Topic: Common Ancestry and Natural Selection Driving Questions: What processes influence natural selection? What evidence did Darwin provide that became the foundation for the study of Evolution? What do changes in patterns in phenotypes mean? How do organisms ensure that their gene pool gets passed on? What affects a population’s chance of survival? Crosscutting Concept: Patterns, Cause and Effect Science and Engineering Practices: Analyzing and Interpreting Data, Construction Explanations and Designing Solutions, Engaging in Argument from Evidence , , Performance Expectation: 4 Level 3 Level 2 Level 1 Students will: Students will: Student’s and In addition Construct an argument for evolution on common ancestry 1. Describe how commonalities between DNA sequences or applications knowledge. and communicate how multiple lines of evidence support these amino acid sequences support the idea of a common performance explanations. ancestry. to 2. Create inferences of possible of evolutionary descent score that based on the fossil record. 3.0 3. Compare and contrast anatomical (homologous and go reflects performance, vestigial) and embryological structures to suggest beyond evolutionary relationships. insufficient what Construct an explanation based on evidence that evolution 1. Describe why variation is necessary for the process of through the process of primarily results from a evolution to occur. natural selection the was combination of four factors. 2. Describe why reproduction is necessary for the process of progress student taught. evolution to 3. Describe how competition drives the process of evolution to occur. demonstrates towards 4. Provide reasons for the trend of an advantageous trait in a population over time. foundational concepts of statistics and probability to support explanations Identify changes in the distribution of traits in a population in-depth of change in heritable traits over time. skills inferences specific vocabulary is underlined and bolded in learning targets: and
Topic: Common Ancestry and Natural Selection Driving Questions: What processes influence natural selection? What evidence did Darwin provide that became the foundation for the study of Evolution? What do changes in patterns in phenotypes mean? How do organisms ensure that their gene pool gets passed on? What affects a population’s chance of survival? Crosscutting Concept: Patterns, Cause and Effect Science and Engineering Practices: Analyzing and Interpreting Data, Construction Explanations and Designing Solutions, Engaging in Argument from Evidence Performance Expectation: , , 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Construct an argument for evolution on common ancestry and communicate how multiple lines of evidence support these explanations. Construct an explanation based on evidence that evolution through the process of natural selection primarily results from a combination of four factors. concepts of statistics and probability to support explanations of change in heritable traits over time. Students will: 1. Describe how commonalities between DNA sequences or amino acid sequences support the idea of a common ancestry. 2. Create inferences of possible of evolutionary descent based on the fossil record. 3. Compare and contrast anatomical (homologous and vestigial) and embryological structures to suggest evolutionary relationships. 1. Describe why variation is necessary for the process of evolution to occur. 2. Describe why reproduction is necessary for the process of evolution to 3. Describe how competition drives the process of evolution to occur. 4. Provide reasons for the trend of an advantageous trait in a population over time. Identify changes in the distribution of traits in a population specific vocabulary is underlined and bolded in learning targets: Student’s performance reflects insufficient progress towards foundational skills and knowledge.
biology_curriculum_overview_17-18.docx