{"id":505,"date":"2010-06-22T14:32:48","date_gmt":"2010-06-22T18:32:48","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/humanspark\/?p=505"},"modified":"2012-08-22T14:17:28","modified_gmt":"2012-08-22T18:17:28","slug":"life-as-we-know-it-lesson-overview","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/humanspark\/for-educators\/life-as-we-know-it-lesson-overview\/505\/","title":{"rendered":"Lesson Overview"},"content":{"rendered":"<p>For a Printer-Friendly version of this lesson, click here: (<a href=\"wnet\/humanspark\/files\/2010\/06\/Evolution-HS1.pdf\" target=\"_blank\">PDF<\/a>) (<a href=\"wnet\/humanspark\/files\/2010\/06\/Evolution-HS1.rtf\" target=\"_blank\">RTF<\/a>)<\/p>\n<p><strong>Grade Level<\/strong>: 9-12<\/p>\n<p><strong>Time Allotment: <\/strong>3 45-minute class periods<strong> <\/strong><\/p>\n<p><strong> <\/strong><\/p>\n<p><strong>Overview: <\/strong>Where did life on Earth come from, and how did it become what it is today?\u00a0 Students will explore the answer to that question in this lesson on evolution.\u00a0 The lesson begins with an overview of the history of evolutionary theory, and then takes students on a tour of three billion years of life on the planet using an online interactive timeline.\u00a0 Students will learn, using video segments from the PBS series <em>The Human Spark<\/em>, how modern humans evolved from our earliest primate ancestors.\u00a0 As a culminating activity, students will examine some of the factors that continue to contribute to the evolution of new species and life on Earth.<\/p>\n<p><strong>Media Resources:<\/strong><\/p>\n<p><strong><em>The Human Spark<\/em><\/strong><strong>, <\/strong>selected segments<\/p>\n<p><strong><a href=\"wnet\/humanspark\/files\/2011\/01\/Links-in-the-Evolutionary-Chain.mov\" target=\"_blank\">Links in the Evolutionary Chain<\/a><br \/>\n<\/strong><\/p>\n<p>An exploration of some of the different characteristics that distinguish different branches of the hominid \u201cfamily tree,\u201d such as brain and face size, ability to make tools, and location.<\/p>\n<p><strong><a href=\"wnet\/humanspark\/files\/2011\/01\/Human-Nature.mov\" target=\"_blank\">Human Nature<\/a><br \/>\n<\/strong><\/p>\n<p>A look at the ways in which monkeys and apes are similar to humans, not just biologically but mentally and socially<\/p>\n<p><strong> <\/strong><\/p>\n<p><strong>Websites:<\/strong><\/p>\n<p><a href=\"http:\/\/www.pbs.org\/wgbh\/evolution\/change\/deeptime\/index.html\">Evolution: Change: Deep Time<\/a><\/p>\n<p>This interactive timeline from the PBS series NOVA\u2019s extensive <em>Evolution <\/em>website shows geological and biological milestones on Earth starting 4.5 billion years ago.<\/p>\n<p><strong>Materials:<\/strong><\/p>\n<p>Deep Time Milestones Student Organizer (<a href=\"wnet\/humanspark\/files\/2010\/06\/Deep-Time-Milestones-SO_WP.pdf\" target=\"_blank\">PDF<\/a>) (<a href=\"wnet\/humanspark\/files\/2010\/06\/Deep-Time-Milestones-SO_WP.rtf\" target=\"_blank\">RTF<\/a>)<\/p>\n<p>Deep Time Milestones Student Organizer Answer Key (<a href=\"wnet\/humanspark\/files\/2010\/06\/Deep-Time-Milestones-SO-AK_WP.pdf\" target=\"_blank\">PDF<\/a>) (<a href=\"wnet\/humanspark\/files\/2010\/06\/Deep-Time-Milestones-SO-AK_WP.rtf\" target=\"_blank\">RTF<\/a>)<\/p>\n<p><strong>Objectives<\/strong><\/p>\n<p>Students will be able to:<\/p>\n<ul>\n<li>Explain the history of evolutionary theory, and the      theory of natural selection as developed by Charles Darwin;<\/li>\n<li>Identify milestones in the evolution of life on Earth      over the past 3.8 billion years;<\/li>\n<li>Compare and contrast characteristics of modern humans      with early human and primate ancestors, and analyze how this may have      affected our evolutionary path;<\/li>\n<li>Define the terms <em>genetic      drift<\/em>, <em>speciation<\/em>, <em>biodiversity<\/em>, and <em>extinction<\/em>, and discuss how these      factors contribute to the evolution of species.<\/li>\n<\/ul>\n<p><strong>Standards<\/strong><\/p>\n<h4><em><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=4962\">National Science Education Standards<\/a><\/em><\/h4>\n<h4><em>Life Science<\/em><\/h4>\n<h5><strong>Content Standard C<\/strong><\/h5>\n<p><strong>BIOLOGICAL EVOLUTION<\/strong><\/p>\n<p><strong>[See Unifying Concepts and Processes]<\/strong><\/p>\n<ul>\n<li>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 ensuring selection by the environment of those offspring better able to survive and leave offspring.<\/li>\n<li>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.<\/li>\n<li>Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.<\/li>\n<li>The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors.<\/li>\n<li>Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.<\/li>\n<\/ul>\n<p><strong> <\/strong><\/p>\n<p><strong> <\/strong><\/p>\n<p><strong>Before the Lesson\/Prep for Teachers<\/strong><\/p>\n<p>Prior to teaching this lesson, you will need to:<\/p>\n<p>Preview all of the video segments and websites used in the lesson.<\/p>\n<p>Download the video clips used in the lesson to your classroom computer(s) or prepare to watch them using your classroom\u2019s Internet connection.<\/p>\n<p>Bookmark all websites that you plan to use in the lesson on each computer in your classroom. Using a social bookmarking tool such as <a href=\"http:\/\/del.icio.us\/\" target=\"_blank\">delicious.com<\/a> or <a href=\"http:\/\/www.diigo.com\/\" target=\"_blank\">diigo<\/a> (www.diigo.com) (or an online bookmarking utility such as <a href=\"http:\/\/www.portaportal.com\/\" target=\"_blank\">portaportal<\/a>) will allow you to organize all the links in a central location.<\/p>\n<p>Prepare all classroom materials. Print out and make copies of the \u201cDeep Time Milestones\u201d student organizer for each student in your class.<\/p>\n<p>a. Prepare for the Gallery Walk activity by writing the       following questions at the top of flip chart pages or large pieces of       paper (one question per page): Genetic Drift: When a new population is       established by a very small number of individuals from a larger       population there tends to be a lack of genetic variation.\u00a0 This is called the Founder Effect.\u00a0 What are some of the disadvantages to       this lack of variation?<\/p>\n<p>b. Speciation: It is speculated that the <em>Homo heidelbergensis<\/em> population       split \u2013 some moving to Europe and       evolving into Neanderthals, others remaining in Africa to become <em>Homo sapiens<\/em>.\u00a0 What type of speciation is this, and       what effect did it have on the human population?<\/p>\n<p>c. Biodiversity: During the Cretaceous period,       biodiversity levels were high.\u00a0       Mammals, dinosaurs, birds, marine creatures, and plant life       flourished all over the planet.\u00a0       Then, a massive meteor impact 65 million years ago wiped out 60 \u2013       80% of all species on the planet.\u00a0       Why did some survive and not others?<\/p>\n<p>d. Extinction: The most recent large scale extinction       event, the Holocene, includes many plants and animals but most notably       large mammals and rainforest species.\u00a0       Many believe that humans are largely responsible for these       extinctions.\u00a0 Do you feel that       humans have contributed to extinctions over the past 10,000 years?\u00a0 Why or why not?<\/p>\n<p>e. Natural selection: Survival isn\u2019t always based on       physical fitness, but on the way our brains work.\u00a0 Things like social skills, language,       and technological capability may have been what allowed us to dominate       over our ancestors.\u00a0 What skills do       we have that our earlier or primate ancestors didn\u2019t, and why might they       have been passed down to younger generations?<\/p>\n<p>Post the flip chart pages around the room prior to the Culminating Activity. \u00a0If you are not familiar with conducting a \u201cGallery Walk\u201d in your classroom, review the procedure at the <a href=\"http:\/\/serc.carleton.edu\/introgeo\/gallerywalk\/how.html\" target=\"_blank\">\u201cHow to Use Gallery Walk?\u201d Web page.<\/a><\/p>\n<p>Proceed to <a href=\"https:\/\/www.pbs.org\/wnet\/humanspark\/lessons\/life-as-we-know-it\/lesson-activities\/506\/\">Lesson Activities<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>For a Printer-Friendly version of this lesson, click here: (PDF) (RTF) Grade Level: 9-12 Time Allotment: 3 45-minute class periods Overview: Where did life on Earth come from, and how did it become what it is today?\u00a0 Students will explore the answer to that question in this lesson on evolution.\u00a0 The lesson begins with an [&hellip;]<\/p>\n","protected":false},"author":42,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36],"tags":[1056,9666,476,1963,497,1024],"class_list":["post-505","post","type-post","status-publish","format-standard","hentry","category-for-educators","tag-biodiversity","tag-charles-darwin","tag-evolution","tag-extinction","tag-homo-sapiens","tag-natural-selection"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Life As We Know It ~ Lesson Overview | The Human Spark | PBS<\/title>\n<meta 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