Unit 6 Evolution and Natural Selection

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) proliferation of those organisms are better able to survive and
reproduce in the environment.
HS - LS4-3 Apply concepts of statistics and probability to support explanations that organisms with advantageous heritable traits tend to
increase in proportion to organisms lacking this trait.
HS - LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS - LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number
of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

The Content/Learning Targets:

✓ I can describe the types of evidence that support the theory of evolution.
✓ I can explain the process of evolution and how increase in species, genetic variation, and competition for resources can cause some
species to be better able to survive and reproduce
✓ I can use statistics and probability to explain why organisms with advantageous traits tend to proliferate
✓ I can explain how natural selection leads to adaptations of populations
✓ I can explain how the environment can affect numbers and types of species

Performance Emerging (5-6) Progressing (7) Meets (8) Exemplary (9-10)

Indicators

3b. The student can The student can The student can The student can The student can ANALYZE
ANALYZE cause and IDENTIFY cause and GENERALIZE cause and ANALYZE cause and cause and effect relationships
effect relationships to effect relationships to effect relationships to effect relationships to to EXPLAIN outcomes in
EXPLAIN outcomes in explain outcomes in explain outcomes in EXPLAIN outcomes in complex, natural, and
complex, natural, and complex, natural, and complex, natural, and complex, natural, and designed systems WITH
designed systems. designed systems. designed systems. designed systems. EXCEPTIONAL DETAIL.

2b. The student can The student can The student can The student can The student can ANALYZE
ANALYZE and STATE the patterns INTERPRET the ANALYZE and and INTERPRET the
INTERPRET patterns of performance of patterns of INTERPRET patterns of patterns of performance
of performance of designed systems. performance of performance of and apply it to a
designed systems to designed systems. designed systems to reengineered system. The
REENGINEER and The student can REENGINEER and student can critique a
IMPROVE the system. PREDICT problems in IMPROVE the system. reengineered system and
the system that may provide argument or
need improvement. justification for the
application of the new
system.

4c. The student can The student can The student can USE The student can USE The student can use algebraic
USE algebraic thinking INDICATE when algebraic thinking and algebraic thinking to thinking to EXAMINE
to examine scientific algebraic thinking can RECOGNIZE that a examine scientific data scientific data and can
data and PREDICT the can be used to change in one variable and PREDICT the effects JUSTIFY their predictions of
effects of a change in examine scientific can cause a change in of a change in one the effects of a change one
one variable on data. another variable on another. variable can affect another.
another.

8a. The student can The student STATE The student can The student can The student can
QUANTIFY and MODEL the changes that PREDICT and calculate QUANTIFY and MODEL EXTRAPOLATE a model to
changes in systems occur in systems over the changes that occur in changes in systems over reflect changes in systems
over very short or very time. system over time. very short or very long over very short periods of
long periods of time. periods of time. time.
Scientific Practice/Skills

Emerging (5-6) Progressing (7) Meets (8) Exemplary (9-10)

Controlling Presents a general or Presents a clear Presents and maintains a Presents and maintains a
Idea unclear controlling controlling idea with an clear, specific controlling precise, substantive
idea. uneven focus. idea that takes into controlling idea that takes into
account the complexity of account the complexity of the
the topic. topic and, where appropriate,
acknowledges the gaps in
evidence or information.

Selection & Includes minimal Includes details, examples, Includes details, Includes well-chosen details,
Citation of details from sources. and/or quotations from examples, and/or examples, and/or quotations
Evidence Sources are used sources that are relevant quotations from sources from sources that support the
without citation. to the controlling idea. that support the controlling idea. Consistently
Inconsistently cites controlling idea. cites sources using
sources. Consistently cites sources appropriate format.
with minor formatting
errors.

Development/ Explanation of source Explains source materials Accurately explains Thoroughly and accurately
Explanation of materials is to support the controlling source materials and how explains source materials to
Sources irrelevant, idea, with some it supports the support and develop
incomplete, or incomplete reasoning or controlling idea. controlling idea.
inaccurate. explanations.

Final Product
How have organisms changed over time? ​After completing class activities/labs and researching scientific texts, create an INFOGRAPHIC or
PODCAST/VIDEO (NO essays) in which you explain how an organism of your choice evolved to have its present-day form.

You MUST do the following:

● Explain how natural selection led to adaptations
● Address environmental pressures throughout history that resulted in the selection of the most favorable traits
● Describe the adaptations and why they benefited your organism in the midst of these pressures
● Speculate why/how some of your organism’s ancestral relatives became extinct