Human Evolution
I.
Lesson Objectives/Goals: Students will understand that scientists have
used fossil records of human ancestors to map how humans have
migrated over time. Students will understand that scientists use fossils as
evidence of human evolution.
II.
Lesson Assessment: Students will be assessed on their completion of the
in class activity and turning in the activity worksheet.
III.
Standards: The core standards addressed are as follows:
a. 8.1L.1 Explain how genetics and anatomical characteristics are
used to classify organisms and infer evolutionary relationships.
b. 8.2L.1 Explain how species change through the process of natural
selection. Describe evidence for evolution.
IV.
Timing: Timing for the lesson should proceed as follows:
a. Warm-Up: 10 minutes
b. Evolution video: 10 minutes
c. Human evolution mapping activity: 35 minutes
d. Google Earth tour: 7 minutes
V.
Materials: Materials needed for this lesson are as follows:
a. SMART board warm-up slides
b. Did Humans Evolve? You Tube Video
c. Human evolution worksheet9
d. 5 world maps with latitude and longitude lines
e. 5 human migration fact sheets10
f. Google Earth tour
VI.
Beginning of lesson:
The warm-up will be projected on the SMART board as students enter the
classroom. Students are expected to take out their notebooks and begin
the warm-up. When the bell rings, read the warm-up questions: “1) Make
a Venn Diagram comparing Sexual Selection and Natural Selection. 2) List
the four things that scientists use as evidence of evolution” Give students
five minutes to complete the warm up. Go over student responses to
warm-up questions.
VII.
Middle of lesson:
Show students the PBS video “Did Humans evolve?”
http://www.youtube.com/watch?v=x5NG8SYQSzE. Ask students to think
of the answers to the questions: 1) What is the difference between a
relative and an ancestor? And 2) What do the similarities between human
and chimpanzee DNA tell us about our evolutionary relationship?
When the movie finishes, pass out the Human evolution worksheet and
have students write their answers (questions 1 and 2 on the worksheet).
Review answers.
VIII.
End of lesson:
Students will complete a mapping activity, charting where fossils of
human ancestors have been found across the world. Review with
students how to plot a point on a map using latitude and longitude. Divide
students into 5 groups. The roles in the group are: 2 plotters, to helpers,
and 1 presenter. Ask the presenter to come to the teacher. The teacher
will give the presenter two maps and two fact sheets. The teacher will
then assign the group a class of fossils (homo erectus, Neanderthal, homo
sapiens, etc.). The group is responsible ONLY for plotting the points of
ONLY those fossils on their graphs.
Once every group is done plotting their points, the group presenter will
come forward. Using the document camera, the student will describe his
fossil group, how old these fossils are and where in the world they were
found.
While the group present is using the overheard project, one member
of the group will enter two longitude/latitude coordinates into the
Google Earth tour program. The points will be entered in
chronological order.
After each group has finished presenting and entering coordinates,
the teacher will run the tour program, allowing students to see “first
hand” the sites where these fossils were discovered, and observe
how humans evolved and migrated across the globe.
After each group has presented, and the Google Earth tour has been
viewed, students will answer questions on human migration. The
questions are for homework if not finished.
IX.
Differentiation:
Content was delivered in multiple formats during this lesson: through
video and through guided inquiry. Students were able to self-assign their
roles in the groups, taking on the jobs with which they were most
comfortable. The teacher was able to give assistance where needed to
groups struggling with plotting points.