Alabama

Alabama Biology standards grades 7-12

Describe protective adaptations of animals, including mimicry, camouflage, beak type, migration, and hibernation.

·     Identifying ways in which the theory of evolution explains the nature and diversity of organisms

·     Describing natural selection, survival of the fittest, geographic isolation, and fossil record

 

Alaska (1995)

Understand the theory of natural selection as an explanation for evidence of changes in life forms over time (Evolution and Natural Selection)

Arizona (2005)

Concept 4: Biological Evolution

Understanding the scientific principles and processes involved in biological evolution.

PO 1. Identify the following components of natural selection, which can lead to speciation:

  • Potential for a species to increase its numbers
  • Genetic variability and inheritance of offspring due to mutation and recombination of genes
  • Finite supply of resources required for life
  • Selection by the environment of those offspring better able to survive and produce offspring

PO 2. Explain how genotypic and phenotypic variation can result in adaptations that influence an organism's success in an environment.

PO 3. Describe how the continuing operation of natural selection underlies a population's ability to adapt to changes in the environment and leads to biodiversity and the origin of new species.

PO 4. Predict how a change in an environmental factor (e.g. , rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem.

PO 5. Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity.

PO 6. Analyze, using a biological classification system (e.g., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species.

Arkansas (2005)

Standard 6: Students shall examine the development of the theory of biological evolution.
HE.6.B.1 Compare and contrast Lamarck’s explanation of evolution with Darwin’s theory of evolution by natural selection
HE.6.B.2 Recognize that evolution involves a change in allele frequencies in a population across successive generations
HE.6.B.3 Analyze the effects of mutations and the resulting variations within a population in terms of natural selection
HE.6.B.4 Illustrate mass extinction events using a time line
HE.6.B.5 Evaluate evolution in terms of evidence as found in the following:
• fossil record
• DNA analysis
• artificial selection
• morphology
• embryology
• viral evolution
• geographic distribution of related species
• antibiotic and pesticide resistance in various organisms
HE.6.B.6 Compare the processes of relative dating and radioactive dating to determine the age of fossils
HE.6.B.7 Interpret a Cladogram

California (1998)

Evolution

  1. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:
    1. Students know why natural selection acts on the phenotype rather than the genotype of an organism.
    2. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
    3. Students know new mutations are constantly being generated in a gene pool.
    4. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
    5. * Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.
    6. * Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.
  1. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:
    1. Students know how natural selection determines the differential survival of groups of organisms.
    2. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.
    3. Students know the effects of genetic drift on the diversity of organisms in a population.
    4. Students know reproductive or geographic isolation affects speciation.
    5. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
    6. * Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships.
    7. * Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Colorado (2007)

Rationale

Students study the scientific concept of biological evolution--the changes in populations of organisms through time--in order to understand diversity and relatedness within the living world.  Inquiries into evolution explain the ways in which natural processes produce life’s diversity.  These studies help students understand that evolution is the major unifying concept in the biological sciences and that it explains a wide variety of observations that can be made about the living world.  In particular, students see that the study of evolution initiates questions about biodiversity, adaptation, genetics, mutations, the geological record, and the observed unity at molecular and whole-organism levels.  This content standard does not define any student expectations related to the origin of life.

Grades 9-12

1. the pattern/process of reproduction and development is specific to different organisms

2. there is a relationship between the processes of photosynthesis and cellular respiration (for example: in terms of energy and products)

3. there is a purpose of synthesis and breakdown of macromolecules in an organism (for example: carbohydrates, lipids, amino acids serve as building blocks of proteins; carbon dioxide and water are the basic materials for building sugars through photosynthesis)

4. energy is used in the maintenance, repair, growth, and production of tissues

5. the human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health (for example: mechanisms involved in homeostasis [balance], such as feedback in the endocrine system)

6. changes in an ecosystem can affect biodiversity and biodiversity contributes to an ecosystem's dynamic equilibrium

7. there is a cycling of matter (for example: carbon, nitrogen) and the movement and change of energy through the ecosystem (for example: some energy dissipates as heat as it is transferred through a food web)

8. certain properties of water sustain life (for example: polarity, cohesion, solubility)

9. cellular organelles have specific functions (for example: the relationship of ribosomes to protein, and the relationship of mitochondria to energy transformation)

10. cell reproduction/division has various processes and purposes (mitosis, meiosis, binary fission)

11. DNA has a general structure and function and a role in heredity and protein synthesis (for example: replication of DNA and the role of RNA in protein synthesis)

12. genes serve as the vehicle for genetic continuity and the source of genetic diversity upon which natural selection can act

13. some traits can be inherited while others are due to the interaction of genes and the environment (for example: skin cancer triggered by over- exposure to sunlight or contact with chemical carcinogens)

14. organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships

15. mutation, natural selection, and reproductive isolation can lead to new species and affect biodiversity

16. an organism’s adaptations (for example, structure, behavior) determine its niche (role) in the environment

17. variation within a population improves the chances that the species will survive under new environmental conditions

18. organisms change over time in terms of biological evolution and genetics

 

Connecticut (2005)

Grade 10 Core Themes, Content Standards and Expected Performances

Strand V: Genetics, Evolution and Biodiversity

Heredity and Evolution " What processes are responsible for life's unity and diversity?

10.4 . - In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents.

  • Genetic information is stored in genes that are located on chromosomes inside the cell nucleus.

Most organisms have two genes for each trait, one on each of the homologous chromosomes in the cell nucleus.

  • Explain how meiosis contributes to the genetic variability of organisms.
  • Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings.
  • Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes.
  • Describe the difference between genetic disorders and infectious diseases.

Heredity and Evolution " What processes are responsible for life's unity and diversity?

10.5 - Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments.

  • Mutations and recombination of genes create genetic variability in populations.
  • Changes in the environment may result in the selection of organisms that are better able to survive and reproduce.

D 5. Explain how the processes of genetic mutation and natural selection are related to the evolution of species.

D 6. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms.

D 7. Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments.

Science and Technology in Society " How do science and technology affect the quality of our lives?

10.6 - Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species.

  • Human populations grow due to advances in agriculture, medicine, construction and the use of energy.

Humans modify ecosystems as a result of rapid population growth, use of technology and consumption of resources.

  • Describe the factors that affect the carrying capacity of the environment.
  • Explain how change in population density is affected by emigration, immigration, birth rate and death rate, and relate these factors to the exponential growth of human populations.
  • Explain how technological advances have affected the size and growth rate of human populations throughout history.

 

Delaware (2004)

Evolution
7.31 The process of natural selection occurs when some heritable
variations that arise from mutation and recombination give individuals
within a species some survival advantages over others. These
advantaged offspring are more likely to survive and reproduce, thus
increasing the proportion of individuals with advantageous
characteristics. New species may form when populations become
isolated from each other.

7.32 Evolution does not proceed at the same rate in all organisms; nor does
it progress in some set direction. Some organisms have remained
relatively unchanged for millions of years while other have died out
altogether. In addition, some complex organisms have evolved from
simple unspecialized forms of life (e.g., green algae to vascular
plants), while other species are the result of complex life forms
evolving to simple forms (e.g., winged birds to flightless birds).
Environmental changes have a strong influence on this whole process.

Florida (2008)

Diversity and Evolution of Living Organisms

A. The scientific theory of evolution is the fundamental concept underlying all of biology.

B. The scientific theory of evolution is supported by multiple forms of scientific evidence.

C. Organisms are classified based on their evolutionary history.

D. Natural selection is a primary mechanism leading to evolutionary change.

SC.912.L.15.1:Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.2:Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.
SC.912.L.15.3:Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.

SC.912.L.15.4:Describe how and why organisms are hierarchically classified and based on evolutionary relationships.

SC.912.L.15.5:Explain the reasons for changes in how organisms are classified.

SC.912.L.15.6:Discuss distinguishing characteristics of the domains and kingdoms of living organisms.

SC.912.L.15.7:Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.

SC.912.L.15.8:Describe the scientific explanations of the origin of life on Earth.

SC.912.L.15.9:Explain the role of reproductive isolation in the process of speciation.

SC.912.L.15.10:Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.

SC.912.L.15.11:Discuss specific fossil hominids and what they show about human evolution.

SC.912.L.15.12:List the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes.

SC.912.L.15.13:Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.

SC.912.L.15.14:Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.

SC.912.L.15.15:Describe how mutation and genetic recombination increase genetic variation.

Georgia (2006)

SB5. Students will evaluate the role of natural selection in the development of the theory of evolution.

a. Trace the history of the theory.

b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.

c. Explain how fossil and biochemical evidence support the theory.

d. Relate natural selection to changes in organisms.

e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).

lls and organisms in response to stimuli and changing environmental conditions (e.g., homeostasis, dormancy).

B. Know and apply concepts that describe how living things interact with each other and with their environment.

Early High School

12.B.4a Compare physical, ecological and behavioral factors that influence interactions and interdependence of organisms.

Late High School

12.B.5a Analyze
explain biodiversity issues and the
and effects of extinction.

12.B.5b Compare and predict how life forms can adapt to changes in the environment by applying concepts of change and constancy (e.g., variations within a population increase the likelihood of survival under new conditions).

Indiana (adopted 2000, updated 2004)

Evolution

B.1.30 Understand and explain that molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.

B.1.31 Describe how natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, and some of these characteristics give individuals an advantage over others in surviving and reproducing. Understand that the advantaged offspring, in turn, are more likely than others to survive and reproduce. Also understand that the proportion of individuals in the population that have advantageous characteristics will increase.

B.1.32 Explain how natural selection leads to organisms that are well suited for survival in particular environments, and discuss how natural selection provides scientific explanation for the history of life on Earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.

B.1.33 Describe how life on Earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. Note that during the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.

B.1.34 Explain that evolution builds on what already exists, so the more variety there is, the more there can be in the future. Recognize, however, that evolution does not necessitate long-term progress in some set direction.

B.1.35 Explain that the degree of kinship between organisms or species can be estimated from the similarity of their DNA sequences, which often closely matches their classification based on anatomical similarities. Know that amino acid similarities also provide clues to this kinship.

B.1.36 Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of sub-populations.

Iowa

No standards available as of October, 2005

Kansas

Standards Adopted August, 2005 by State Board

Rationale of the State Board for Adopting these Science Curriculum Standards

We believe it is in the best interest of educating Kansas students that all students have a good working knowledge of science: particularly what defines good science, how science moves forward, what holds science back, and how to critically analyze the conclusions that scientists make. Regarding the scientific theory of biological evolution, the curriculum standards call for students to learn about the best evidence for modern evolutionary theory, but also to learn about areas where scientists are raising scientific criticisms of the theory. These curriculum standards reflect the Board's objective of: 1) to help students understand the full range of scientific views that exist on this topic, 2) to enhance critical thinking and the understanding of the scientific method by encouraging students to study different and opposing scientific evidence, and 3) to ensure that science education in our state is osecular, neutral, and non-ideological.

From the testimony and submissions we have received, we are aware that the study and discussion of the origin and development of life may raise deep personal and philosophical questions for many people on all sides of the debate. But as interesting as these personal questions may be, the personal questions are not covered by these curriculum standards nor are they the basis for the Board's actions in this area.

Evolution is accepted by many scientists but questioned by some. The Board has heard credible scientific testimony that indeed there are significant debates about the evidence for key aspects of chemical and biological evolutionary theory. All scientific theories should be approached with an open mind, studied carefully, and critically considered. We therefore think it is important and appropriate for students to know about these scientific debates and for the Science Curriculum Standards to include information about them. In choosing this approach to the science curriculum standards, we are encouraged by the similar approach taken by other states, whose new science standards incorporate scientific criticisms into the science curriculum that describes the scientific case for the theory of evolution.

We also emphasize that the Science Curriculum Standards do not include Intelligent Design, the scientific disagreement with the claim of many evolutionary biologists that the apparent design of living systems is an illusion. While the testimony presented at the science hearings included many advocates of Intelligent Design, these standards neither mandate nor prohibit teaching about this scientific disagreement.

Finally, we would like to thank the Science Standards Committee for their commitment and dedication in their work toward the standards.

LIFE SCIENCE " The student will develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, and the behavior of organisms.

Benchmark 3: The student will understand the major concepts of the theory of biological evolution.

Grades 8-12 Indicators Additional Specificity

The student ¦

1 understands biological evolution, descent with modification, is a scientific explanation for the history of the diversification of organisms from common ancestors.

1. a. Biological evolution postulates an unguided natural process that has no discernable direction or goal.

b. The presence of the same materials and processes of heredity (DNA, replication, transcription, translation, etc.) is used as evidence for the common ancestry of modern organisms.

c. Patterns of diversification and extinction of organisms are documented in the fossil record. Evidence also indicates that simple, bacteria-like life may have existed billions of years ago. However, in many cases the fossil record is not consistent with gradual, unbroken sequences postulated by biological evolution.

d. The distribution of fossil and modern organisms is related to geological and ecological changes (i.e. plate tectonics, migration). There are observable similarities and differences among fossils and living organisms.

e. The frequency of heritable traits may change over a period of generations within a population of organisms, usually when resource availability and environmental conditions change as a consequence of extinctions, geologic events, and/or changes in climate.

f. The view that living things in all the major kingdoms are modified

descendants of a common ancestor (described in the pattern of a branching tree) has been challenged in recent years by:

i. Discrepancies in the molecular evidence (e.g., differences in relatedness inferred from sequence studies of different proteins) previously thought to support that view.

ii. A fossil record that shows sudden bursts of increased complexity

(the Cambrian Explosion), long periods of stasis and the absence of abundant transitional forms rather than steady gradual increases in complexity, and

iii. Studies that show animals follow different rather than identical early stages of embryological development.

2. understands populations of organisms may adapt to environmental challenges and changes as a result of natural selection, genetic drift, and various mechanisms of genetic change.

a. Genetic changes occur only in individual organisms. New heritable traits may result from new combinations of genes and from random mutations or changes in the reproductive cells. Except in very rare cases, mutations that may be inherited are neutral, deleterious or fatal.

b. Natural selection and genetic drift occur within populations or organisms.

c. Variation among individuals in a population allows individuals to respond differently to environmental challenges.

3. understands biological evolution is used to explain the earth's present day biodiversity: the number, variety and variability of organisms.

a. Separate populations within a species may become sufficiently different enough that new species develop. This process is called speciation.

b. Changes in inherited traits accumulate in populations.

c. Historically only a small percentage of species have survived to modern times.

d. Whether microevolution (change within a species) can be extrapolated to explain macroevolutionary changes (such as new complex organs or body plans and new biochemical systems which appear irreducibly complex) is controversial. These kinds of macroevolutionary explanations generally are not based on direct observations and often reflect historical narratives based on inferences from indirect or circumstantial evidence.

4. understands organisms vary widely within and between populations. Variation allows for natural selection to occur.

a. Heritable variation exists in every species.

b. New heritable traits result from new combinations of genes and from mutations or changes in the reproductive cells.

c. Variation of organisms within and among species increases the likelihood that some members will survive under changing environmental conditions.

d. Times, populations, or entire lineages become extinct. One effect of this is to increase the differences between the surviving lineages.

5. understands the primary mechanism acting on variation is natural selection.

a. Favorable heritable traits are more advantageous to reproduction and/or survival than others.

b. There is a finite supply of resources available for offspring; therefore, not all survive.

c. Individuals with beneficial traits generally survive to reproduce in greater numbers.

d. Favorable heritable traits tend to increase in the population through time if the selective pressure is maintained.

6. understands biological evolution is used as a broad, unifying theoretical framework for biology.

a. Organisms are classified and according to the rules of nomenclature, and are given scientific names.

b. The behavioral, physical, and genetic characteristics upon which these classifications are based are used as evidence for common descent.

c. Natural selection, genetic drift, genomes, and the mechanisms of genetic change provide a context in which to ask research questions and help explain observed changes in populations. However, reverse engineering and end-directed thinking are used to understand the function of bio-systems and information.

7. explains proposed scientific explanations of the origin of life as well as scientific criticisms of those explanations.

Some of the scientific criticisms include:

a A lack of empirical evidence for a oprimordial soup or a chemically hospitable pre-biotic atmosphere;

b. The lack of adequate natural explanations for the genetic code, the sequences of genetic information necessary to specify life, the biochemical machinery needed to translate genetic information into functional biosystems, and the formation of proto-cells; and

c. The sudden rather than gradual emergence of organisms near the time that the Earth first became habitable.

Kentucky (June, 2004)

Big Idea: Biological Change (Biological Science)

The only thing certain is that everything changes. At the high school level, students evaluate the role natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific explanation for three main sets of observable facts about life on Earth: the enormous number of different life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within that diversity, and the sequence of changes in fossils found in successive layers of rock that have been formed over more than a billion years.

Academic Expectations

2.6         Students understand how living and nonliving things change over time and the factors that influence the changes.

High School Enduring Knowledge – Understandings

Students will understand that

the survival of any given species is not assured. There are a variety of factors (e.g. reproductive success, mutation, availability of resources, competition) that may determine if a species flourishes, declines, or eventually becomes extinct.

the Earth’s present-day species developed from earlier, distinctly different species through a process of natural selection. All living things share a common genetic heritage.

some organisms have greater adaptive capabilities than others, giving them a greater chance of survival under changing environmental conditions. These adaptations may be patterns of behavior as well as physical characteristics.

the endangerment/ and/or extinction of a species cannot be slowed or prevented without sufficient data to model the interactions of the factors involved.

in science the term theory is reserved to describe only those ideas that have been well tested through scientific investigation. Scientific theories are judged by how well they fit with other theories, the range of observations they explain, how well they explain observations and their usefulness in predicting new findings. Scientific theories usually grow slowly through contributions from many investigators.

 

High School Skills and Concepts

Students will

identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities and embryology

explain the role of natural selection in speciation, adaptation, diversity and phylogeny

compare variations, tolerances and adaptations (behavioral and physiological) of plants and animals in different biomes

generate possible solutions to real-world problems of endangered and extinct species and predict the impact of a variety of change

predict the likelihood of survival for a variety of existing species based upon predicted changes in environmental conditions (e.g., global warming, continental drift) and propose methods to prevent the extinction of species with insufficient ability to adapt

distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim

investigate the historical development and revision of a variety of accepted scientific laws, theories and claims

Louisiana (2001)

D. Geological Time

1. Identify changes over time as they relate to the

history of Earth

2. Explain how fossils provide evidence of the history

of Earth

3. Describe how rocks are formed, broken down, and

recycled (The Rock Cycle)

E. Changes of Life forms

1. Explain how fossil evidence relates to the evolution

of life

3. Describe the components of the Darwinian theory of

evolution

ESS-H-C2-C5

ESS-H-D1, D2

ESS-H-B1

LS-H-C1-C3

ESS-H-C4

Maine (1997)

D. CONTINUITY AND CHANGE

Students will understand the basis for all life and that all living things change over time. Fossils show past life, extinct species, and environmental changes over time. Organisms change and new species may arise due to genetically coded adaptations.

SECONDARY GRADES

  1. Explain how mutations can be caused by gene mutation or chromosomal alteration and describe the possible results of such mutations on individuals or populations.
  2. Describe why the offspring of sexually reproducing species have different survival rates than those of asexually reproducing species under a variety of conditions. Describe the advantages and disadvantages of each.
  3. Explain and document the importance of relatively short­term changes (e.g., one generation) on a species' survival.
  4. Describe how genetic manipulation can cause unusually rapid changes in species.
  5. Compare and contrast fertilization, zygote formation, and embryo development in humans and other species.
  6. Analyze a theory scientists use to explain the origin of life.
  7. Explain both the evidence used to develop the geologic time scale and why an awareness of geologic time is important to an understanding of the process of change in the universe as well as on earth.

 

Maryland (2005)

3-8 Grade Standards

B.  Earth History

2.   Recognize and explain that fossils found in layers of sedimentary rock provide evidence of changing life forms.

  • Recognize how different types of    fossils are formed, such as petrified remains, imprints, molds and casts.
  • Recognize and explain that the fossil record of plants and animals describes changes over time.

D. Evolution

1.  Recognize and describe that evolutionary change in species over time occurs as a result of natural variation in organisms and environmental changes.

  • Recognize and describe that gradual (climatic) and sudden (floods and fires) changes in environmental conditions affect the survival of organisms and populations.
  • Recognize that adaptations may include variations in structures, behaviors, or physiology, such as spiny leaves on a cactus, birdcalls, and antibiotic resistant bacteria.
  • Recognize and describe that adaptation involves the selection of natural variations in a population.
d.   Recognize and describe that extinction occurs when the adaptive traits of a population do not support its survival.

e.    Recognize that evolution accounts for the diversity of species.

Massachusetts (2001)

By high school, students learn the importance of Darwin's theory of evolution as a framework for explaining continuity, diversity, and change over time.

Evolution and Biodiversity

Broad Concept: Evolution and biodiversity are the result of genetic changes that occur in constantly changing environments.

5.1

Explain how the fossil record, comparative anatomy, and other evidence support the theory of evolution.

5.2

Illustrate how genetic variation is preserved or eliminated from a population through Darwinian natural selection (evolution) resulting in biodiversity.

5.3

Describe how the taxonomic system classifies living things into domains (eubacteria, archaebacteria, and eukaryotes) and kingdoms (animals, plants, fungi, etc.).* [Note: there is an ongoing scientific debate about the number of kingdoms and which organisms should be included in each. The following websites provide more information: Brave New Biosphere whyfiles.org/022critters/phylogeny.html, and The Tree of Life Project Root Page phylogeny.arizona.edu/tree/life.html.]

Michigan (2006)

Standards B5:

Standard B5: Evolution and Biodiversity
Students recognize that evolution is the result of genetic changes that occur in constantly changing environments. They can explain that modern evolution includes both the concepts of common descent and natural selection. They illustrate how the consequences of natural selection and differential reproduction have led to the great biodiversity on Earth.


L5.p1 Survival and Extinction (prerequisite)
Individual organisms with certain traits in particular environments are more likely than others to survive and have offspring. When an environment changes, the advantage or disadvantage of characteristics can change. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on the Earth no longer exist. (prerequisite)
L5.p1A Define a species and give examples. (prerequisite)
L5.p1B Define a population and identify local populations. (prerequisite)
L5.p1C Explain how extinction removes genes from the gene pool. (prerequisite)
L5.p1D Explain the importance of the fossil record. (prerequisite)


L5.p2 Classification (prerequisite)
Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and external structures to be more important than behavior or general appearance. (prerequisite)
L5.p2A Explain, with examples, that ecology studies the varieties and interactions of living things across space while evolution studies the varieties and interactions of living things across time. (prerequisite)


B5.1 Theory of Evolution
The theory of evolution provides a scientific explanation for the history of life on Earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.
B5.1A Summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions).
B5.1B Describe how natural selection provides a mechanism for evolution.
B5.1c Summarize the relationships between present-day organisms and those that inhabited the Earth in the past (e.g., use fossil record, embryonic stages, homologous structures, chemical basis).
B5.1d Explain how a new species or variety originates through the evolutionary process of natural selection.
B5.1e Explain how natural selection leads to organisms that are well suited for the environment (differential survival and reproduction of chance inherited variants, depending upon environmental conditions).
B5.1f Explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution.
B5.1g Illustrate how genetic variation is preserved or eliminated from a population through natural selection (evolution) resulting in biodiversity.


B5.2x Molecular Evidence
Molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descents branched.
B5.2a Describe species as reproductively distinct groups of organisms that can be classified based on morphological, behavioral, and molecular similarities.
B5.2b Explain that the degree of kinship between organisms or species can be estimated from the similarity of their DNA and protein sequences.
B5.2c Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of subpopulations.
B5.r2d Interpret a cladogram or phylogenetic tree showing evolutionary relationships among organisms. (recommended)


B5.3 Natural Selection
Evolution is the consequence of natural selection, the interactions of (1) the potential for a population to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection from environmental pressure of those organisms better able to survive and leave offspring.
B5.3A Explain how natural selection acts on individuals, but it is populations that evolve. Relate genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population.
B5.3B Describe the role of geographic isolation in speciation.
B4.3C Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.
B5.3d Explain how evolution through natural selection can result in changes in biodiversity.
B5.3e Explain how changes at the gene level are the foundation for changes in populations and eventually the formation of new species.
B5.3f Demonstrate and explain how biotechnology can improve a population and species.

Minnesota (2003)

Grade 9-12 Life Science

E. Biological Populations Change Over Time

The student will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.

1.  The student will understand that species change over time and the term biological evolution is used to describe this process.

2.  The student will use the principles of natural selection to explain the differential survival of groups of organisms as a consequence of:

  • The potential for a species to increase its numbers;
  • The genetic variability of offspring due to mutation and recombination of genes;
  • A finite supply of the resources required for life; and,
  • The ensuing selection based on environmental factors of those offspring better able to survive and produce reproductively successful offspring.

3.  The student will describe how genetic variation between populations is due to different selective pressures acting on each population, which can lead to a new species.

4.  The student will use biological evolution to explain the diversity of species.

 

Mississippi (2001)

6. Investigate concepts of natural selection as they relate to diversity of life. (L)

a. Analyze how organisms are classified into a hierarchy of groups and subgroups

based on similarities and differences.

b. Identify characteristics of kingdoms including monerans, protists, fungi, plants

and animals.

c. Differentiate among major divisions of the plant and animal kingdoms

(vascular/non-vascular; vertebrate/invertebrate).

d. Compare the structures and functions of viruses and bacteria relating their

impact on other living organisms.

e. Identify evidence of change in species using fossils, DNA sequences,

anatomical and physiological similarities, and embryology.

f. Analyze the results of natural selection in speciation, diversity, adaptation,

behavior and extinction.

 

Missouri (2005)

3.  Genetic variation sorted by the natural selection process explains evidence of biological evolution

Concept

Grade 9, 10, 11

A.

Evidence for the nature and rates of evolution can be found in anatomical and molecular characteristics of organisms and in the fossil record

 

Scope and Sequence – Biological Evolution

  • Interpret fossil evidence to explain the relatedness of organisms using the principles of superposition and fossil correlation
  • Evaluate the evidence that supports the theory of biological evolution (e.g., fossil records, similarities between DNA and protein structures, similarities between developmental stages of organisms, homologous and vestigial structures)

B.

Reproduction is essential to the continuation of every species

 

Scope and Sequence – Biological Evolution

  • Define a species in terms of the ability to breed and produce fertile offspring
  • Explain the importance of reproduction to the survival of a species (i.e., the failure of a species to reproduce will lead to extinction of that species)

C.

Natural selection is the process of sorting individuals based on their ability to survive and reproduce within their ecosystem

 

Scope and Sequence – Biological Evolution

  • Describe how variation in characteristics provides populations an advantage for survival
  • Identify examples of adaptations that may have resulted from variations favored by natural selection (e.g., long-necked giraffes, long-eared jack rabbits)
  • Explain how genetic homogeneity may cause a population to be more susceptible to extinction (e.g., succumbing to a disease for which there is no natural resistance)
  • Explain how environmental factors (e.g., habitat loss, climate change, pollution, introduction of non-native species) can be agents of natural selection
  • Given a scenario describing an environmental change, hypothesize why a given species was unable to  survive

 

Montana (2004)

Through the study of similarities and differences of organisms, students learn the importance of classification and the diversity of living organisms. The understanding of diversity helps students understand biological evolution and life’s natural processes (cycles, growth and reproduction).

 

Upon Graduation Grade 12

4.  Predict and model the interaction of biotic and abiotic factors, which limit populations (natural selection), and contribute to the change of a species over time (evolution).

 

Nebraska (1998) 

12.4.3 By the end of twelfth grade, students will develop an understanding of the theory of biological evolution.

Example indicators:

  • • Understand that the concept of biological evolution is a theory which explains the consequence of the interactions of: (1) the potential for a species to increase its numbers; (2) the genetic variability of offspring due to mutation and recombination of genes; (3) a finite supply of the resources of life; and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.
  • • Investigate and use the theory of biological evolution to explain diversity of life.
  • • Investigate whether natural selection provides a scientific explanation of the fossil record and the molecular similarities among the diverse species of living organisms.
  • • Investigate and use biological classifications based on similarities.

Nevada (2000)

Diversity of Life (Life Science Unifying Concept D)

Evidence suggests that living things change over periods of time. These changes can be attributed to genetic and/or environmental influences. This process of change over time is called biological evolution. The diversity of life on Earth is classified using objective characteristics. Scientific classification uses a hierarchy of groups and subgroups based on similarities that reflect evolutionary relationships.

 

Grades 9-12

L.1 Students understand biological evolution and diversity of life.

Students know organisms can be classified based on evolutionary relationships.

Students know similarity of DNA sequences gives evidence of relationships between organisms.

Students know the fossil record gives evidence for natural selection and its evolutionary consequences.

Students know the extinction of species can be a natural process.

Students know biological evolution explains diversity of life.

Students know the concepts of natural and artificial selection.

New Hampshire (2006)

LS 3 - Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry). 

 

  • CHANGE
  • Identify ways humans can impact and alter the stability of ecosystems, such as habitat destruction, pollution, and consumption of resources; and describe the potentially irreversible effects these changes can cause.
  • Identify ways of detecting, and limiting or reversing environmental damage.
  • Analyze the aspects of environmental protection, such as ecosystem protection, habitat management, species conservation and environmental agencies and regulations; and evaluate and justify the need for public policy in guiding the use and management of the environment.
  • EVIDENCE OF EVOLUTION
  • Explain the currently accepted theory for the development of life on Earth, including the history of its origin and the evolutionary process.
  • Recognize that the abilities and behaviors an organism has, and likelihood of its survival strongly depend on its heritable characteristics, which can be biochemical and anatomical.
  • Explain the contributions of Darwin, Malthus, Wallace and Russell to the advancement of life science. 
  • Explain evolution in terms of how the Earth's present-day life forms evolved from earlier, distinctly different species as a consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection.
  • Explain how evidence from technological advances supports or refutes the genetic relationships among groups of organisms (e.g., DNA analysis, protein analysis).
  • Given information about living or extinct organisms, cite evidence to explain the frequency of inherited characteristics of organisms in a population, OR explain the evolution of varied structures (with defined functions) that affected the organisms’ survival in a specific environment (e.g., giraffe, wind pollination of flowers).
  • NATURAL SELECTION
  • Explain the concept of natural selection.
  • Explain the diversity and unity of past and present life forms on Earth using currently accepted theories.
  • Recognize how a species chance of survival increases with each variation of an organism within the species, and explain how, in the event of a major global change, the great diversity of species on Earth, the greater the chance for survival of life.
  • Analyze present day data and research in areas, including antibiotic resistance in bacteria, changes in viral genomes, such as bird flu, DNA sequencing, and relate it to the concepts of natural selection.
  • Identify and describe ways genes may be changed and combined to create genetic variation within a species.
  • Explain that gene mutations and new combinations may have a variety of effects on the organism, including positive and negative ones, or none at all.
  • Explain the concepts of Mendelian genetics.
  • Use pedigree charts and Punnett Squares to determine patterns of inheritance.
  • Given a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease).


Proficiency Standards
End of Grade 10 (Secondary)
Students will be able to:

  • Identify and give examples of representative life forms in the five kingdoms (see curriculum standard 3d) of living things
  • Identify and describe similarities and differences among organisms of different, but closely related taxa (groups), e.g. conifers, rodents, big cats, etc.
  • Relate different kinds of animals and plants to their habitat by observing their physical characteristics
  • Estimate the degree of kinship among organisms or species, e.g. from the similarity of their DNA base-pair sequences, anatomy, physiology, or behavior
  • Construct a "timeline" that depicts how life forms change over time as they interact in and with the environment

New Jersey (2001)

B. Diversity and Biological Evolution

1. Explain that through evolution the Earth's present species developed from earlier distinctly different species.

2. Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.

New Mexico (2003)

Biological Evolution

8.  Describe the evidence for the first appearance of life on Earth as one-celled organisms, over 3.5 billion years ago, and for the later appearance of a diversity of multicellular organisms over millions of years.

9.  Critically analyze the data and observations supporting the conclusion that the species living on Earth today are related by descent from the ancestral one-celled organisms.

10. Understand the data, observations, and logic supporting the conclusion that species today evolved from earlier, distinctly different species, originating from the ancestral one-celled organisms.

11. Understand that evolution is a consequence of many factors, including the ability of organisms to reproduce, genetic variability, the effect of limited resources, and natural selection.

12. Explain how natural selection favors individuals who are better able to survive, reproduce, and leave offspring.

13. Analyze how evolution by natural selection and other mechanisms explains many phenomena including the fossil record of ancient life forms and similarities (both physical and molecular) among different species.

New York

Explain the mechanisms and patters of evolution

North Carolina (2004)

3.05 Examine the development of the theory of evolution by natural selection
including:
• Development of the theory.
• The origin and history of life.
• Fossil and biochemical evidence.
• Mechanisms of evolution.
• Applications (pesticide and antibiotic resistance).

 

North Dakota (2002)

12.4.4 Classification, taxonomy, adaptation, mutation, natural selection, speciation, species change through time, extinction, differential reproduction

Ohio (2002)

Evolutionary Theory

12.  Recognize that ecosystems change when significant climate changes occur or when one or more new species appear as a result of immigration or speciation.

13. Describe how the process of evolution has changed the physical world over geologic time.

14. Describe how geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Recognize that current methods include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.

 

Oklahoma (2005)

Biological Diversity - Diversity of species is developed through gradual

processes over many generations. The student will engage in investigations

that integrate the process standards and lead to the discovery of the

following objectives:

1. Different species might look dissimilar, but the unity among organisms becomes

apparent from an analysis of internal structures, the similarity of their chemical

processes, and the evidence of common ancestry (e.g., homologous and analogous

structures).

2. Species acquire many of their unique characteristics through biological adaptation,

which involves the selection of naturally occurring variations in populations.

Biological adaptations include changes in structures, behaviors, or physiology, which

may enhance or limit the survival and reproductive success in a particular

environment.

Oregon (2005)

For Grades 6-8

LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE

Common Curriculum Goal: Understand the relationships among living things and between living things and their environments.

Content Standard: Describe and analyze diversity of species, natural selection, and adaptations

Understand that people control some characteristics of plants and animals they raise by selective breeding.

Understand that changes in environmental conditions can affect the survival of individual organisms and entire species.

Understand that small differences between parents and offspring can accumulate in successive generations so descendants are very different from their ancestors.

Describe how animal and plant structures adapt to environmental change.
Identify and explain how random variations in species can be preserved through natural selection.

Pennsylvania (2002)

  • Analyze the theory of evolution.
  • Examine human history by describing the progression from early hominids to modern humans.
  • apply the concept of natural selection as a central concept in illustrating evolution theory.

 

Rhode Island (2001)

Evolution of Life
The basic idea of biological evolution is that the earth's present-day species developed from earlier, distinctly different species.

Molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.

Natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, some of these characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.

Heritable characteristics can be observed at molecular and whole-organism levels--in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce.

New heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells. Changes in other cells of an organism cannot be passed on to the next generation.

Natural selection leads to organisms that are well-suited for survival in particular environments. Chance alone can result in the persistence of some heritable characteristics having no survival or reproductive advantage or disadvantage for the organism. When an environment changes, the survival value of some inherited characteristics may change.

South Carolina (2004)

Biological Evolution

      • Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.

Demonstrate an understanding of the factors that affect evolution  such as the number of offspring, genetic variability, finite supply of resources, and environmental factors.

Demonstrate an understanding of the scientific evidence that establishes that change occurs over time.

    • Biological Evolution
      • Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.

Demonstrate an understanding of  the process of natural selection and its consequences.

Infer how the fossil record can reveal evolutionary changes over time.

Discuss the various lines of scientific evidence that underlie our understanding of the evolution and diversification of life over time. 

Describe how carbon dating is   utilized in the study of evolution.

Discuss Charles Darwin’s contribution to the study of evolution.

    • Biological Evolution
      • Biological classifications are based on how organisms are related.

 

Investigate the modern kingdom classification system which is  based on fossil record interpretation and similarities in structural and chemical make-up.

Demonstrate an understanding of how to classify organisms on the basis of  structural adaptations, physiology, nutritional strategies, biochemical similarities, genetic similarities, embryological similarities, and methods of reproduction.

Develop a working definition of "living things," and justify why many scientists group viruses in a category separate from living things.

South Dakota (2005)

Indicator 2: Analyze various patterns and products of natural and induced biological change.

Students are able to describe how genetic recombination, mutations, and natural selection lead to adaptations, evolution, extinction, or the emergence of new species.

Examples: behavioral adaptations, environmental pressures, allele variations, bio-diversity

  • • Use comparative anatomy to support evolutionary relationships.

 

Tennessee (2001)

Standard Number: 6.0 Biological Evolution

Standard: The student will investigate physical, environmental, and chemical evidence that indicates that life on earth has changed over time.

Learning Expectations:

The student will

6.1 investigate the process of fossil formation.

6.2 interpret various forms of evidence for biological evolution.

6.3 distinguish between the concepts of relative and absolute dating.

6.4 relate environmental change to natural selection, mutation, and adaptation that may lead to the emergence of a new species or the extinction of an existing species.6.5 use current knowledge of DNA and comparative anatomy as evidence for biological change.

Texas (1998)

(7)  Science concepts. The student knows the theory of biological evolution. The student is expected to:

(A)  identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and

(B)  illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

Utah (2003)

Standard V: Students will understand that biological diversity is a result of evolutionary processes.

Objective 1: Relate principles of evolution to biological diversity.

  1. Describe the effects of environmental factors on natural selection.
  2. Relate genetic variability to a species’ potential for adaptation to a changing environment.
  3. Relate reproductive isolation to speciation.
  4. Compare selective breeding to natural selection and relate the differences to agricultural practices.

Objective 2: Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.

  1. Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).
  2. Identify the role of mutation and recombination in evolution.
  3. Relate the nature of science to the historical development of the theory of evolution.
  4. Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similarities and differences in the structures of birds and reptiles leads to the inference that birds evolved from reptiles).
  5. Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.

Objective 3: Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.

  1. Classify organisms using a classification tool such as a key or field guide.
  2. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).
  3. Explain how evolutionary relationships are related to classification systems.
  4. Justify the ongoing changes to classification schemes used in biology.

Vermont (2005)

Students demonstrate their understanding of Evolution/

Natural Selection by…

Applying the theory of Natural Selection to a scenario depicting change within a given population over time (through many generations) (e.g., bacterial resistance to

antibiotics, neck of the giraffe, animal camouflage).

Science Concepts:

a. The diversity of present-day organisms resulted from changes over time in many ancestral organisms.

b. Evolution (change over time) is based on variety within species. A greater variation within a species increases the possibility of species survival under changing conditions.  Life on earth is thought to have begun four billion years ago, as simple, one-celled organisms about some of which still exist today.

c. Natural Selection provides a mechanism for evolution and leads to organisms well-suited for survival in a particular, existing environment.

d. Species result from evolution due to:

- overpopulation

- genetic variability of offspring

- a finite supply of resources, producing stress and competition

- the selection (survival and subsequent reproduction) of offspring best suited to a particular environment

e. Molecular evidence supports other types of evidence for evolution.

 

Virginia (2003)

Standard BIO.8 b, c, d, e

The student will investigate and understand how populations change through time. Key concepts include

b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;

c) how natural selection leads to adaptations;

d) emergence of new species; and

e) scientific explanations for biological evolution.

Essential Understandings  Essential Knowledge and Skills

• Genetic mutations and variety produced by sexual reproduction allow for diversity within a given population.

• Many factors can cause a change in a gene over time.

• Depending on the rate of adaptation, the rate of reproduction, and the environmental factors present, structural adaptations may take millions of years to develop.

Knowledge

• Populations are groups of interbreeding individuals that live in the same place at the same time and compete with each other for food, water, shelter, and mates.

• Populations produce more offspring than the environment can support.

• Organisms with certain genetic variations will be favored to survive and pass their variations on to the next generation.

• The unequal ability of individuals to survive and reproduce leads to the gradual change in a population, generation after generation over many generations.

• Through his observations made in the Galapagos Islands, Charles Darwin formulated a theory of how species change over time, called natural selection.

Natural selection is governed by the principles of genetics. The change frequency of a gene in a given population leads to a change in a population and may result in the emergence of a new species.

• Natural selection operates on populations over many generations.

• Mutations are important in how populations change over time because they result in genetic changes to the gene pool.

• Adaptations sometimes arise in response to environmental pressures, for example, the development of antibiotic resistance in bacterial populations, morphological changes

in the peppered moth population, the development of pesticide resistance in insect populations.

• Stephen Jay Gould.s idea of punctuated equilibrium proposes that organisms may undergo rapid (in geologic time) bursts of speciation followed by long periods of time unchanged. This view is in contrast to the traditional evolutionary view of gradual and continuous change.

Skills

• Differentiate between relative and absolute dating based on fossils in biological evolution.

 

Washington (2004)

Grade 10

Living Systems
1.3.9. Analyze the scientific evidence used to develop the theory of biological evolution and the concepts of natural selection, speciation, adaptation, and biological diversity.  

West Virginia (2003)

Evolution

AB.4.21 discuss evidence of evolution and natural selection, including examples such as peppered

moth, fossil records, biogeography, molecular biology and comparative anatomy.

AB.4.22 investigate and discuss that behavioral response is a set of actions determined in part by

heredity and in part from experience.

AB.4.23 research pioneers and current authors of evolutionary ideas.

Wisconsin

BIOLOGICAL EVOLUTION*

F.12.5 Understand* the theory of evolution*, natural selection, and biological classification

F.12.6. Using concepts of evolution* and heredity, account for changes* in species and the diversity of species, include the influence of these changes on science, e.g. breeding of plants and animals.

Wyoming (2003)

Biological Evolution: Students explain how species evolve over time.  They understand that evolution is the consequence of various interactions, including the genetic variability of offspring due to mutation and recombination of genes, and the ensuing selection by the environment of those offspring better able to survive and leave additional offspring.  Students discuss natural selection and that its evolutionary consequences provide a scientific explanation for the great diversity of organisms as evidenced by the fossil record.  They examine how different species are related by descent from common ancestors.  Students are able to explain how organisms are classified based on similarities that reflect their evolutionary relationships, with species being the most fundamental unit of classification.