Evolution Group:
Joey
Marianne
Sherry
Margaret
Melissa
Sarah

• Context: o Introductory Biology Course o 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 o
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.

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

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.

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

• 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.

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

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

• 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.