Biology II AP Objectives

Links:

Topics:

2. The Who, What, and Why of Evolution
   • What types of evidence support an evolutionary view of life?
   • What is the role of natural selection in the process of evolution?
   • How are heredity and natural selection involved in the process of evolution?
   • What mechanisms account for speciation and macroevolution?
   • What different patterns of evolution have been identified and what mechanisms are responsible for each of these patterns?
   1. Describe the historical perspective that led up to evolution
      1. Explain what scientists believed before Darwin
      2. Describe Charles Darwin's early life
      3. Describe what happened on the voyage of the Beagle
      4. Describe what the Scopes trial was, who took part in it, and it's outcome
      5. Describe the Supreme Court's ruling on the teaching of creation science and/or intelligent design
   2. Define evolution and provide evidence that supports an evolutionary view of life
   3. Define natural selection
      1. Explain the role of natural selection in the process of evolution
      2. Describe the mechanisms which account for speciation and macroevolution
      3. List the five major bodies of evidence used to support both evolution and natural selection
   4. Describe NeoDarwinism and/or neoevolution

Time Range:
15 days

Suggested Teaching Strategies:

• Students will read and take their own notes on the chapter (maybe in outline form).
• Science as a Process: Lecture about who and what lead to the development of the theory of evolution.
• Lecture on terms related to unit.
• Science as a Process: Lecture on Darwin's Life and Voyage of the Beagle.
• Lecture on natural selection and evidence that supports it.
• Lecture on new discoveries and areas of science that support evolutionary view.
• Students take notes on lectures (maybe in outline form).
• Students will fill out crossword puzzle that uses terms from the chapter.
• Students will fill out chapter study guide to complement their lecture and board notes.
• Students will watch and do video review on Nova video God, Darwin and the Dinosaurs.
• Students will watch and do video reviews on seven-part video series on evolution that travels around the world to examine evolutionary science and the profound effect it has had on society and culture.
• Critical Thinking: Students will use computers to access internet resources to gather data and then make a Powerpoint presentation on historical perspective leading up the development of evolution, or Darwin's life, etc.
• Science as a Process: Students will use computer and do activity 22.1 and 22.2 on CD-ROM from "Campbell's Biology" 22.1 A Darwinian View of Life and Darwin and 22.2 The Galapagos Island

Aligned Resources:

• Core Lab 6: Development of a Historical Time Line of Life
• Core Lab 15: Variation, Natural Selection, & Selective Pressures
• Former Core Lab: Heredity and the Environment
• Lab: Unity, Diversity, and Adaptation in Tropical Fish
• Study guide over unit two
• Overhead notes on historical perspective
• Crossword puzzle
• Video - Nova's God, Darwin, and the Dinosaurs
• Video Series on evolution

Assessment:

• Grade on reading quiz
• Grade on presentation
• Grade on study guide
• Grade on crossword
• Grade for lab write-ups
• Grade on unit test

Revision Date:
November 2001