{"id":443,"date":"2010-05-11T12:33:49","date_gmt":"2010-05-11T17:33:49","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/humanspark\/?p=443"},"modified":"2011-01-19T14:26:08","modified_gmt":"2011-01-19T19:26:08","slug":"intro-to-evolution-how-do-we-get-here-lesson-activities","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/humanspark\/uncategorized\/intro-to-evolution-how-do-we-get-here-lesson-activities\/443\/","title":{"rendered":"Lesson Activities"},"content":{"rendered":"<p><strong>Introductory Activity<\/strong><\/p>\n<ol>\n<li>Ask students if they have ever heard of Charles Darwin, and what they know about him.\u00a0 Tell students that Charles Darwin was a British scientist who traveled around the world from 1831 to 1836 on a ship called the HMS <em>Beagle.<\/em> Darwin was originally asked to join the ship\u2019s crew simply as a dining companion for the captain, but quickly fell into the role of ship\u2019s naturalist, and took the position very seriously.\u00a0 During his time on the <em>Beagle <\/em>Darwin observed plants, animals, and geological features in and around South America and Australia, and recorded his observations in a diary, which was later published as a book titled <em>Voyage of the Beagle.<\/em><\/li>\n<li>Tell students that you are going to have them read an excerpt from Charles Darwin\u2019s diary.\u00a0 You may ask students to visit <a href=\"http:\/\/www.pbs.org\/wgbh\/evolution\/educators\/teachstuds\/pdf\/darwins_excerpts.pdf\">\u201cExcerpts from Charles Darwin\u2019s <em>Voyage of the Beagle<\/em>\u201d<\/a>, or you may wish to distribute hard copies of the excerpts to each student.\u00a0 Ask half of the class to read the excerpt titled Buenos Aires, Argentina: 34\u00baS, 59\u00baW August 24, 1833 and half to read the excerpt titled Galapagos Islands, Ecuador: 0\u00baS, 90\u00baW September 15, 1835.\u00a0 Encourage students to ask about or look up any unfamiliar words in a dictionary.\u00a0 (if the language or vocabulary in the excerpts is too complicated or advanced for your students, you may wish to read the excerpts together as a class.)\u00a0 Ask students to underline or highlight any text that refers to the number or quantity of different species, or the physical structure or appearance of individuals within species.\u00a0 Give students 10 \u2013 15 minutes to read their excerpts.<\/li>\n<li>Ask each group to present a brief summary of its assigned excerpt, and ask students to share what they underlined\/highlighted.\u00a0 Make sure the following concepts are addressed:\n<ul>\n<li>Many animals, both in the same location and in different locations, shared similar characteristics.<\/li>\n<li>Animals that seemed to be different shared some characteristics.<\/li>\n<li>Any given location seemed to be home to many species.<\/li>\n<li>Animals on the mainland were similar but not identical to animals on the surrounding islands.<\/li>\n<li>Several species were perfectly suited to their unique environments. Ask students if, at this point, they have any of their own theories that might link these observations together.<\/li>\n<\/ul>\n<\/li>\n<li>For Darwin, these observations led to his curiosity about the relationships between species and the origins of new species.\u00a0 He developed the idea that many species could emerge from one original species.\u00a0 He thought that species could change\u2014or adapt&#8211;over time, and that all species were related to a common ancestor.\u00a0 These ideas were the foundation of Darwin\u2019s famous theory of evolution.<\/li>\n<li>Eventually Darwin came to the idea that the key to evolution was variation, or different characteristics within a species.\u00a0 He observed that within a species individuals had varying characteristics, such as eye color in people.\u00a0 Individuals with traits useful in their environments, such as finches whose beaks can crack a specific nut, have a better chance of surviving to reproduce and pass along those traits.\u00a0 Conversely, individuals with harmful traits, like an inability to digest a nut that is the only food source, would not survive, and would not pass those traits to future generations.\u00a0 Darwin called this process \u201cnatural selection.\u201d\u00a0 It is also sometimes know as \u201csurvival of the fittest,\u201d but Darwin himself did not use that term.<\/li>\n<li>Darwin started writing about his new theory almost immediately after returning to England after the <em>Beagle<\/em> voyage, but did not publish his famous work <em>On the Origin of Species by Means of Natural Selection<\/em> until 1859.\u00a0 By the time of his death in 1882, his theory of evolution was widely, but not universally, accepted.\u00a0 In later works Darwin discussed how natural selection applied to the process of human evolution.\u00a0 He was faced with skepticism and controversy when he suggested that humans shared common ancestors with primates like apes or monkeys, but today it is a commonly accepted theory.\u00a0 Ask students how they think natural selection has factored into human evolution.<\/li>\n<\/ol>\n<p><strong>Learning Activities<\/strong><br \/>\nTHE HUMAN SPARK<\/p>\n<ol>\n<li>Ask students to think about their family trees.\u00a0 How far back can they trace their ancestors \u2013 3, 5, maybe even 10 generations?\u00a0 According to Darwin\u2019s theory that all life on earth evolved from a common ancestor, a person\u2019s family tree actually goes back thousands, maybe millions of generations!\u00a0 Tell students that the human \u201cfamily tree\u201d does not look at individual branches (like uncles or cousins) but presents a broader view of the early species that are directly and indirectly related to modem human beings.\u00a0 Modern humans \u2013 known scientifically as <em>Homo sapiens<\/em> \u2013evolved over millions of years through the process of natural selection, like all other species on earth.<\/li>\n<li>Explain to students that the path of human evolution is not a straight line.\u00a0 On the human family tree, some branches kept growing from the beginning, some split into two or three different branches, and some stopped growing altogether.\u00a0 Each of these branches played a role in human evolution, but only one grew directly into <em>Homo <\/em>sapiens.\u00a0 Tell students that you are going to show them a video clip that explores some of these branches of our family tree.\u00a0 Give students a focus for watching the clip by asking them to observe and note specific characteristics and abilities possessed by our ancestors.\u00a0 Play \u201c<a href=\"wnet\/humanspark\/files\/2011\/01\/Links-in-the-Evolutionary-Chain.mov\" target=\"_blank\">Links in the Evolutionary Chain<\/a>\u201d clip.\u00a0 When clip has finished, ask students if they noticed any specific characteristics or abilities, like skull and brain size, or new tools and inventions.\u00a0 Ask students why they think those characteristics and abilities changed over time?\u00a0 Why did some things change while others remained the same?\u00a0 Why did different groups have different characteristics and abilities?<\/li>\n<li>In pairs or small groups, have students log on to <a href=\"http:\/\/www.pbs.org\/wgbh\/nova\/evolution\/whos-who-human-evolution.html\">Who\u2019s Who in Human Evolution<\/a>.\u00a0 Assign each group or pairs one of the four subgroups presented in the interactive: early hominins, Australopithecus, paranthropus, Homo. \u00a0(Depending on how many students are in your class, some or all of the subgroups may be assigned to more than one pair or group of students.) \u00a0Have students click on the fossils in their group, read the text, and write in their notebooks which characteristics they think are similar to humans today and which are different.\u00a0 Give students 5 \u2013 10 minutes to complete the activity.\u00a0 When finished, project the interactive on a screen for the class.\u00a0 Ask students to share their noted observations, and click on the fossils being described for all students to see. Ask the class which characteristics made it all the way from early hominins to <em>Homo sapiens<\/em>?\u00a0 Which were lost?\u00a0 Which were picked up along the way?\u00a0 Why do they think that happened?<\/li>\n<\/ol>\n<p>MONKEY BUSINESS<\/p>\n<ol>\n<li>Point out to students that the human family tree featured in the interactive stopped 7.6 million years ago.\u00a0 Ask students what, if anything, they think came before that in the history of human evolution?\u00a0 Explain that the human family tree does go back even further, as Darwin speculated, to primates including gorillas, monkeys, and our closest living relatives, chimpanzees.<\/li>\n<li>Project or distribute copies of <a href=\"http:\/\/image.guardian.co.uk\/sys-files\/guardian\/documents\/2009\/5\/20\/life-timeline.pdf\">\u201cA timeline of life on earth\u201d<\/a> (if projecting, cover the top half so only \u201cFrom primitive primates to people\u201d shows).\u00a0 Explain that this timeline represents when different species branched off from their ancestors and became a new distinct species.\u00a0 Project\/distribute <a href=\"http:\/\/image.guardian.co.uk\/sys-files\/guardia\/documents\/2009\/5\/20\/primate-tree.pdf\">\u201cHow Ida fits into the primate family tree\u201d<\/a> for a more detailed representation of the different branches.\u00a0 Make sure students understand that as part of the evolution process new species branched off to form new ones but the original species still existed in some form for some period of time.\u00a0 This image depicts primate ancestors that still exist today, but potentially several primate ancestors species (like humans) branched off and then became extinct.<\/li>\n<li>As students may have observed, all branches of the hominin family tree have died off except for <em>Homo sapiens<\/em>.\u00a0 However, many of our earlier ancestors still populate the earth.\u00a0 Explain to students that this access to our early ancestors can give scientists unique insight into the origins of human behavior.\u00a0 Tell students that you are going to show them a video clip relating to our primate ancestry.\u00a0 Ask students to observe the evolutionary distance between modern humans and the primates mentioned in the clip.\u00a0 Play <a href=\"wnet\/humanspark\/files\/2011\/01\/Human-Nature.mov\" target=\"_blank\">clip<\/a>.\u00a0 Follow up by reviewing the focus question.\u00a0 Point out that we can see that the shared traits between humans and primates go beyond physical characteristics \u2013 they apply to behavior patterns as well.\u00a0 What behavioral characteristics did students observe that are similar to modern humans behavior patterns?\u00a0 What is different?\u00a0 What makes us distinctly human?<\/li>\n<li>Explain that some scientists feel that the evolutionary gap between humans and apes is still too wide and they are looking for what they call \u201cthe missing link\u201d \u2013 an ancestor that clearly ties the two branches of the family tree.\u00a0 \u201cIda,\u201d shown on the two timelines, was a recent fossil discovery that some scientists believed to be a crucial link in the chain of human evolution.\u00a0 Others are not so sure.\u00a0 What traits would you expect this creature to have?\u00a0 Would it be classified as an early hominin or a primate?\u00a0 What would its body look like?\u00a0 How would it act around others?\u00a0 What characteristics would it need to possess in order to be a direct ancestor of <em>Homo sapiens?<\/em><\/li>\n<\/ol>\n<p><strong>Culminating Activity<\/strong><\/p>\n<ol>\n<li>Remind students that according to Darwin\u2019s theory, all species evolved from a common ancestor, even further back than the earliest primate 55 million years ago.\u00a0 Reveal the top half of \u201cA timeline of life on earth\u201d to show that before primates, our family tree included early mammals, reptiles, even fish and worms!<\/li>\n<li>How can we tell?\u00a0 Just as we can observe similar traits among humans and primate ancestors, we can perceive shared traits with other species.\u00a0 In pairs or small groups have students log on to <a href=\"http:\/\/www.pbs.org\/wgbh\/nova\/evolution\/zoo-you.html\">The Zoo of You<\/a>.\u00a0 Have students click through the interactive and ask them to make a note of any \u201cOops\u201d characteristics.\u00a0Give students 10 \u2013 15 minutes to complete the interactive.\u00a0 Ask students if they found anything particularly surprising or interesting.<\/li>\n<li>Return to Darwin\u2019s theory of natural selection, where beneficial variants allow individuals to survive and reproduce.\u00a0 Ask students how they think the \u201coops\u201d characteristics fit into this theory?\u00a0 Why have our modern human bodies evolved to include them?<\/li>\n<\/ol>\n<p>Proceed to<a href=\"https:\/\/www.pbs.org\/wnet\/humanspark\/lessons\/intro-to-evolution-how-did-we-get-here\/video-segments\/444\/\" target=\"_blank\"> Video Segments<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Introductory Activity Ask students if they have ever heard of Charles Darwin, and what they know about him.\u00a0 Tell students that Charles Darwin was a British scientist who traveled around the world from 1831 to 1836 on a ship called the HMS Beagle. Darwin was originally asked to join the ship\u2019s crew simply as a [&hellip;]<\/p>\n","protected":false},"author":42,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4376,1],"tags":[],"class_list":["post-443","post","type-post","status-publish","format-standard","hentry","category-no-home-page","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Intro to Evolution: How Do We Get Here? ~ Lesson Activities | The Human Spark | PBS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.pbs.org\/wnet\/humanspark\/uncategorized\/intro-to-evolution-how-do-we-get-here-lesson-activities\/443\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Intro to Evolution: How Do We Get Here? ~ Lesson Activities | The Human Spark | PBS\" \/>\n<meta property=\"og:description\" content=\"Introductory Activity Ask students if they have ever heard of Charles Darwin, and what they know about him.\u00a0 Tell students that Charles Darwin was a British scientist who traveled around the world from 1831 to 1836 on a ship called the HMS Beagle. 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