Unit 1: EVOLUTION

LP 1.1
- I can analyze patterns in fossil record data to make a claim about the relationship in the ages between fossil samples.

LP 1.2
- I can construct and justify a claim abut the relationship between two (2) species based on patterns in anatomical features.

LP 1.3
- I can use patterns in data as evidence to construct a cladogram and justify the validity of the sources of evidence.

LP 1.4
- I can analyze patterns in DNA data to make a claim about the relationship between species.

STUDENTS WILL:

EXPLORE THE FOLLOWING SCIENCE AND ENGINEERING PRACTICES:

- Engage In Argument From Evidence.
- Obtain, Evaluate, and Communicate Information.


HAVE DISCOURSE ON THE FOLLOWING DISCIPLINARY CORE IDEAS:

LS4.A: Evidence of Common Ancestry and Diversity
Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.

LS4.C: Adaptation
Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline — and sometimes the extinction — of some species.

Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.


OBSERVE THE FOLLOWING CROSS CUTTING CONCEPTS:

- PATTERNS
- CAUSE AND EFFECT

GS 3a, b, c, d:  MODELING - Students can construct and use models to represent and analyze phenomena and systems.

GS 4a, b, c, d, e:  DATA ANALYSIS AND INTERPRETATION - Students can analyze and interpret scientific data and solve problems using a range of tools, technology, and mathematical techniques.

GS 5a, b, c, d:  EXPLANATION AND ARGUMENTATION - Students can develop, evaluate, and critique scientific claims/explanations, arguments, and solutions based on evidence from the natural and designed world.