in both form and function? Well, this unit plan is designed to open your mind to the world of evolution and help you better understand Earth's organisms and their relations to one another. Students will learn through a series of lessons. A lecture will introduce students to the idea of evolution, the scientific theory, and evidence supporting evolution. Students are questioned throughout the lecture. A WebQuest will require students to learn independently by accessing online resources and answering critical questions. A group activity will require students to collaboratively create graphic organizers that explore the details of natural selection.
Assessment Plan: Entry-Level: Quickwrite: Why are species so different from one another? Formative: 1. Concept Map, Three types of evidence that support evolution 2. Digital Flashcards (Quizlet), Evolution Vocabulary 3. Quiz, Evolutionary concepts and scenarios 4. Quickwrite, Summarize the four concepts that make evolution possible Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction Summative: 1. Poster, Evidence supporting Evolution 2. Infographic, How to tell if a population will evolve

Lesson 1 Student Learning Objective: SLO #1 will be covered in this lesson comprised of a lecture. Acceptable Evidence: Students are exposed to continual questioning throughout the lecture regarding what they have learned in the powerpoint. Students fill out guided notes to gauge their understanding.
Lesson Activities: A PowerPoint presentation will be provided to students, who will consider all information included. The beginning of the presentation introduces students to theory and the scientific method. Students will explore the distinction between observations and inferences. Then, students will explore the first type of evidence that supports evolutionary theory: Fossil evidence. Images and an informational website will help students understand morphological similarities observable in fossils. Next, students will explore genetic evidence. A graph depicting different organisms and the number of genetic differences between them will be provided for student analysis. Finally, students will explore embryonic evidence supporting evolutionary theory. They will be asked to analyze differences and similarities between embryonic stages of different organisms. Students will be required to partake in a journal activity in which they summarize their learning from the lecture. Lesson Activities: Students will be required to explore the three major types of evidence that support evolutionary theory. Three websites containing vital information will be provided to students. Students must answer critical questions regarding each of the three types of evidence. Some websites are interactive, while others provide written information and images to help students understand the evidence.

Lesson 2 Student Learning Objective: SLO #1 will be covered in this lesson comprised of a WebQuest. Acceptable Evidence: Students must answer critical questions, the answers for which must be determined via website exploration. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson 3 Student Learning Objective: SLO #2 and #3 will be covered in this graphic organizer activity. Acceptable Evidence: Physical representations of what is learned will be provided by students in the form of a graphic organizer in addition to a checklist displaying completed tasks. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: As a group activity, students will work together to distinguish between theories that explain giraffe evolution. Students will read an online article that discusses proposed arguments for the evolution of the giraffes long neck. Students will create a graphic organizer that compares and contrasts Lamarcks theory with Darwins theory for giraffe evolution. Sample populations that represent each theory will be provided to students to help them distinguish between Natural Selection Postulates. Groups will be divided into Lamarck and Darwin groups and will meet to discuss and debate the two theories and compare graphic organizers. Throughout the activity students will fill out a checklist to ensure completion and understanding of the material.

Unit Resources:
1. PBS Evolution - http www.p s.org wg h evolution

2. Berkeley Evolution 101 - http://evolution.berkeley.edu/evolibrary/article/evo_01 3. Smithsonian Institution Human Evolution Timeline - http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive 4. Interactive Tree of Life - http://www.wellcometreeoflife.org/interactive/ 5. NCSE Evolution Primers - http://ncse.com/evolution/science/evolution-primers

Useful Websites:
6. BiologyOnline.org Natural Selection - http://www.biology-online.org/2/10_natural_selection.htm 7. Ted Talk, Michael Gillings - http://www.youtube.com/watch?v=_SSk0YlFN20 8. Nature.com, Evolutionary Adaptation in the Human Lineage - http://www.nature.com/scitable/topicpage/evolutionary-adaptation-in-the-human-lineage-12397 9. Science Learning Hub http://www.sciencelearn.org.nz/ 10. Society for Science - Student Science https://student.societyforscience.org/sciencenews-students