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Biology Strand 5


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Science Dpt   Bio Core   Strand 1   Strand 2   Strand 3   Strand 4   Strand 5

Evolution is central to modern science’s understanding of the living world. The basic idea of biological evolution is that Earth’s present day species developed from earlier species. Evolutionary processes allow some species to survive with little or no change, some to die out altogether, and other species to change, giving rise to a greater diversity of species. Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as science strives for explanations of the world.

Standard 5

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

Objective 1

  • Relate principles of evolution to biological diversity.
  • Describe the effects of environmental factors on natural selection.
  • Relate genetic variability to a species’ potential for adaptation to a changing environment.
  • Relate reproductive isolation to speciation.
  • 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.
  • Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).
  • Identify the role of mutation and recombination in evolution.
  • Relate the nature of science to the historical development of the theory of evolution.
  • 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).
  • 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.
  • Classify organisms using a classification tool such as a key or field guide.
  • Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).
  • Explain how evolutionary relationships are related to classification systems.
  • Justify the ongoing changes to classification schemes used in biology.

Language science students should use: evolution, fossil record, geologic record, molecular, homologous, vestigial structures, mutation, recombination, hierarchy, classification scheme, theory, natural selection, adaptation, evidence, inference, speciation, biodiversity, taxonomy, kingdom, virus, protist, fungi, plant, animal, dichotomy


pg 4 (2:58) Hibernation

pg 10 (5:09) Brown bears in the wild

pg 12 (3:12) Bear with electrified deer carcass


Biological Adaptations

pg 4 (4:22) Animal Adaptations

pg 20 (1:24) Avoiding predators

pg 26 (2:09) Career – Botanist



pg 4 (1:26) Camouflaged sea creatures (no narration)

pg 12 (:43) Polar bears

pg 18 (3:36) Cuttlefish


Deserts LB 577.54 ROU

pg 4 (2:26) cartoon – about the desert

pg 12 (3:01) Desert adaptations


Family Groups LB 591 ROS

pg 4 (7:36) Natural selection/Evolution

pg 12 (2:48) Ant families

pg 18 (3:46) Bear family


Hibernation LB 591.56 MCD

pg 4 (1:40) About hibernation

pg 12 (3:46) Bears

pg 18 (3:42) Wood frog


Migration LB 591.56 KOP

pg 4 (2:19) Snow geese migration

pg 12 (2:56) Sandhill cranes in New Mexico

pg 18 (1:53) Sea turtles


Physical Characteristics (Adaptation) LB 591.4 GOL

pg 4 (1:56) Koala Bears

pg 12 (3:13) Marsupials/Kangaroo

pg 18 (3:39) about sharks



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