Download Unit Plan Template

Kira Hedrich
Part 1: Textbook Concept list
Unit Plan Template (Part 1)
Topic: Evolution of Populations (Chapter 11)
Concept
A population shares a common gene pool
Populations, not individuals evolve
Natural selection is not the only mechanism through which populations evolve
Definitely, Maybe, or Don’t Include?
Definetly
Definitely
Definitely
Hardy Weinberg equilibrium provides a framework for understanding how
populations evolve.
New species can arise when populations are isolated
Evolution occurs in patterns
Maybe
Definitely
maybe
Part 2: Illinois Learning Standards Concept List
Concept
Descriptor
Stage I 12.B.1
Apply scientific inquiries or technological
design to explain population growth, density
factors in ecosystem change and stability and
biodiversity: researching population model
studies to determine limiting factors and
mathematical patterns of population growth in
real-world situations, investigating biotic and
abiotic factors of ecosystems, or identifying the
roles and relationships of organisms in their
community in terms of impact on populations
and the ecosystem.
Definitely, Maybe, or Don’t Include?
Defintely
Use the table below to complete part 3 of your Unit Plan Assignment
Concept
A population shares a common gene
pool
This Unit, Another Unit, or Leave
Out?
To use this Unit
Rationale
This concept begins
discussion about evolution
Related ILS
Stage I 12.B.1
Kira Hedrich
Populations, not individuals evolve
Natural Selection is not the only
mechanism through which populations
evolve
Hardy Weinberg equilibrium provides a
framework for understanding how
populations evolve
Speciation Through isolation
Patterns in Evolution
in a population. It is
important because it teaches
the students about genetic
variation.
To use this unit
This concept is important
because corrects the
common misconception that
individuals evolve
This unit
This concept explains how
different situation and
factors cause changes in how
populations evolve
This unit, but remove the Hardy
This concept explains the
Weinberg equation from the unit
terms for a “perfect”
conditions for population
equilibrium, and how this is
almost impossible to occur
This unit, but may proceed the
This concept explains how
Hardy Weinberg concept
one species can diverge into
two new species if
populations are separated
This section will be combined with This concept along with the
speciation through isolation concept Speciation through Isolation
concept teaches how species
can evolve, become extinct,
and coevolve.
Stage I 12.B.1
Stage I 12.B.1
Stage I 12.B.1
Stage I 12.B.1
Stage I 12.B.1
Kira Hedrich
Use the table below to complete parts 4 & 5 of your Unit Plan Assignment.
In the below, I have the Concepts of the Evolution of Population broken down into the Main ideas or subconcepts of each major
concept listed above.
Concept
Objective(s)
1. Students should be able to define the terms gene pool and allele frequency.
1. Genetic variation in a population
2. Students should be able to explain how genetic variation increases the chance for some
increases the chance that some
individual in a population will survive
individuals will survive
3. Students should be able to explain why a gene pool is representative of a population
4. A student should be able to describe how certain allele frequencies represent the genetic
variation for the trait in the population
5. Students should be able to predict if a different phenotype/genotype became more
advantageous, what would happen to the allele frequencies of that trait
2. Genetic variation comes from
several sources
Natural selection acts on
distributions of traits
Natural selection can change the
distribution of a trait in one of
three ways
1. Students should be able to describe the two main sources of genetic variation
2. Students should be able to describe the term Hybridization
3. students should be able to compare the Mutation, Recombination, and Hybridization to each
other
4. Students should be able to infer why mutations that are in nonreproductive cells not sources
of genetic variation
5. Students should be able to diagram how crossing over during meiosis provide a source of
genetic variation
1. Students should be able to identify the characteristics associated with a normal distribution
2. Students should be able to graph and analyze a normal distribution curve
3. Students should be able to describe in the terms of phenotypes, what is meant by the phrase
distribution of traits
4. Students should be able to define the term microevolution
5. Students should be able to explain what can make microevolution occur.
1. Students should be able to list the three many ways natural selection can change the
distribution of a trait
2. Students should be able to describe the main characteristics associated with the three ways
natural selection can change the distribution of a trait
Kira Hedrich
Gene flow is the movement of
alleles between populations
Genetic drift is a change in allele
frequency
Sexual Selection occurs when
certain traits increase mating
success
3. Students should be able give an example for each of the three ways natural selection can
change the distribution of a trait.
4. Students should be able to predict how the extinction of one species will affect other species
in that area, mainly with predator-prey relationships
5. Students should be able to predict how a predators selection for a certain phenotype affect the
subsequent generations
6. Students should be able to predict how polygenic traits would look if they were graphed.
1. Student should be able to define what gene flow is
2. Students should be able to list examples of where gene flow can occur
3. Students should be able to determine which population sees an increase in genetic variation
4. Students should be able explain what would happen if gene flow stopped between two
populations
5. Students should be able to predict how gene flow affects the neighboring populations
1. Students should be able to define what genetic drift is
2. Students should be able to list the conditions which make genetic drift possible (i.e small
populations)
3. Students should be able to list the two processes that commonly cause genetic drift (i.e
Bottleneck effect, founder effect)
4. Students should be able describe the two processes that commonly cause genetic drift
5. Students should be able diagram/draw examples of the two processes that commonly cause
genetic drift
6. When given a scenario, a student should be able to determine what type of genetic drift is
occurring.
7. Students should be able to analyze why genetic drift is more likely to occur in small
populations.
8. Students should be able to infer the impact a bottleneck effect can have on populations that
have rebounded after near extinction
9. Should be able to analyze why a trait common a subsection, slightly isolated population, be
rare in the rest of the population
1. Cost of reproduction
 Students should be able describe the costs of reproduction in males and females
 Students should be able to compare the costs of reproductions in males and females
Kira Hedrich
 Students should be able to explain why the differences in the costs of reproduction
cause females to be choosy about mates
2. Sexual selection
 Students should be able to define the term sexual selection
 Students should be able to list the two types of sexual selection
 Students should be able to describe the two types of sexual selections
 Students should be able to determine the differences between the two types of sexual
selection
 Students should be able to be able to predict how a females favored phenotype affects
the allele frequency of that population
Hardy Weinberg equilibrium
describes populations that are not
evolving
There are five factors that can lead
to evolution
The isolation of populations can
lead to speciation
1. Students should be able to define the term Hardy Weinberg equilibrium.
2. Students should be able to list the five conditions needed for a population to have Hardy
Weinberg equilibrium
3. Students should be able to summarize how biologists use models to study populations
1. Students should be able to list the five factors that can lead to evolution
2. Students should be able to describe each of the five factors that lead to evolution
3. Students should be able to diagram the cycle of evolution
 Explain that evolution is continuous
 Explain that the environment is always changing, but slowly compared to human
lifespans
 Explain that as an environment changes, populations can adapt or go extinct
 Explain that if a population goes extinct, another species can take its place.
4. Students should be able to infer why real populations rarely reach Hardy Weinberg
equilibrium
1. Students should be able to define the terms reproductive isolation and speciation
2. Students should be able to summarize why reproductive isolation is considered to be the final
stage of speciation
3. Should be able to explain how reproductive isolation can lead to speciation
Kira Hedrich
Populations can become isolated
in several ways
1. Students should be able to list the three types of barriers that can lead to reproductive
isolation
2. Students should be able define the three types of barriers that can lead to reproductive
isolation
3. Students should be able to compare and contrast the differences and similarities between the
three types of barriers that lead to reproductive isolation
4. Students should be able to apply the idea of behavioral isolation to the flash patterns of
fireflies
5. Students should be able to synthesize how geographic isolation affected the diversity Darwin
observed in the Galapagos finches
Evolution through natural
selection is not random
1.
2.
3.
4.
5.
Species can shape each other over
time.
1. Students should be able to define the term coevolution
2. Students should be able to list examples of coevolution, specifically for predator-prey
relationships
3. Students should be able to explain how coevolution shapes two species over time
Species can become extinct
1. Students should be able to define the term extinction
2. Students should be able to distinguish the differences between the two types of extinction
that can occur
Students should be able to match the term convergent evolution to its definition
Students should be able to list examples of convergent evolution
Students should be able to match the term divergent evolution to its definition
Students should be able to list examples of divergent evolution
Students should be able to compare and contrasts the terms divergent and convergent
evolution.
6. Students should be able to infer whether a scenario is convergent or divergent, and explain
why.
Kira Hedrich
Speciation often occurs in patterns
1. Students should be able to explain what punctuated equilibrium and adaptive radiation are.
2. Students should be able to synthesize how adaptive radiation of mammals followed the
extinction of dinosaurs and how these events support the theory of punctuated equilibrium.
Use the table below to complete part 6 of your Unit Plan Assignment.
Units Preceding This One
Evolution
Reasoning
In order to learn about the
evolution of populations, a
student first needs to know
what evolution is. By learning
about evolution first they can
apply that knowledge to the
Evolution of a population
Unit Following This One
The History of life
Reasoning
By learning about what
evolution is, and how
populations evolve prior to
learning about the history of
life, students should be able to
understand the life on earth
evolved over time.