{"id":486,"date":"2010-06-20T16:40:30","date_gmt":"2010-06-20T21:40:30","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/humanspark\/?p=486"},"modified":"2011-02-24T11:36:22","modified_gmt":"2011-02-24T16:36:22","slug":"modern-family-lesson-activities","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/humanspark\/uncategorized\/modern-family-lesson-activities\/486\/","title":{"rendered":"Lesson Activities"},"content":{"rendered":"

Introductory Activity<\/strong><\/p>\n

<\/strong><\/p>\n

1. Begin class by asking students to think about evolution on a very small scale \u2013 the \u201cevolution\u2019 of their own families.\u00a0 Each individual is \u2013 in a variety of large and small ways \u2013 a product of the generations that came before him or her.\u00a0 As physical and behavioral characteristics are passed down over time, each individual received a specific combination of traits, which is what makes each person unique.\u00a0 Some of these traits are inherited biological traits (ask students for examples of what inherited biological traits might be, like eye color, hair color, height, etc.<\/em>), while others are more cultural and sociological (ask students for examples of what these might be, such as food preferences and recipes, styles of clothing, accents and languages, traditions, etc.<\/em>).\u00a0 How does an individual get that combination of traits?\u00a0 (Genes, nature v. nurture<\/em>.)<\/em><\/p>\n

2. Ask students to think about their own families, and draw a sketch of a family tree. The tree should include at least three generations, and should include any known siblings, cousins, and aunts and uncles. \u00a0Here is an example of what a basic family tree might look like:\"graphic\"<\/a><\/p>\n


\n<\/a><\/p>\n

\"\"<\/p>\n

(If you have students in your class who know very little about their family histories, or come from non-traditional families that would make this activity difficult to complete, encourage student to work in pairs or groups and share information with each other about their family trees.)\u00a0 As students look at their family trees, ask them to think of physical or behavioral characteristics they share with the individual members of their family.\u00a0 Now look at the differences between the members of the family.\u00a0 Are there more differences between you and your sibling, or you and your cousin?\u00a0 Are you more similar to your parents or your grandparents?\u00a0 Parents or aunts\/uncles?\u00a0 Are the similarities\/differences physical or behavioral?\u00a0 Even though there are differences between you and your siblings\/cousins, how can you tell that you are related?\u00a0 How is it possible that relatives can come from the same ancestors but then develop in completely different ways?<\/p>\n

3. Direct students to the Smithsonian Institution\u2019s Human Evolution Timeline Interactive<\/a>.\u00a0 \u00a0As they can see, there are branches of the human family tree that grow from a common ancestor, but are not directly related to each other, like the branches of you and your cousins on your family tree.\u00a0 Ask students to look closely at the information regarding homo heidelbergensis<\/em>, homo neanderthalensis<\/em>, and homo sapiens<\/em>.\u00a0 (Encourage students to use the magnifier to gain more information on individual specimens.)\u00a0 As with their own family trees, ask students to note physical and behavioral characteristics shared by the three species, and those that are different.<\/p>\n

4. Explain that while it is believed that both Neanderthals and modern humans descend from homo heidelbergensis<\/em>, Neaderthals and modern humans are not believed to be directly related to each other.\u00a0 They are classified as separate species, just as dogs and wolves are separate species today, but are genetically similar, share some similar behavioral characteristics, and descend from a common ancestor, but would certainly not be considered to be part of the same species today.<\/p>\n

5. Explain that scientists are learning more about Neanderthals every day, and that you are going to give them some background information on what we know about Neanderthals as of today (students can take notes, or you may wish to distribute this information as a handout):<\/p>\n

a. The first Neanderthal specimen was discovered in Germany\u2019s Neander Valley in 1856.\u00a0 Since then specimens have been discovered throughout Europe and Western Asia.\u00a0 It is believed that the Neanderthals lived in Europe and Asia between 200,000 and 30,000 years ago, although there is evidence to suggest that Neanderthals were in the region as recently as 24,000 years ago.<\/p>\n

b. Modern human and Neanderthal populations overlapped in Europe and Asia for approximately 15,000 years.\u00a0 Scientists have conflicting opinions about whether or not interbreeding occurred between the two species.\u00a0 Recent work on mapping the Neanderthal genome sheds some light on this controversy.\u00a0 Modern African humans share no DNA with Neanderthals, but modern Europeans and Asians share 1 \u2013 4% of Neanderthal DNA, suggesting the possibility of some interbreeding.\u00a0 Modern humans share 99.5 \u2013 99.9% of the Neanderthal genome sequence \u2013 which is only marginally more than modern humans share with chimpanzees.<\/p>\n

Learning Activity<\/span><\/strong>: <\/strong><\/p>\n

1. As students have seen, the evolutionary path taken Neanderthals and homo sapiens was very similar \u2013 but obviously, at some point it diverged.\u00a0It is the differences between the two species that allowed one to thrive, and one to perish.\u00a0 Tell students you are going to show them a video clip about some of what scientists have observed about what made Neanderthals different from modern humans. Ask students to note one major difference between the two species as they watch the clip.\u00a0 Play \u201cA Day in the Life of a Neanderthal\u201d clip.\u00a0 Ask students to share their observations of the major difference between Neanderthals and modern humans?\u00a0 (Lack of innovation\/advancement in technology.<\/em>)\u00a0 Explain to students that Neanderthals and homo sapiens lived alongside each other in Europe for approximately ten thousand years.\u00a0 \u00a0Why do students think Neanderthals did not change their way of life or way of making and using tools in all this time?<\/p>\n

2. Explain that scientists, like Svante P\u00e4\u00e4bo at Max Planck Institute, who is featured in the next video clip, have done extensive research on Neanderthal remains to learn about their biology as well as their way of life.\u00a0 Ask students to note some of the similarities and differences between Neanderthals and modern humans as they watch the video clip.\u00a0 Play \u201cWhat\u2019s the Difference\u201d clip. \u00a0Ask students to share some of their observations.\u00a0 Ask students how they think learning about Neanderthal characteristics helps scientists learn more about modern humans?<\/p>\n

3. As students saw in the clip, scientists believe that the length of childhood is a significant factor that differentiates Neanderthals from modern humans.\u00a0 Ask students to think back to their family trees, and the physical and behavioral traits that they inherited from their ancestors.\u00a0 Ask students to think about when in their lives they fist saw those traits begin to develop.\u00a0 Some of them may have been right away (if you have bright green eyes like your grandmother, that may have been apparent at birth), while some might have taken longer to show up (if you have a great sense of humor like your cousin you didn\u2019t know that until you could talk and learned words; if you are a great cook like your dad you didn\u2019t know that until you were old enough to use the stove).\u00a0 What are the advantages and disadvantages to these traits showing up right away or being delayed?\u00a0 (Biological traits that show up right away let parents know that their children belong to them.\u00a0 Sociological and cultural traits allow you to relate to community members and\/or be self sufficient, which you may not want to develop before you are biologically developed enough to set out on your own.<\/em>)<\/p>\n

4.\u00a0\u00a0 Ask students to look once again at their family trees, and think about physical and behavioral characteristics that they share with their family members that are not necessarily inherited, but learned.\u00a0 What characteristics, skills, or knowledge do you have that came from older generations of your family not as a result of genetic inheritance, but from the time you spent interacting with those family members?\u00a0 Are you good at math because your parents are naturally good at math, or because of the hours your dad spent helping you with your math homework? Are you a naturally good basketball player, or did your big sister always make you play pickup games with her and develop your skills?\u00a0 Are you a naturally good cook, or did your grandmother teach you all of her recipes?\u00a0 Modern humans have a very long period of childhood and development, especially when compared to the Neanderthals.\u00a0 Ask students if, considering the shorter childhood of Neanderthals, they think Neanderthals had the same opportunity to learn skills and knowledge from older generations?\u00a0 (Probably not<\/em>.)\u00a0 What effect might this have had on the Neanderthals\u2019 ability to change and adapt to changing surroundings and conditions, as compared to modern humans?\u00a0 Would either species have had an evolutionary advantage?\u00a0 Encourage students to discuss.<\/p>\n

Culminating Activity<\/strong><\/p>\n

1. As students can see by looking around, eventually Neanderthals went extinct and homo sapiens \u2013 modern humans- became the dominant human species.\u00a0 There are several theories as to why this occurred, and none have been definitively proven yet.\u00a0 Tell students they are about to watch a video clip discussing some of theories as to why the modern humans outlasted the Neanderthals.\u00a0 Ask them to note what advantages the homo sapiens had over the Neanderthals as they watch the clip.\u00a0 Play \u201cA Social Network\u201d clip.\u00a0 Ask students to share their observations.<\/p>\n

2. Ask students to list any theories they may have as to why the Neanderthals went extinct, based on their knowledge from class and the video clips, and write them on the board or overhead projection screen.\u00a0 Add the following to the list, if students have not offered them as suggestions:<\/p>\n

a. Neanderthals were wiped out by climate change while Homo sapiens survived.<\/p>\n

b. Homo sapiens and Neanderthals engaged in violent conflict, and Neanderthals lost.<\/p>\n

c. Volcanic eruptions created environment-destroying ash clouds over Europe and Asia.<\/p>\n

d. Neanderthals\u2019 low population density prevented them from thriving.<\/p>\n

e. Homo sapiens\u2019 development of social constructs allowed groups to specialize and outcompete Neanderthals.<\/p>\n

f. Neanderthals\u2019 narrow diet prevented them from adapting to changing environments.<\/p>\n

g. Neanderthals\u2019 inferior tools and technological knowledge allowed homo sapiens to advance.<\/p>\n

h. Neanderthals were absorbed into homo sapiens population through interbreeding.<\/p>\n

i. Homo sapiens and Neanderthals had to compete for food, Neanderthals lost.<\/p>\n

3. Assign topics to groups\/pairs\/individuals and ask students to research topic during remainder of class time or as homework.\u00a0 Each should come up with one researched argument for and one argument against their assigned argument.\u00a0 Have students present to the class.<\/p>\n

Proceed to Video Segments<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

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