Digital Unit Plan Template

Unit Title: Natural Selection and the Evidence for Evolution

Name: Carolina Mendoza

Content Area: Biology

Grade Level: 9th Grade

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

NEXT GENERATION SCIENCE STANDARDS

HS-LS4: Biological Evolution: Unity and Diversity
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-LS4-3
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-LS4-4
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.
Big Ideas:

History of life
Biological evolution accounts for diversity over long periods of time.
Evidence of evolution

The long history of the Earth and the long history of changing life are displayed in the many layers of sedimentary rock.
Form is often linked to function.
Adaptations are preserved in a population by natural selection.
Inherited characteristics affect the likelihood of an organism's survival and reproduction.
Populations evolve not individuals.

Unit Goals and Objectives:

A. Students will analyze and evaluate evidence of common ancestry among species: fossil records, geographic distribution,
embryology, and homologous body structures.
B. Students will explore and be able to explain how natural selection produces changes in populations.
C. Students will be able to identify evolutionary mechanisms including genetic drift, gene drift, gene drift, gene flow,
mutation, and recombination.

Unit Summary:

The number of species on Earth has recently been estimated to be about 8.7 million! The diversity of life is outstanding, but more
incredible is that all living organisms on Earth are related in one way or another. In this unit on evolution we learn about the
diversity and unity of life. We will look into the processes by which the diversity of life on earth developed over time from
common ancestors. We will look at changes at the genetic level, such as gene mutations, have lead to changes in populations over
time. We will also explore the mechanism by which evolution occurs: natural selection. Over time in a population traits that are
advantageous and that support an organisms ability to survive and reproduce are naturally selected for.

Assessment Plan:

Entry-Level:

Evolution Survey
KWL Chart

Students will arrive at this unit familiar

with the term evolution, but since my
students have not formally studied the topic
of evolution I will have to assess the
knowledge they are coming into my class
with. Society at large carries many
misconceptions about evolution. The
Evolution Survey will help me determine
what misconceptions students have so that I
can address these formally and help
students build true knowledge. The KWL
chart will in the same manner help me
determine the students level of
understanding. This will help me establish a
starting point for my teaching as well as
help me establish what questions students
have on evolution.

Formative:

Class discussions
Quickwrites
Evidence for Evolution Graphic
Organizer
Natural selection lab activity and
write up
Vocabulary quiz
Test Review

Students will arrive at this unit familiar

with the term evolution, but since my
students have not formally studied the
topic of evolution I will have to assess
the knowledge they are coming into my
class with. Society at large carries many
misconceptions about evolution. The
Evolution Survey will help me
determine what misconceptions
students have so that I can address
these formally and help students build
true knowledge. The KWL chart will in
the same manner help me determine the
students level of understanding. This
will help me establish a starting point
for my teaching as well as help me
establish what questions students have
on evolution.

Summative:

Evidence for evolution project

End of unit multiple-choice and
short response test

The summative-assessments will allow

me to evaluate if my students have
successfully acquired and build new
concept and vocabulary knowledge. I
can use these assessments to determine
if there are any concepts still unclear to
the majority of students. I will use the
Evidence of Evolution project to assess
students skills in presenting their
knowledge; the project will allow them
to orally and visually present their
knowledge. The end-of-the-unit test will
assess students in a more traditional
manner. These two assessments
provide variability as to how assess
students.

Lesson 1
Student Learning Objective:

Acceptable Evidence:

Students will explore and

be able to explain how
natural selection produces
changes in populations.

Students are able

to accurately
answer questions
posed by the
teacher and
participate in class
discussions.
Students are also
able to complete
their guided notes.

Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Students will attentively listen to the teacher as he or

she presents a Prezi Presentation on natural selection
and evidence for evolution. Students will participate in
a warm-up and participate in class discussions initiated
by the teacher. They will take notes in their Natural
Selection Guided Notes handout throughout the
presentation.

Lesson 2
Student Learning Objective:

Acceptable Evidence:

Students will be able to

identify evolutionary
mechanisms including
genetic drift, gene drift,
gene drift, gene flow,
mutation, and
recombination.

Students are able

to accurately
answer the
Webquest
questions and
complete the
required tasks.

Students will use the class set of ChromeBooks to

complete the Introduction to Evolution Webquest that
will introduce you to the Theory of Evolution by Natural
Selection. They will the steps and click on the links as
directed in the webquest and answer the questions and
complete the required tasks.

Lesson 3
Student Learning Objective:

Acceptable Evidence:

Students will analyze and

evaluate evidence of
common ancestry among
species: fossil records,
geographic distribution,
embryology, and
homologous body

Students are able

to complete their
graphic organizers
as outlined by the
graphic organizer
rubric.

Students will complete their Evidence for Evolution

graphic organizer. Students will need to describe the
type of evidence with complete sentences; illustrate and
name an example of the evidence; and state in complete
sentences how such evidence supports the theory of
evolution. They will refer to the Evidence for Evolution
Graphic Organizer Rubric to make sure they have met all

structures.

requirements for their assignment.

Unit Resources:
Unit Website: http://www.weebly.com/weebly/main.php
Evolution Survey Website: https://www.surveymonkey.com/s/JQQSNXZ
Prezi-Presentation for Guided Notes: https://prezi.com/3occ624imjbv/natural-selection-and-the-evidence-for-evolution/?utm_campaign=share&utm_medium=copy
https://www.youtube.com/watch?v=GhHOjC4oxh8 (Intro to Evolution)
https://www.youtube.com/watch?v=0SCjhI86grU (Intro to Natural Selection)
https://www.youtube.com/watch?v=wNqiclBUxdY (Animal Adaptations_
https://www.youtube.com/watch?v=wNqiclBUxdY (Survival Game)
http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive (Human Evolution Timeline Interactive)
http://www.wellcometreeoflife.org/interactive/ (Tree of Life Interactive)
http://www.bio-alive.com/animations/evolution.htm (Evolution Animations)
http://www.pbs.org/wgbh/evolution/library/05/ (PBS Evolution of Diversity Library)

Useful Websites:
Course Website: http://msmendozassciencesite.weebly.com
http://www.biologycorner.com/lesson-plans/evolution-taxonomy/ (The Biology Corner)
http://quizlet.com (Quizlet)