Title of Unit: Evolution

Grade level: 10th grade

Subject: Biology

Time Frame: Five Weeks

Content Standards- Next Generation Standards

Big Ideas

HS-LS4-1.

Communicate scientific information that common ancestry and Common ancestry

biological evolution are supported by multiple lines of
Biological evolution
empirical evidence.

HS-LS4-2.

Construct an explanation based on evidence that the process Factors that lead to
of evolution primarily results from four factors: (1) the potential evolution
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-LS4-3.

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.

Adaptation
Survival of the fitter

HS-LS4-4.

Construct an explanation based on evidence for how natural

selection leads to adaptation of populations.

Adaptation
Natural Selection

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.

Environmental change

HS-LS4-6.

Create or revise a simulation to test a solution to mitigate

adverse impacts of human activity on biodiversity.*

Human impacts
Biodiversity

Content Standards- Nebraska Science Standards

SC12.3.4

Students will describe the theory of biological evolution

Evolution

SC12.3.4.a

Identify different types of adaptations necessary for survival

(morphological, physiological, behavioral)

Adaptation

SC12.3.4.
b

Recognize that the concept of biological evolution is

Speciation, Struggle for
a theory which explains the consequence of the interactions
survival, Selection
of: (1) the potential for a species to increase its numbers, (2)
the
(the genetic component will
genetic variability of offspring due to mutation and
be covered later)
recombination of genes, (3) a finite supply of the resources
required for life, and (4) the ensuing selection by the
environment of those offspring better able to survive and leave

offspring
SC12.3.4.c

Explain how natural selection provides a scientific explanation Natural Selection,

of the fossil record and the molecular similarities among the
Common Ancestry
diverse species of living organisms
Inquiry Standards

SC12.1.1

Students will design and conduct investigations that lead to

the use of logic and evidence in the formulation of scientific
explanations and models

SC12.1.1.
b

Design and conduct logical and sequential scientific

investigations with repeated trials and apply findings to new
investigations

SC12.1.1.c

SC12.1.1.c Identify and manage variables and constraint

SC12.1.1.f

Represent and review collected data in a systematic, accurate,

and objective manner

SC12.1.1.j

Share information, procedures, results, conclusions, and

defend
findings to a scientific community (peers, science fair
audience, policy makers)
Nature of Science Standards

SC12.1.2

Students will apply the nature of scientific knowledge to

their own investigations and in the evaluation of scientific
explanations.

SC12.1.2.c

Recognize that the work of science results in incremental

advances, almost always building on prior knowledge, in our
understanding of the world

Essential Questions
Overarching

Unit Specific

What is science?
What is a scientific theory?
How do you communicate scientific
information?

What is evolution?
What is the evidence for evolution?
How does natural selection lead to
adaptation?
What are the results of changing
environmental conditions?

Students will know...

Students will be able to...

what a scientific theory is

Communicate scientific

 what is and is not science

the lines of evidence for
evolution
the four main factors that
evolution results from
that adaptation is the result of
natural selection
that there is a link between
environmental conditions and
adaptation

information
Construct an explanation
based in evidence
Evaluate evidence

Day 1:
What is science
review- dry
erase board
activity

Day 2:
Unit overview
and pretest

Day 3:
History of
Evolutionlamarck and
others

Day 4:
History
continued
Darwin

Day 5:
Natural
Selection and
adaptation

Day 6:
Natural selection
activity

Day 7:
Natural selection
activity

Day 8
vestigial features

Day 9:
comparative
embryology

Day 10:
common
ancestry

Day 11:
common
ancestry

Day 12:
Fossil Activity

Day 13:
What drives
Evolution?

Day 14:
Speciation
Activity

Day 15:
Activity debrief
and project
introduction

Day 16:
Changing
climates and
evolution project

Day 17:
Changing
climates and
evolution project

Day 18:
Current research
into evolution

Day 19:
Human
Evolution

Day 20:
Human
Evolution

Day 21:
Changing
climates and
evolution project

Day 22:
Mini-conference
Project
presentation day

Day 23:
Unit review

Day 24:
Unit test

Day 1: What is science? Review

In groups of 4, students will use dry erase boards to create a representation of
what science is and is not.
Groups will then pair with another group and compare and discuss their boards.
Finally, we will come together as a class and generate a class consensus poster
of what science is and is not.

Day 2: Unit overview and pretest

Students will take a pretest over unit content
The pretest also serves as a pre-reading guide to an alternative text Why
evolution is true by Jerry A. Coyne which will be used several times throughout the unit.
Unit overview- powerpoint covering the organization of the unit, the units
essential questions, and learning objectives.
Day 3: Starting in History
Direct instruction- origins of the idea of evolution, Lamarck
struggle for existence activity
Day 4: Continuing through history
Direct instruction: Darwin and the theory of evolution by means of natural
selection
video- darwins finches
exit slip
Day 5: Natural Selection and adaptation
Direct instruction:
types of selection
means of selection
adaptation - types of adaptation
adaptation activity- with the remaining time in class, students can explore several
online resources and an activity related to adaptation
Day 6-7: Natural Selection Activity
Engage

10 examples of natural selection reading

students will number off and read one example
Think-pair-share: if you had to summarize your section in a 30 second radio
ad, what would it sound like?

Explore

Groups of 3-4
One piece of fabric that will serve as the habitat. Start with 20 each of 3
colors
of dots (starting population - total of 60). The dots will be the prey.
One person is the game keeper control the colored dots
Two people will be the predators (hunting the prey).
Another person will be the recorder taking note of the number of prey of
each color. Notice the data table on the worksheet and the graph paper.
Colored pencils are for graphing the results.
Allow them to perform the experiment on their own, observing each group to
see if they need help.
Two predators look away as the gamekeeper lays out the fabric and scatters
the 60 dots from the start bag. Instructor is the time keeper. When the
instructor says start, the predators have 20 seconds to pick up as many dots
as they can one at a time.
When the instructor says stop, the group members separate out the different
colored dots that are left and determine how many there are of each color.
Simulate reproduction by adding one paper dot for each remaining dot of that
color. (There are bags of extra dots for each color) Record the number of dots
of each color in the table provided on the worksheet.

 Repeat the predation using the second generation of dots.

Count the remaining dots and simulate reproduction. Record the number of
dots in the third generation. Repeat one or two more times
Now graph the results from the four/ five generations. Use colors that are
similar to the colored dots.
Explain

Which, if any, colors of paper dots survived better than others in the second
and third generation?
What might be the reason that predators did not select these colors as much
as they did other colors?
What effect did capturing a particular colored dot have on the numbers of that
color in the following generation?
-Students will first answer these questions in their groups then report out in a
full class setting.
We have demonstrated the theory of natural selection. It was developed by
Charles Darwin and published in 1859. He stated that natural selection is a
process by which individuals with inherited characteristics well-suited to the
environment leave more offspring on average than do other individuals
hence passing on those characteristics.

Elaborate

Repeat the activity- this time, the colored circles represent bacteria, and the
role of the predator should be replaced with the role of an antibiotic, this
time,start with 5 circles that are resistant to antibiotics, and can no longer be
killed. Continue the activity as normal.

Evaluate

Informally students will be observed while working. Worksheets, graphs, and

datatables will be collected and graded at the end of the activity.

Day 8: Vestiges
vestigial features jigsaw activity
In groups, students will read and discuss an article about a
particular vestigial feature
students will then jigsaw and teach other students about their
articles
Day 9: Embryology
embryo sorting activity
mini lecture on how embryonic similarities and vestigial organs make sense in
light of evolution
Day 10: Common Ancestors
direct instruction
common ancestors
analogy and homology
Day 11:Common Ancestors

 Question set activity- students will be given a set of questions regarding

homology, analogy, and common ancestors. They will move through different resource
stations set up around the room in order to answer the questions.
Day 12: Fossil Activity
discovery of a living fossil activity and class discussion
Day 13: What drives evolution?
The engine of evolution from Why Evolution is True
reaction paragraph- this is an especially good chapter of the book,
so students will be asked to write an open ended reaction paragraph/ paper in
response to it
Direct instruction- Randomness and lawfulness, review of key points from the
chapter
Day 14: Speciation
Engage

As a class, look through the top 10 new species of 2014 gallery

http://www.theguardian.com/environment/gallery/2014/may/22/top-10-newspecies-of-the-past-year-in-pictures

Explore

A Step in Speciation activity

-Students will play the role of field biologists in California studying the
morphology and distribution of several subspecies of salamander. Using the
given materials, they will collect and plot data on the salamanders distributions
and look for trends.

Explain

Students will share their created maps and generate a class list of the different
trends that groups observed.
Conversation about environmental pressures and speciation- students will be
encouraged to make predictions about what specific pressures could be driving
the observed differentiation.

Elaborate

Later in the year, when discussing phylogenetics, well revisit this activity in light
of the DNA confirmation of predicted trends.
http://evolution.berkeley.edu/evolibrary/article/devitt_01

Evaluate

Informally, students will be assessed by listening to their conversations during

work time. Formally, they will be evaluated on the completeness of the answers
in their student notebooks and on their maps.

Day 15: Activity debrief and project introduction

Revisiting the discussion questions from yesterday
Introduction to the project powerpoint
Students will be asked to pick a specific species that may be
impacted by a changing climate and research it.
Research will largely be library and internet based, but interested
students can conduct experiments if wanted and appropriate
At the projects conclusion, students will create a trifold poster (or
some other representation if desired) to present at the class conference.

 Additionally, students will be asked to write a short report

presenting their findings.
Day 16-17: Project work time
Day 18: Current Research into Evolution
science article jigsaw
Day 19-20: Human Evolution
Direct instruction
Skull replicas as visuals
article on human evolution in the future (read and discuss)
Day 21: Final work day for project
conference etiquette- power point
Day 22: Conference Day
students present projects
Day 23: Unit Review
have pictures of previous activities that students can review if needed
open ended: answer questions, review concepts
vocab fly-swatter game
Day 24:Unit test