Standard 1.1

Natural selection is a major mechanism of evolution.

Performance Indicators

a. Convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change. [SP 1.5, 2.2]
b. Evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution. [SP 2.2, 5.3]
c. Apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future. [SP 2.2]

Class Activities:

Natural Selection and Evolution of Rock Pocket Mouse Populations.

Activity from HHMI Biointeractive

Color Variation Over Time in Rock Pocket Mouse Populations

Activity from HHMI Biointeractive


Standard 1.2.

Natural selection acts on phenotypic variations in populations.

Performance Indicators

a. Evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time. [SP 5.3]
b. Connect evolutionary changes in a population over time to a change in the environment. [SP 7.1]

Class Activities:

Grant Galapagos Finch Data Discussion

Data from Peter R. Grant

Diet and the Evolution of Salivary Amylase

Activity from HHMI Biointeractive

Standard 1.3

Evolutionary change is also driven by random processes.

Performance Indicators

a. Use data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations. [SP 1.4, 2.1]
b. Justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations. [SP 2.1]
c. Make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population. [SP 6.4]

Class Activities:

Evolutionary Force Modeling



Standard 1.4

Biological evolution is supported by scientific evidence from many disciplines, including mathematics.

Performance Indicators

a. Evaluate evidence provided by data from many scientific disciplines that support biological evolution. [SP 5.3]
b. Refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2]
Design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2]
c. Connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1]
d. Construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1]

Class Activities:

Molecular Clocks

Adapted by Brittany Franckowiak.



Standard 1.5

Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

Performance Indicators

a. Pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1]
b. 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. [SP 7.2]
c. Justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1]

Class Activities:

None Currently


Math Skill: Hardy-Weinberg Equilibrium

Class Activities:

Allele and Phenotype Frequencies in Rock Pocket Mouse Populations

Hardy-Weinberg Equilibrium POGIL

Can not legally be posted in public webspace.


Standard 1.6

Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.

Performance Indicators

a. Pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladograms in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. [SP 3.1]
b. Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. [SP 5.3]
c. The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set. [SP 1.1]

Class Activities:

Phylogenetics POGIL

Can not legally be posted in public webspace.

Evolutionary Relationships Among Mammals Argumentation Activity

Can not legally be posted in public webspace.


Standard 1.7

Speciation and extinction have occurred throughout the Earth’s history.

Performance Indicators

a. Analyze data related to questions of speciation and extinction throughout the Earth’s history. [SP 5.1]
b. Design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth’s history. [SP 4.2]

Class Activities:

Mass Extinctions POGIL

Can not legally be posted in public webspace.


Standard 1.8

Speciation may occur when two populations become reproductively isolated from each other.

Performance Indicators

a. Use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future. [SP 6.4]
b. Justify the selection of data that address questions related to reproductive isolation and speciation. [SP 4.1]
c. Describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift. [SP 7.2]

Class Activities:

Speciation POGIL

Can not legally be posted in public webspace.


Standard 1.9

Populations of organisms continue to evolve.

Performance Indicators

a. Describe a model that represents evolution within a population. [SP 1.2]
b. Evaluate given data sets that illustrate evolution as an ongoing process. [SP 5.3]

Class Activities:

None Currently


Standard 1.10

There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence

Performance Indicators

a. Describe a scientific hypothesis about the origin of life on Earth. [SP 1.2]
b. Evaluate scientific questions based on hypotheses about the origin of life on Earth. [SP 3.3]
c. Describe the reasons for revisions of scientific hypotheses of the origin of life on Earth. [SP 6.3]
d. Evaluate scientific hypotheses about the origin of life on Earth. [SP 6.5]
e. Evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth. [SP 4.4]

Class Activities:

History of Earth Timeline Activity


Standard 1.11

Scientific evidence from many different disciplines supports models of the origin of life.

Performance Indicators

a. Justify the selection of geological, physical, and chemical data that reveal early Earth conditions. [SP 4.1]

Class Activities:

None Currently