THE COURSE OF HUMAN EVOLUTION



Paleontology Assessment

Honors Ninth Grade Science

Purpose: As a result of the many beliefs concerning human evolution including the belief held by many that “Humans and Apes evolved from a common ancestor”, your task is to investigate and evaluate evolutionary relationships by examining skulls of living and extinct human relatives. In the end you will design a “Tree of Life”, summing up your conclusions about these relationships.

Standards:

1.4 Write in various modes in all content areas

1.5 Produce writing of high quality

1.6 Speak and listen effectively in all content areas

1.8 Conduct research in all content areas

3.2.10.C Apply the elements of scientific inquiry to solve problems

3.3.10.A Explain the structural and functional similarities and differences found among living things

3.3.10.D Explain the mechanisms of the theory of evolution

Procedure:

Part A:

1. Observe and collect data on each skull, recording observations on your chart.

2. Compare the different skulls by creating a tally system to express similarities, and thereby relationships, between the different hominids.

3. Add ages to the data chart by using your science textbook and Internet as a resource.

*Useful resource:

4. Create a timeline from oldest to youngest skull using the age ranges found.

5. Answer the Comparing Skull Characteristics Lab questions found in OneNote.

6. Complete these items and include them on the due date for your Intro Conference.

Part B:

1. Complete numerous classroom activities designed to further the information gathered in the “Skull Lab”. This information will continue to be submitted for review during your Paleontology conference.

2. Use your timeline, tally sheet, data chart, classwork and textbooks to create a “tree of life”

3. Document the rationale behind your tree using evidence from your timeline, tally sheet, data chart and textbooks, and the websites provided by your teacher:

Part C:

1. The final product for each person will be partially submitted in CANVAS.

2. You may have one partner.

3. Your artifact can be any one of the following:

a. PowerPoint Presentation

b. Pamphlet

c. Hominid Data Quote Analysis

d. Research Paper

e. A short, student-produced video (please see me if this is your choice)

f. Choice Product (You MUST see me if you have an idea that is not listed above. I will approve it if it is appropriate.)

DUE DATE: May 18, 2018

| |4 Advanced |3 Proficient |2 Basic |1 Below Basic |

|Content |*Ideas are specific, substantial, |*Information and ideas are accurate, & |*Ideas show inaccuracies or are |*Ideas have major inaccuracies or are |

|*Do you demonstrate specific, |sophisticated, accurate, & strongly |linked to major scientific themes or |simplified |overly simplified |

|substantial, sophisticated & accurate |linked to major scientific themes or |concepts |*Patterns & trends are suggested or |*Patterns & trends are unclear or |

|ideas? |concepts |*Patterns & trends are identified & |implied |inaccurate |

|*Did you discuss patterns? trends? |*Patterns & trends are identified, |discussed |*Scientific connections may be implied |*Scientific connections are unclear or |

|*Did you reflect on the connections |discussed, & extended to higher levels of|*Scientific connections are clearly | |absent |

|between concepts? |thinking |identified and explained | | |

| |*Scientific connections are well | | | |

| |identified & completely discussed | | | |

|Focus |*Distinct controlling points concerning |*Observations and data are identified and |*Controlling points concerning the task|*Controlling points concerning the task |

|*Do you provide distinct controlling |the task are well defined |explained |are implied or inaccurate |are unclear or absent |

|points concerning the task? |*Evidence and explanations of support |*Evidence and explanations of support are |*Evidence & explanations of support |*Evidence and explanations of support |

|*Do you show evidence, observations, &|using observations & data are clearly |stated and show some relationships |show limited relationships and data and|use few observations and data is |

|data to support claims? |stated & show logical relationships |*Analysis and conclusions are accurate, |relationships are implied |illogical or shows no relationships |

|*Do you analyze and conclude? |*Analysis & conclusions are accurate, |valid, & consistent with data |*Analysis and conclusions are mostly |*Analysis and conclusions are unclear, |

| |valid, detailed, & consistent with data | |accurate, and are related to data |inaccurate, or unrelated to the data |

|Organization |*Work is effectively organized to display|*Work is neatly organized to display |*Work is some what organized to infer |*Work is disorganized |

|*Have you organized your work? |appropriate connections |connections |connections |*Scientific information is unclearly |

|*Do you communicate ideas clearly? |*Scientific information is communicated |*Scientific information is communicated |*Scientific information has some |communicated or absent |

|*Do you connect ideas and use |clearly and precisely and may include |clearly and creatively |clarity |*Work displays limited or no sense of |

|transitions? |inventive or impressive dimension |*Work displays appropriate sense of focus |*Work displays some sense of focus to |focus |

| |*Work displays superior sense of |which displays learning |display some learning | |

| |connection & transition which displays | | | |

| |learning | | | |

|Work Ethic |*Work is current and all components are |*Work is current and most components are |*Work is nearly current and some |*Work is late or incomplete |

|*Is your work timely and complete? |complete |complete |components are incomplete |*Work is messy or illegible |

|*Is your work neat? |*Work is neat and easy to read |*Work is neat and readable |*Work is fairly neat |*Work is unoriginal or plagiarized |

|*Is your work original? |*All work is original and shows |*All work is original and shows some novel|*Work is original and show some insight|*Work does not follow proper format |

|*Does your work follow proper format? |extraordinary, novel insight, and |insight and perceptions |and perceptions | |

| |perceptions | |*Parts of work are in proper format | |

Grading Scale:

✓ Content = __________ X 6 = ______________________

✓ Focus = __________ X 6 = ______________________

✓ Organization = __________X 5 = ______________________

✓ Work Ethic = __________X 5= ______________________

✓ Total Score = _______________________/ 88

Comparing Hominid Skull Characteristics Lab

Honors Analysis Questions

1. What features of a hominid skull suggest that it was bipedal?

2. List the similarities between the Homo sapiens, and the Australopithecus boisei.

3. Which traits distinguish Homo sapiens and Gorilla gorilla?

4. How is Homo sapiens neanderthalensis different from Australopithecus boisei?

5. Is Australopithecus boisei more closely related to humans or gorillas? Explain.

6. What are 2 features that seem to be the most recent changes in hominids resulting in the appearance of modern Homo sapiens?

7. Why is impossible for humans to have evolved from apes?

8. If you were on an archaeological dig at Olduvai Gorge and were lucky enough to find fragments of a skull that include the lower jaw, what traits would you look for in the specimen to determine if it is a hominoid? Explain.

Product Checklist; Poster and Rationale Paper

Honors Ninth Grade Science

For this product, your group should create a good copy of your Hominid Family Tree on a standard size piece of poster paper. A rationale paper to support your group’s conclusions should accompany the poster. Your rationale should include information that your group collected over the course of this unit, both with the skulls and with the readings and other activities we completed. The best way to approach the rationale is to make statements and find clear and concise information to support them. You may want to use the ideas you have developed in your analysis questions! Be sure you cite any information that did not come directly from your observations of the skulls.

Rationale Example:

Our group began the family tree by placing the ____________ skull at the bottom of the tree because we believed it is the most primitive. (this was your statement) _________ ________ had no forehead, a large supraorbital ridge, and large canines. It had a small cranial capacity as well, making it the most primitive of the skulls studied. This hominid also did not live in large groups and had a much smaller body size than the others (citation). (These were your supporting statements)

Poster Should Include:

✓ All skulls should have a place on the family tree

✓ Each skull should have a picture to represent it

✓ Names and ages of skulls should be properly written

✓ Skulls should be arranged with consideration for their connection to each other

✓ Skulls should be arranged with consideration for their relative “ages”

✓ Each skull should be connected somehow to the tree

Rational Paper Should Include:

✓ Essay format uploaded in CANVAS

✓ Typed

✓ Underline or italicize the genus species names of each animal

o Ex: Australopithecus boisei

o Ex: Australopithecus boisei

✓ Capitalize only first letter of first name of each animal (see above examples)

✓ Cite all reference materials, including textbook

✓ Include a Works Cited page for referenced material

Individiual Data Chart Should Include:

✓ All blocks should be completed

✓ The tally sheet should be completed

DUE DATE: May 18, 2018

Product Checklist

PowerPoint Presentation

Honors Ninth Grade Science

For this product, your group should create a good copy of your Hominid Family Tree in a PowerPoint. The presentation must include your rationale or support for your group’s conclusions. Your information and discussion should include data that your group collected over the course of this unit, both with the skulls and with the readings and other activities we completed. The best way to approach the rationale or support is to make statements and find clear and concise information to support them. You may want to use the ideas you have developed in your analysis questions! Be sure you cite any information that did not come directly from your observations of the skulls.

Rationale Example:

Our group began the family tree by placing the ____________ skull at the bottom of the tree because we believed it is the most primitive. (this was your statement) _________ ________ had no forehead, a large supraorbital ridge, and large canines. It had a small cranial capacity as well, making it the most primitive of the skulls studied. This hominid also did not live in large groups and had a much smaller body size than the others (citation). (These were your supporting statements)

PowerPoint Should Include:

✓ Be uploaded into CANVAS

✓ Each skull should have a picture to represent it

✓ Names and ages of skulls should be properly written

✓ Skulls should be arranged with consideration for their connection to each other

✓ Skulls should be arranged with consideration for their relative “ages”

✓ Each skull should be connected somehow to the family tree

Rational or Support Should Include:

✓ Statements of fact from your family tree relationships

✓ Support from your “research”

✓ Cite all reference materials, including textbook

✓ Include a Works Cited page for referenced material

Presentation:

✓ Each member of your group should participate

✓ Presentation should be approximately 10 minutes long

✓ Visual should enhance the explanation of the group conclusions

Individual Data Chart Should Include:

✓ All blocks should be completed

✓ The tally sheet should be completed

DUE DATE: May 18, 2018

Product Checklist; Pamphlet

Honors Ninth Grade Science

For this product, your group should create a good copy of your Hominid Family Tree in a pamphlet. Written support for your group’s conclusions should be scattered throughout the pamphlet in the form of a rationale. This rationale should include information that your group collected over the course of this unit, both with the skulls and with the readings and other activities we completed. The best way to approach the rationale is to make statements and find clear and concise information to support them. You may want to use the ideas you have developed in your analysis questions! Be sure you cite any information that did not come directly from your observations of the skulls.

Rationale Example:

Our group began the family tree by placing the ____________ skull at the bottom of the tree because we believed it is the most primitive. (this was your statement) _________ ________ had no forehead, a large supraorbital ridge, and large canines. It had a small cranial capacity as well, making it the most primitive of the skulls studied. This hominid also did not live in large groups and had a much smaller body size than the others (citation). (These were your supporting statements)

Pamphlet Should Include:

✓ All skulls should have a place on the family tree

✓ Each skull should have a picture to represent it

✓ Names and ages of skulls should be properly written

✓ Skulls should be arranged with consideration for their connection to each other

✓ Skulls should be arranged with consideration for their relative “ages”

✓ Each skull should be connected somehow to the tree

Written Support Should Include:

✓ Statements of fact from your family tree relationships

✓ Support from your “research”

✓ Cite all reference materials, including textbook

✓ Include a Works Cited page for referenced material

Individual Data Chart Should Include:

✓ All blocks should be completed

✓ The tally sheet should be completed

DUE DATE: May 18, 2018

Product Checklist; Hominid Data Quote Analysis

Honors Ninth Grade Science

For this product, your group should create a good copy of your Hominid Family Tree and attach it to an analysis of 10 quotes from the green Biology textbook. You will analyze the data you collected on the hominid skulls to support each of the quoted statements from the textbook. The best way to approach the analysis is to take statements and find clear and concise information with data from the skulls to support them. You may want to use the ideas you have developed in your analysis questions! Be sure you cite any information that did not come directly from your observations of the skulls.

Family Tree Should Include:

✓ All skulls should have a place on the family tree

✓ Each skull should have a picture to represent it

✓ Names and ages of skulls should be properly written

✓ Skulls should be arranged with consideration for their connection to each other

✓ Skulls should be arranged with consideration for their relative “ages”

✓ Each skull should be connected somehow to the tree

Written Support Should Include:

✓ Typed answers uploaded in CANVAS

✓ Paragraph format

✓ Statements of fact from your family tree relationships

✓ Data and statistics from the skulls

✓ Support from your “research”

✓ Cite all reference materials, including textbook

✓ Include a Works Cited page for referenced material

Individual Data Chart Should Include:

✓ All blocks should be completed

✓ The tally sheet should be completed

DUE DATE: May 18, 2018

Product Checklist; Research Paper

Honors Ninth Grade Science

For this product, your group should create a good copy of your Hominid Family Tree and a research paper to support the claims you make in your tree. The research paper should include information that your group collected over the course of this unit, both with the skulls and with the readings and other activities we completed. The best way to approach this paper rationale is to make a clear thesis statement and find clear and concise information to support it. You may want to use the ideas you have developed in your analysis questions! Be sure you cite any information that did not come directly from your observations of the skulls.

Family Tree Should Include:

✓ All skulls should have a place on the family tree

✓ Each skull should have a picture to represent it

✓ Names and ages of skulls should be properly written

✓ Skulls should be arranged with consideration for their connection to each other

✓ Skulls should be arranged with consideration for their relative “ages”

✓ Each skull should be connected somehow to the tree

Research Paper Should Include:

✓ Five paragraph essay uploaded in CANVAS

✓ Typed

✓ Underline or italicize the genus species names of each animal

o Ex: Australopithecus boisei

o Ex: Australopithecus boisei

✓ Capitalize only first letter of first name of each animal (see above examples)

✓ Cite all reference materials, including textbook

✓ Include a Works Cited page for referenced material

Individual Data Chart Should Include:

✓ All blocks should be completed

✓ The tally sheet should be completed

DUE DATE: May 18, 2018

Product Checklist; Video

Honors Ninth Grade Science

For this product, your group should create a good copy of your Hominid Family Tree in a Video. You must include your rationale or support for your group’s conclusions. Your information and discussion should include data that your group collected over the course of this unit, both with the skulls and with the readings and other activities we completed. The best way to approach the rationale or support is to make statements and find clear and concise information to support them. You may want to use the ideas you have developed in your analysis questions! Be sure you cite any information that did not come directly from your observations of the skulls.

Rationale Example:

Our group began the family tree by placing the ____________ skull at the bottom of the tree because we believed it is the most primitive. (this was your statement) _________ ________ had no forehead, a large supraorbital ridge, and large canines. It had a small cranial capacity as well, making it the most primitive of the skulls studied. This hominid also did not live in large groups and had a much smaller body size than the others (citation). (These were your supporting statements)

Video Should Include:

✓ Each skull should have a picture to represent it

✓ Names and ages of skulls should be properly written

✓ Skulls should be arranged with consideration for their connection to each other

✓ Skulls should be arranged with consideration for their relative “ages”

✓ Each skull should be connected somehow to the family tree

Rational or Support Should Include:

✓ Statements of fact from your family tree relationships

✓ Support from your “research”

✓ Cite all reference materials, including textbook

✓ Include a Works Cited page for referenced material

Presentation/Format:

✓ Each member of your group should participate equally

✓ Video should be approximately 10 minutes long

✓ Visual should enhance the explanation of the group conclusions

✓ Video or link to video should be uploaded in CANVAS

Individual Data Chart Should Include:

✓ All blocks should be completed

✓ The tally sheet should be completed

DUE DATE: May 18, 2018

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