Evolution Unit Plan Mehremelissa

Melissa Mehre
Educ 337

Evolution Unit Plan: History of Biological Diversity

Men love to wonder, and that is the seed of science.
-Ralph Waldo Emerson

Introduction:
A. Central Problem/Question
As the quote above shows, science is driven by inquiry and wonder. An important step
in science education is motivating students to wonder. In order to have this wonder and driven
inquiry, students must understand that the topic or unit is important to their daily lives or that it
will impact them in the future. Most students, when learning about evolution and the history of
biological diversity, will ask, Why does this matter? Evolution is about the past, not the present
and certainly not my future. How will learning about evolution help me in the future?
B. Why is it important?
As stated above, students will have the hardest time grasping why evolution is
important to the current state of the world. Evolution is usually looked at in the past tense, as it
is defined as cumulative changes in groups of organisms through time. Many times we speak
of evolution in terms of Darwins theory of evolution and show change through fossil evidence,
making evolution centered on the past. What students maybe do not understand is that we are
currently undergoing these processes. Thousands of years from now, people will look back and
note how we are undergoing change right now. What is often missing in science education of
evolution is perspective.
As a teacher, it is also my job to show students how evolution and the history of
biological diversity have affected the current conditions of our world. Students often times do
not realize how many current scientific findings owe some of their success to evolution. For
example, students may not realize that many biological problems owe their solutions to
evolution. Issues such as disease prevention and crop management have used evolution
theories and findings to come up with such solutions as vaccines, pesticides and herbicides. In
addition, understanding evolution and key concepts like diversity, natural selection, and
adaptations can help scientists solve new biological problems. As a scientifically literate adult,
these concepts are crucial to understanding, being able to talk knowledgably, and forming
opinions about many new scientific methods and principles.
C. Solutions
The importance of the history of biological diversity is quite broad. The history of
biological diversity encloses topics from the history of life to evolution, primate evolution to
organizing lifes diversity. These topics are important to a scientifically literate adult in many
ways. First and foremost, evolution and the history of biological diversity is a hot topic in both
politics and religion. Understanding both sides of the issue of evolution and intelligent design
will help adults speak in an intellectual and informed way. In addition, Darwins theory of
evolution and key concepts like natural selection are playing a role in many issues in todays
society. For example, natural selection, fitness, and adaptation are hot topics in the news when
it comes to changing habitats due to human influence, global warming, etc. It is important for
adults to be able to understand these principles to be able to form their own opinions on such
issues. Overall, a scientifically literate adult will need to have an understanding of the history of
biological diversity and evolution in order to form their own opinions and make informed
choices.
D. Problems/Misconceptions for Students
Once students understand why it is important to understand the history of biological
diversity, they will often time run into misconceptions about the material. Included in the
textbook I am using for this unit are some common misconceptions students will encounter
(Biggs, et al., 2009). One misconception students have about fossils in particular is that most
species are included in our fossil records. Contrary to this belief, we have very few organisms on
record because conditions were not right for their fossilization. Another misconception
students may have is that individual organisms evolve. Instead, we know that populations
evolve not individual organisms. Another misconception students may have is humans evolved
from a primate that is alive today. Evolutionary theory actually suggests that humans,
chimpanzees, and gorillas (modern day primates) all evolved from a common ancestor that is no
longer living. Finally, the last misconception the book highlights is that students might think that
fungi are harmful to us as humans. This is obviously not true, as only 0.1% of known fungi can
cause disease in humans.
In addition to the textbooks misconceptions I would like to include some of the biggest
misconceptions I have run into while tutoring biology and the topic of the history of biological
diversity. I would have to agree that one major misconception I have run across in tutoring is
that students believe that evolution influences an individual organism rather than a population.
Another misconception I have run across is students think natural selection only affects genetic
makeup. This is partially true; however, students often do not realize that behavior also plays a
role in evolution and natural selection. Finally, one of the biggest misconceptions I have
encountered is that students believe adaptations occur within a generation. Students have a
hard time grasping the idea that adaptation is a trait shaped by natural selection over the course
of generations.

Text Analysis
Note: The text used was called Biology by Biggs, et al., which was published by McGraw Hill, Inc. with a
copyright of 2009. Important pages have been photocopied between pages 388 to 511.

Science Facts and Generalizations
Science facts and science generalizations are both important parts of the science discipline,
however they have marked differences. Science facts are characterized by their indisputable nature.
Facts are unquestionable and incontrovertible knowledge that can be repeated to generate the same
results. Facts are evidence based and therefore are testable. Science generalizations, on the other hand
are general statements that are obtained by inference. Generalizations are based on specific cases and
are therefore not a blanket condition like a scientific fact. Sometimes it is difficult for students to
distinguish the difference between facts and generalizations, so it is important to be explicit in
instruction when identifying new facts and generalizations. There are plenty of examples of both facts
and generalizations in this textbook, highlighted in the next paragraphs.
An example of a scientific fact included in this unit on the history of biological diversity is
homologous structures based on fossil evidence. Fossils provide concrete evidence of species that lived
long ago. The fossil record indicates progressive changes in form and structure of species throughout
the history of Earth. These fossil records have given scientists a step-by-step look at how species have
changed structures in order to adapt to changing environments. Fossils are the concrete evidence that
provide unquestionable and incontrovertible knowledge that homologous structures do exist and are in
fact originated from a common ancestor. In addition, new fossils that have been found fit into this
framework, meaning the results are repeatable.
An example of a scientific generalization included in this unit on the history of biological
diversity is the classification system. The modern classification system is often times looked at as a
concrete, unchanging system of classification for species. What many students probably dont
understand is that classification systems have been modified many times in the past to reflect new
knowledge about evolutionary ancestry. Classification systems began with Aristotles system, was
broadened by Linnaeuss system, and finally has been molded into the modern classification system we
now use today. Scientists continue to modify the classification system as new species are discovered
and as new evolutionary ancestry knowledge is gained. Because classification systems are based on
specific cases, it is not necessarily a blanket condition that applies to all species, discovered and
undiscovered. Since the modern classification system can still be change and modified, it is a science
generalization and not a scientific fact.
Concepts, Laws, and Theories
Concepts, laws, and theories are often times interchangeable in students minds. There are
distinct differences between each of these terms. A concept is an abstract idea or general notion.
Concepts are usually used to simplify a more detailed, complex process into something short and sweet
to get the point across. A law, on the other hand, is a statement of fact. Laws are deduced from
observation and describe the effect that a scientific phenomenon has in certain, particular conditions.
Laws can be tested repeatedly and proven. Finally, theories are a system of ideas that are intended to
explain something; however there may not be enough evidence or it may not be able to be replicated to
become a law. There are many examples in this unit of each of these terms.
An example of a concept included in this unit on the history of biological diversity is the idea of
patterns of evolution. The textbook lists four examples of patterns of evolution including adaptive
radiation, coevolution, convergent evolution, and rates of speciation. These four examples are
described in detail so students understand the similarities and differences between them. These
concepts of adaptive radiation, coevolution, convergent evolution, and rates of speciation are general
descriptions to support the idea of speciation, whose process has not been completely resolved. In
addition, these patterns of evolution support the theory of evolution and natural selection.
The only example of a law I could find included in this unit on the history of biological diversity is
the Hardy-Weinberg principle, also known as the Hardy-Weinberg Law. This law states that Evolution
will not occur in a population unless allelic frequencies are acted upon by forces that cause change. In
the absence of these forces, the allelic frequency remains the same and evolution does not occur (Biggs,
et al., 2009). The Hardy-Weinberg principle is a statement of fact in regards to allelic frequencies and
the possibility of evolution occurring. Although it is quite difficult to create conditions under which this
law could be tested, theoretically, it could be tested, repeatedly, and proven.
An example of a theory included in this unit on the history of biological diversity is the theory of
evolution. Evolution is a system of ideas used to explain the cumulative changes in groups of
organisms through time (Biggs, et al., 2009). Evolution is a theory that is supported with much
evidence, including natural selection, the fossil record, comparative anatomy, comparative embryology,
comparative biochemistry, and geographic distribution. The theory of evolution does a great job
explaining changes in organisms over time and it has a lot of evidence to support it. The main reason
why evolution is not a law is because it would be extremely difficult to prove and replicate. The key
aspect of evolution is change over time. The time span it would take to prove and replicate the theory
of evolution could take millions of years.
Empirical and Theoretical Entities
There is often confusion between empirical and theoretical entities for students. Empirical
entities are based on observation or experience rather than theory or logic. Theoretical entities, on the
other hand, involve the theory of a subject rather than its practical application. There are examples of
both empirical and theoretical entities within this unit.
Examples of an empirical entity included in this unit on the history of biological diversity are the
types of adaptation. For example, camouflage and mimicry are two types of adaptations that species
have acquired in order to survive. These two examples, camouflage and mimicry, were not an idea that
someone had that was researched, tested, and proven. These two examples were observed in the
environment and attributed to the idea of fitness and adaptation. This makes these two types of
adaptations empirical entities because they are based on observation rather than theory.
Examples of a theoretical entity included in this unit on the history of biological diversity are the
three types of natural selection: stabilizing selection, directional selection, and disruptive selection.
These three types of natural selection are directly related to the theory of natural selection. These were
not necessarily observations someone made while observing a population of a particular species.
Instead, these three types of natural selection are completely based on the theory of the subject of
natural selection, rather than their practical applications.
Important Question
An important question from the first chapter in this unit, entitled The History of Life discusses
the idea of spontaneous generation and Louis Pasteurs research. Spontaneous generation, or the idea
that life arises from nonlife, was one of the oldest ideas regarding the origin of life. Obviously now we
know that life stems from life, not nonliving things. At the time, however, many people believed it to be
possible. Enter Louis Pasteur. Pasteur conducted experiments that proved life stems from life.
A possible experiment is actually included in the textbook on page 409. This Biolab follows
Pasteurs experiment in proving that life comes from life. Students will conduct a lab similar to Pasteurs
experiment, only involving beef broth. Students are then required to observe changes in color, smell,
texture, and presence of sediment over the next two weeks. This lab will help students understand
what Pasteur had to work with when he completed his lab, as well as prove that life cannot come from
nonlife.
Textbook Unit Critique
Overall, I think this textbook is a great resource for science teachers. The units are clearly
organized into chapters with a single big idea. Chapters are clearly organized into sections that have a
few main ideas. In addition, sections are broken down with learning objectives at the beginning of the
section, reading checks placed within the text, highlighted vocabulary terms, and assessment
following each section. Included within the text are clear examples, bright and informative pictures and
diagrams, as well as mini labs for more insight into the content. These big ideas, main ideas, and
learning objectives are not just provided for the teacher, but are included in the organization of the
version of the textbook students get. This should ideally help students with metacognition in
determining by the end of the chapter if they have gained the knowledge that the big idea is centered
around.
Specifically for the teachers edition, I really like the layout and what the authors decided to
include. There are many helpful tidbits on the margin of the pages including what to say to students,
reading strategies, skill practice, critical thinking, writing support, misconceptions, developing concepts,
information on labs, content background knowledge, differentiated instruction, background
information, formative assessment ideas, and demonstration ideas.
Helping Students
Using textbooks exclusively to teach a course is never a smart idea, however, may science
teachers around the country do rely heavily on textbooks to help cover content material. When I do
need to use the textbook to cover content information, I will do so with purpose and outside aids. One
of the first things I plan to do in each of my classes is complete a chapter tour. Chapter tours help
students understand where their resources are while reading a text. For example, students will know
where to find the learning objectives at the beginning of the section and that bolded/highlighted terms
are vocabulary words. I will also be explicit about the learning objectives before reading a section from
the text. Giving these students purpose and expectations will help students stay focused. In addition,
providing students with frameworks with which to view the text readings is always helpful. Graphic
organizers, double entry journals, interactive reading guides, etc. are all great ways to keep students
focused on what I want them to learn while reading.

Understanding by Design Unit Plan Template
Topic: History of Biological Diversity Subject Areas Included: Biology
Grade: 10 Designer: Ms. Melissa Mehre

Stage 1 Desired Results

STANDARDS (Wisconsins Model Academic Standards for Science)
A. 12.2 Show how conflicting assumptions about science themes lead to different opinions and
decisions about evolution, health, population, longevity, education, and use of resources, and
show how these opinions and decisions have diverse effects on an individual, a community, and
a country, both now and in the future
A.12.4 Construct arguments that show how conflicting models and explanations of events can
start with similar evidence
B.12.5 Explain how science is based on assumptions about the natural world and themes that
describe the natural world
F.12.5 Understand the theory of evolution, natural selection, and biological classification
F.12.6. Using concepts of evolution and heredity, account for changes in species and the
diversity of species, include the influence of these changes on science, e.g. breeding of plants or
animals

STANDARDS (Next Generation Science Standards)
HS-
LS4-1.
Communicate scientific information that common ancestry and biological
evolution are supported by multiple lines of empirical evidence. [Clarification
Statement: Emphasis is on a conceptual understanding of the role each line of
evidence has relating to common ancestry and biological evolution. Examples of
evidence could include similarities in DNA sequences, anatomical structures, and
order of appearance of structures in embryological development.]
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. [Clarification Statement: Emphasis is on using evidence to explain the
influence each of the four factors has on number of organisms, behaviors,
morphology, or physiology in terms of ability to compete for limited resources and
subsequent survival of individuals and adaptation of species. Examples of evidence
could include mathematical models such as simple distribution graphs and
proportional reasoning.] [Assessment Boundary: Assessment does not include other
mechanisms of evolution, such as genetic drift, gene flow through migration, and co-
evolution.]
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. [Clarification Statement: Emphasis is on analyzing shifts in numerical
distribution of traits and using these shifts as evidence to support explanations.]
[Assessment Boundary: Assessment is limited to basic statistical and graphical
analysis. Assessment does not include allele frequency calculations.]
HS-
LS4-4.
Construct an explanation based on evidence for how natural selection leads
to adaptation of populations.[Clarification Statement: Emphasis is on using data to
provide evidence for how specific biotic and abiotic differences in ecosystems (such as
ranges of seasonal temperature, long-term climate change, acidity, light, geographic
barriers, or evolution of other organisms) contribute to a change in gene frequency
over time, leading 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. [Clarification Statement: Emphasis is on determining cause and effect
relationships for how changes to the environment such as deforestation, fishing,
application of fertilizers, drought, flood, and the rate of change of the environment
affect distribution or disappearance of traits in species.]

Enduring Understandings:
Students will understand that
Fossils have provided key evidence for understanding both the origin and history of life as we
know it on Earth.
The theory of natural selection is the key to explaining and understanding both evolution and
the diversity of life.
Evolutionary change within a group of small, tree-living mammals over time lead to a diversity of
species which includes modern day humans.
Evolution is the basis of classification of lifes diversity.

Essential Questions:
How do fossils provide evidence of change over time?
What role did chemical events play in the origin of life on Earth?
What is Charles Darwins theory of evolution based on natural selection?
What lines of evidence support the theory of evolution?
What are the mechanisms of evolution?
How do populations diverge and create new species?
What characteristics do primates have that indicate they evolved from a common ancestor?
What is the difference between hominins and hominoids? How did they evolve?
How did humans evolve?
What do we know about the ancestry of humans?
How do early systems of classification differ from the modern system of classification?
How has the modern system of classification changed over time to accommodate new
information?
What are the six kingdoms and three domains widely used for biological classification today?

Knowledge:
Students will/can
Know what fossils are, how they are formed, and how they are dated.
Know the four eras on the geologic time scale.
Know where important biologic events fall on the geologic time scale.
Understand the difference between spontaneous generation and the theory of biogenesis.
Know the basic steps in how cells have evolved over time.
Understand how Charles Darwins observations led him to the theory of evolution.
Understand how natural selection is the method through which evolution occurs.
Understand the various lines of evidence that support the theory of evolution.
Know the types of adaptation.
Understand the mechanisms that allow evolution to occur.
Understand how reproductive isolation leads to speciation.
Know the types of speciation.
Know the patterns of evolution.
Know the characteristics of primates.
Understand primate evolution.
Understand the difference between hominoids and hominins.
Know how humans have evolved by looking at human ancestry.
Know the early classification systems.
Understand how the modern classification system is different from early classification
systems.
Understand how scientists use the modern classification system to determine species.
Know the six kingdoms and three domains widely used for current biological classification.

Skills:
Students will be able to
Distinguish between the categories of fossil types.
Apply the law of superposition to identify the relative age of fossils.
Apply the concept of half-life to identify the radiometric date of a fossil.
List the eras, periods, and epoch of the geologic time scale.
Place important biologic events on the geologic time scale.
Explain the similarities and differences in the theory of spontaneous generation and the
theory of biogenesis.
Explain how cells have evolved from the first cells to modern day.
Summarize the experiences and/or observations that influenced Darwin on his voyage on the
Beagle.
Explain natural selection and how it supports the theory of evolution.
List the lines of evidence that support the theory of evolution.
Describe types of adaptation.
List and explain the mechanisms of evolution.
Distinguish between the four types of natural selection.
Differentiate between prezygotic and postzygotic isolation mechanisms.
Differentiate between allopatric and sympatric speciation.
Distinguish between the four patterns of evolution.
List the characteristics of primates.
Describe the branches of primate evolution.
Distinguish between hominoids and hominins.
Describe the steps in human ancestry.
Explain the similarities and differences of early systems of classification.
Create and use a dichotomous key.
Describe the modern classification system.
List the taxonomic categories including examples of some common animals.
Explain the three theories involved in determining species.
Describe the three domains of classification and examples of organisms in each.
Describe the six kingdoms of classification and examples of organisms in each.

Dispositions:
Students will value
That evolution plays a role in their daily lives. Evolution plays an important role in the solution
to many biological problems such as disease prevention and crop management.
That processes such as natural selection and evolution are occurring right now. Evolution is
not a problem of the past; it is another area where humans need to consider our role in the
bigger picture of Earths history.
That not everyone believes in the theory of evolution. Each person is entitled to his or her
own opinion in relation to the creation of the universe and life, more specifically human life.

Stage 2 Assessment Evidence

Core Performance Task:
Goal: To construct a unit exam that is an assessment of students competence related to the learning
objectives of this History of Biological Diversity unit. There will be five forms of questions that relate to
the knowledge and skills students have gained throughout this lesson.
Role: A team member of multiple secondary science teachers; creating a balanced team.
Audience: 10
th
grade biology students (25-30 students per class). The audience includes many
different types of students within the spectrum of students with exceptionalities and disabilities as well
as colleagues and administrators. The test can be altered for students with disabilities.
Situation: Students will complete the test in a full 50-minute class period. Students who do not
complete the exam will be given an extra 5-10 minutes during passing time to finish directly after class.
Students who are absent will make up the test during a 50-minute time slot; however, students will not
receive their graded tests back until all students have completed the exam. The exam can be
accommodated for students with special needs.
Purpose / Product: The unit exam consists of 41 questions with multiple parts. There are five different
types of questions including matching, fill-in-the-blank, multiple choice, short answer, and essay. Each
type of question was assigned a point value based on the degree of difficulty and type of question.
Student scores are determined by dividing the number of points the student earned by the points
possible, using the answer key. Partial credit is awarded for selected questions based on the accuracy
and completeness of their answers.
Standards: The unit exam is worth a total of 100 points. Student achievement is based upon the
success of the student on a point value system. A grade of B- or higher will be viewed as proficient
whereas a grade of C or lower will indicate misunderstanding and a lack of competence, and therefore
a lack of proficiency. Grades will be given on an A, B, C, D, F scale in relation to 100-90, 89-80, 79-70,
69-60, and 60-below percentiles. Student competence will also be accounted for using various other
alternative assessment strategies.
Test objectives addressed: 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22,
23, 25, 26, 27, 28, 29

Relationship to Enduring Understandings: The unit exam addresses all but two learning objectives and
addresses all Enduring Understandings. Within the unit exam the questions address almost every
learning objective with respect to the history of biological diversity, evolution, and natural selection
located within the twelve lessons. The alternative assessments both correlate with the learning
objectives and build upon the enduring understandings to make sure all learning objectives and
enduring understandings are assessed.

Other Assessment Evidence:
3-2-1 Exit Slips (25 pts) Objectives: all objectives
Unit Tour (5 pts) Objectives: 1, 2
NOVA Worksheet and Discussion (20 pts) Objectives: 6, 7, 8, 9, 22
Jigsaw Notesheet (5 pts) Objectives: 12, 13
Evolution Concept Map (5 pts) Objectives: 14, 15, 16, 17, 18,
BIOLAB: Modeling Natural Selection (20 pts) Objectives: 12, 13
Hominoids to Hominins Venn Diagram (5 pts) Objectives: 21
Human Ancestry WEBQUEST (5 pts) Objectives: 22
World Organization Dichotomous Key (5 pts) Objectives: 23, 24
Domains & Kingdoms Concept Map (5 pts) Objectives: 25, 26, 27, 28, 29

Stage 3 Learning Activities

Learning Activities:
Lesson/Activity 1: Introduction to Unit 4: History of Biological Diversity
Lesson/Activity 2: Geologic Time Scale
Lesson/Activity 3: The Origin of Life: Flipped Classroom
Lesson/Activity 4: Darwins Daring Trip to the Galapagos!
Lesson/Activity 5: Armadillos and Glyptodonts: Evidence of Evolution
Lesson/Activity 6: So How Exactly Does Evolution Work?
Lesson/Activity 7: BIOLAB: Modeling Natural Selection
Lesson/Activity 8: Just Monkey-ing Around!
Lesson/Activity 9: Hominoids to HomininsWait, Hom- WHAT?!
Lesson/Activity 10: We Came From Where?: Human Ancestry WEBQUEST
Lesson/Activity 11: Organizing Earths Chaos
Lesson/Activity 12: From Characteristics to Classification: Domains and Kingdoms

Intended Learning Outcomes:
(Recalling) (Comprehending) (Applying) /// (Analyzing) (Evaluating) (Creating)

1. Students will be able to find resources within their textbook. (Comprehending)
2. Students will be able to define evolution. (Recalling)
3. Students will be able to distinguish between the categories of fossil types. (Analyzing)
4. Students will be able to apply the law of superposition to identify the relative age of fossils.
(Applying) (Evaluating)
5. Students will be able to apply the concept of half-life to identify the radiometric date of a
fossil. (Applying) (Evaluating)
6. Students will be able to list the eras, periods, and epoch of the geologic time scale. (Recalling)
7. Students will be able to place important biologic events on the geologic time scale. (Recalling)
8. Students will be able to explain the similarities and differences in the theory of spontaneous
generation and the theory of biogenesis. (Comprehending) (Analyzing)
9. Students will be able to explain how cells have evolved from the first cells to modern day.
(Analyzing)
10. Students will be able to summarize the experiences and/or observations that influenced
Darwin on his voyage on the Beagle. (Recalling)
11. Students will be able to explain natural selection and how it supports the theory of evolution.
(Applying) (Analyzing) (Evaluating)
12. Students will be able to list the lines of evidence that support the theory of evolution.
(Recalling)
13. Students will be able to describe types of adaptation. (Comprehending)
14. Students will be able to list and explain the mechanisms of evolution. (Comprehending)
15. Students will be able to distinguish between the four types of natural selection. (Analyzing)
16. Students will be able to differentiate between prezygotic and postzygotic isolation
mechanisms. (Analyzing)
17. Students will be able to differentiate between allopatric and sympatric speciation. (Analyzing)
18. Students will be able to distinguish between the four patterns of evolution. (Analyzing)
19. Students will be able to list the characteristics of primates. (Recalling)
20. Students will be able to describe the branches of primate evolution. (Comprehending)
21. Students will be able to distinguish between hominoids and hominins. (Analyzing)
22. Students will be able to describe the steps in human ancestry. (Comprehending)
23. Students will be able to explain the similarities and differences of early systems of classification.
(Comprehending)
24. Students will be able to create and use a dichotomous key. (Applying) (Creating)
25. Students will be able to describe the modern classification system. (Analyzing)
26. Students will be able to list the taxonomic categories including examples of some common
animals. (Recalling) (Applying)
27. Students will be able to explain the three theories involved in determining species. (Applying)
(Analyzing)
28. Students will be able to describe the three domains of classification and examples of
organisms in each. (Applying)
29. Students will be able to describe the six kingdoms of classification and examples of organisms
in each. (Applying)

Unit 4: History of Biological Diversity

Table of Contents

1. Introduction to Unit 4: History of Biological Diversity
2. Geologic Time Scale
3. The Origin of Life: Flipped Classroom
4. Darwins Daring Trip to the Galapagos!
5. Armadillos and Glyptodonts: Evidence of Evolution
6. So How Exactly Does Evolution Work?
7. BIOLAB: Modeling Natural Selection
8. Just Monkey-ing Around!
9. Hominoids to HomininsWait, Hom- WHAT?!
10. We Came From Where?: Human Ancestry WEBQUEST
11. Organizing Earths Chaos
12. From Characteristics to Classification: Domains and Kingdoms

Lesson One- Introduction to Unit 4: History of Biological Diversity

Objectives/Outcomes:
Students will be able to find resources within their textbook. (Comprehending)
Students will be able to define evolution. (Recalling)

Rationale:
Evolution is still a relevant topic for our society today, as our world is still undergoing evolutionary
change. The topics of evolution, natural selection, and the history of biodiversity can be difficult to
understand at times. In order for my students to fully comprehend the material, they must be able to
use their textbook as a reference. That being said, this first lesson of the unit is intended to familiarize
them with the layout and resources present in their textbook.

Standards:

HS-
LS4-1.
Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is
on a conceptual understanding of the role each line of evidence has relating to common
ancestry and biological evolution. Examples of evidence could include similarities in DNA
sequences, anatomical structures, and order of appearance of structures in embryological
development.]

Duration:
One 50-minute class period

Materials:
Textbook Biology (2009)
Unit Tour Worksheet
Writing utensil
Introduction to Unit Presentation
3-2-1 Exit Slip

Procedure:
Introduction (5 minutes):
Welcome students to class and take attendance. Announce to students that today is the beginning of
the next unit, entitled The History of Biological Diversity. Pass out 3-2-1 exit slips for the unit. Explain to
students that throughout the course of the unit, students will be asked to complete a 3-2-1 exit slip each
day in order to receive credit for attendance and participation each day. Remind students that 3-2-1
exit slips require them to fill out three things they learned that day, two interesting things that they
learned, and one question they have about the material covered.
Opening of History of Biological Diversity Unit (10 minutes):
Tell students that today we are starting a new unit, entitled The History of Biological Diversity.
Announce to students that this is an interesting topic, however it can be challenging at times. Tell
students that in order to be successful in this unit, they will have to reference their textbooks for more
information or to clarify certain topics. Inform students that today they will be completing a unit tour in
order to familiarize themselves with the layout and resources present in the textbook. Hand out unit
tour packets.
Before students get started in completing the unit tour guide, first model how to complete a unit tour
guide. Model the first two questions for students, reiterating the thought processes I undergo while
searching for each answer and completing each question. Ask students if there are any questions before
letting them continue working on the unit tour guide.
Unit Tour Activity (30 minutes):
Announce to students they will have the next 30 minutes to work on this unit tour packet and that they
should use their time wisely as they can complete it within this time slot and that what is not completed
in class will be assigned as homework. Allow students to work in pairs to complete the unit tour guide.
While students are working on the unit tour guide, walk around answering any questions and making
sure students stay on task. Note any questions that cause multiple students issues, taking time to
answer these questions in front of class if they are noticeably slowing everyone down.
Wrap-Up (5 minutes):
Get students attention at the front of class. Ask if there are any questions or concerns with the unit tour
guide. If there are questions take time to answer and clarify.
(1 minute): Have students hand in their unit tour guide, if they are completed. If they are not, reiterate
the fact that it is homework and is due at the beginning of class the following day.
(2 minutes): Have students take two minutes to fill out their 3-2-1 exit slip for the day and hand it in on
their way out the door.

Assessment:
Students will be graded based on the relevancy of their responses on the 3-2-1 exit slips for each day.
Exit slips will be awarded two points for every day they are handed in with thoughtful consideration in
the responses. Students know that these points are being awarded for their attendance and
participation in class activities. In addition to the 3-2-1 exit slips, student responses and behavior during
class discussions and activities are informally monitored.

Accommodations:
I chose to allow students to work in pairs so that students with learning disabilities, ESL and ELL
students, as well as students who struggle with reading have help and support in completing the
activity. By working in pairs, however, classroom noise level may exceed an acceptable level for some
students concentration. In that case, students who have a hard time concentrating may be allowed to
work in the hallway.

Extensions:
If students do not complete the unit tour guide within the class period, it is assigned as homework due
the following day at the beginning of the class period.
If students finish the assignment with time to spare, they can begin reading Chapter 14 Section 1.

References:
Biggs, A., Hagins, W., Holliday, W., Kapicka, C., Lundgren, L., MacKenzie, A., . . . Zike, D. (2009). Biology.
Columbus, OH: McGraw-Hill Compaines, Inc.

3-2-1 Exit Slip

3
1.

2.

3.
2
1.

2.
1

Unit Tour

Vocabulary! Pictures! Processes! Facts! Laws! Science textbooks seem crammed with never-ending
information: vocabulary, pictures, processes, facts, laws, and even more! This Unit Tour will help you
see beyond all of this information in order to identify what is important to know and remember. A Unit
Tour helps you discover major ideas and avoids too close attention to all of the details. Instead, we
need to ask: What is the point of this What are the important vocabulary and facts?

Surveying a Unit Before Reading
To find out what a unit is about, take this tour first.

1. What is the Big Idea of Chapter 14?

2. What are the Main Ideas of Section 1 and 2 within Chapter 14?

3. What are the three objectives of Section 1 within Chapter 14?

4. Notice that there is review vocabulary as well as new vocabulary listed in the margins on the
first page of the section. Do you understand the review vocabulary? If so, familiarize yourself
with the new vocabulary. Are there any new vocabulary words you already know? Are there
any root words that you recognize?

5. There is a Study Tip in the margin on page 394. Follow the guidelines mentioned in this study
tip, define 5 new vocabulary words here BEFORE reading the passage.

6. Begin reading Section 1 of Chapter 14.

7. Underneath Figure 14.1 it states, Infer the importance of the crust to the origin of life on
Earth. Respond to this prompt below.

8. Stop reading when you get to the first reading check. These are included throughout the
textbook as well to help you gauge your learning. If you can answer these reading checks,
continue reading. If you are stuck on a reading check, re-read the sub-section for more help
focusing on vocabulary words and pictures. Please answer the first reading check.

9. Look at figure 14.5 on page 397. In what era, period, and epoch did amphibians appear?

10. Notice that there are more reading checks as well as more checks for understanding with
related figures throughout the section. These are included in order to check your
understanding. Please complete one additional reading check and one additional check for
understanding related to a figure below.

11. On page 400, at the end of section 1, there is a Section 14.1 Assessment box. Notice that there
is a section summary that you can use for review purposes later. Do these themes sound
familiar?

12. Answer the six review questions in the Section 14.1 Assessment box. If you have trouble, feel
free to go back in the section to find answers.

13. Flip through Section 14.2, notice that it has the same layout and many of the same resources as
Section 14.1.

14. Go to page 410. This is the beginning of the Chapter 14 Study Guide. Notice that each section is
broken down with vocabulary and key concepts.
15. Go to page 411. This is the beginning of the Chapter 14 Assessment. You should be able to
answer all questions in this assessment after reading the chapter. Answer the questions to
Section 14.1 below.

Unit Tour

Vocabulary! Pictures! Processes! Facts! Laws! Science textbooks seem crammed with never-ending
information: vocabulary, pictures, processes, facts, laws, and even more! This Unit Tour will help you
see beyond all of this information in order to identify what is important to know and remember. A Unit
Tour helps you discover major ideas and avoids too close attention to all of the details. Instead, we
need to ask: What is the point of this What are the important vocabulary and facts?

Surveying a Unit Before Reading
To find out what a unit is about, take this tour first.

16. What is the Big Idea of Chapter 14?
Fossils provide key evidence for understanding the origin and the history of life on Earth.
17. What are the Main Ideas of Section 1 and 2 within Chapter 14?
Section 1: Fossils provide evidence of the change in organisms over time.
Section 2: Evidence indicates that a sequence of chemical events preceded the origin of life on
Earth and that life has evolved continuously since that time.
18. What are the three objectives of Section 1 within Chapter 14?

1) Describe a typical sequence of events in fossilization.
2) Compare techniques for dating fossils.
3) Identify and describe major events using the geologic time scale.

19. Notice that there is review vocabulary as well as new vocabulary listed in the margins on the
first page of the section. Do you understand the review vocabulary? If so, familiarize yourself
with the new vocabulary. Are there any new vocabulary words you already know? Are there
any root words that you recognize?
Answers will vary depending on each students prior knowledge.
20. There is a Study Tip in the margin on page 394. Follow the guidelines mentioned in this study
tip, define 5 new vocabulary words here BEFORE reading the passage.
Answers will vary.
21. Begin reading Section 1 of Chapter 14.

22. Underneath Figure 14.1 it states, Infer the importance of the crust to the origin of life on
Earth. Respond to this prompt below.
Earths crust had to have cooled and solidified before life could have existed on Earth because
before that time, the heat would have been too intense for organisms to survive.

23. Stop reading when you get to the first reading check. These are included throughout the
textbook as well to help you gauge your learning. If you can answer these reading checks,
continue reading. If you are stuck on a reading check, re-read the sub-section for more help
focusing on vocabulary words and pictures. Please answer the first reading check.
C-14 does not have a long enough half life to date something that old.
24. Look at figure 14.5 on page 397. In what era, period, and epoch did amphibians appear?
Paleozoic Era, Carboniferous Period, -- epoch. (approximately 299.0 MYA-million years ago)
25. Notice that there are more reading checks as well as more checks for understanding with
related figures throughout the section. These are included in order to check your
understanding. Please complete one additional reading check and one additional check for
understanding related to a figure below.
Answers will vary.
26. On page 400, at the end of section 1, there is a Section 14.1 Assessment box. Notice that there
is a section summary that you can use for review purposes later. Do these themes sound
familiar?

27. Answer the six review questions in the Section 14.1 Assessment box. If you have trouble, feel
free to go back in the section to find answers.

1) The record of fossils shows the appearance of different organisms at different geological
times. As evidenced by fossils, species have changed from unicellular life-forms to the
most complex forms through time.
2) Possible answer: death, followed by rapid burial, followed by additional sedimentation
and fossilization, and erosion
3) Unaltered material younger than 60,000 years old can be dated directly using carbon-14.
Fossils have to be dated relative to radioisotopes in adjacent igneous or metamorphic
rocks.
4) Students may choose any three periods. Events described will depend on the periods
chosen.
5) Many fossils before the event would be absent after it, and new species would have
appeared.
6) 0.002 percent

28. Flip through Section 14.2, notice that it has the same layout and many of the same resources as
Section 14.1.

29. Go to page 410. This is the beginning of the Chapter 14 Study Guide. Notice that each section is
broken down with vocabulary and key concepts.
30. Go to page 411. This is the beginning of the Chapter 14 Assessment. You should be able to
answer all questions in this assessment after reading the chapter. Answer the questions to
Section 14.1 below.

1) Radiometric dating
2) Fossil
3) Paleontologist
4) C
5) A
6) D
7) A
8) D
9) B
10) D
11) It allows them to do relative dating of fossils.
12) Student analogies will vary. One possible analogy could be a clock.
13) 1.4%
14) Amber is made from hardened tree sap, so the environment likely would have been a
forest.
15) Student responses will vary, but they should explain the kind of information such as
environment, diet, etc. that can be gained from the fossil category they choose.
16) The fossil layer could not be older than the Mesozoic era. A scientist should look below
this layer to learn about the Permian mass extinction.

Lesson Two- Geologic Time Scale

Students will be able to distinguish between the categories of fossil types. (Analyzing)
Students will be able to apply the law of superposition to identify the relative age of fossils. (Applying)
(Evaluating)
Students will be able to apply the concept of half-life to identify the radiometric date of a fossil.
(Applying) (Evaluating)
Students will be able to list the eras, periods, and epoch of the geologic time scale. (Recalling)
Students will be able to place important biologic events on the geologic time scale. (Recalling)

Rationale:
Radiometric dating is a method that is still used to identify the age of fossils. This makes understanding
and being able to determine the radiometric date of a fossil very relevant. In addition, students should
understand the law of superposition as well as be able to apply it to determine the relative age of a
fossil. Finally, the geologic time scale represents the most important biological events of our world and
the order and time that they occurred. The geologic time scale is the cumulative efforts of many
scientists working together for many years. It is a very important, very significant representation of all
of Earths most important biological events that have occurred ending with humans forming civilization.

Standards:
E.8.5 Analyze the geologic and life history of the earth, including change over time, using various
forms of scientific evidence
E.12.3 Using the science themes*, describe* theories of the origins and evolution* of the universe
and solar system, including the earth system* as a part of the solar system, and relate* these
theories and their implications to geologic time on earth
E.12.5 Using the science themes*, understand* that the origin of the universe is not completely
understood, but that there are current ideas in science that attempt to explain its origin

Duration:

Materials:
White board or a giant role of butcher paper to write on
Large post it notes for important biological events (about 40)
Markers
Tape
Geologic Time Scale Worksheet
Writing utensil
Section 14.1 Presentation
3-2-1 Exit Slip

Procedure:
Welcome students to class and take attendance. Remind students that 3-2-1 exit slips require them to
fill out three things they learned that day, two interesting things that they learned, and one question
they have about the material covered. Tell students that today we will be covering lecture material and
taking notes for about 10 minutes and then we will be working on a whole-class activity with the
geologic time scale.
Lecture on Dating and Law of Superposition (15 minutes):
(5 minutes): Ask students to take out their notebooks and a writing utensil. Begin the lecture by talking
briefly about fossils and the fossil record. Ask students if they know what different types of fossils there
are and any examples they can think of. Reiterate the fact that fossils are a key clue for scientists in
determining the relative age of organisms as well as the order of important biological events in the
history of Earth.
(5 minutes): Define relative dating and radiometric dating, explaining the key differences between each
method of dating fossils. Explain to students that relative dating is used to determine the age of rocks
by comparing them to each other while radiometric dating involves the decay of radioactive isotopes
within rocks to determine their age. Use Figure 14.3 from the textbook to explain the law of
superposition, which is younger layers are deposited on top of older layers.
(5 minutes): Introduce the eras, periods, and epoch of the geologic time scale. Explain to students that
the way most scientists choose to look at the geologic time scale not drawn to scale because of the great
range of events over the past 4.6 billion years.
Geologic Time Scale Whole-Class Activity (25 minutes):
(5 minutes): Make sure the list of the eras, periods, and epoch are correctly listed on the white board
with proper age estimates. Hand out geologic time scale sheets for students to follow along with and
take notes on. Hand each student their own biologic event; reiterate the fact that if you do not
understand what your event is to ask questions! Hold onto a few key events and ask for student input
as to where they belong. Correct students if they are not sure and make sure that these key events
are placed correctly so students have some framework to go off of.
(5 minutes): Allow students to share what their event is and what they think it means.
(5 minutes): Tell students its time to move, they can stand up and put their event on the time scale
where they think it belongs. Emphasize the fact that it is okay to collaborate and ask for help from peers
if youre unsure of where your event belongs.
(2 minutes): Have students sit back down and look at where the events are placed. Do they think all of
them are placed correctly?
(8 minutes): Make corrections and explain your reasoning for moving certain events that are not in the
right order. Make your thought processes known to students (ie: fish could not have evolved before
multicellular life, apes must have evolved before the ape-human split, etc.). Have students notice
patterns about the evolution of life as they write down the geologic time scale on their own individual
timelines.
(3 minutes): End with Here Is Today online visual to reiterate the fact that we are a very small part of a
very large universe (http://hereistoday.com/).

Assessment:
Students will be graded based on the relevancy of their responses on the 3-2-1 exit slips. In addition to
the 3-2-1 exit slips, student responses and behavior during class discussions and activities are informally
monitored.

Accommodations:
Students with learning disabilities, ELL/ESL students, and students with any hearing or visual impairment
may be offered a copy of the presentation outline in order to help keep them on track during lecture
and note-taking times. In addition, all students are encouraged to ask other students for help during the
whole-class activity involving the geologic time scale.

Extensions:
Students who complete the whole-class activity first are encouraged to help others find the appropriate
position of their biological event. I will also have extra biological events that can be handed out to
students who complete the task quicker than others.
Students who struggle with the whole-class activity will be aided both by their peers and by myself.

References:
Here is Today. (n.d.). Retrieved from http://hereistoday.com/
Spagna, J. (2011). Thinking About Life in Geological Time Scales. Retrieved from UCMP Berkeley:
http://gk12calbio.berkeley.edu/lessons/less_geotime.html

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Lesson Three-The Origin of Life: Flipped Classroom

Students will be able to explain the similarities and differences in the theory of spontaneous
generation and the theory of biogenesis. (Comprehending) (Analyzing)

Students will be able to explain how cells have evolved from the first cells to modern day. (Analyzing)

Rationale:
If there is one lesson in this entire unit that a scientifically literate adult should understand and be able
to talk knowledgably about it is this lesson. The origin of life is an extremely controversial topic for
some people. In this lesson, I flip the classroom so my students watch a PBS NOVA video about the
origin of life, then come to class the next day to discuss the video and their thoughts. This is not only an
important lesson in terms of content, but also in terms of the way students present their ideas and
opinions in a respectful way. A scientifically literate adult must be able to discuss science with people
who do not always necessarily share the same viewpoints. This lesson will teach students about the
origin of life, but it will also teach them how to have a respectful discussion.

Standards:
Wisconsin Model Academic Standards:
A. 12.2 Show how conflicting assumptions about science themes lead to different opinions and
decisions about evolution, health, population, longevity, education, and use of resources, and
show how these opinions and decisions have diverse effects on an individual, a community, and
a country, both now and in the future

Next Generation Science Standards:

Duration:

Materials:
Notebook
Writing utensil
NOVA Video- Origins: How Life Began
Origin of Life Discussion Questions
3-2-1 Exit Slip

Procedure:
(4 minutes): Welcome students to class and take attendance. Tell students that today we will be
covering material on the origin of life. Explain that some of this material will be controversial for some
students. Emphasize that no one is certain about lifes origins, but that today we will discuss the
scientific evidence from various observations, inferences, and experiments. Explain that this discussion
needs to be handled appropriately: students must show each other and each others opinions respect.
Students need not agree with one another, but they must respect each others decision to believe what
they choose. Explain that if there are any problems with respecting one another, students will be asked
to remove themselves from the discussion.
(1 minute): Have students move tables into a circle in order to facilitate discussion.
NOVA Video Class Discussion (40 minutes):
This portion of the lesson will be different for every class period, as each class is made up of a diverse
group of students with different beliefs and opinions. I will start each class by opening the discussion up
to the questions on the worksheet about the NOVA video. If discussion reaches a lull in terms of these
questions, I will open up the discussion to the concept of the origin of life in general. This is where the
discussion may become controversial for some students. I will explain that this is an opportunity for
everyone to share their thoughts and opinions about the origin of life and that we do not have to come
to any consensus regarding the topic.
Some additional questions:
What did you like about the video? Dislike?
What do you agree with from the video? Disagree?
What evidence is there for the origin of life?
(3 minutes): Commend students for handling the discussion appropriately and respecting one another.
Ask students to put the tables back to the way they found them.
(2 minutes): Have students take two minutes to fill out their 3-2-1 exit slip for the day. Have students
hand in their 3-2-1 exit slip on the way out of the classroom.

Assessment:
the 3-2-1 exit slips, student responses and behavior during class discussion. Students will also be graded
on completion of the NOVA Video questions. Finally, students will receive participation points based on
their level of interest, respectfulness, and participation in the class discussion.

Accommodations:
and note-taking times.

Extensions:
Students who struggle with the in-class activities will be aided both by their peers and by me.

References:
NOVA Origins: How Life Began (2004). [Motion Picture]. Retrieved from
http://video.pbs.org/video/1978170520/
NOVA Origins: How Life Began Teacher's Guide. (2004, September 28). Retrieved from PBS: http://www-
tc.pbs.org/wgbh/nova/education/activities/pdf/3112_origins.pdf

Name: __________________________ Date: __________ Hour: _______
NOVA-Origins: How Life Began

1. What is an extremophile? Where did they live and thrive?

2. Describe the rock formation evidence for determining when life began on Earth.

3. What possible sources provided the materials necessary for life?

4. What are amino acids? Where were they found?

5. Describe the experiment that simulated comet impact.

6. Describe the experimental results that show amino acids could have fused into peptides.

7. Where does the video speculate life began?

8. How did bacteria living deep below Earths surface survive?

9. What is the Great Bombardment? What does it have to say about bacteria?

10. What are stromatolites? What do they reveal about cyanobacteria and its role in creating an
oxygen-rich environment?

Name: ____KEY___________________ Date: __________ Hour: _______
NOVA-Origins: How Life Began

1. What is an extremophile? Where did they live and thrive?
Extremophiles are bacteria that thrive in harsh subterranean and deep ocean environments similar to
those believed to have existed on primitive Earth.

2. Describe the rock formation evidence for determining when life began on Earth.
Rock formations in Greenland were searched for evidence for when life began on Earth. These rock
formations were searched for higher-than-expected ratios of carbon 12 to carbon 13, which are in ratios
currently only known to be created by life processes.

3. What possible sources provided the materials necessary for life?
Comets and meteorites that struck Earth during its early history could be possible sources for the carbon
and other ingredients necessary for life to form.

4. What are amino acids? Where were they found?
Amino acids are organic acids that form proteins that are essential for life. Amino acids were discovered
in meteorites.

5. Describe the experiment that simulated comet impact.
This experiment simulated a comets massive impact with Earth in order to determine whether certain
amino acids could have withstood such a collision.

6. Describe the experimental results that show amino acids could have fused into peptides.
Some experimental results show that the amino acids not only could have survived but also may have
fused into peptides.

7. Where does the video speculate life began?
This video speculates that life might have begun deep in Earths crust or oceans, where it would have
been protected from harsh solar radiation, the high temperatures of Earths surface, and bombardment
by meteorites.

8. How did bacteria living deep below Earths surface survive?
Bacteria could survive by obtaining energy from methane, ethane, and propane gases. This suggests
that ancient bacteria might have derived energy from the same processes.

9. What is the Great Bombardment? What does it have to say about bacteria?
The Great Bombardment was an event that caused many, many meteors to rain down on the solar
system in huge numbers. Surface bacteria that emerged following the Great Bombardment likely
developed the ability to photosynthesize.

10. What are stromatolites? What do they reveal about cyanobacteria and its role in creating an
oxygen-rich environment?
Stromatolites are a type of layered fossil formed in shallow water through trapping, binding, and
cementation of sediment by biofilms of microorganisms, such as cyanobacteria. Stromatolites,
therefore indicate the role of the cyanobacteria played in creating an oxygen-rich environment where
complex life could form.

Lesson Four-Darwins Daring Trip to the Galapagos!

Students will be able to summarize the experiences and/or observations that influenced Darwin on his
voyage on the Beagle. (Recalling)

Students will be able to explain natural selection and how it supports the theory of evolution.

Rationale:
Darwins trip to the Galapagos Islands along with his findings and published work are the basis to the
theory of evolution. Students must be able to understand the history involved with Darwin in order to
have a complete understanding of the theory of evolution. Tied in closely to the theory of evolution is
the concept of natural selection. Students must also understand the requirements and mechanisms of
natural selection in order to have a thorough understanding of the history of biological diversity.

Standards:
animals
HS-
LS4-2.
evolution.]
HS-
LS4-4.
to adaptation of populations. [Clarification Statement: Emphasis is on using data to

Duration:

Materials:
Darwins finches pictures
Notebook
Writing utensil
3-2-1 Exit Slip

Procedure:
they have about the material covered. Tell students that today we will be covering lecture material and
taking notes for about 30 minutes total today with a short demonstration and a short activity in
between lecture times.
Lecture on Darwin and the Theory of Evolution (10 minutes):
(5 minutes): Ask students to take out their notebooks and a writing utensil. Begin the lecture by talking
briefly about Darwins childhood and early education experiences including influences such as Charles
Lyell.
(5 minutes): Move on to talk about Darwins trip on the HMS Beagle. Briefly talk about the Galapagos
Islands and the diversity of birds located on the island.
Darwins Finches Demonstration (10 minutes):
(2 minutes): Put the Darwins finches pictures up on the SMARTboard. Tell students to take the next 2
minutes to examine the pictures of Darwins finches on the SMARTboard. Ask students to focus on the
beak size, shape, and possible functionality as they examine the pictures.
(2 minutes): Point to a finch with a short, think beak and ask students: What type of food do you think
this bird most likely ate? Take answers from students. Answer: Seedsthe short, thick beak acts like a
nutcracker to break the seeds up.
(2 minutes): Then point to a finch with a thin, pointed beak and ask students What type of food do you
think this bird most likely eats? Take answers from students. Answer: Insectsthe thin, pointed beak
acts like tweezers to pick insects out of bark.
(2 minutes): Ask students if they think both of these species of finches could exist on the same island.
Ask students: what characteristics would the island need to have in order to have two different species
of finches?
(2 minutes): Ask students to list characteristics of the environment for two new species of finches that
Darwin found on his island.
Lecture on Darwin and the Theory of Evolution--Continued (10 minutes):
(3 minutes): Describe Darwins continued studies and the concept of artificial selection. Highlight
Darwins book: On the Origin of Species by Means of Natural Selection. Ask students if they have heard
of natural selection and if they have what it is.
(8 minutes): Define the term natural selection in scientific terms. Explain the four principles of natural
selection: variation, heritability, overproduction, and reproductive advantage.
Natural Selection Activity (10 minutes):
(2 minutes): Tell students about a fictional crevice lizard that lives in cracks in rocks. The freezing and
thawing of these rocks have widened the cracks. The lizards that are now in large crevices are more
easily captured and eaten.
(5 minutes): Have students turn to their table partner and use the principles of natural selection to
predict how future generations of the crevice lizard population will change over time.
(3 minutes): Ask two pairs of students to share their answers to this question. Answer: As generations
pass, larger lizards will be selected. If the cracks continue to widen, then the average size of crevice
lizards in the population will most likely continue to increase as well.
(3 minutes): Recap Darwins trip to the Galapagos and the four principles of natural selection.

Assessment:
monitored.

Accommodations:
and note-taking times. In addition, students are paired up during the Darwins Finches Demonstration
and the Natural Selection Activity so that struggling students will have help from their table partner.

Extensions:
Students who struggle with the in-class activities will be aided both by their peers and by myself.

References:
Nickels. (2013). Ms. Nickel's Class Blog. Retrieved from Blogger:
http://culbrethscience8nickel.blogspot.com/2013_02_01_archive.html

Lesson Five-Armadillos and Glyptodonts: Evidence of Evolution

Students will be able to list the lines of evidence that support the theory of evolution. (Recalling)

Students will be able to describe types of adaptation. (Comprehending)

Rationale:
Learning the theory of evolution in the last section was an extremely important task, however, students
need to be able to justify the theory of evolution with the various lines of evidence that support it. In
addition, the concept of adaptation is crucial to being able to understand and describe the logistics of
the theory of evolution.

Standards:
animals
HS-
LS4-1.
HS-
LS4-4.

Duration:

Materials:
Jigsaw worksheet
Writing utensil
3-2-1 Exit Slip

Procedure:
they have about the material covered. Tell students that today we will be using a learning strategy
called the jigsaw to learn about the supporting evidence for the theory of evolution and then I will wrap
up class with a mini lecture on adaptation.
Jigsaw Activity on Support for Evolution (30 minutes):
(3 minutes): Explain to students how jigsaw will work: each student will be assigned a subsection of
Section 15.2 to read through, take notes, and be prepared to teach the rest of their group about. Tell
students they will have 5 minutes to read through their section and then each student will be given a 2
minute time period to teach the group about their section of the text. Assign students to groups of six,
and assign each person in the group to a section of the text. The six sections students will read are: the
fossil record, comparative anatomy: homologous structures, comparative anatomy: vestigial structures,
comparative embryology, comparative biochemistry, and geographic distribution. Tell them to move to
one of six locations based on their assignment.
(5 minutes): Announce that work time will begin and that students have the next five minutes to read
the section, write a few notes, and be prepared to teach their group about it.
(12 minutes): Tell students the first person can begin sharing their information. Be explicit in telling
students that they need to take notes on their note-sheet when other students are presenting their
section of the text. Switch students every 2 minutes, allowing each of the six students to share their
section of the text.
(10 minutes): Bring the class back together as a whole and remind students to fill in any additional
information that is shared that they dont already have on their note-sheet. Call on volunteers to share
their information from each of the sections, making sure all important information was covered and that
all students have accessed this information.
Mini Lecture on Adaptation (10 minutes):
(3 minutes): Define the term fitness as an individuals reproductive success: when it comes down to it, all
that matters is an individuals ability to pass their genes on to the next generation. Describe examples
of fitness.
(7 minutes): Explain three examples of adaptations in organisms: camouflage, mimicry, and
antimicrobial resistance. Be explicit in distinguishing the difference between camouflage and mimicry.
Mimicry occurs when natural selection favors behavior or appearance in one species that is similar to a
similar harmful species. Camouflage occurs when natural selection favors behavior or appearance in
one species that is similar to an environmental factor (ie: twig, leaf, etc.).
(3 minutes): Recap the six lines of evidence for evolution.
their way out the door. Students will also hand in their note-sheet from the jigsaw activity for points.

Assessment:
monitored. Finally, students will be assessed on their jigsaw note-sheet.

Accommodations:
and note-taking times. In addition, students who struggle with reading may be paired with another
student reading the same section during the independent reading and note-taking time.

Extensions:
Students who complete the jigsaw note-sheet in less than 5 minutes will be asked to browse through
Section 15.2, taking a look at the pictures, diagrams, and graphs throughout the section.
Students who struggle with the in-class activities will be aided both by their peers and by myself.

References:

Name: __________________________ Date: __________ Hour: _______
Jigsaw: Evidence for Evolution (15.2)

The Fossil Record: Homologous Structures:
Vestigial Structures: Comparative Embryology:
Comparative Biochemistry: Geographic Distribution:

Lesson Six- So How Exactly Does Evolution Work?

Students will be able to list and explain the mechanisms of evolution. (Comprehending)

Students will be able to distinguish between the four types of natural selection. (Analyzing)

Students will be able to differentiate between prezygotic and postzygotic isolation mechanisms.
(Analyzing)

Students will be able to differentiate between allopatric and sympatric speciation. (Analyzing)

Students will be able to distinguish between the four patterns of evolution. (Analyzing)

Rationale:
Now that students are aware of the theory of evolution and understand the lines of evidence that
support it, they must be able to list and describe the mechanisms through which evolution occurs.
Along with the mechanisms of evolution, students must be able to distinguish between the four types of
natural selection, as the concept of natural selection is crucial to the theory of evolution. In addition,
pre- and post-zygotic isolation as well as allopatric and sympatric speciation play very important roles in
whether or not speciation will occur. Finally, students must understand the four patternsles of
evolution that scientists have identified.

Standards:
animals
HS-
LS4-1.
HS-
LS4-2.
evolution.]
HS-
LS4-4.
HS-
LS4-5.

Duration:

Materials:
Word Study Guide
Writing utensil
Section 15.3 Concept Map
3-2-1 Exit Slip

Procedure:
they have about the material covered. Tell students that today we will be using a learning strategy
called a concept map to learn and organize the new information on the mechanisms of evolution,
reproductive isolation, speciation, and patterns of evolution.
Lecture on Shaping Evolutionary Theory (10 minutes):
(5 minutes): Introduce the idea of the mechanisms through which evolution occurs. Describe the Hardy-
Weinberg principle and explain Table 15.3 on page 432 and the five conditions and five violations
related to this principle. Describe genetic drift and distinguish between Founder effect and Bottleneck
effect.
(5 minutes): Define gene flow, nonrandom mating, and mutations. Distinguish between the four types
of natural selection: stabilizing, directional, disruptive, and sexual.
Concept Map Student Work Time (5 minutes):
(1 minutes): Tell students to turn and work with their table partner in identifying the location and
definition of the vocabulary terms included in Section 15.3 under the heading Mechanisms of
Evolution.
(4 minutes): Student work time. I will monitor progress while walking throughout the room, maintaining
the quiet classroom
(5 minutes): Introduce the idea of reproductive isolation. Explain that there are two categories of
reproductive isolation: pre- and post-zygotic isolation. Ask students if they can guess what pre- and
post-zygotic isolation entails based on the prefix attached to the words? Explain to students that
prezygotic means before fertilization and that postzygotic means after fertilization. Give students
examples of each type of reproductive isolation.
(5 minutes): Explain to students that if a population diverges, there is the possibility for a new species to
be created. Distinguish between allopatric and sympatric speciation, giving examples of each.
definition of the vocabulary terms included in Section 15.3 under the heading Reproductive Isolation
and Speciation.
the quiet classroom
(7 minutes): Describe the three patterns of evolution: adaptive radiation, coevolution, and convergent
evolution. Make sure to give ample evidence for each pattern so students can really visualize and
conceptualize each pattern.
(3 minutes): Tell students that there is some debate on the rate of speciation. There are two theories
that describe the rate of speciation: gradualism and punctuated equilibrium. Distinguish between the
two theories.
definition of the vocabulary terms included in Section 15.3 under the heading Patterns of Evolution.
the quiet classroom
(3 minutes): Refocus students to the front of the room. Explain that whatever they did not complete in
class on their concept map is now going to be homework. This concept map needs to be turned in on
the way out of the classroom for students that are finished and will be due at the beginning of the class
hour tomorrow for students who did not finish.
their way out the door. Students will also hand in their concept map if they have finished it in class.

Assessment:
monitored. Finally, students will be assessed on their concept maps based on information drawn both
from the lecture and their textbooks.

Accommodations:
and note-taking times. In addition, students are paired up with their table partner during concept map
student work time in order to help students who struggle with reading.

Extensions:
Students who complete the concept map will be asked to browse through Chapter 16 as we will be
starting on it tomorrow, taking a look at the pictures, diagrams, and graphs throughout the section.
Students who do not complete the concept map within the class hour must complete it and hand it in
before the start of class tomorrow.

References:

Lesson Seven-BIOLAB: Modeling Natural Selection

Students will be able to explain natural selection and how it supports the theory of evolution.

Students will be able to describe types of adaptation. (Comprehending)

Rationale:
Natural selection is a key concept in understanding Darwins Theory of Evolution. In order to gain more
insight into how natural selection occurs, students will complete this hands-on activity. By completing
the lab and its follow-up questions, students will be able to analyze the effects of natural selection.

Standards:
animals
HS-
LS4-2.
evolution.]

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. [Clarification Statement: Emphasis is on analyzing shifts in numerical
distribution of traits and using these shifts as evidence to support explanations.]
[Assessment Boundary: Assessment is limited to basic statistical and graphical
analysis. Assessment does not include allele frequency calculations.]
HS-
LS4-4.

Duration:

Materials:
BIOLAB Procedure
BIOLAB Data Chart
BIOLAB Follow-up Questions
Writing utensil
3-2-1 Exit Slip

Procedure:
(3 minutes): Welcome students to class and take attendance. Remind students that 3-2-1 exit slips
require them to fill out three things they learned that day, two interesting things that they learned, and
one question they have about the material covered. Tell students that today we will be working on a
BIOLAB that will model the process of natural selection.
(2 minutes): Have students take a copy of the BIOLAB Data Chart and BIOLAB Follow-up Questions and
move into their lab groups at their lab station.
BIOLAB Introduction (5 minutes):
(1 minutes): Briefly go over the BIOLAB procedure, as students have had this overnight to read and
review before class.
(4 minutes): Demonstrate one round of the survival game, so students know exactly what they should be
doing every round as well as what data they are collecting and what calculations they should be making.
BIOLAB Work Time (20 minutes):
Students will work with their small groups (3-4 students) to complete the BIOLAB Procedures and fill in
their BIOLAB Data Chart. I will walk around the room answering any questions and making sure
conversation is kept on topic and students are kept on track.
BIOLAB Analysis and Conclusion Question Review (5 minutes):
(3 minutes): Have students share their data with all the other groups by entering into an excel sheet that
will be emailed to all students. Students will have access to this information during class as well.
(2 minute): Model the calculations needed for the BIOLAB Follow-up Questions. Ask if there are any
other questions students have.
BIOLAB Question Work Time (10 minutes):
Students will work with their small groups (3-4 students) to complete the BIOLAB Procedures and fill in
their BIOLAB Follow-up Questions. I will walk around the room answering any questions and making
sure conversation is kept on topic and students are kept on track.
(3 minutes): Refocus students to the front of the room. Explain that whatever they did not complete in
class on their BIOLAB Follow-up Questions is now going to be homework. The BIOLAB Follow-up
Questions will need to be turned in at the beginning of class tomorrow.
their way out the door. Students will also hand in their concept map if they have finished it in class.

Assessment:
monitored. Finally, students will be assessed on their BIOLAB Data Charts and BIOLAB Follow-up
Questions.

Accommodations:
and note-taking times. In addition, students are working in small groups of 3-4 students throughout the
entire lab period, so any students that struggle with reading will be helped by their group members as
well as me.

Extensions:
Students who complete the BIOLAB Data Chart ahead of time will be asked to add their data to the class
spreadsheet and students that complete the BIOLAB Follow-up Questions ahead of time will be asked to
complete the optional Make Inferences extra credit question at the bottom of the BIOLAB Follow-up
Questions worksheet.
Students who do not complete the BIOLAB Follow-up Questions within the class hour must complete it
and hand it in before the start of class tomorrow.

References:

Name: __________________________ Date: __________ Hour: _______
BIOLAB Procedure

1) Assign each student in your group to a job. One student will use tweezers to represent one
adult member of a predator population, one will use pliers to represent another adult member
of the predator population, and the third will keep time and score. (If your group has four
people, the last person will be a scribe and keep track of the score.)
2) Mix prey items (beads) on a tray.
3) In 20 seconds, adult members of the predator population (students with the tweezers and
pliers) need to try to pick up all possible beads using the tweezers or the pliers.
4) After the 20 seconds, count the number of large, medium, and small beads. Mark this on your
BIOLAB Data Chart.
5) Assign three points for each large bead, two points for each medium bead, and one point for
each small bead. Calculate a point total for each adult member of the predator population and
mark this on your BIOLAB Data Chart.
6) Use your point total and use the following rules:
a. Survival requires 18 points.
b. Producing a new offspring requires an additional 10 points.
7) Determine the number of survivors and the number of offspring.
8) Repeat the procedure 10 times.

Name: __________________________ Date: __________ Hour: _______
BIOLAB Data Chart

Number of Beads Point Totals Survivors Offspring
Tweezers Pliers Tweezers Pliers Tweezers Pliers Tweezers Pliers

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

S M L

Name: __________________________ Date: __________ Hour: _______
1) Calculate Combining all of the trials of all of the groups, determine the percentage of tweezers
and pliers that survived. (Hint: Divide number of survivors over total number of tweezers and
pliers.)

2) Evaluate Using data from the entire class, determine the total number of offspring produced by
the tweezers adult and the pliers adult.

3) Summarize The original population was divided evenly between the tweezer adult and the plier
adult. If all of the adults left, what would be the new population ratio? Use the results from the
entire class.

4) Infer Given the survival and reproduction data, predict what will happen to the two organisms
in the study. Which adultthe tweezer or the pliersis better adapted to produce more
offspring?

5) Conclude Using the principles of natural selection, how is this population changing?

Bonus Question:
Make Inferences Given the results of the experiment, how will the prey populations (beads) change as
the predator population changes? Explain your inference.

Name: __Answer Key________________ Date: __________ Hour: _______
1) Calculate Combining all of the trials of all of the groups, determine the percentage of tweezers
and pliers that survived. (Hint: Divide number of survivors over total number of tweezers and
pliers.)
To calculate the percentage, students should divide the number of tweezers/pliers that survived by the
total number of tweezers/pliers in the community. Answers will vary based on class data.
2) Evaluate Using data from the entire class, determine the total number of offspring produced by
the tweezers adult and the pliers adult.
To determine the number of offspring produced in the community, students should calculate the
number of offspring produced by the tweezers/pliers in each group, and then add the group numbers.
3) Summarize The original population was divided evenly between the tweezer adult and the plier
adult. If all of the adults left, what would be the new population ratio? Use the results from the
entire class.
To calculate the ratio, students should write (the number of offspring tweezers): (the number of
offspring pliers). Answers will vary based on class data.
4) Infer Given the survival and reproduction data, predict what will happen to the two organisms
in the study. Which adultthe tweezer or the pliersis better adapted to produce more
offspring?
Answers will vary based on class data. If the survival percentage is low, the population will not persist.
If relatively few offspring are produced, the population will likely decline over generations.
5) Conclude Using the principles of natural selection, how is this population changing?
The population that produces the most offspring will be most likely to grow over time. Body structure
variations that make it easier to obtain food are likely to be passed to offspring by surviving individuals.

Bonus Question:
Make Inferences Given the results of the experiment, how will the prey populations (beads) change as
the predator population changes? Explain your inference.
The prey population that is selected most often by the predators will decline. The population of prey
that is selected least will increase.

Lesson Eight-Just Monkey-ing Around!

Students will be able to list the characteristics of primates. (Recalling)

Students will be able to describe the branches of primate evolution. (Comprehending)

Rationale:
In order for students to understand how humans have evolved into what we are today, they must first
understand the animals that are the closest in evolutionary relationship to us. Primates have many
characteristics, some of which are similar to human characteristics. Understanding primate
characteristics can help students see the close relationship we have with primates. In addition, it is
important that students understand primate evolution in order to better understand human evolution.

Standards:
HS-
LS4-4.

Duration:

Materials:
Notebook
Writing utensil
Santa Ana Zoo Video Clip
Brick
Hammer
Nut variety
3-2-1 Exit Slip

Procedure:
one question they have about the material covered. Tell students that today we will be covering Section
16.1 which covers information on primates.
(1 minutes): Have students take out their notebooks and turn their attention to the Section 16.1
Presentation.
Characteristics of Primates Lecture (3 minutes):
(3 minutes): Describe manual dexterity and the idea of opposable thumbs.
Opposable Thumbs Activity (8 minutes):
Bring in a brick, a hammer, and a few nuts, such as Brazil nuts, walnuts, and pecans. Allow a student to
try to crack the nuts without the use of his/her thumbs. Allow another student to try to crack the nuts
using their thumb. Ask students why an opposable thumb is useful for primates.
Characteristics of Primates Lecture (4 minutes):
(4 minutes): Discuss senses of primates, their locomotor functions, reproductive rates, and complex
brain and behaviors.
Complex Brains Activity (3 minutes):
Show students illustrations to show the differences in the brains of humans and other animals, including
primates. Ask students why they think that our brains are so different from other animals.
Primate Groups Lecture (10 minutes):
(2 minutes): Explain that there are two subgroups that primates are classified by: Strepsirrhines, or the
most basic subgroup, and Haplorhines, a larger group with more complex primates.
(4 minutes): Describe the characteristics of Strepsirrhine primates. Give multiple examples of primates
that fall into this category.
(4 minutes): Describe the characteristics of Haplorhine primates. Give multiple examples of primates
that fall into this category. Be sure to distinguish between Strepsirrhine primates.

Prehensile Tail Video (2 minutes):
(1 minute): Watch video.
(1 minute): Ask students what they think the point of a prehensile tail is.
Primate Evolution Lecture (10 minutes):
(5 minutes): Discuss primates ability to adapt to their arboreal environment. Talk about primates
ancestors and how they are different from their ancestors. Describe the timing and possible reasoning
behind why primates split off from their ancestors.
(5 minutes): Analyze Figure 16.9 on page 458 in the textbook. Show students how to read a branching
ancestral diagram like Figure 16.9. Ask students questions about this diagram such as Which primate
was the earliest to diverge? and In what order did the primates listed diverge?
(3 minutes): Recap on the similarities and differences between primate characteristics and human
characteristics. In particular, talk about the presence of opposable thumbs in both primates and
humans. Discuss the differences in brain size and structure between humans and other animals.

Assessment:
monitored.

Accommodations:

Extensions:

References:
Castillo, M. (n.d.). Santa Ana Zoo - Bio Anthro Project 3/30/12. Retrieved from Youtube:
http://www.youtube.com/watch?v=s9iRjPurCPA

Lesson Nine-Hominoids to HomininsWait, Hom- WHAT?!

Students will be able to distinguish between hominoids and hominins. (Analyzing)

Rationale:
Human evolution, although controversial, is a very important topic in this unit. It is crucial that students
know and understand how we have evolved into the extraordinary species we are today. In order for
students to understand how humans have evolved into what we are today, they must first understand
the evidence surrounding the subgroup of the hominoids, hominins, evolving due to climate changes of
the Micocene.

Standards:
HS-
LS4-1.

Duration:

Materials:
Notebook
Writing utensil
Hominoids to Hominins Venn Diagram
3-2-1 Exit Slip
Mini Lab Worksheet

Procedure:
one question they have about the material covered. Tell students that today we will be covering Section
16.2 which covers information on Hominoids to Hominin evolution.
(1 minutes): Hand out Hominoids to Hominins Venn Diagram worksheet and have students take out
their notebooks and turn their attention to the Section 16.2 Presentation.
Hominoid Lecture (10 minutes):
(3 minutes): Define the term hominoids as including all nonmonkey anthropoidsthe living and extinct
gibbons, orangutans, chimpanzees, gorillas, and humans.
(4 minutes): List and explain hominoid characteristics as well as Hominoid biogeography.
(3 minutes): Describe that the genus Proconsul fossils are the best-known hominoid fossils. Describe to
students the characteristics and biogeography of the Proconsul species.
Hominin Lecture (2 minutes):
(2 minutes): Define hominins as the lineage that most likely led to humans, including humans and all
their extinct relatives. Begin listing characteristics of hominins and move onto Bipedalism
Demonstration once bipedalism has been covered.
Bipedalism Demonstration (5 minutes):
Use a human skull to point out the foramen magnum. Indicate to students that the location of the
foramen magnum at the base of the skull indicates that the individual stood upright and was bipedal.
Use a ruler or pointer to demonstrate how the location of the foramen magnum at the back of the skull
indicates that the individual would have been quadrapedal.
Hominin Lecture (Continued) (8 minutes):
(2 minutes): Discuss the advantages and disadvantages of being a bipedal individual.
(3 minutes): Reiterate the fact that fossils often help scientists know more about evolution. Introduce
the Taung baby. Include the fact that the Taung baby is believed to be bipedal and is of the species
Australopithecus africanus (A. africanus).
(3 minutes): Introduce Lucy of the species Australopithecus afarensis (A. afarensis). Tell students that
Lucy helped solve the Taung baby mystery of bipedalism before larger brain size. Include information
about Lucys fossil evidence in relation to hominin characteristics.
Mini Lab (10 minutes):
(3 minutes): Tell students they will be doing a mini lab with their table partners. This mini lab requires
one partner to tape his/her thumbs to the sides of his/her hands with masking tape and complete
various timed tasks. Tell students they have 20 seconds to figure out which partner will be in the
experiment and which partner will complete the timing and recording. Pass out papers and tell students
they have 5 minutes to finish these four tasks.
(5 minutes): Student mini lab work time. I will be walking around to answer questions and keep
students on task.
(2 minutes): Discuss the results with the class. What advantages to you think opposable thumbs would
have had on ancestors with this trait over ancestors without?
Mini Lab and/or Hominoids to Hominins Venn Diagram Worksheet Wrap-Up (5 minutes):
Students have this extra five minutes to either finish the mini lab or fill in any information they may have
missed from lecture from the textbook on their Hominoids to Hominins Venn Diagram Worksheet.
(2 minutes): Have students take two minutes to fill out their 3-2-1 exit slip for the day.
(3 minutes): Bring students back to the front of the room. Ask for volunteers to share one thing from
their 3-2-1 exit slip for the day. Have students hand in their 3-2-1 exit slip as well as their Hominoids to
Hominins Venn Diagram worksheet on the way out of the class.

Assessment:
monitored. Students will also be graded on the completeness of their Hominoids to Hominins Venn
Diagram worksheet.

Accommodations:

Extensions:
Students who do not finish the Hominoids to Hominins Venn Diagram worksheet in class will be required
to finish it and bring it back to be handed in at the beginning of class tomorrow.

References:
Online Lessons for Students: Learning Evolution. (2001). Retrieved from Wisconsin Public Television:
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson5/index.html

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Name: __________________________ Date: __________ Hour: _______
Mini Lab Chart

Work with your table partner to complete the mini-lab activity described in class. Record your times
below.

Time with Thumbs Taped Time Without Thumbs
Taped
Pick up a pen/pencil
Write your name on a
piece of paper

Tie your shoelaces
Open a closed door

Lesson Ten-We Came From Where?: Human Ancestry WEBQUEST

Students will be able to describe the steps in human ancestry. (Comprehending)

Rationale:
Human evolution, although controversial, is a very important topic in this unit. It is crucial that students
know and understand how we have evolved into the extraordinary species we are today. In order for
students to understand how humans have evolved into what we are today, they must understand the
evolution of the genus Homo. In this WEBQUEST through PBS, students will investigate the evolution of
the genus Homo in order to better understand human evolution.

Standards:
animals
HS-
LS4-1.
HS-
LS4-5.

Duration:

Materials:
Notebook
Writing utensil
Computers with internet connection for each student
How Did Humans Evolve? WEBQUEST worksheet
3-2-1 Exit Slip

Procedure:
one question they have about the material covered. Tell students that today we will be covering the
topic of Human Ancestry through a WEBQUEST activity.
(1 minutes): Hand out How Did Humans Evolve? WEBQUEST worksheet and make sure students
understand that anything that is not completed in class needs to be finished and handed in by the
beginning of class tomorrow.
Student WEBQUEST Work Time (40 minutes):
Students have this time to work on the WEBQUEST activity. I will be walking around the room
answering any questions and making sure students stay on task.
(3 minutes): Bring students back to the front of the room. Ask for volunteers to share one thing from
their 3-2-1 exit slip for the day.
hand in their 3-2-1 exit slip as well as their How Did Humans Evolve? WEBQUEST worksheet on the way
out of the class.

Assessment:
monitored. Students will also be graded on the accuracy and completeness of their answers to the How
Did Humans Evolve? WEBQUEST worksheet.

Accommodations:

Extensions:
Students who do not finish the How Did Humans Evolve? WEBQUEST worksheet in class will be required
to finish it and bring it back to be handed in at the beginning of class tomorrow.

References:
Online Lessons for Students: Learning Evolution. (2001). Retrieved from Wisconsin Public Television:
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson5/index.html

Name: __________________________ Date: __________ Hour: _______
How Did Humans Evolve? WEBQUEST

Go to the website: http://www.pbs.org/wgbh/evolution/educators/lessons/lesson5/index.html. We will
be completing the Lesson 5: How Did Humans Evolve? Activity 2: A Tree Full of Ancestors. Click on the
title, NOT THE TEACHER NOTES. Follow the directions for Part A. Students need NOT follow links.
1) What branches of the family tree are the same in all three of the versions you collected? Use a
highlighter to identify them on your sketches.

2) List the links between species that vary on different family trees and explain why you think each
of these points is still controversial.
Difference Explanation

3) How can scientists look at the same evidence and draw different conclusions?

4) What assumptions have been made in each family tree?

5) As new evidence is found, the branches of the tree may change to accommodate it. Can we
ever find enough evidence to know for certain what the hominid family tree looks like?

Adapted from PBS: A Tree Full of Ancestors: Discussion Questions.pdf at: http://www-
tc.pbs.org/wgbh/evolution/educators/lessons/lesson5/5_tree_questions.pdf.
Name: ___KEY____________________ Date: __________ Hour: _______
How Did Humans Evolve? WEBQUEST

Go to the website: http://www.pbs.org/wgbh/evolution/educators/lessons/lesson5/index.html. We will
be completing the Lesson 5: How Did Humans Evolve? Activity 2: A Tree Full of Ancestors. Click on the
title, NOT THE TEACHER NOTES. Follow the directions for Part A. Students need NOT follow links.
1) What branches of the family tree are the same in all three of the versions you collected? Use a
highlighter to identify them on your sketches.
Student answers will vary depending on which branches they decided to compare and contrast.

2) List the links between species that vary on different family trees and explain why you think each
of these points is still controversial.
Difference Explanation

3) How can scientists look at the same evidence and draw different conclusions?
Common ancestry and biological evolution are supported by multiple lines of empirical evidence, these
lines of empirical evidence can be interpreted in many different ways depending on the scientist
analyzing it.
4) What assumptions have been made in each family tree?

5) As new evidence is found, the branches of the tree may change to accommodate it. Can we
ever find enough evidence to know for certain what the hominid family tree looks like?
Without going back in time, scientists cannot know for certain what the hominid family tree looks like it.
Scientists can make their best educated guesses as to what it looks like with the evidence we have now.
Scientists will continue to modify their theories to accommodate new information.

Adapted from PBS: A Tree Full of Ancestors: Discussion Questions.pdf at: http://www-
tc.pbs.org/wgbh/evolution/educators/lessons/lesson5/5_tree_questions.pdf.
Lesson Eleven-Organizing Earths Chaos

Students will be able to explain the similarities and differences of early systems of classification.
(Comprehending)
Students will be able to create and use a dichotomous key. (Applying) (Creating)

Rationale:
In order for biologists to organize new information, they must have a system of classification in place. It
is important that students understand some of the history involved in the early systems of classification
so they can see why scientists have settled on the modern system of classification. In addition, students
will be able to understand and create their own dichotomous key which is an important life skill in being
a scientifically literate adult.

Standards:


Duration:

Materials:
Notebook
Writing utensil
3-2-1 Exit Slip

Procedure:
topic of the history of classification systems. Tell students I will only be lecturing for the first 15 minutes
or so and then we will complete a mini lab as a class.
(1 minutes): Have students take out their notebooks and turn their attention to the Section 17.1
Presentation.
History of Classification Lecture (15 minutes):
(2 minutes): Define classification as the grouping of objects or organisms based on a set of criteria.
Ask students if they can think of any examples of classifications in their lives.
(2 minutes): Describe Aristotles system of classification. Explain that its broadest division was into
plants and animals, and then animals were broken down into bloodless and red-blooded. Plants were
broken down into herbs, shrubs, and trees. Explain the usefulness of Aristotles system at the time, but
its obvious limitations.
(2 minutes): Describe Linnaeuss system of classification. Explain that it was the first form of taxonomic
organization which deals with natural relationships to classify organisms.
(3 minutes): Emphasize binomial nomenclature as the main method of naming organisms. Explain to
students that it is based in Latin and the first part is the genus and the second is the specific epithet (or
specific name) identifying the species.
(6 minutes): Define the following terms: species, genus, family, order, class, phylum, kingdom, and
domain. Explain figure 17.4 in the textbook in terms of the organization of these terms.
Dichotomous Key Mini Lab (25 minutes):
(3 minutes): Explain to students that the mini lab is designed to help students create and learn to use a
dichotomous key. Define a dichotomous key as series of choices that lead the user to the correct
identification of an organism. Tell students that today we are going to make a dichotomous key for the
shoes of all the students in the classroom.
(2 minutes): Tell students that they all need to take off one shoe and make a pile in the front of the
room. Tell students they also need to take out a piece of notebook paper to make the class
dichotomous key on.
(15 minutes): Begin by choosing one shoe. Pick a characteristic regarding the shoe and make a question
about its presence or absence. For example, if it were a sneaker a question in relation to the
characteristic of laces would be Does the shoe have laces? Continue with another question regarding a
new characteristic that divides one of the subgroups from the first question into two smaller groups.
Continue dividing shoes into subgroups based on characteristics until there is only one shoe in each
group. Make a branching diagram to identify each shoe with a distinctive name.
(5 minutes): Once the diagram is finished, classify the teachers shoe, modeling how to correctly use a
dichotomous key. Have a few pairs of backup shoes to give students practice using the dichotomous key
with other examples.
(3 minutes): Have students work together as a class to fill in a blank version of Figure 17.4 on the
SMARTboard.
hand in their 3-2-1 exit slip as well as their dichotomous key on the way out of the class.

Assessment:
monitored. Students will also be graded on completeness of their dichotomous key for classroom
attention and participation.

Accommodations:

Extensions:

References:

Lesson Twelve-From Characteristics to Classification: Domains and Kingdoms

Students will be able to describe the modern classification system. (Analyzing)

Students will be able to list the taxonomic categories including examples of some common animals.
(Recalling) (Applying)

Students will be able to explain the three theories involved in determining species. (Applying)
(Analyzing)

Students will be able to describe the three domains of classification and examples of organisms in
each. (Applying)

Students will be able to describe the six kingdoms of classification and examples of organisms in each.
(Applying)

Rationale:
Students learned in the previous lesson the history of classification systems as well as how to create and
use a dichotomous key to classify organisms. In this lesson, students build upon their knowledge and
learn about the modern system of classification that scientists use now to classify established and even
new organisms as they are discovered. In order to be scientifically literate adults, students need to
know how to classify organisms according to the modern classification system as well as have
knowledge of the most broad classification pieces: the three domains and six kingdoms that make up
our world.

Standards:


Duration:

Materials:
Notebook
Writing utensil
Section 17.2/17.3 Presentation
Domains and Kingdoms Concept Map
3-2-1 Exit Slip

Procedure:
topic of modern classification systems as well as covering the broadest classification breakdowns: the
three domains and six kingdoms that make up the modern classification system. Tell students I will only
be lecturing for the first 15 minutes or so and then students will use their book as a resource to
complete a concept map for the remaining class time.
(1 minutes): Have students take out their notebooks and turn their attention to the Section 17.2/17.3
Presentation.
Modern Classification Lecture (9 minutes):
Describe the three species concepts: typological, biological, and phylogenetic. Explain the limitations
and benefits to each species concept.
Species Differences Demonstration (5 minutes):
In order to illustrate the individual differences and variations in species, show two different goldfish
(Carassius auratus) in a goldfish bowl (or photographs). Use one common goldfish and one fancy
goldfish (with goggle eyes, calico, black colorations, double fins etc.).
Modern Classification Lecture (Continued) (6 minutes):
(3 minutes): Define a cladogram as a branching diagram that represents the proposed phylogeny or
evolutionary history of a species or group. Direct students to the example in the textbook on page 497
of Figure 17.12 and explain to students the phylogeny of these seemingly unrelated organisms.
(3 minutes): Flip to page 498 and describe that the concept of the tree of life actually came from
Darwins book On the Origin of Species. Ask students where they have seen similar trees. Talk about
family trees.
Domains and Kingdoms Concept Map Activity (20 minutes):
(2 minutes): Hand out Domains and Kingdoms Concept Map. Explain to students that the next 20 or so
minutes will be theirs to browse through Section 17.3 on Domains and Kingdoms in order to fill in the
concept map and place examples in appropriate locations. Make sure students know that if the concept
map is not completed in class it is their responsibility to have it finished for the beginning of class
tomorrow. Tell students that Table 17.3 might help them in completing their concept map. Release
students to work with their table partner to finish the concept map.
(18 minutes): Student work time. I will be walking around the room to answer any questions and make
sure students are staying on task.
(3 minutes): Refocus students to the front of the room. Ask if there are any questions on the concept
map activity or if there were any parts that were extremely hard to answer. Answer any questions and
clarify any confusing parts of the concept map.
hand in their 3-2-1 exit slip as well as their concept maps if they finished in on the way out of the
classroom.

Assessment:
monitored. Students will also be graded on accuracy of their Domains and Kingdoms Concept Map.

Accommodations:
and note-taking times. Students are purposely paired with their table partners so that students who
struggle with reading have help in finding the information in Section 17.3 for their concept map activity.

Extensions:
Students who complete the concept map with time to spare will have the remaining time to begin
studying for the unit exam.
Students who do not complete the concept map in class will be required to finish it as homework to be
handed in at the beginning of the next class period.

References:

Name: __________________________ Date: __________ Hour: _______

Domain
Bacteria
Bacteria
Archaea
Archaea
Eukarya
Protista Fungi Plantae Animalia
Name: ____KEY___________________ Date: __________ Hour: _______

Domain
Bacteria
Bacteria
cell walls with
peptidoglycan
example:
Pseudomonas
Archaea
Archaea
cell walls
without
peptidoglycan
example:
Methanopyrus
Eukarya
Protista
cell walls with
cellulose in
some
example:
Paramecium
Fungi
cell walls with
chitin
example:
mushroom
Plantae
cell walls with
cellulose
example:
moss
Animalia
no cell walls
example:
earthworm
Name: __________________________ Date: __________ Hour: _______

History of Biological Diversity: Unit Exam

Questions 1-10 are matching questions and are worth 2 points each. Place the letter of the correct
answer on the blank. Letters can only be used once and each letter should be used once.

1. _____ Law of Superposition

2. _____ Fitness

3. _____ Theory of Biogenesis

4. _____ Homologous Structures

5. _____ Evolution

6. _____ Hominin

7. _____ Theory of Spontaneous
Generation

8. _____ Genetic Drift

9. _____ Hominoids

10. _____ Adaptive Radiation

A. Live arises from nonlife.
B. Anatomically similar structures inherited
from a common ancestor.
C. Cumulative changes in groups of organisms
through time.
D. Only living organisms can produce other
living organisms.
E. Humans and all extinct relatives.
F. Younger layers of rocks are deposited on top
of older layers.
G. any changes in the allelic frequencies in a
population that is due to chance.
H. Measure of the relative contribution an
individual trait makes to the next generation.
I. All nonmonkey anthropoidsthe living and
extinct gibbons, orangutans, chimpanzees,
gorillas, and humans.
J. Divergent Evolution.
Questions 11-20 are fill in the blank questions and are worth 2 points each. Fill each blank in with one
word or phrase that best completes the sentence.

11. Natural selection is a mechanism for ____________________, a theory developed by Charles
Darwin.
12. ____________________ is the theory that the ancestors of eukaryotic cells lived in association
with prokaryotic cells.
13. Natural selection is based on four ideas: ____________________, heritability, overproduction,
and reproductive advantage.
14. ____________________ occurs when two or more species evolve to resemble each other.
15. ____________________ is a characteristic of hominins which means walking upright.
16. ____________________ were adapted to cold climates. They eventually were replaced by
modern humans.
17. The taxon of closely related species that share a recent common ancestor is
____________________.
18. ____________________ is when a species evolves into a new species without a physical barrier.
19. Determining the age of a fossil by radioactive elements is ____________________.
20. The scientific name for modern humans is ____________________.

Questions 21-35 are multiple choice and are worth 2 points each. Circle the letter of the correct answer.
There is only one right answer to each question.

21. What is the name of the period that followed extensive glaciations in the Precambrian?
a. Cambrian
b. Ediacaran
c. Precambrian
d. Neogene

22. Which fossil type provides the most anatomical information to paleontologists?
a. Trace
b. Molds
c. Replacement
d. Amber
23. Assuming that you can only date material that has at least one percent of the radioisotope
remaining, which age would be too old to date with this isotope?
a. 35 years
b. 50 years
c. 75 years
d. 125 years
24. Which hominoid might be ancestral to apes and humans?
a. A. afarensis
b. A. africanus
c. Paranthropus
d. Proconsul
25. Which adaptation results in a better griping ability for primates?
a. Complex brain
b. Flexible forelimbs
c. Opposable digits
d. Prehensile tail
26. Which best describes the prevailing view about the age of Earth and evolution before Darwins
voyage on the HMS Beagle?
a. Earth and life are recent and have remained unchanged.
b. Species evolved rapidly during the first six thousand to a few hundred thousand years.
c. Earth is billion of years old, but species have not evolved.
d. Species have evolved on Earth for billions of years.
27. Which sets of structures are homologous?
a. A butterflys wing and a bats wing
b. A moths eyes and a cows eyes
c. A beetles leg and a horses leg
d. A whales flipper and a birds wing
28. A plant looks like a cactus but is actually classified in a completely separate group of plants. This
would be an example of which mechanism?
a. Adaptive radiation
b. Disruptive selection
c. Convergent evolution
d. Punctuated equilibrium
29. Which hominin likely first used fire, lived in caves, and made tools?
a. H. ergaster
b. H. erectus
c. H. neanderthalensis
d. H. sapiens

30. In which kingdom would this organism , which ahs chloroplasts, cell walls, but no organs, be
classified?
a. Plantae
b. Animalia
c. Protista
d. Fungi
31. Which taxon contains one or more kingdoms?
a. Genus
b. Phylum
c. Family
d. Domain
32. On what did Linnaeus base his classification?
a. Derived characters
b. Bionomial nomenclature
c. Morphology and habitat
d. Evoluationary relationship
33. The first primates most resembled which animal?
a. Gibbon
b. Gorilla
c. Tamarin
d. Lemur
34. Which substance would most likely be in the cell awlls of an organism with chloroplasts and
tissues?
a. Peptidoglycan
b. Chitin
c. Hyphae
d. Cellulose
35. Which species concept defines a species as a group of organisms that are able to reproduce
successfully in the wild?
a. Typological species concept
b. Biological species concept
c. Evolutionary species concept
d. Phylogenetic species concept

Question 36-40 are short answer questions and are worth 4 points each. Each answer needs to be
written in complete sentences. Write as much as needed to completely answer the question. Partial
credit will be given for incomplete answers so be sure to attempt each question.

36. Compare and contrast spontaneous generation and biogenesis.

37. Distinguish between prezygotic and postzygotic isolation. Be sure to include an example of
each.

38. Describe the similarities and differences between the three theories (Typological, Biological, and
Phylogenetic) involved in determining species.

39. Compare and contrast how modern classification systems differ from those used by Aristotle
and Linneaus.

40. Draw three pictures below, one of each of the following: stabilizing selection, directional
selection, and disruptive selection.

Question 41 and 42 are essay questions worth 10 points. Choose one of the two questions provided
below and write a paragraph that includes all listed vocabulary words in your response. Partial credit
will be given for incomplete answers so be sure to attempt one of these questions.

41. What is natural selection and how does it pertain to Charles Darwins theory of evolution?
Use the following words: Hardy-Weinberg principle, genetic drift, gene flow, nonrandom mating,
mutation, natural selection
42. List the taxonomic categories in order from least specific to most specific. Then list the three
kingdoms and six domains and give examples of organism that would be found in each of the six
domains.
Use the following words: Bacteria, Archaea, Eukarya, Bacteria, Archaea, Protista, Fungi, Plantae,
Animalia

Name: ___ANSWER KEY________________ Date: __________ Hour: _______

History of Biological Diversity: Unit Exam

Questions 1-10 are matching questions and are worth 2 points each. Place the letter of the correct
answer on the blank. Letters can only be used once and each letter should be used once.

1. __F__ Law of Superposition

2. __H__ Fitness

3. __D__ Theory of Biogenesis

4. __B__ Homologous Structures

5. __C__ Evolution

6. __E__ Hominin

7. __A__ Theory of Spontaneous
Generation

8. __G__ Genetic Drift

9. __I__ Hominoids

10. __J__ Adaptive Radiation

A. Live arises from nonlife.
B. Anatomically similar structures inherited
from a common ancestor.
C. Cumulative changes in groups of organisms
through time.
D. Only living organisms can produce other
living organisms.
E. Humans and all extinct relatives.
F. Younger layers of rocks are deposited on top
of older layers.
G. any changes in the allelic frequencies in a
population that is due to chance.
H. Measure of the relative contribution an
individual trait makes to the next generation.
I. All nonmonkey anthropoidsthe living and
extinct gibbons, orangutans, chimpanzees,
gorillas, and humans.
J. Divergent Evolution.
Questions 11-20 are fill in the blank questions and are worth 2 points each. Fill each blank in with one
word or phrase that best completes the sentence.

11. Natural selection is a mechanism for __Natural selection________, a theory developed by
Charles Darwin.
12. __Endosymbiotic theory__________ is the theory that the ancestors of eukaryotic cells lived in
association with prokaryotic cells.
13. Natural selection is based on four ideas: ____variations___________, heritability,
overproduction, and reproductive advantage.
14. __Mimicry___________ occurs when two or more species evolve to resemble each other.
15. __Bipedalism_________ is a characteristic of hominins which means walking upright.
16. __Neanderthals_______ were adapted to cold climates. They eventually were replaced by
modern humans.
17. The taxon of closely related species that share a recent common ancestor is
__Genus_____________.
18. __Sympatric speciation_ is when a species evolves into a new species without a physical barrier.
19. Determining the age of a fossil by radioactive elements is __radiometric dating________.
20. The scientific name for modern humans is __Homo spaiens_________.

Questions 21-35 are multiple choice and are worth 2 points each. Circle the letter of the correct answer.
There is only one right answer to each question.

21. What is the name of the period that followed extensive glaciations in the Precambrian?
a. Cambrian
b. Ediacaran
c. Precambrian
d. Neogene

22. Which fossil type provides the most anatomical information to paleontologists?
a. Trace
b. Molds
c. Replacement
d. Amber
23. Assuming that you can only date material that has at least one percent of the radioisotope
remaining, which age would be too old to date with this isotope?
a. 35 years
b. 50 years
c. 75 years
d. 125 years
24. Which hominoid might be ancestral to apes and humans?
a. A. afarensis
b. A. africanus
c. Paranthropus
d. Proconsul
25. Which adaptation results in a better griping ability for primates?
a. Complex brain
b. Flexible forelimbs
c. Opposable digits
d. Prehensile tail
26. Which best describes the prevailing view about the age of Earth and evolution before Darwins
voyage on the HMS Beagle?
a. Earth and life are recent and have remained unchanged.
b. Species evolved rapidly during the first six thousand to a few hundred thousand years.
c. Earth is billion of years old, but species have not evolved.
d. Species have evolved on Earth for billions of years.
27. Which sets of structures are homologous?
a. A butterflys wing and a bats wing
b. A moths eyes and a cows eyes
c. A beetles leg and a horses leg
d. A whales flipper and a birds wing
28. A plant looks like a cactus but is actually classified in a completely separate group of plants. This
would be an example of which mechanism?
a. Adaptive radiation
b. Disruptive selection
c. Convergent evolution
d. Punctuated equilibrium
29. Which hominin likely first used fire, lived in caves, and made tools?
a. H. ergaster
b. H. erectus
c. H. neanderthalensis
d. H. sapiens

30. In which kingdom would this organism , which ahs chloroplasts, cell walls, but no organs, be
classified?
a. Plantae
b. Animalia
c. Protista
d. Fungi
31. Which taxon contains one or more kingdoms?
a. Genus
b. Phylum
c. Family
d. Domain
32. On what did Linnaeus base his classification?
a. Derived characters
b. Bionomial nomenclature
c. Morphology and habitat
d. Evoluationary relationship
33. The first primates most resembled which animal?
a. Gibbon
b. Gorilla
c. Tamarin
d. Lemur
34. Which substance would most likely be in the cell awlls of an organism with chloroplasts and
tissues?
a. Peptidoglycan
b. Chitin
c. Hyphae
d. Cellulose
35. Which species concept defines a species as a group of organisms that are able to reproduce
successfully in the wild?
a. Typological species concept
b. Biological species concept
c. Evolutionary species concept
d. Phylogenetic species concept

Question 36-40 are short answer questions and are worth 4 points each. Each answer needs to be
written in complete sentences. Write as much as needed to completely answer the question. Partial
credit will be given for incomplete answers so be sure to attempt each question.

36. Compare and contrast spontaneous generation and biogenesis.
Spontaneous generation is the idea that life arises from nonliving materials. Biogenesis states
that only living things can produce living things.

37. Distinguish between prezygotic and postzygotic isolation. Be sure to include an example of
each.
Prezygotic isolation operates before fertilization occurs and an example would be closely related
species of trout live in the same stream but mate at different times of the year. Postzygotic
isolation operates after fertilization has occurred and an example would be a tiger and lion
mate, however the offspring liger is sterile and cannot reproduce.
38. Describe the similarities and differences between the three theories (Typological, Biological, and
Phylogenetic) involved in determining species.
The typological species concept involves only the comparison of physical characteristics. The
biological species concept involves both similar characteristics as well as the ability to interbreed
and produce fertile offspring. Finally, the phylogenetic species concept is determined by
evolutionary history.
39. Compare and contrast how modern classification systems differ from those used by Aristotle
and Linneaus.
Aristotles system was based on arbitrary characteristics that were often confusing. Linnaeus
based his system on observable characteristics, including morphology and behavior. Modern
classification includes evolutionary relationships.
40. Draw three pictures below, one of each of the following: stabilizing selection, directional
selection, and disruptive selection.
See Figure 15.16 on page 434.

Question 41 and 42 are essay questions worth 10 points. Choose one of the two questions provided
below and write a paragraph that includes all listed vocabulary words in your response. Partial credit
will be given for incomplete answers so be sure to attempt one of these questions.

41. What is natural selection and how does it pertain to Charles Darwins theory of evolution?
Use the following words: genetic drift, gene flow, nonrandom mating, mutation, natural
selection (Be sure to underline these words in your paragraph.)

Charles Darwins theory of evolution is supported by multiple lines of evidence and many
mechanisms. Some of these mechanisms include genetic drift, gene flow, nonrandom mating,
mutation, and natural selection. Genetic drift is any change in the allelic frequencies in a
population due to chance. There are two types: the founder effect and bottleneck. Gene flow
occurs through migration which increases genetic variation within a population. Nonrandom
mating rarely is completely nonrandom, however the more nonrandom it is the greater the
variations in the population. Mutation is the random change in the physical genetic material
which introduces variation. Finally, natural selection is the act of selecting individuals that are
best adapted for survival and reproduction. These organism that are the most fit will survive
and reproduce, allowing for natural selection to act on organisms and for evolution to take
place.

42. List the taxonomic categories in order from least specific to most specific. Then list the three
kingdoms and six domains and give examples of organism that would be found in each of the six
domains.
Use the following words: Bacteria, Archaea, Eukarya, Bacteria, Archaea, Protista, Fungi, Plantae,
Animalia

Domain, Kingdom, Phylum, Class, Order, Family, Genus, Sepcies
Bacteria, Bacteria, Psudomonas
Archaea, Archaea, Methanopyrus
Eukarya, Protista, Paramecium
Eukarya, Fungi, Mushroom
Eukarya, Plantae, Moss
Eukarya, Animalia, Earthworm

Introduction to UP III:
The unit exam listed above, as well as a description of four other alternative assessment strategies,
makes up unit plan III. The alternative assessment strategies are graded based on an answer key. The
purpose of the unit exam and four alterantive assessment strategies is to check for student progress and
comprehension with respect to the twenty-nine learning outcomes listed in the UBD template at the
beginning of this unit plan and the beginning of each lesson plan. The unit exam covers all but two
learning outcomes. The other two learning outcomes are addressed in the alternative assessment
strategies. The Table of Specifications included on the next page indicates which questions correlate
with which learning outcomes. Point values are included in the unit exam directions as well as
indications for when partial credit is awarded. Partial credit is also given for the alternative
assessments.

Unit Exam: (100 points)
Included on the next page is a list of unit exam questions that correspond to the unit objectives. This
Table of Specifications lists the questions and the corresponding learning outcomes that each question
addresses. All objectives have been thoroughly assessed throughout the ten lessons, and are being
summatively assessed again in this unit exam. The two learning outcomes that are not addressed in this
unit exam are assessed in alternative assessment strategies listed on the next couple of pages. Students
will have one 50-minute class period to complete the test, however students with special needs or
learning disabilities can be awarded extra time if needed.

Table of Specifications

Question Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41

Unit Objective

4
13
8
12
2
21
8
14
21
18
11, 12
9
11
13
21, 19
22
26
17
5
22
6, 7
3
5
21
19
10
12
18
22
26, 29
26
23
20
26, 29
27
8
16
27
25
15
11, 12, 14, 15 or 26, 28, 29
Alternative Assessment
Students will be assessed through the Unit Exam, worth 100 points; however they will also be assessed
through various assignments, lab experiments, and discussions throughout the course of this unit.
There are ten alternative assessment opportunities throughout the course of this unit, three of which
are analyzed below. These assessments are worth a combined total of 100 points, equal to the unit
exam.

Alternative Assessment #1
a) 3-2-1 Exit Slips (25 points)
b) Evidence of success for this alternative assessment is a complete 3-2-1 Exit Slip at the end of
each lesson. Students are required to include three things they learned that day, two
interesting things that they learned, and one question they have about the material covered.
This allows me to reflect on what I taught the students that day, if they took away the necessary
information that I wanted them to from the lesson, and gives me a chance to address any
questions that were common among students during the first few minutes of the next class
period. Students will receive 2 points for every day they complete their 3-2-1 exit slip with
relevant answers. This is also viewed as their participation and attendance points for each day.
c) Exit slips are acceptable within current school practices because it allows the teacher to receive
daily feedback about student learning. This is translated into a letter grade based on their
attendance in class and their ability to give reasonable feedback on the lesson each day which
will be recorded and reported to parents/guardians on an online grading system. Their
responses allow me to gauge their understanding of the material I have presented on in that
lesson, and allows me to reflect on the job that I have done as their teacher. The point value on
the worksheet will contribute to the total points for the unit. The letter grade the student
receives depends on the total points the student receives divided by the total points possible
(ex: 25/25=A) and the letter grade correlates to a standard scale that breaks down into A, B, C,
D, F by 10% percentiles.
Outcomes Addressed: All outcomes are addressed.

a) NOVA Worksheet and Discussion (20 points)
b) Evidence of success for this alternative assessment is a complete NOVA worksheet as well as an
adequate amount of participation in discussion (defined as a minimum of three constructive
comments or questions throughout a 50 minute discussion period). Partial credit will be
awarded for incomplete answers on the NOVA worksheet which will be worth 10 points. Partial
credit will be awarded for less than three constructive comments or questions throughout the
50 minute discussion period for a total of 10 points. If a student did not complete the NOVA
worksheet, he/she will miss out on all points for discussion, but can make up the NOVA
worksheet for 10% less credit by the next day.
c) Video worksheet and Discussion combinations are acceptable within current school practices as
a means of introducing a topic and continuing class discussion on it in order to gain a different
perspective. Completion and accuracy of the worksheet as well as adequate participation in
class discussion is translated into a letter grade. This grade will be recorded and reported to
parents/guardians on an online grading system. The point value on the worksheet will
contribute to the total points for the unit. The letter grade the student receives depends on the
total points the student receives divided by the total points possible (ex: 25/25=A) and the letter
grade correlates to a standard scale that breaks down into A, B, C, D, F by 10% percentiles.
Outcomes Addressed: 6, 7, 8, 9, 22

a) BIOLAB Data and Questions (20 points)
b) Evidence of success for this alternative assessment is a complete data chart worksheet and an
accurate and complete questions/reflections worksheet. Students are required to complete a
data sheet and question worksheet prior to the next class period in order to demonstrate their
participation and understanding of the BIOLAB. Partial credit will be given based on the
completeness of students answers. Of the 20 points awarded for this assignment, 5 points are
awarded for a complete data worksheet while 15 points are rewarded for complete and
accurate answers on the questions worksheet. The emphasis of this activity is on the
understanding of the concept of natural selection. Any questions that are commonly missed by
multiple students will be addressed at the beginning of the next class period.
c) The assessment of this BIOLAB data and questions worksheets is acceptable within current
school practices. The points awarded in this alternative assessment are not for accurate lab
procedure or protocol but for the thinking and conclusions that students connect to the lab.
Students will be awarded partial points for incomplete answers. Grades will be awarded based
on student responses and will be recorded and reported to parents on an online grading system.
The point value on the worksheet will contribute to the total points for the unit. The letter
grade the student receives depends on the total points the student receives divided by the total
points possible (ex: 25/25=A) and the letter grade correlates to a standard scale that breaks
down into A, B, C, D, F by 10% percentiles.
Outcomes Addressed: 11, 13

a) Unit Tour (5 points)
b) Evidence of success for this alternative assessment is through a complete and accurate Unit
Tour. Students are required to complete the questions on the Unit Tour worksheet. Partial
credit will be taken into account because some student responses will vary for the questions
provided in the Unit Tour. Any problems that I note about low student performance on this task
will immediately be addressed. This Unit Tour is used as an introduction to the book and
indicates how well students are able to find and use the resources that the book provides. Any
students that fail to complete the Unit Tour or who score exceptionally low will be further
evaluated to determine if they need additional help.
c) The assessment of the Unit Tour is acceptable within current school practices. Tools such as
Unit Tours and other various literacy strategies are not only accepted but encouraged and
furthermore required in Tier One support of Response to Intervention (RtI). These tools allow
teachers to evaluate students on their ability to find and utilize tools within the text to make
them more successful readers and understand more content knowledge. Students will be
awarded partial points for incomplete answers or for inadequate answers for answers that vary.
Grades will be awarded based on student responses and will be recorded and reported to
parents on an online grading system. The point value on the worksheet will contribute to the
total points for the unit. The letter grade the student receives depends on the total points the
student receives divided by the total points possible (ex: 25/25=A) and the letter grade
correlates to a standard scale that breaks down into A, B, C, D, F by 10% percentiles.
Outcomes Addressed: 1, 2

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