NGSSS SCIENCE SUPPLEMENTAL RESOURCES
STUDENT PACKET
Biology
SC.912.L.15.1
DEPARTMENT OF MATHEM ATICS AND SCIENCE
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice Chair
Dr. Dorothy Bendross-Mindingall
Susie V. Castillo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Lubby Navarro
Dr. Marta Pérez
Raquel A. Regalado
Julian Lafaurie
Student Advisor
Alberto M. Carvalho
Superintendent of Schools
Maria Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics
Mr. Cristian Carranza
Administrative Director
Division of Academics
Dr. Ava D. Rosales
Executive Director
Department of Mathematics and Science
Introduction
The purpose of this document is to provide students with enhancement tutorial sessions that will
enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned
to Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards
(NGSSS) as described in the course description and the Biology Item Specifications and include
an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment
questions.
The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are
encouraged to generate an inquiry-based environment where students grow in scientific thinking
while creating and responding to higher-order questions.
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Table of Contents
Classification, Heredity, and Evolution - SC.912.L.15.1 Explain how the scientific theory of
evolution is supported by the fossil record, comparative anatomy, comparative embryology,
biogeography, molecular biology, and observed evolutionary change. (Also assesses
SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1, SC.912.N.3.1, SC.912.N.3.4, and
SC.912.L.15.10)
Activity 1 - Human Evolution – Skull Analysis .............................................................................3
Activity 2 – Evidence of Theory of Evolution .............................................................................16
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Activity 1 – Human Evolution – Skull Analysis
Learning Objectives
Students will …
 Measure and observe anatomical features on a variety of hominid skulls.
 Use the foramen magnum to identify whether a species was bipedal.
 Estimate the cranial capacity of various hominids.
 Compare the maxillary angle, dentition, and palate shape of various hominids.
 Use anatomical features to hypothesize evolutionary relationships between species.
Vocabulary
 Bipedal – walking on two legs.
o The first bipedal hominins evolved around 6 million years ago. It is from these
hominins that humans eventually evolved.
 Canine – a pointed tooth that is used by most animals for grasping and piercing food.
o Canines are found only in meat-eating animals or animals that evolved from meateaters.
 Cranial capacity – the interior volume of the cranium, where the brain is housed.
o Humans have a cranial capacity of 1,000–2,000 cm3. Chimpanzees have a cranial
capacity of 300–400 cm3.
 Cranium – the portion of the skull that does not include the mandible (lower jaw).
o The human cranium is generally composed of 29 different bones.
 Evolve – to change over many generations.
 Foramen magnum – a hole at the base of the skull through which the spinal cord exits.
 Hominid – a member of a group of primates that includes orangutans, gorillas, chimps,
and humans.
o Modern hominids are also known as the great apes.
 Hominin – a member of the evolutionary lineage that led to humans.
o The ancestors of chimpanzees and hominins split into two separate groups around 6–
7 million years ago.
 Index – a ratio of one measurement in relation to another.
o One common index is the body mass index, which is used to compare a person’s
height to his or her weight to determine whether he or she is in a healthy weight
range.
 Maxilla – the upper jaw.
 Orbit – a hollow in the skull for an eyeball.
 Palate – the roof of the mouth.
 Skull – the bones that make up the head of an animal, including the cranium and
mandible (lower jaw).
Engage Activity: (whole class 15 minutes)
Your teacher will create discussion from the following stems using Socratic-like structure:
 Site some examples that serve as proof that evolution is real. List example why not.
 If our ancestors were apes, then why are there still apes?
 If we are evolving, what do you think we will look like in one million years?
 How do you think birds evolved flight?
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Lesson Overview
What can an anthropologist tell from looking at an organism’s
skull? As it turns out, a lot! From a skull alone, anthropologists can
get an idea about how the organism moved, what it ate, how large
its brain was, and much more.
Using the Human Evolution – Skull Analysis Gizmo™, students
will explore some of the methods anthropologists use to analyze
fossilized hominin skulls in order to learn more about human
evolution.
The Student Exploration sheet contains three activities:
 Activity A – Students relate the position of the foramen
magnum to bipedalism.
 Activity B – Students compare the cranial capacities of various hominid skulls.
 Activity C – Students compare the maxillary angles, dentition, and palate shape of
various hominids and describe trends in hominid evolution.
Scientific Background
Human evolution is a fascinating and constantly changing field of study. The idea that humans
evolved was first seriously considered by many scientists after Darwin published On the Origin
of Species in 1859. Less than 10 years later, the first fossilized hominin remains (Homo
heidelbergensis) were discovered in France. It took another 50 years (1924) for the first
australopithecine fossil to be discovered in South Africa. In 1974, Donald Johanson excavated
Lucy, the famous Australopithecus afarensis skeleton, in Ethiopia. This caused the interest in
human evolution to explode. Today, fossil remains from at least 20 different hominin species
have been found.
The most important hominid fossils are skulls. An enormous amount of information can be
garnered by measuring and comparing the skulls of different hominid species. For example, in
knuckle-walking apes the foramen magnum is located near the back of the skull. In humans and
other bipedal hominins, the foramen magnum is located on the bottom of the skull. This
arrangement allows bipedal individuals to comfortably look forward while standing up.
Scientists have found several 6–7 million year old transitional fossils showing the evolution of
hominins. The oldest known unequivocally bipedal species is Australopithecus afarensis, which
lived 3.9–3.0 million years ago. A. afarensis skeletons have ape-like skulls, but the lower body
closely resembles humans. In addition, the foramen magnum of A. afarensis is positioned
relatively close to the center of the cranium, indicating an upright posture. Several species
dating 3.0–1.1 million years old likely descended from Australopithecus afarensis. These
hominids are split into two groups: those with light builds, such as Australopithecus africanus,
and those with heavy builds, such as Paranthropus boisei.
Around 2.4 million years ago, a new group of hominins appeared in central Africa. This group of
hominins resemble humans closely enough that scientists have placed them in the Homo
genus. One of the earliest of these hominins is Homo habilis, which still had many ape-like facial
features, but had a very human-like brain shape—so much so that many anthropologists think
H. habilis was capable of speech. Homo erectus most likely evolved from H. habilis. This was
the first species to have definitely left Africa. H. erectus skeletons have been found across
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Europe, Asia, and even on the Indonesian island of Java. Homo floresiensis, excavated on
another Indonesian island, is believed to be a pygmy form of H. erectus.
Many anthropologists think that Homo heidelbergensis, Homo sapiens neanderthalensis, and
Homo sapiens evolved from H. erectus populations in Africa. These new species then migrated
out of Africa and replaced the H. erectus species living in Europe and Asia. DNA evidence
supports this theory, indicating that all modern humans are descended from a population that
migrated out of Africa between 65,000 and 50,000 years ago.
Forensics Connection: Osteological evidence
Skull analysis is not only useful for studying evolution. The same techniques are also used by
archaeologists and forensic investigators in order to glean clues from human remains. The skull,
in particular, can offer a wealth of information to the trained eye. For example, the shape of the
orbits and mandible can be used to determine an individual’s sex. The degree to which the
cranium’s bones are fused can indicate a person’s age. The shape of the nasal opening and
certain dental features can be used to determine ethnicity. The chemical makeup of teeth can
pinpoint where a person lived as a child. Also, many diseases can be diagnosed by examining
bone texture. All of this information can be compiled to identify remains, solve crimes, or piece
together the life history of a historical figure.
Selected Web Resources
Interactive images of skulls: http://australianmuseum.net.au/Human-Evolution
Fossilized hominids: http://talkorigins.org/faqs/homs/species.html
Human evolution: http://www.becominghuman.org/, http://www.pbs.org/wgbh/aso/tryit/evolution/
Hominoid taxonomy: http://cogweb.ucla.edu/ep/Hominoids.html
Related Gizmo:
Evolution: Mutation and Selection: http://www.explorelearning.com/gizmo/id?554
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Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. Label one of the skulls below as human and the other as a chimpanzee skull.
2. What features did you use to identify which skull was human and which was chimpanzee?
Gizmo Warm-up
In 1924, a fossilized skull that looked very similar to a chimp skull was
discovered. But the skull most definitely did not belong to a chimp.
The location of the foramen magnum—a hole in the skull where the
spinal cord exits—indicated that the individual was bipedal, or walked
on two legs. This fossil was some of the earliest evidence of human
evolution.
Using the Human Evolution – Skull Analysis Gizmo™, you will
discover some of the ways that skulls can be used to learn about
human evolution. Start by comparing two modern hominids: a human
and a chimpanzee.

Examine the Front view of the Homo sapiens (modern human) skull. Then, use the Select
skull menu to examine the same view of the Pan troglodytes (chimp) skull.
How do the skulls compare?

Now, examine the Bottom view of the two skulls. How do they compare?
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Activity A: Foramen Magnum
Introduction: Skulls, even from the same species, can
have a wide variety of shapes and sizes. To compare
skulls, scientists use measurements of certain
features to calculate indexes. An index is a ratio of
one measurement to another.
An important index for measuring hominid skulls is
the opisthion index. This index indicates the position
of the foramen magnum in the base of the cranium.
The opisthion index can indicate whether a hominid
species was bipedal or not.
Engage Question: How does the location of the foramen magnum indicate if a species was
bipedal?
1. Get the Gizmo ready:
 Select the Homo sapiens (modern human) skull.
2. Measure: Select the Bottom view. To determine the opisthion index for
humans and chimps, follow the steps below and complete the table.
 Turn on Click to Measure Lengths. Measure the distance from the
opisthocranion to the opisthion, as shown at top right. Record the
opisthocranion-opisthion distance in the table below.
 Measure from the opisthocranion to the orale, as shown at bottom right.
Record the opisthocranion-orale distance in the table.
 To calculate the opisthion index, divide your first measurement by your
second measurement. Multiply this number by 100.
Species
Opisthocranionopisthion distance (cm)
Opisthocranionorale distance (cm)
Opisthion index
Homo sapiens
Pan troglodytes
3. Analyze: The opisthion index is an indicator of where the foramen magnum is situated. The
greater the opisthion index, the closer the foramen magnum is to the center of the cranium.
This position is usually found in species that stand upright. A low value for the opisthion
index occurs when the foramen magnum is situated in the rear of the cranium. This may
indicate that the species walked on its knuckles or on four legs.
Using the index values you calculated, what can you conclude about humans and chimps?
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4. Gather data: Humans, chimpanzees, and the other great apes are hominids. Hominids
evolved from a common ancestor that lived about 13 million years ago. Hominins are
hominids that belong to the lineage that led to humans.
Measure the opisthion index of the other hominids available in the Gizmo.
Species
Opisthocranion-opisthion
distance (cm)
Opisthocranionorale distance (cm)
Opisthion
index
A. afarensis
A. africanus
P. boisei
H. habilis
H. erectus
H. heidelbergensis
H. sapiens
neanderthalensis
H. floresiensis
5. Analyze: Hominins are characterized by bipedalism.
A. Based on their opisthion indexes, which of the hominids in the Gizmo are hominins?
B. Based on opisthion indexes, which hominin skulls are most similar to human skulls?
6. Explain: Why do you think the foramen magnum is positioned near the rear of the cranium
for knuckle-walking species and near the center of the cranium for bipedal species?
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Activity B: Cranial Capacity
Introduction: The brain is housed inside the cranium. The internal volume of the cranium is
called the cranial capacity. The larger an organism’s cranial capacity is, the larger its brain
tends to be.
Engage Question: How does the cranial capacity compare amongst hominids?
1. Get the Gizmo ready:
 Select Side view.
 Turn off Ruler, and turn on Click to measure area.
2. Measure: To estimate the cranial capacity of each skull in the
Gizmo, measure the area of the part of the cranium that houses
the brain. This part of the cranium is roughly behind the red line
in the diagram at right. You can also use the three skull images
below as a guide for measuring the rest of the skulls in the
Gizmo.
After you measure the area of each cranium, multiply the result
by 5. This will give you a very rough estimate of the species’
cranial capacity.
Species
Pan troglodytes
A. afarensis
A. africanus
P. boisei
H. habilis
H. erectus
H. heidelbergensis
H. sapiens
neanderthalensis
H. floresiensis
H. sapiens
Area of cranium (cm2)
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Estimated cranial capacity (cm3)
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3. Analyze: Examine the estimated cranial capacities you calculated.
A. Which species probably had the largest cranial capacities?
B. What do you think cranial capacity is a good indicator of?
C. Did any hominids have a larger cranial capacity than humans? If so, which species?
4. Compare: Turn off the Area tool. Using the Front view, compare the size and shape of the
forehead of a chimpanzee and the forehead of a modern human. How are they different?
A. How are they different?
B. Why do you think humans have such large foreheads in comparison to chimps?
5. Draw conclusions: Compare the data you collected in activity A with the data you collected in
this activity. Which evolved first in hominins: bipedalism or large brains? Explain.
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Activity C: Maxilla and Mandible
Introduction: Teeth and the bones around the mouth give a great deal of information about both
a species’ diet and how it eats. Take a look at the skull features below.
Engage Question: How do the mouths of hominids compare?
1. Get the Gizmo ready:
 Select Side view.
 Turn on Click to measure angles.
2. Measure: As shown at right, place one of the protractor’s circles
on the top of the zygomatic process. Place the vertex of the
protractor at the top of the nasal opening (Hint: You may have to
look at the Front view in order to see where the top of the nasal
opening is in relation to the orbit). Place the other circle on the
edge of the maxilla. The resulting angle is the maxillary angle.
Complete the table. (Note: You will not be able to do this
measurement on incomplete skulls.)
Species
Pan troglodytes
Australopithecus
afarensis
Australopithecus
africanus
Paranthropus boisei
Homo habilis
Maxillary angle
—
Species
Homo erectus
Homo
heidelbergensis
Homo sapiens
neanderthalensis
Homo floresiensis
Homo sapiens
Maxillary angle
—
—
3. Observe: Select the Bottom view and look at the size and shape of each species’ palate.
How does the maxillary angle and palate shape relate to the size of each species’ mouth?
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4. Compare: Compare the human’s and chimp’s teeth.
A. How many teeth are found in each species’ maxilla?
Pan troglodytes:
Homo sapiens:
B. How do the size and shape of human canines compare with chimp canines?
5. Form hypothesis: Chimps and humans eat similar foods. What do you think could explain the
differences between the maxillary angle, teeth, and palate of these two species?
6. Infer: What is the relationship between the evolution of bipedalism, the increase in cranial
capacity, and the decrease in tooth and mouth size of hominins? (Hint: As cranial capacity
increased, the use of sophisticated stone tools became more common.)
7. Summarize: On a separate sheet of paper, record the age of each fossil. Then, look over all
the data you collected. Summarize how hominins changed as they evolved.
8. Evaluate: Of the fossils presented in this Gizmo, Homo floresiensis is the youngest. In what
ways does this species NOT follow the pattern of human evolution you described above?
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Assessment – Human Evolution – Skull Analysis
1. Of the skulls below, which one shows the most evidence of upright walking?
A.
B.
C.
D.
Skull A
Skull B
Skull C
Skull D
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2. Which statement is most likely to be true, based on the drawings below?
A.
B.
C.
D.
Species A had more massive jaw muscles than species B.
Species A walked more upright than species B.
Species A was more capable of speech than species B.
Species A was more similar to modern humans than species B.
3. A series of measurements were made on four skulls (descriptions of the measurements can
be found in the Exploration Guide). Which is most likely a modern human skull?
*The ratio of the cross-sectional area of the cranium to the area of the face.
**The angle from the bridge of the nose to the incisors to the last molar.
***The ratio of the distance from the center of the foramen magnum to the back of the skull
to the distance from the center of the foramen magnum to the front of the skull.
A.
B.
C.
D.
Skull A
Skull B
Skull C
Skull D
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4. The Neanderthal skeleton known as the "old man" showed evidence of many injuries over a
long life. Several broken bones had healed, and almost all of his teeth had fallen out. What
does this most likely indicate?
A.
B.
C.
D.
Neanderthal bones were very delicate and easily broken.
The Neanderthals practiced cannibalism.
The Neanderthals cared for the wounded and the elderly.
The Neanderthals ate a lot of sugary foods, causing tooth decay.
5. Skulls can reveal many things about our hominid ancestors. What aspect of hominids is not
related to skull anatomy?
A.
B.
C.
D.
What they ate.
Their hair and skin color.
Whether they stood upright.
The shape and size of their brain.
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Activity 2 – Evidence of the Theory of Evolution
Adapted from Teachers Domain.
http://access.teachersdomain.org/resources/tdc02/sci/life/div/lp_evid/index.html
Objectives
 Discover how scientists use fossil evidence to trace the evolution of various species
 Understand methods used to date fossils
 Learn about some of the most important evolutionary transformations in the history of life
Resources
 Record of Time PDF Document (for the teacher)
 Becoming a Fossil QuickTime Video
 Laetoli Footprints QuickTime Video
 Radiometric Dating QuickTime Video
 Fish with Fingers QuickTime Video
 Tetrapod Limbs JPEG Image
 Evolving Ideas: How Do We Know Evolution Happens? QuickTime Video
 Whales in the Making PDF Document
 Whale Evolution Data Table Worksheet PDF Document
Materials
 Paper
 Scissors
 Rulers
 Tape
 Glue
 Markers
The Lesson
Part I: Fossil Formation
1. Read the Record of Time document (see on page 18 below) for detailed information on
fossil formation and the various methods used for dating fossils.
2. Students watch the Becoming a Fossil video. Then discuss the following:
 Why do most living things not leave fossils behind?
 How are fossils formed?
 How are fossils uncovered?
 How do scientists determine the age of fossils?
3. Students watch the Laetoli Footprints video. Then discuss the following:
 What was the unusual series of circumstances that caused the Laetoli footprints to be
preserved? Does this combination of events say anything about why such footprints
are a rare find?
 What do the footprints at Laetoli tell scientists about the way the creatures that made
them moved?
4. Students watch the Radiometric Dating video. Then discuss the process of radiometric
dating, as well as other methods of dating fossil finds.
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Part II: Evidence of the Evolutionary Process
1. Students watch the Fish with Fingers video. Then discuss the following:
 What did old theories say about the evolution of land-dwelling animals, and why was
paleontologist Jenny Clack dissatisfied with these explanations?
 What evidence did Clack find to disprove old theories?
 What explanation of the evolution of land animals can Clack give based on current
fossil evidence?
2. Students examine the Tetrapod Limbs image (see on page 19 below). Then discuss the
image focusing on these specific questions:
 What are the similarities and differences among the seven limbs shown?
 How would scientists explain why these very different species all have limbs with five
digits?
 What is the difference between a homologous structure and an analogous structure?
Name some examples of each.
3. Students watch the Evolving Ideas: How Do We Know Evolution Happens? video and
discuss the following:
 What can we learn from fossil evidence?
 What specific fossil evidence points to the whale's evolution from land to water?
Part III: Whale Evolution
1. Students work in teams of two using copies of the Whales in the Making handout (find on
page 20 below) and the Whale Evolution Data Table Worksheet (PDF) worksheet (on
page 21 below). Have students work in teams of two. Ask them to cut out the six fossil
boxes from the handout and gather information about each fossil from resources in the
Evolution Library (http://www.pbs.org/wgbh/evolution/library) or in books from the school
library.
2. Ask each team of two to prepare an Eocene epoch timeline on paper, using the same
scale as the classroom model (one inch equals one million years). Their timelines should
be twenty-one inches long. Each million years should be labeled, with 34 Mya at the top
of the timeline and 55 Mya at the bottom.
3. Have teams mount fossil boxes 1 and 2 from the handout at the proper locations on their
timelines. Point out the large gap between these two fossils. Then have students add the
remaining fossils in order by the age of the fossil (from youngest to oldest).
4. Discuss the following:
 What typical whalelike traits were apparently the earliest to appear? What apparently
evolved much later?
 As each "missing link" was found, how many new gaps were formed? What is the
relationship between gaps and fossils?
 To find fossil evidence to fill the largest remaining gap in whale evolution, what age
sediments would you search?
 What distinguishing traits would you expect to find in whale fossils of that age?
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Background Essay: Whales in the Making
(from TeachersDomain.org)
Call it an unfinished story, but with a plot that's a grabber. It's the tale of an ancient land
mammal making its way back to the sea, becoming the forerunner of today's whales. In doing
so, it lost its legs, and all of its vital systems became adapted to a marine existence -- the
reverse of what happened millions of years previously, when the first animals crawled out of the
sea onto land.
Some details remain fuzzy and under investigation. But we know for certain that this back-tothe-water evolution did occur, thanks to a profusion of intermediate fossils that have been
uncovered over the past two decades.
In 1978, paleontologist Phil Gingerich discovered a 52-million-year-old skull in Pakistan that
resembled fossils of creodonts -- wolf-sized carnivores that lived between 60 and 37 million
years ago, in the early Eocene epoch. But the skull also had characteristics in common with the
Archaeocetes, the oldest known whales. The new bones, dubbed Pakicetus, proved to have key
features that were transitional between terrestrial mammals and the earliest true whales. One of
the most interesting was the ear region of the skull. In whales, it is extensively modified for
directional hearing underwater. In Pakicetus, the ear region is intermediate between that of
terrestrial and fully aquatic animals.
Another, slightly more recent form, called Ambulocetus, was an amphibious animal. Its forelimbs
were equipped with fingers and small hooves. The hind feet of Ambulocetus, however, were
clearly adapted for swimming. Functional analysis of its skeleton shows that it could get around
effectively on land and could swim by pushing back with its hind feet and undulating its tail, as
otters do today.
Rhodocetus shows evidence of an increasingly marine lifestyle. Its neck vertebrae are shorter,
giving it a less flexible, more stable neck -- an adaptation for swimming also seen in other
aquatic animals such as sea cows, and in an extreme form in modern whales. The ear region of
its skull is more specialized for underwater hearing. And its legs are disengaged from its pelvis,
symbolizing the severance of the connection to land locomotion.
By 40 million years ago, Basilosaurus -- clearly an animal fully adapted to an aquatic
environment -- was swimming the ancient seas, propelled by its sturdy flippers and long, flexible
body. Yet Basilosaurus still retained small, weak hind legs -- baggage from its evolutionary past
-- even though it could not walk on land.
None of these animals is necessarily a direct ancestor of the whales we know today; they may
be side branches of the family tree. But the important thing is that each fossil whale shares new,
whale-like features with the whales we know today, and in the fossil record, we can observe the
gradual accumulation of these aquatic adaptations in the lineage that led to modern whales.
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Assessment - Evidence of the Theory of Evolution
Evaluate/ Extend: (Check for Understanding)
To help students synthesize what they've learned about evolution from these activities, ask
them to discuss the following:
 Why is it difficult to find an evolutionary trail of fossil species leading from a common
ancestor?
 What have the Laetoli footprints and the bone structure of the Lucy fossil taught
paleontologists about the way Lucy moved?
 What can a creature's way of moving say about its evolution?
 How did fossil evidence change scientists' ideas about the transition from life in water to
life on land?
 How did fossil evidence change scientists' ideas about the transition of mammals from
land back to water?
 Explain why the absence of transitional fossils does not mean that evolution didn't take
place.
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Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)