NSE+Crosswalk

Nature of Science/Evolution Standards Crosswalk


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 * Investigation ||  Objective  ||  Standards Addressed (include prioritization E, I or C)  ||  Investigation Prioritization (E, I, C)  ||  Timing Suggestion(s)  ||
 * Investigation 1: What Do You Know? ||  Observe sections of the AIDS Memorial Quilt and make inferences.
 * Investigation 1: What Do You Know? ||  Observe sections of the AIDS Memorial Quilt and make inferences.

Read newspaper articles and a scientific journal article and make inferences.

Discover that there is more than one way to “know” about a particular topic. || ======  1.1.1. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories. ======

|| c || 1 period ||
 * Investigation 2: Solving the Puzzle ||  Make inferences and propose explanations based on evidence from observations.

Understand that scientific explanations are subject to change as new evidence becomes available.

Understand that scientists' current understandings about the natural world, in addition to the new evidence they collect by experiments and observations, form the basis for the explanations they make.

Apply their understandings and abilities from the puzzle activity to descriptions of the actual work of scientists. ||  1.1.2. Understand that: Science is distinguished from other ways of knowing by the use of empirical observations, experimental evidence, logical arguments and healthy skepticism.

1.1.4. Understand that: Investigating most real-world problems requires building upon previous scientific findings and cooperation among individuals with knowledge and expertise from a variety of scientific fields. The results of scientific studies are considered valid when subjected to critical review where contradictions are resolved and the explanation is confirmed.

|| e || 2 periods ||
 * Investigation 3: Scientists in Action ||  Describe the processes used by scientists in different areas of biology to investigate the natural world.

Compare how science as a way of knowing differs from other ways of knowing.

Distinguish between the types of questions and explanations that are useful in doing science and those that are not.

Apply their knowledge of the relationship between evidence, inference and explanations from the previous puzzle activity to the work of scientists in two areas of biology. || 1.1.1. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories.

1.1.2. Understand that: Science is distinguished from other ways of knowing by the use of empirical observations, experimental evidence, logical arguments and healthy skepticism. || i || 1 period || 1.1.2. Understand that: Science is distinguished from other ways of knowing by the use of empirical observations, experimental evidence, logical arguments and healthy skepticism. 1.1.3. Understand that: Theories in science are well-established explanations of natural phenomena that are supported by many confirmed observations and verified hypotheses. The application of theories allows people to make reasonable predictions. Theories may be amended to become more complete with the introduction of new evidence. 1.1.4. Understand that: Investigating most real-world problems requires building upon previous scientific findings and cooperation among individuals with knowledge and expertise from a variety of scientific fields. The results of scientific studies are considered valid when subjected to critical review where contradictions are resolved and the explanation is confirmed. || e || 1 period  || 7.2.3. The process of natural selection occurs when some heritable variations that arise from random mutation and recombination give individuals within a species some survival advantages over others. These offspring with advantageous adaptations are more likely to survive and reproduce, thus increasing the proportion of individuals within a population with advantageous characteristics. When populations become isolated, these changes may accumulate and eventually result in new species. ** (E) ** 7.2.6. Genetically diverse populations are more likely to survive changing environments. **(C)** 1.1.1. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories. || i || 2 periods  ||
 * Investigation 4: Isn't Evolution Just a Theory? ||  Students write about and discuss their understanding about what scientists mean by the word “theories” and how that compares with the way it is used in everyday life. They think about whether facts and theories may change through time.  ||
 * Investigation 5: Observing Variation in Peanuts ||  Students should measure the variation that characterizes peanut seedpod length. Students should appropriately graph the data they collected. They should be able to describe how the graph expresses that variation.  ||
 * Investigation 6: Variation in Wolves ||  Students will complete a worksheet and answer several questions about the data they are given.

They should recognize that the range of values presented show variation, while average tends to hide variation.

They should recognize that the variation in the data set is correlated with latitude.

They should propose some reasonable explanations for the correlation between coat color, size and temperature variation. ||   7.2.3. The process of natural selection occurs when some heritable variations that arise from random mutation and recombination give individuals within a species some survival advantages over others. These offspring with advantageous adaptations are more likely to survive and reproduce, thus increasing the proportion of individuals within a population with advantageous characteristics. When populations become isolated, these changes may accumulate and eventually result in new species. ** (E) ** 7.2.6. Genetically diverse populations are more likely to survive changing environments. **(C)** 1.1.1. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories. || e  ||  2 periods  || 7.2.3. The process of natural selection occurs when some heritable variations that arise from random mutation and recombination give individuals within a species some survival advantages over others. These offspring with advantageous adaptations are more likely to survive and reproduce, thus increasing the proportion of individuals within a population with advantageous characteristics. When populations become isolated, these changes may accumulate and eventually result in new species. ** (E) ** 7.2.6. Genetically diverse populations are more likely to survive changing environments. **(C)** 1.1.1. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories. || e  ||  2 periods  || 7.2.3. The process of natural selection occurs when some heritable variations that arise from random mutation and recombination give individuals within a species some survival advantages over others. These offspring with advantageous adaptations are more likely to survive and reproduce, thus increasing the proportion of individuals within a population with advantageous characteristics. When populations become isolated, these changes may accumulate and eventually result in new species. ** (E) ** 7.2.6. Genetically diverse populations are more likely to survive changing environments. **(C)** 1.1.1. Understand that: Scientists conduct investigations for a variety of reasons including to explore new phenomena, to replicate other’s results, to test how well a theory predicts, to develop new products, and to compare theories.  7.2.4. Evolution does not proceed at the same rate in all populations; nor does it progress in a linear or set direction. Environmental changes have a strong influence on the evolutionary process. Other factors that influence evolution include: sexual selection, mutation, genetic drift, and genetic modification. ** (E) ** || e  ||  3 periods  ||
 * Investigation 7: A Pepper Explosion ||  The potential for a population of organisms to produce more offspring than the environment can support results in a struggle for survival.  ||
 * Investigation 8: Survival in the Bean Patch ||  Natural selection occurs when some heritable variations give some individuals in the population some survival advantage over others. These advantaged offspring are more likely to survive and reproduce, thus increasing the frequency of the advantaged variation in the population.  ||
 * Investigation 9: Evolution Timeline ||  Students produce a scale model of the major events in the earth’s history. Students see a representation of the enormous amount of time over which evolutionary change has occurred. Through the scale model students are exposed to the relative ages of several important animal groups such as fish, dinosaurs, birds and primates. Through the scale model, they see that change is the hallmark of earth’s history and that groups are born, exist and often become extinct.  || 7.2.2. The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. The millions of different species of plants, animals, and microorganisms that live on Earth today are related by descent with modification from common ancestors. ** (E) ** || i ||  1 period  ||
 * Investigation 10: Chicken Wings and Batters Arms ||  Relate the bones of forelimbs in vertebrates to evolutionary relatedness.

Recognize that evolution occurs to species, not individuals.

Appreciate the amount of time (~ 3.5 billion years) life has evolved on Earth || 7.2.1. Evolution is a change in allelic frequencies of a population over time. The theory of evolution is supported by extensive biochemical, structural, embryological, and fossil evidence. ** (E) ** 7.2.5. Organisms are classified into a hierarchy of groups and subgroups based on similarities in structure, comparisons in DNA and protein and evolutionary relationships. **(I)** || e (essential concept but can use variations of this activity )  || 1 period ||
 * Investigation 11: Classification and Evolution ||  Classification provides an organized approach for understanding the unity and diversity of life.

In the most widely used classification system, taxonomists consider how organisms are related and group them on the basis of what is known about their evolutionary ancestry.

Structural homologies form the basis for classification. This approach produces a huge family tree that unites every living thing on Earth.

Taxonomic classification is not fixed. It depends on the interpretation of evidence and is open to change in response to new data. ||  7.2.2. The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. The millions of different species of plants, animals, and microorganisms that live on Earth today are related by descent with modification from common ancestors. ** (E) ** || i || 1 period ||
 * Investigation 12: The Whale's Tale ||  Critique an evolutionary theory in light of new evidence.

Re-create the process of developing a cohesive theory about whale evolution from land mammals by piecing together fossil evidence. ||  7.2.1. Evolution is a change in allelic frequencies of a population over time. The theory of evolution is supported by extensive biochemical, structural, embryological, and fossil evidence. ** (E) ** 7.2.2. The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. The millions of different species of plants, animals, and microorganisms that live on Earth today are related by descent with modification from common ancestors. ** (E) ** ||  e (good concept but ....)  || 2 periods ||
 * Investigation 13: Hominids and Humans ||  Examine skull casts from primates and ancestral hominids to evaluate evolutionary relationships between living and extinct primates.

Decide if humans are the product of evolution based on evidence from the fossil record. || 7.2.1. Evolution is a change in allelic frequencies of a population over time. The theory of evolution is supported by extensive biochemical, structural, embryological, and fossil evidence. ** (E) ** 7.2.5. Organisms are classified into a hierarchy of groups and subgroups based on similarities in structure, comparisons in DNA and protein and evolutionary relationships. ** (I) ** ||  c  ||  1 period  || 7.2.6. Genetically diverse populations are more likely to survive changing environments. ** (C) ** 7.2.7. Biological evolution is the foundation for modern biology and is used to make predictions for medical, environmental, agricultural and other societal purposes. ** (E) **  || c ||  1 period  || 7.2.6. Genetically diverse populations are more likely to survive changing environments. ** (C) ** 7.2.7. Biological evolution is the foundation for modern biology and is used to make predictions for medical, environmental, agricultural and other societal purposes. ** (E) **  || e || 1 period || 7.2.6. Genetically diverse populations are more likely to survive changing environments. ** (C) ** 7.2.7. Biological evolution is the foundation for modern biology and is used to make predictions for medical, environmental, agricultural and other societal purposes. ** (E) **  || e ||  1 period  || 7.2.6. Genetically diverse populations are more likely to survive changing environments. ** (C) ** 7.2.7. Biological evolution is the foundation for modern biology and is used to make predictions for medical, environmental, agricultural and other societal purposes. ** (E) **  || e || 1 period ||
 * Investigation 14: What Can We Learn From This? ||  ||
 * Investigation 15: Learning About Microbes ||  Upon completing this activity, students will have a better understanding of the classification of bacteria, characteristics of bacteria, where they live, how they acquire food, how they reproduce, why bacteria are such an evolutionary success, and how some changes in bacterial genes occur.  ||
 * Investigation 16: Debi's Story ||  Debi’s Story allows them to connect with a high school teenager who has lived through multi-drug resistant tuberculosis. Through a series of questions, students should come to understand that the organisms that caused the multi-drug resistant TB that Debi has survived were created by a similar selecting agent and in the same way.  ||
 * Investigation 17: It's a Small World ||  In this activity we will look at modes of transportation during the last 2000 years. The ability for people to move around the globe provides us with many benefits but also some liabilities, not the least of which is the increased ability to transmit disease globally. Diseases that infect people **all over the world** are called “Pandemics”. **Pandemics** are a relatively new phenomenon. This activity will help you to understand why.  ||