• [History of life: Grades 9-12] Biological evolution accounts for diversity over long periods of time. (LS4.A, LS4.D)
• [History of life: Grades 9-12] Background extinctions are a normal occurrence.
• [History of life: Grades 9-12] Rates of extinction vary.
• [History of life: Grades 9-12] Rates of speciation vary.
• [History of life: Grades 13-16] Biological evolution accounts for diversity over long periods of time.
• [History of life: Grades 13-16] Background extinctions are a normal occurrence.
• [History of life: Grades 13-16] Rates of extinction vary.
• [History of life: Grades 13-16] Rates of speciation vary.
• [Evidence of evolution: Grades 9-12] The fossil record documents the biodiversity of the past.
• [Evidence of evolution: Grades 9-12] The fossil record documents patterns of extinction and the appearance of new forms.
• [Evidence of evolution: Grades 13-16] The fossil record documents the biodiversity of the past.
• [Evidence of evolution: Grades 13-16] The fossil record documents patterns of extinction and the appearance of new forms.
• [Nature of science: Grades 9-12] Scientific knowledge is open to question and revision as we come up with new ideas and discover new evidence. (P4, P6, NOS3)
• [Nature of science: Grades 9-12] A hallmark of science is exposing ideas to testing. (P3, P4, P6, P7)
• [Nature of science: Grades 9-12] Scientists test their ideas using multiple lines of evidence. (P6, NOS2)
• [Nature of science: Grades 9-12] Scientists may explore many different hypotheses to explain their observations. (P7)
• [Nature of science: Grades 9-12] Accepted scientific theories are not tenuous; they must survive rigorous testing and be supported by multiple lines of evidence to be accepted. (NOS2, NOS4)
• [Nature of science: Grades 13-16] A hallmark of science is exposing ideas to testing.
• [Nature of science: Grades 13-16] Scientists test their ideas using multiple lines of evidence.
• [Nature of science: Grades 13-16] Scientists may explore many different hypotheses to explain their observations.
• [Nature of science: Grades 13-16] Accepted scientific theories are not tenuous; they must survive rigorous testing and be supported by multiple lines of evidence to be accepted.
• [Studying evolution: Grades 9-12] Scientists use fossils (including sequences of fossils showing gradual change over time) to learn about past life.
• [Studying evolution: Grades 9-12] Scientists use the geographic distribution of fossils and living things to learn about the history of life.
• [Studying evolution: Grades 13-16] Scientists use fossils (including sequences of fossils showing gradual change over time) to learn about past life.
• [Studying evolution: Grades 13-16] Scientists use the geographic distribution of fossils and living things to learn about the history of life.

• Disciplinary Core Idea LS4.A: Evidence of Common Ancestry and Diversity
• Disciplinary Core Idea LS4.D: Biodiversity and Humans
• NOS Matrix understanding category 2. Scientific knowledge is based on empirical evidence.
• NOS Matrix understanding category 3. Scientific knowledge is open to revision in light of new evidence.
• NOS Matrix understanding category 4. Scientific models, laws, mechanisms, and theories explain natural phenomena.
• Science and Engineering Practice 3. Planning and carrying out investigations
• Science and Engineering Practice 4. Analyzing and interpreting data
• Science and Engineering Practice 6. Constructing explanations and designing solutions
• Science and Engineering Practice 7. Engaging in argument from evidence

9-12 teaching tips:

To check their understanding, students complete multiple choice questions online. Free response essay items throughout the activity allow the module to be used as a graded assignment. A menu at the bottom of the first page of the module will allow you to assign sections to work on individually.

13-16 teaching tips:

Use this resource to relate evolutionary concepts to the topic of ecosystems (or get more suggestions for incorporating evolution throughout your biology syllabus). Can be used as a homework assignment or as part of a lecture. Embedded multiple choice and "think about it" questions could be converted to "clicker" type questions for use during lecture. Many of these questions ask students to read and analyze graphs.

• Geologic Time
• History of Life
• Natural Selection