Digital Unit Plan Template

Unit Title: Exploring Evolution Name: C. Jordan Abney

Content Area: Science-Biology Grade Level: 9th Grade
CA Content Standard(s)/Common Core Standard(s):
HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of
empirical evidence.
HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the
potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and
sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to
survive and reproduce in the environment.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait
tend to increase in proportion to organisms lacking the trait.
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the
number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Big Ideas/Unit Goals:

All organisms, living or dead, are related through common ancestors.
There are five processes that drive evolution
Evolution is a process through which heritable characteristics in populations change across generations due to environmental conditions.
Natural selection is the major driving force of evolution.
Natural selection is the process where individuals with favorable traits in a specific environment are more likely to reproduce and spread
their traits throughout the population.
Change in the environment can result in a change in species populations, create new species, and cause species to become extinct.

Unit Summary:
In this unit, we will be exploring the theory of evolution and the processes involved. Evolution is the change in populations over successive
generations and is the driving force for the creating of new species. Every living organism on this planet has evolved through time. We will be
using an interactive model to simulate and observe natural selection, the main process involved in evolution. In the model, birds with varying
features will be placed in different environments. Students will work together in groups to observe any population changes and work together to
come up with reasons for these changes. Groups will work together to present their findings.

Assessment Plan:
Entry-Level: Formative: Summative:
Daily Questions Evolution Quiz Lecture Guided notes and flowchart
Evolution Quiz Graphic Organizer-Evolution Video creation (linking what we learned)
Class Discussions Think Pair Share-misconceptions Evolution Childrens Book Assignment
Lecture Misconceptions assignment Natural Selection Simulation Lab
Flashcard assignment Report-Bird traits on different islands.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments):
Students will be Answer questions about concepts learned throughout the lecture.
able to Lecture Guided Predict how populations will change based on environmental factors.
Tell a story about a population of organisms going through natural selection.
understand and notes and
Select and clarify three to five common misconceptions of evolution and natural
explain the flowchart
selection.
vocabulary for creation (linking
the unit. (Ex: what we learned)
adaptation vs
acclimation)

Students will be
able to follow a
population
through time and
determine if the
population is
evolving based
on data and the
presence or
absence of
required
processes.

Students will be
able to
accurately
predict how a
population will
change based on
a change in the
 environment.

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Acceptable Evidence: Lesson Activities:
Objective: Watch a video that explains natural selection and evolution and answer questions
Students will be Webercise pertaining to said video.
able to analyze answers and Read articles relating to natural selection and answer relevant questions.
Predict how populations will change and make arguments based on what we have
and cite write-up is
learned.
evidence to accurate.
explain how each
factor affects
organisms
populations
based on:
number,
behavior,
morphology, or
physiology.
Students will be
able to read
graphs and
model data to
identify
population
trends and
predict how the
population will
change over
time.
Students will be
able to
understand and
explain the
vocabulary for
the unit. (Ex:
adaptation vs
acclimation)
Students will be
 able to follow a
population
through time and
determine if the
population is
evolving based
on data and the
presence or
absence of
required
processes.
Students will be
able to
accurately
predict how a
population will
change based on
a change in the
environment.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective:
Students will be Thorough Watch a video about the five fingers of evolution and organize the information into five
able to completion of the columns.
understand and graphic organizer Follow links to learn more about each finger.
Write a summary of what was learned and how it related to previous lessons.
explain the assignment.
vocabulary for
the unit. (Ex:
adaptation vs
acclimation)
Students will be
able to follow a
population
through time and
determine if the
population is
evolving based
on data and the
 presence or
absence of
required
processes.
Students will be
able to
accurately
predict how a
population will
change based on
a change in the
environment
Students will be
able to analyze
and cite
evidence to
explain how each
factor affects
organisms
populations
based on:
number,
behavior,
morphology, or
physiology.

Unit Resources:

http://www.pbs.org/wgbh/nova/labs/lab/evolution/

http://www.pbs.org/wgbh/nova/evolution/evolution-action.html

http://www.ifungames.com/gameindex/evolution.htm

https://youtu.be/GcjgWov7mTM

https://youtu.be/8csCJ94kdvo

https://youtu.be/Q-aGAX27SIo
https://youtu.be/XAzGC89n0S4

http://abneybiology.weebly.com/interactive-tools.html

Useful Websites:

https://www.khanacademy.org/partner-content/amnh/human-evolutio/human-evolution-the-evidence/e/quiz-human-evolution-the-evidence

https://quizlet.com/2486263/biology-evolution-vocabulary-flash-cards/

https://www.sciencedaily.com/news/fossils_ruins/evolution/

http://www.livescience.com/8405-dogs-dogs.html