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Estimated class time |
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Two class periods
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Lesson Objectives |
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Students will be able to:
- Define bipedalism and describe its evolutionary significance.
- Compare and contrast physical structures of bipeds and quadrupeds.
- Describe the advantages of bipedalism.
- Discuss previous and current beliefs about the development of bipedalism in hominids.
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Materials needed |
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Teaching Strategy |
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Teachers!
Video clips for your students are available here.
 Video Clips
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Preparation: Create an obstacle course through the classroom, hallway, or gym using desks, chairs, tables, or anything else that is available. Have some candy or other items available at one end of the course. Warn students ahead of time to be prepared to be on the floor for this lesson.
- Ask students to list characteristics that distinguish humans from other animals. Give students a few minutes to list several distinctive human traits and the advantage that is gained from each trait. Ask students to choose one of their listed traits, (other than brain capacity) as the most important distinguishing feature between humans and animals. Allow students to discuss their responses in pairs or small groups. Allow a few groups to share their ideas with the class. Discuss.
- Introduce the term bipedalism if it hasn't been brought up by any of the groups or direct students to think about it, if it was mentioned. As a class develop a working definition of the term, by having students identify the roots of the word. Inform students that many scientists consider bipedalism a defining feature of the human race. What makes bipedalism so special? How did it develop?
- Review with students or have students define the following terms:
- Evolution
- Natural selection
- Hominid
- Paleoanthropology
- In pairs, the students are now challenged to complete the obstacle course once as a quadruped (on hands and knees) and once as a biped (standing upright). Their goal is to make it through the path retrieve their food source (the candy at the end) and then get back to the beginning of the course. Their partners will time their trials for each position, and then the students can switch roles between timer and runner. Have students record their data and answer the analysis question on the Activity Sheet.
- Direct students to the SECRETS OF THE DEAD/Search for the First Human Web site at http://www.pbs.org/wnet/secrets/lessons/lp_firsthuman_videos.html. Have students view each of the video clips and discuss or write answers to the questions on the site.
- Have students explore the rest of the website, including the Interactive Activity, "What is Bipedalism?" Have them complete the Data/Inference Sheets using evidence and information from the website.
- Have students write a summary of the activity explaining what they learned and if they accept Martin and Brigitte's claims. What kind of evidence might still be needed to support the idea that Orrorin tugenesis is more closely related to humans than Lucy?
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Internet Resources |
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Assessments |
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- Participation in discussions
- Participation in and written responses to One Foot, Two Foot Activity Sheet
- Written responses Data/Inference Student Sheet
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Extensions |
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- Research the methods paleontologist use when dating fossil finds.
- Provide students with sample bones from various animals and have students examine them closely to make inferences about the type of animal and its lifestyle.
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Correlation to National Science Standards |
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Standards from http://bob.nap.edu/html/nses/html/6e.html#csc912
CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of biological evolution:
- Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.
- The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop understandings about science and technology:
- Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.
CONTENT STANDARD G: As a result of activities in grades 9-12, all students should develop understanding of nature of scientific knowledge:
- Scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. They should also be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public. Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific.
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SECRETS OF THE DEAD is a production of Thirteen/WNET New York. © 2006 Educational Broadcasting Corporation. All rights reserved.
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