Lines of Evidence for Evolution
Subject/Grade Level: Evolution (Grade 9)
Materials:
- Student instructions
- Evidence for Evolution terms and illustrations/graphics (larger version for group activity; smaller version for graphic
organizer)
Objectives:
-
Students will identify and describe the major lines of evidence that support the theory of evolution
Students will engage in arguments to support the various lines of evolutionary evidence and collaborate to
organize, evaluate and communicate the various lines of evolutionary evidence
Standards
SC.912.N.3.1 – Explain that a scientific theory is the culmination of many scientific investigations drawing together all the
current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful
explanation scientists have to offer.
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.
Engagement
“Hook” students by having them complete the module, “The Evolution of Flight in Birds” found at the UC Berkeley
website and sponsored by the National Science Foundation:
http://www.ucmp.berkeley.edu/education/explorations/reslab/flight/main.htm
Have students complete the assessment questions at the end of the module.
Exploration
Group students into small groups (3-4 students per group).
Hand out student instruction packet which includes the student instruction sheet and large and small versions of
evidence terms and illustrations. Have students save their individual smaller versions for future use (concept map).
As a group, have the students organize the larger versions of the terms and illustrations into categories based on the line
of evidence that they represent: fossil record, molecular biology, comparative anatomy, comparative embryology,
biogeography, and observed evolutionary change. Note: After the group activity, students will individually cut out the
smaller versions of the terms and illustrations and use them to complete a graphic organizer.
Teacher circulates the room asking students to explain their rationale for placing particular terms and illustrations in a
specific category. (Opportunity for formative assessment)
Students justify and defend their selections
Group prepares a graphic organizer (concept map) from their arranged piles
Follow on: Each group could prepare a power point slide depicting their concept map. Groups could then present their
finished product to the class for class discussion.
Explanation
This is a review activity that should be accomplished after the key terms have been defined and the lines of evidence
have been discussed. Students may have already completed a directed note taking activity using a table similar to the
one below:
Lines of Evidence in Support of the Theory of Evolution
Notes
Fossil
Record
Molecular
Data
Comparative
Anatomy
Comparative
Embryology
Bio geography
Observed
Change
Elaboration
Students create a graphic organizer using the smaller versions of the terms and illustrations included in their student
packet.
Teachers may also choose to have the students review the material found at:
http://evolution.berkeley.edu/evolibrary/article/lines_01
Evaluation
In addition to the formative assessment during student activity engagement, teachers should evaluate for
comprehension of the assessed standards utilizing the CER Rubric below prepared for each line of evidence:
Question: How does _______________________(the fossil record, molecular data, etc.) support the
theory of evolution?
Claim: The ____________ supports the theory of evolution by ________________________
Evidence
Reasoning
Additional Resources:
Weblab to explore the many lines of evidence scientists use to reconstruct the evolutionary histories of organisms.
http://www2.edc.org/weblabs/exploringevolution/evolution.swf
Article: Twelve Lines of Evidence for the Evolution of Humans & other Primates - Martin Nickels, Anthropology
Program, Illinois State University, ENSI Co-Director. http://www.indiana.edu/~ensiweb/nick.he.html