UNIT 3: Natural Selection and Evolution

ORANGE PUBLIC SCHOOLS
BIOLOGY / GRADE: H.S. / UNIT #: 3: Natural Selection and Evolution

UNIT 3: Natural Selection and Evolution

OVERVIEW
Lesson / Topic / PE’s and DCI’s / Chapter
(Biology Text
Nowicki) / Suggested Pacing Year / Suggested Pacing Semester
1 / The fossil Record and the Geologic Time Scale / HS-LS1-2 / 12 / 2 / 2
2 / Origin of life – Early Single Celled Organisms / HS-LS1-2 / 12 / 2 / 2
3 / Primate Evolution / HS-LS1-6 / 12 / 4 / 4
4 / Early ideas about Evolution / HS-LS1-2 / 10 / 3 / 3
5 / Darwin’s Observations / HS-LS1-6 / 10 / 2 / 2
6 / Theory of natural Selection / HS-LS1-6 / 10 / 2 / 2
7 / Evidence of evolution / HS-LS1-5 / 10 / 2 / 2
8 / Evolutionary Biology today / HS-LS1-7 / 10 / 2 / 2
9 / Genetic variation and Natural Selection within populations / HS-LS1-2-3 / 13 / 2 / 2
10 / Other Mechanisms in Evolution - Genetic flow and genetic drift / HS-LS2-3,45 / 13 / 2 / 2

February 2017

Mon / Tue / Wed / Thu / Fri
1The fossil Record and the Geologic Time Scale / 2 / 3Origin of life – Early Single Celled Organisms
6 / 7Primate Evolution / 8 / 9 / 10
13 / 14 / 15 / 16 / 17
27 Early ideas about Evolution / 28

March 2017

Mon / Tue / Wed / Thu / Fri
1 / 2 / 3
6 Darwin’s Observations / 7 / 8 / 9 / 10Theory of natural Selection
13 / 14 / 15 / 16Evidence of evolution / 17
20 / 21 / 22Evolutionary Biology today / 23 / 24
27 / 28Genetic variation and Natural Selection / 29 / 30 / 31

April 2017

Mon / Tue / Wed / Thu / Fri
3Genetic flow and genetic drift / 4 / 5 / 6 / 7
10 / 11 / 12 / 13 / 14
17 / 18 / 19 / 20 / 21
24 / 25 / 26 / 27 / 28
UNIT DESCRIPTION
Biological Evolution: Unity and Diversity help students formulate an answer to the question, “What evidence shows that different species are related? The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversity and Humans. Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support these explanations. Students can evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply concepts of probability to explain trends in populations as those trends relate to advantageous heritable traits in a specific environment. The crosscutting concepts of cause and effect and systems and system models play an important role in students’ understanding of the evolution of life on Earth.
NGSS Essential Questions

How can there be so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms? (LS4)
How does biodiversity affect humans? (LS4)
What evidence shows that different species are related? (LS4A: LS4-1, LS4-2, LS4-3)
How does genetic variation among organisms affect survival and reproduction? (LS4B: LS4-2, LS4-3)
How does the environment influence populations of organisms over multiple generations? (LS4C: LS4-2, LS4-3, LS4-4, LS4-5)
How do the structures of organism enable its life functions? (LS1A: LS1-2)

# Blocks / STUDENT LEARNING OBJECTIVES / CORRESPONDING DCIs / CURRICULAR & SUPPLEMENTAL RESOURCES / Sample Activity / ASSESSMENT
6 / Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.HS-LS4-1.
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-LS4-2.
Students will be able to:
Define evolution, and evaluate evidence that proves that evolution has occurred.
Identify major factors that lead to evolution and use these factors to trace changes in past populations.
Predict species adaptation based on environmental changes and demonstrate how that leads to natural selection or extinction.
Develop a model illustrating hierarchy in organisms.. / LS4.A:
LS4.B: / Principles of Evolution

Early ideas about Evolution
Darwin’s Observations
Theory of natural Selection
Evidence of evolution
Evolutionary Biology today

/ Activity1:
Evolution Game - Hands on Activity
Acitivty2:
Common Ancestry
Activity3:
Discovery Education 5E Model lessons
Evolution / Activity 1:
Unit Pre-Assessment
Activity 2
Constructed responses
(Discovery Education)
Activity 3:
Concept based Unit Assessment
(DE and textbook created)
# Blocks / STUDENT LEARNING OBJECTIVES / CORRESPONDING PE’s and DCIs / CURRICULAR & SUPPLEMENTAL RESOURCES / Sample Activity / ASSESSMENT
3 / Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.HS-LS4-3
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.HS-LS4-4.
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.
HS-LS4-5.
The student will be able to:
a. Discuss how new traits may result from new combinations of existing genes or from mutation of genes in reproductive cells within a population.
b. Give examples of how genes code for characteristics that can be observed at varying levels within an organism.
c. Analyze the impact of environmental change on the selective advantage and disadvantage of given characteristics.
d. Describe the effect of gene alteration on a population.
e. Discuss the components of the theory of natural selection, including:
• overproduction
• inheritance of variation
• selective advantage in competition for survival and reproduction
• adaptation leads to speciation
• Conditions in nature control evolution. / LS4.C / The evolution of Populations

Genetic variation and Natural Selection within populations.
Other Mechanisms in Evolution. (genetic flow and genetic drift)
Hardy-Weinberg Equilibrium.
Speciation through Isolation
Patterns in Evolution.

The History of Life

The fossil Record and the Geologic Time Scale
Origin of life – Early Single Celled Organisms
Primate Evolution

/ Activity1:GIZMO
Evolution - Artificial and Natural Selection
Acitivty2: GIZMO:
Natural Selection - Moths
Activity3:
Discovery Education 5E Model lessons
History of Life on Earth / Activity 1
Activity 2
Constructed responses
(Discovery Education)
Activity 3 Concept based Unit Assessment
(DE and textbook created)
Activity4
Hands on Labs
(to be decided)
Modifications
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)

Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community.
Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling).
Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies).
Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences).
Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their understandings.
Use project-based science learning to connect science with observable phenomena.
Structure the learning around explaining or solving a social or community-based issue.
Provide ELL students with multiple literacy strategies.
Collaborate with after-school programs or clubs to extend learning opportunities.
Restructure lesson using UDL principals (

Curricula Connections
English Language Arts / Mathematics
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.9-12.7 (HS-LS4-5)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.11-12.5(HS-LS1-2)
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST.11-12.8 (HS-LS4-5)
Draw evidence from informational texts to support analysis, reflection, and research. WHST.9-12.9 (HS-LS4-5)
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem RST.9-10.8. (HS-LS2-8)
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.1 (HS-LS2-8)
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.7 (HS-LS2-8)
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST.11-12.8 / Reason abstractly and quantitatively. MP.2 (HS-LS4-5)