Grade+10+Evolution

**Grade 10 Evolution**
 * 3.3.10.D Explain the mechanisms of the theory of evolution **


 * Performance Standard 3.3.10.D.1 Analyze data from fossil records, similarities in anatomy and physiology, embryological studies and DNA studies that are relevant to the theory of evolution. **
 * **What will student achievement of this performance standard look like?** || Students will create an analysis chart by explaining how each of the four pieces of evidence relate to the theory of evolution ||
 * **How will you assess student achievement of this performance standard?** || obective test, rubric for chart, and informal questioning ||
 * **What prior knowledge do students need to have to learn this performance standard?** || genetics, classification, structure and function ||
 * **What instructional activities can be used effectively to teach this performance standard?** || direct instruction, lab activity, web tutorial, video streaming ||
 * **How long will it take your students to achieve this performance standard?** || 3 days ||
 * **How will you ensure all students achieve this performance standard?** || remedation activities ||
 * **In which unit(s) will you teach this performance standard?** || evolution ||


 * Performance Standard 3.3.10.D.2 Explain the role of mutations and gene recombination in changing a population of organisms. **
 * **What will student achievement of this performance standard look like?** || Diagram or illustrate a population of organisms with explanations on how mutations and gene recombination change populations. ||
 * **How will you assess student achievement of this performance standard?** || Objective Test, Project, Lab Report ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Genetics, Cells ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Lecture, Laboratory Activity, Reading Strategy ||
 * **How long will it take your students to achieve this performance standard?** || 3 days ||
 * **How will you ensure all students achieve this performance standard?** || Remedial activities ||
 * **In which unit(s) will you teach this performance standard?** || Evolution ||


 * Performance Standard 3.3.10.D.3 Compare modern day descendants of extinct species and propose possible scientific accounts for their present appearance. **
 * **What will student achievement of this performance standard look like?** || Research and find an extinct species of a modern day descendant and compare the environments in which they lived in. Once environments have been compared students propose possible scientific accounts for their appearance. ||
 * **How will you assess student achievement of this performance standard?** || objective test, project, informal questioning ||
 * **What prior knowledge do students need to have to learn this performance standard?** || structure and function, genetics ||
 * **What instructional activities can be used effectively to teach this performance standard?** || direct instruction, video streaming, research ||
 * **How long will it take your students to achieve this performance standard?** || 2-3 days ||
 * **How will you ensure all students achieve this performance standard?** || remediation activities ||
 * **In which unit(s) will you teach this performance standard?** || evolution ||


 * Performance Standard 3.3.10.D.4 Describe the factors (e.g., isolation, differential reproduction) affecting gene frequency in a population over time and their consequences. **
 * **What will student achievement of this performance standard look like?** || Students will describe a particular gene in a population and describe how the frequency has been affected due to isolation and differential reproduction ||
 * **How will you assess student achievement of this performance standard?** || Objective test, graphic organizer ||
 * **What prior knowledge do students need to have to learn this performance standard?** || genetics ||
 * **What instructional activities can be used effectively to teach this performance standard?** || direct instruction, group collaboration ||
 * **How long will it take your students to achieve this performance standard?** || 4 days ||
 * **How will you ensure all students achieve this performance standard?** || remediation activites ||
 * **In which unit(s) will you teach this performance standard?** || evolution ||


 * Performance Standard 3.3.10.D.5 Describe and differentiate between the roles of natural selection and genetic drift. **
 * **What will student achievement of this performance standard look like?** || Students will write a fictional story where a population of organisms evolves by both natural selection and genetic drift. ||
 * **How will you assess student achievement of this performance standard?** || Rubric for student story ||
 * **What prior knowledge do students need to have to learn this performance standard?** || genetics, natural selection ||
 * **What instructional activities can be used effectively to teach this performance standard?** || direct instruction, video streaming ||
 * **How long will it take your students to achieve this performance standard?** || 5 days ||
 * **How will you ensure all students achieve this performance standard?** || remediation activities ||
 * **In which unit(s) will you teach this performance standard?** || evolution ||


 * Performance Standard 3.3.10.D.6 Describe changes that illustrate major events in the earth's development based on a time line. **
 * **What will student achievement of this performance standard look like?** || Students use an interactive time-line to develop a fictional story about their observations as though they were alive at that time. ||
 * **How will you assess student achievement of this performance standard?** || objective test, rubric for student story ||
 * **What prior knowledge do students need to have to learn this performance standard?** || genetics ||
 * **What instructional activities can be used effectively to teach this performance standard?** || direct instruction, collaborative groups,research ||
 * **How long will it take your students to achieve this performance standard?** || 3 days ||
 * **How will you ensure all students achieve this performance standard?** || remediation activities ||
 * **In which unit(s) will you teach this performance standard?** || evolution ||


 * Performance Standard 3.3.10.D.7 Explain why natural selection can act only on inherited traits. **
 * **What will student achievement of this performance standard look like?** || Student will complete a lab demonstrating how inherited traits are passed on to offspring. ||
 * **How will you assess student achievement of this performance standard?** || objective test, lab report ||
 * **What prior knowledge do students need to have to learn this performance standard?** || genetics ||
 * **What instructional activities can be used effectively to teach this performance standard?** || direct instruction, collaborative groups ||
 * **How long will it take your students to achieve this performance standard?** || 3 days ||
 * **How will you ensure all students achieve this performance standard?** || remediation activities ||
 * **In which unit(s) will you teach this performance standard?** || evolution ||


 * Performance Standard 3.3.10.D.8 Apply the concept of natural selection to illustrate and account for a species' survival, extinction, or change over time. **
 * **What will student achievement of this performance standard look like?** || Compare several examples of animals that have changed over time due to separation and examine current events which are leading toward species' extinctions. ||
 * **How will you assess student achievement of this performance standard?** || Students will create a Photostory showing an animal threatened with extinction. Students will create a graphic organizer comparing and contrasting driving forces behind natural selection. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Genetics ||
 * **What instructional activities can be used effectively to teach this performance standard?** || notes, video clips, text, current events article ||
 * **How long will it take your students to achieve this performance standard?** || one week ||
 * **How will you ensure all students achieve this performance standard?** || remedial activities ||
 * **In which unit(s) will you teach this performance standard?** || Evolution ||