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Understanding by Design Unit Plan: Evolution

UBD/SLO UNIT PLAN TEMPLATE
Teachers Name: Ai Hirasuna

School: St. Andrews Priory

Grade: 9

Content Area: Science

Complex:
Course Name: Biology

Period: A & C

Student Population:
A period
Total Number of Students: 18 Males: 0 Females: 18
SPED Inclusion: 1 SPED Pullout:
ELL: 1 GT:

C period
Total Number of Students: 18 Males: 0 Females: 18
SPED Inclusion: SPED Pullout:
ELL: 2 GT:

Any Other:

Any Other:

Free/Reduced Lunch:

Additional Information:
-SPED student has an aide who helps her throughout the class
-ELL student is highly proficient and hardly needs any
differentiation

Free/Reduced Lunch:

Additional Information:
-One of the ELL students is highly proficient and hardly needs
any differentiation, the other is at intermediate profiency level

Essential Vocabulary: evolution, natural selection, adaptation, population, survival of the fittest

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to

a) Define and differentiate between key terms, such as evolution, natural selection, and adaptation
NGSS: HS-LS4-2, HS-LS4-4
This learning goal is the foundation of understanding evolutionit covers the basics. These
terms are also easy to confuse with each other so it is important to clarify the definitions
before moving on to more complex learning goals.

Big Idea(s):
Students will understand that
(Declarative statement
describing concept that
transcends grade levels in the
content area and is related to the
learning goal.)
Essential Question(s):

Standards/Benchmarks:
HCPS III or Common Core

Depth of Knowledge level (circle one): 1 2 3 4

b) Apply concepts involving evolution to better understand real-life examples of population change
NGSS: HS-LS4-2, HS-LS4-4
Students need to be able to apply the concepts of evolution to make sense of real-life events
and examples of evolution happening around them.
Depth of Knowledge level (circle one): 1 2 3 4
c) Evaluate how different forms of evidence support the theory of evolution
NGSS: HS-LS4-1, HS-LS4-5
Common Core: CCSS.ELA-LITERACY.W.9-10.9
Evolution can be a controversial topic, but it is a sound scientific theory supported by
various types of evidence from all kinds of disciplines. Students need to gather evidence and
discover this for themselves.
Depth of Knowledge level (circle one): 1 2 3 4
a) Evolution is a theory that explains the gradual change of characteristics within a population over
time to better adapt to their environment.
b) Natural selection is the basis of the theory of evolution and occurs when the environment
determines which organisms are best suited to survival and reproduction.
c) There is evidence supporting the theory of evolution
d) Genetic variation, limited resources, and change in environment affect natural selection
a) How do we know evolution is real?
b) What causes populations to change or to become extinct? What creates new populations?
c) Where did humans come from?
Common Core:
CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Next Generation Science Standards:
HS-LS4-1
Communicate scientific information that common ancestry and biological evolution are supported

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by multiple lines of empirical evidence.
HS-LS4-2
Construct an explanation based on evidence that the process of evolution primarily results
from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic
variation of individuals in a species due to mutation and sexual reproduction, (3) competition for
limited resources, and (4) the proliferation of those organisms that are better able to survive and
reproduce in the environment.
HS-LS4-4
Construct an explanation based on evidence for how natural selection leads to adaptation of
populations.
HS-LS4-5
Evaluate the evidence supporting claims that changes in environmental conditions may result in:
1)increases in the number of individuals of some species, 2)the emergence of new species over
time, and 3) the extinction of other species.
Standards/Benchmarks:
General Learner Outcomes

-Self-directed Learner (The ability to be responsible for one's own learning)

-Community Contributor (The understanding that it is essential for human beings to work
together)
-Complex Thinker (The ability to demonstrate critical thinking and problem solving)
-Quality Producer (The ability to recognize and produce quality performance and quality
products)
-Effective Communicator (The ability to communicate effectively)
-Effective and Ethical User of Technology (The ability to use a variety of technologies
effectively and ethically)

Standards/Benchmarks:
State Teacher Standards

-Learner Development
-Learning Differences
-Learning Environment
-Content Knowledge
-Application of Content
-Assessment

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-Planning for Instruction
-Instructional Strategies
Interval of Instruction
Necessary to address Goals:

Yearlong

Semester

x Other (4-5 weeks)

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:

a) Project: Student will work in groups of 3-5 to study their choice of a real-life example of
adaptation. Synthesizing what they find from their research and their understanding of the unit, they
will make a Power Point presentation or mock journal article that explains how and why this
particular population has changed. They will also predict the fate of the population.
b) Written test: multiple choice and free response

Rubrics for Summative

See page 11
Assessment/Performance Task
Formative Assessments:
a) journal entries
b) worksheets
c) homework assignments
d) classwork
e) class participation
Rubrics for Formative
See page 12-13
Assessments:
Other Evidence:

Pre-assessment:
a) Students will complete a evolution misconceptions worksheet (see page 7-10)
Self assessment:
a) At the end of the unit, they will have the opportunity to write a journal entry reflecting on: what
they feel they have mastered, what concepts they still have difficulty understanding, anything extra
they would have liked to learn, and how they could apply the skills they have acquired to life
outside the classroom

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b) Self-assessment of performance task using the rubric
Expected Targets:
Pre-assessment
1
2
20

Rationale for Expected

Targets:

Project
8
22
4

Written Test
6
20
7

Well Above
Meets Proficiency
Approaching
Proficiency
Well Below
13
2
3
The above chart shows my expected targets for each assessment. I expect most of my students to be
at approaching proficiency with the pre-assessment since they have never officially learned about
evolution. They may have a vague idea of it, but wont know the specifics (and will probably have
a lot of misconceptions). By the time the post-assessments come along, they should have cleared
most of the benchmarks. I expect most of them to do better on the performance task than the written
test since there are a few students who have difficulty displaying understanding with traditional
exams.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital literacy tool(s), and
resources used
Day 1: Overview of Evolution
Purpose: Go over EQs, Big Ideas, review meiosis & genetics, spark interest in evolution, and give an overview of what they will be
learning in the upcoming unit
EQ: What causes populations to change?
Activities: Pre-assessment (misconceptions about evolution worksheet), video on sickle cell anemia, class discussion on video, paired
reading on natural selection
Key terms: natural selection, population, genetic change
Day 2: Exploring the Causes of Evolution
Purpose: Define what evolution is, go over the various causes of evolution (its not only caused by natural selection)
EQ: What causes populations to change?
Activities: Short lecture, student-led investigation, class discussions
Key terms: genetic change, population, natural selection, gene flow, genetic drift, mutation

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Day 3: Spotlight on Natural Selection
Purpose: Introduce the concept of natural selection, discuss Darwin and his discoveries, show how the concept of evolution was
developed
EQ: What causes populations to change?
Activities: Read Darwins journal (potential cross-over with history), discussion, student-led investigation, hands-on activity
Key terms: natural selection, survival of the fittest, trait, mutation
Day 4: Natural Selection at Work
Purpose: Continue developing natural selection understanding, give real-life examples of natural selection, show how natural selection
leads to evolution
EQ: What causes populations to change?
Activities: Hands-on activity (simulation of natural selection and gene frequency change)
Key terms: natural selection, genetic change, population, mutation
Day 5: Genetic Drift and Gene Flow
Purpose: Show that there are other ways evolution can happen, describe genetic drift and gene flow
EQ: What causes populations to change?
Activities: Video on Ellis-van- Creveld syndrome, investigation of an Amish community, pair-work & class discussion
Key terms: genetic drift, gene flow, migration
Day 6Day 25:
Purpose: Cover types of selection, evidence of evolution, phylogeny, human evolution, origin of species. Have students start on their
project. At the end of unit, do self-assessment and administer test.
EQ: What causes populations to change? How do we know evolution is real? Where did humans come from?
Activities: Videos, class discussion, lectures, hands-on activities, simulations, research & investigation, reading, project, and formative
assessments
Key terms: comparative anatomy, convergent & divergent evolution, directional/stabilizing/disruptive selection, punctuated
equilibrium, fossils, Primordial soup, speciation, extinction, etc.

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Materials and Supplies Needed:
Overhead projector, whiteboard, computer (students have their own laptop), Internet connection, textbook, materials for hands-on
activities (colored beads, goldfish crackers, deck of cards, etc.)

Results and Reflection:

Planning and executing this unit taught me important lessons on how to be an effective instructor. One of the biggest challenges was
making evolution, which is such a conceptual unit, into something immediate and relevant to my students daily lives. Balancing
teacher-led lectures and student-led investigations was effective. I also made sure to have many opportunities for informal formative
assessments so I could make small adjustments along the way. Another challenge was addressing the conflict between science and
faith that some of my students were facing. Although I feel that I dealt with this in a tactful way, I would like to have a better, more
proactive plan next time I teach this unit. All in all, I felt that my students grasped the big ideas of this unit.
*Modified from Chaminade University Field Services 2014-2015 Understanding by Design Unit Plan Template

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Evolution misconceptions worksheet (Pre-assessment)
Even though the theory of evolution is essential to understanding biology and the world around
us, there can be many misconceptions and misunderstandings attached to it. As an introduction to
evolution, try to see if you can work together with your partner and sort out the misconceptions
from the truth.
Directions: For each statement, circle true or false. If it is false, correct the statement so it is
true.
Statements:
1. Evolution results in progress.
T/F
2. Individuals evolve.
T/F
3. Humans can impact evolution.
T/F
4. Evolution only occurs slowly and gradually.
T/F
5. Evolutionary theory implies that life evolved randomly, or by chance.
T/F
6. Evolution is not science because it is not observable or testable.
T/F
7. A trait can be influenced by multiple alleles.
T/F
8. Natural selection involves organisms trying to adapt.
T/F
9. Species are distinct natural entities with a clear definition.
T/F

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10. These phylogenetic trees are interchangeable. T/F

11. Natural selection is one of the mechanisms that drive evolution.

T/F

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Evolution misconceptions (answer key)
Statements:
1. Evolution results in progress.
Evolution doesnt necessarily produce perfect organisms; it just allows organisms to be fit
enough to survive. Also, evolution is affected by the environment. Natural selection produces
organisms that are adapted to their own specific environment. We might think humans are
better or more evolved than monkeys, but can we swing from tree branches? Nowe
wouldnt last a week in monkeys ecological niche. Picture a tree, not a ladder, when thinking
about evolution.
2. Individuals Populations evolve.
Evolution is descent with modification. Were looking at the genetic change in the whole
population over time, not within each individual. This takes more than one generation. Besides,
individuals cannot evolve in their lifetime, because most change isnt caused by our genes.
3. Humans can impact evolution.
True. (Peppered moth)
4. Evolution only occurs can occur slowly and gradually.
Sometimes, but not always. Sometimes, there are sudden changes in the environment or a mass
extinction event that can cause adaptive radiation.
5. Evolutionary theory implies that life evolved randomly, or by chance.
Chance does factor into evolution. For example, mutations are random. However, selection is
non-random. Organisms can pass on traits because these traits help them survive and reproduce.
6. Evolution is not science because it is not observable or testable.
Science is not just about controlled lab experiments, its a way of thinking. Also, evolution can
be studied with experiments. We have evidence such as fossils that support the theory of
evolution.
7. A trait can be influenced by multiple alleles.
True. Incomplete dominance, skin color, etc.
8. Natural selection involves organisms trying to adapt.
Organisms arent usually trying to adapt, and even if they try, they cannot control their genes.
Its a process that results in adaptation.
9. Species are distinct natural entities with a clear definition.
Not all the time. Sometimes, its difficult to define one species from another (e.g. bacteria).

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10. These phylogenetic trees are interchangeable.

True. All this means is that C & D shared a common ancestor who shared a common ancestor
with B, and so on.
11. Natural selection is one of the mechanisms that drive evolution.
True. Its the main mechanism, but not the only one. Evolutionary change means descent with
modification (genetic change in a population over time), so this can be caused by mutations,
genetic drift, and gene flow.
Evolution misconceptions (rubric)
Well Below
Correct # of
True/False
Correction of
False
Statements

Pair
discussion

0~3
Does not
know
whether or
not a
statement is
false
Does not
contribute to
the
discussion

Approaching
Proficiency
4~6

Meets
Proficiency
7~9

Well Above

Able to
correct a few
of the false
statements

Able to
correct some
of the false
statements

Able to
correct most
of the false
statements

Attempts to
contribute to
the
discussion

Contributes
sufficiently to
the
discussion;
brings up
valid points

Leads the
discussion;
challenges
points
without being
abrasive

10~11

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Rubric and additional details for the group project:

-Although the topic choice and research will be done as a group, each group member will
submit his or her own presentation/journal article.
-The real-life adaptation example should be a creative choice, meaning something you
wouldnt usually find in textbooks. One of the goals of this task is to teach the classmates
a new and interesting example of adaptation.
-Their understanding of evolution should help them guide their research. In order to
answer how and why their particular population changed, they should research the
populations habitat, mating habits, traits that help them survive, etc.
-When they explore the possible fate of the population, they should think about whether
or not the environment will keep changing, if certain characteristics will also change with
it, and if theres a possibility of extinction or new species emergence in the future.
Each criteria is worth 10 pts.

Style

Needs
Improvement
(<7 pts.)
Unclear, not
concise, many
grammatical
errors

Research /
use of sources

No attempt at
research, no
citations of
sources

Analysis/
Explanation

No attempt at
explaining why
particular
population
changed

Prediction

No prediction
attempted

Satisfactory
(7~8 pts.)

Good
(8~9 pts.)

Some areas are

difficult to
follow and/or
understand. S

Overall clear,
but few areas of
confusion. Few
grammatical
errors
Minimal use of
Appropriate
sources,
amount of
incorrect citation sources used,
of sources
few citation
mistakes
Some attempt at Understanding
explanation, but of evolution and
majority of
adaptation is
product is based sufficiently used
solely on
to analyze
research.
research

Prediction
attempted, but
not based on
research or
understanding

Prediction based
on research and
understanding

Excellent
(>9 pts.)
Clear and
concise, easy to
read, very few to
no grammatical
errors
A variety and an
appropriate
amount of
sources used, no
citation mistakes
Understanding
of evolution and
adaptation is
sufficiently used
to analyze
research. Able to
come up with
various
explanations
Prediction is
based on
research and
understanding,
and is also
creative

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Formative Assessment Rubrics:

Participation during lecture and discussions*:
Participation is not part of their grade, but the rubric will be used as a tool for instilling
good discussion skills. This may be used when discussing student progress with the
student and/or her parents during meetings and conferences.
Needs Improvement
Projects lack of interest or
disrespect for others
Comments reflect little
understanding of material and
others remarks

Satisfactory
Listening
Sometimes displays lack of
interest in comments of others
Quality of contributions
Comments sometimes
irrelevant, betray lack of
preparation, or indicate lack of
attention to material and
previous remarks of others
Frequency of participation
Seldom participates and is
Sometimes participates but at
generally not engaged
other times is tuned out.
*Modified from rubric found here: https://donsdocs.files.wordpress.com/2012/07/classparticiparion-grading-rubric.png

Good/Exce
Actively an
to peers and
Comments
reflect unde
materials an
of others; g
unique insi
Actively pa
appropriate

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Homework and class work (journal entries, essays, etc.)

This rubric will be used to grade work that may require more subjective criteria, such as
journal entries and essays.
Clarity

Thoroughness

Effort

Needs Improvement
Is unclear and often difficult to
follow/understand (e.g. illegible
handwriting, many grammatical
mistakes, etc.)
Does not address the question
and/or glosses over the topic

Satisfactory
Clear and organized, but some
effort might be needed to
follow/understand (e.g. few
grammatical mistakes)
Addresses the question, but does
not go into detail

Little to no effort shown (e.g.

seems rushed, too short, etc.)

Good amount of effort shown

(e.g. completed on time, neat,
etc.)

Good/Ex
Very clea
reader ca
effort (e.g
of though
Addresse
goes into
depth of
thought
Great am
(e.g. uses
brings up
beyond w
class, etc

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Unit Calendar
Monday 3/30
Friday scheduleno
meeting with Bio
class
Monday 4/6
(Short class)
Lesson 3: Spotlight
on Natural Selection
Monday 4/13
(Short class)
Lesson 6: Types of
Selection
Monday 4/20
(Short class)
Lesson 9: Human
Evolution
Monday 4/27
Lesson 12: Wrap up
project

Tuesday 3/31
Lesson 1: Overview
of Evolution

Wednesday 4/1
No meeting

Thursday 4/2
Lesson 2: Exploring
the Causes of
Evolution
Thursday 4/9
Lesson 5: Genetic
Drift and Gene Flow

Friday 4/3
Good Friday, no
school

Tuesday 4/7
Lesson 4: Natural
Selection at Work

Wednesday 4/8
No meeting

Tuesday 4/14
Lesson 7: Evidence
of Evolution

Wednesday 4/15
No meeting

Thursday 4/16
Lesson 8: Phylogeny

Friday 4/17
No meeting

Tuesday 4/21
Lesson 10: Continue
Human Evolution

Wednesday 4/22
No meeting

Thursday 4/23
Lesson 11: Origin of
Species

Friday 4/24
No meeting

Tuesday 4/28
Lesson 13: Turn in
project/ Review for
Test

Wednesday 4/29
No meeting

Thursday 4/30
Lesson 14: Test &
self-reflection

Friday 5/1
No meeting

Friday 4/10
No meeting

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References
Huntington, D.M. (2012). Syllabus 451: Class Participation Grading Rubric. Retrieved from
https://donsdocs.files.wordpress.com/2012/07/class-participarion-grading-rubric.png