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Evidence for Hominin Evolution

Evidence for Hominin Evolution. Evolution Group: Joey Marianne Sherry Margaret Melissa Sarah. Context: Introductory Biology Course Prior to unit students will have been introduced to: evolution by natural selection basic genetics (reminder of basic high school biology)

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Evidence for Hominin Evolution

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

  2. Context: • Introductory Biology Course • 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: • Students will have read chapter covering lines of evidence (ex Freeman 4th ed. C 24) • Students will be provided "evidence" worksheets before class so they have time to read and understand graphical evidence for one line of evolution. Context for Teachable Unit:

  3. Summative Assessment for Teachable Unit • Summative Assessment: • 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

  4. Clicker Questions:

  5. 1. Is Evolution a hotly debated topic in the Scientific community? Yes B) No C) Don’t know

  6. 2. According to the theory of Evolution, which is true? • We descended from chimps. • The theory of evolution doesn't mention humans. • Apes came first and humans evolved from them. • Apes and humans shared an ancestor a long time ago.

  7. 3.  As a scientist, how would you characterize the strength of the available scientific evidence for Human evolution? Strong Decent Weak I don't know the evidence so I can't evaluate it.

  8. 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. Learning Outcomes:

  9. 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 Activity:

  10. 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

  11. Please return to your seats

  12. Review lines of evidence with students. • Summary conversation about the strength of having multiple lines of evidence. • Solicit opinions on rankings • Revisit clicker questions and discuss the misconceptions. Concluding the Teachable Unit:

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