Big Idea 1 |
The process of evolution drives the diversity and unity of life. |
Enduring Understanding 1.A |
Change in the genetic makeup of a population over time is evolution. |
Essential Knowledge
|
1.A.4
Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
|
Science Practice |
5.3
The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
|
Learning Objective |
1.9
The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution.
|
Essential Knowledge
|
1.A.4
Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
|
Science Practice |
5.2
The student can refine observations and measurements based on data analysis.
|
Learning Objective |
1.10
The student is able to refine evidence based on data from many scientific disciplines that support biological evolution.
|
Essential Knowledge
|
1.A.4
Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
|
Science Practice |
4.2
The student can design a plan for collecting data to answer a particular scientific question.
|
Learning Objective |
1.11
The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry, and geology.
|
Essential Knowledge
|
1.A.4
Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
|
Science Practice |
7.1
The student can connect phenomena and models across spatial and temporal scales.
|
Learning Objective |
1.12
The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution.
|
Essential Knowledge
|
1.A.4
Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
|
Science Practice |
1.1
The student can create representations and models of natural or man-made phenomena and systems in the domain. |
Science Practice |
2.1
The student can justify the selection of a mathematical routine to solve problems.
|
Learning Objective |
1.13
The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution.
|
Big Idea 1 |
The process of evolution drives the diversity and unity of life. |
Enduring Understanding 1.B |
Organisms are linked by lines of descent from common ancestry. |
Essential Knowledge
|
1.B.1
Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
|
Science Practice |
3.1
The student can pose scientific questions.
|
Learning Objective |
1.14
The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insight into the history of life on Earth.
|
Essential Knowledge
|
1.B.1
Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
|
Science Practice |
7.2
The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.
|
Learning Objective |
1.15
The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.
|
Essential Knowledge
|
1.B.1
Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
|
Science Practice |
6.1
The student can justify claims with evidence.
|
Learning Objective |
1.16
The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
|
Essential Knowledge
|
1.B.2
Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.
|
Science Practice |
3.1
The student can pose scientific questions.
|
Learning Objective |
1.17
The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram.
|
Essential Knowledge
|
1.B.2
Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.
|
Science Practice |
5.3
The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
|
Learning Objective |
1.18
The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or simple cladogram to determine evolutionary history and speciation.
|
Essential Knowledge
|
1.B.2
Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.
|
Science Practice |
1.1
The student can create representations and models of natural or man-made phenomena and systems in the domain. |
Science Practice |
2.1
The student can justify the selection of a mathematical routine to solve problems.
|
Learning Objective |
1.19
The student is able to create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set.
|