Evidence for Hominin Evolution Evolution Group: Joey Marianne Sherry Margaret Melissa Sarah.

Evidence for Hominin Evolution

Evolution Group:Joey

MarianneSherry

MargaretMelissa Sarah

Context for Teachable Unit:

• Context: o Introductory Biology Courseo Prior to unit students will have been introduced to:

evolution by natural selection basic genetics (reminder of basic high school biology) Basic ability to reading phylogenies

• Before Start of Class:o Students will have read chapter covering lines of evidence (ex

Freeman 4th ed. C 24)o Students will be provided "evidence" worksheets before class so

they have time to read and understand graphical evidence for one line of evolution.

Summative Assessment for Teachable Unit• Summative Assessment:

o In an essay, describe 3 lines of evidence that have been used to evaluate human evolution. Take a position on whether human evolution occurred and used the evidence to defend that position. Exam has a group component

Clicker Questions:

1. Is Evolution a hotly debated topic in the Scientific community?

A) Yes

B) No

C) Don’t know

2. According to the theory of Evolution, which is true?

A. We descended from chimps.

B. The theory of evolution doesn't mention humans.

C. Apes came first and humans evolved from them.

D. Apes and humans shared an ancestor a long time ago.

A. Strong

B. Decent

C. Weak

D. I don't know the evidence so I can't evaluate it.

3.  As a scientist, how would you characterize the strength of the available scientific evidence for Human evolution?

Learning Outcomes:

• Explain how the fossil record, biogeography, genetics, and morphology are evidence that evolution occurred in humans.

• Use evidence to defend the position that modern apes and humans share a common ancestor.

• Recognize and address common misconceptions about human evolution.

Activity:Part I: 

• Form groups of 4

• Use the handout and discuss questions 1 and 2 from the worksheet

• Record your answer on your own worksheet.

You will have to teach your topic to your peers, so be sure you understand it!

10 minutes

Jigsaw!Part II: • Each worksheet has a number in the left

corner. • Form a new group near your matching number

on the wall.

• Share your lines of evidence with each other.

• As a group, rank the 4 lines of evidence.  Which was most convincing to you all?  Which was least? Why?

15 minutes

Please return to your seats

Concluding the Teachable Unit:

• Review lines of evidence with students.

• Summary conversation about the strength of having multiple lines of evidence.o Solicit opinions on rankings

• Revisit clicker questions and discuss the misconceptions.