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Essential Questions:
1. Fossils, morphology,
genetics/genomics, and mathematical
models provide evidence for evolution
via natural selection (HS-LS4-1)
[1.A.4].
2. Organisms with higher reproductive
success are more evolutionarily fit (HSLS4-2) [1.A.1].
3. Genetic diversity is necessary for
natural selection (HS-LS4-2) [1.A.1].
4. An adaptation is a trait that is favored
by natural selection, providing an
advantage in an organisms
environment (HS-LS4-2) [1.A.1].
5. Hardy-Weinberg equilibrium describes
a population that is not evolving
[1.A.1].
a. For Hardy-Weinberg
equilibrium to apply,
populations must have certain
conditions that are rarely met in
the natural world.
6. The Hardy-Weinberg formula
(p2 + 2pq + q2 = 1) is used to calculate
allele frequencies in a non-evolving
population [1.A.1]?
9. How can one calculate allele frequency
when phenotype doesnt let the
observer know whether an individual is
homozygous dominant or heterozygous
[1.A.1]?
10. Where does phenotypic variation
originate (HS-LS4-4) [1.A.2]?
11. Why dont tortoises have titanium
shells (HS-LS4-4) [1.A.2]?
12. Why do some traits, such as the
location of the optic nerve in
vertebrates, appear to have evolved
backwards (HS-LS4-4) [1.A.2]?
13. How did sickle-cell anemia become so
prevalent in certain populations (HSLS4-4) [1.A.2]?
14. Why are small populations at high risk
for having alleles disappear (HS-LS43) [1.A.3]?
Students will be able to
1. Cite evidence to support Darwins
Theory of Evolution.
2. Define in their own words concepts
such as fitness, adaptation, and
selection.
3. Explain the difference between the
environments role in selection and
genetics role in generating variation.
4. Use the Hardy-Weinberg Theorem to
report allele frequencies in a nonevolving population.
5. Apply their knowledge of natural
selection to real-life situations, such as
those involving overuse of antibiotics.
6. Discuss problems with the idea of
natural selection and explain why
natural selection doesnt result in
perfectly adapted organisms.
Modeling Draw a model of how the events of meiosis generate the genetic
makeup of a subsequent generation.
Students will draw out the relevant steps of meiosis (which is covered in a previous
unit) that contribute to generating genetic variation, and explain how these events
influence overall allele frequencies in each generation of a given population.
Other Evidence:
Bellwork assignments
Each day, the students will complete a bellwork assignment. On days of direct
instruction, these bellwork assignments will focus on assessing students prior
knowledge. On days after direct instruction, these assignments will contain questions
that challenge students conceptual understanding of the material from the previous
day. On days of performance assessments, these assignments will ask students to
either make predictions (in the case of a lab), or to describe the main idea behind the
model they will be drawing.
Unit exam
The unit exam mimics the format of the AP Biology exam in order to prepare
students for the challenge of the AP exam itself. A sample unit exam question is as
follows:
In a Hardy-Weinberg population with two alleles, A and a, that are in equilibrium,
the frequency of the allele a is 0.6. What is the percentage of the population that is
homozygous for this allele?