Science
Strand III
Use Scientific Knowledge from the Life Sciences in Real-World Contexts

 

Science/Strand III
Content Standard 4
All students will explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species; compare ways that living organisms are adapted (suited) to survive and reproduce in their environments; and analyze how species change through time. (Evolution)

 

Science/Strand III/Content Standard 4
High School

 

Science/Strand III/Content Standard 4/High School
Benchmark 1
Describe what biologists consider to be evidence for human evolutionary relationships to selected animal groups.

Benchmark Clarification

Biologists have differing opinions about the evidence for human evolutionary relationships with selected animal groups.

Students will:

  • Analyze and interpret evidence supporting a progression from a common ancestry
  • List and discuss what biologists consider to be evidence that humans evolved from more primitive forms

Key Concept / Real World Context / Instructional Example / Assessment Example / Resources

 

Science/Strand III/Content Standard 4/High School/Benchmark 1
Key Concept
Common types of evidence used:

  • hominid fossils
  • vestigial structures
  • DNA
  • protein structure

 

Science/Strand III/Content Standard 4/High School/Benchmark 1
Real World Context
Skeletal comparisons:

  • modern human to hominid fossils

Anatomical and biochemical similarities of humans and other higher primates:

  • blood proteins

Similarity of early human embryo stages to those of other vertebrates

Vestigial structures:

  • appendix
  • tail bone

 

Science/Strand III/Content Standard 4/High School/Benchmark 1
Instructional Example

Benchmark Question: How do biologists evaluate evidence for human evolutionary relationships to selected animal groups?

Focus Question: How do biologists evaluate evidence that humans evolved from more primitive forms of life?

The teacher will present the following scenario:

An evolutionary biologist has been given the following information about the amino acid sequences of a protein (e.g., hemoglobin) found in the following animals.

Working in pairs, students will write an essay explaining how they might compare amino acid sequences and describe the possible evolutionary relationships between two animals.

Constructing: (SCI.I.1.HS.1), (SCI.I.1.HS.4), (SCI.I.1.HS.5).

Reflecting: (SCI.II.1.HS.2), (SCI.II.1.HS.4).

 

Science/Strand III/Content Standard 4/High School/Benchmark 1
Assessment Example

In small groups, students will construct a tree diagram that shows the evolutionary relationships among the vertebrates investigated in the instructional example. Students will describe their tree and explain the relationships using supporting evidence from the chart given in the instructional example in a presentation to the class.

(Give students rubric before activity.)

Scoring Rubric

Criteria

Apprentice

Basic

Meets

Exceeds

Accuracy of evolutionary tree diagram

Draws and labels an evolutionary tree with more than two inaccuracies.

Draws and labels an evolutionary tree with one or two inaccuracies.

Draws and labels a complete and accurate evolutionary tree.

Draws and labels a complete evolutionary tree with exceptional quality.

Explanation of evidence

Provides inaccurate evidence for three or more branches based on chart.

Provides inaccurate evidence for two branches based on chart.

Provides accurate evidence for all branches based on chart.

Provides accurate evidence for all branches with explanations.

 

Science/Strand III/Content Standard 4/High School/Benchmark 1
Resources

Basic Evolution.
http://www.indiana.edu/ensiweb/