Evidence for Hominin Evolution Evolution Group: Joey Marianne Sherry Margaret Melissa Sarah Prior to beginning, please get into groups of four. We are the evolution group, and we are presenting a teachable unit on the Evidence for Hominin Evolution, where hominin refers to human and their bipedal ancestors.

Context for Teachable Unit: Introductory Biology Course Prior to unit students will have been introduced to: evolution by natural selection basic genetics (reminder of basic high school biology) Basic ability to reading phylogenies Before Start of Class: Students will have read chapter covering lines of evidence (ex Freeman 4th ed. C 24) Students will be provided "evidence" worksheets before class so they have time to read and understand graphical evidence for one line of evolution.          Anytime during the semester,

Summative Assessment for Teachable Unit In an essay, describe 3 lines of evidence that have been used to evaluate human evolution.  Take a position on whether human evolution occurred and used the evidence to defend that position.  Exam has a group component

Welcome back to Bio 1. Today we will be continuing our conversation about evolution, natural selection and modes of evolution. Specifically, today we are going to use group work to investigate the evidence for evolution, using human evolution as our example. A?

Clicker Questions: Begin with clicker questions, so please get out your clickers and turn them on.

1. Is Evolution a hotly debated topic in the Scientific community? Yes B) No C) Don’t know

2. According to the theory of Evolution, which is true? We descended from chimps. The theory of evolution doesn't mention humans. Apes came first and humans evolved from them. Apes and humans shared an ancestor a long time ago.

I don't know the evidence so I can't evaluate it. 3.  As a scientist, how would you characterize the strength of the available scientific evidence for Human evolution? Strong Decent Weak I don't know the evidence so I can't evaluate it. After today’s activity we will look at your answers.

Learning Outcomes: Explain how the fossil record, biogeography, genetics, and morphology are evidence that evolution occurred in humans. Use evidence to defend the position that modern apes and humans share a common ancestor. Recognize and address common misconceptions about human evolution. After today I would specificaly like you to be able to ( read point).

Activity: Part I: Form groups of 4   Form groups of 4 Use the handout and discuss questions 1 and 2 from the worksheet Record your answer on your own worksheet. You will have to teach your topic to your peers, so be sure you understand it! 10 minutes For this activity you will Form groups of four with people who have the same piece of evidence on their handout. Investigate the evidence on the handout, and use it answer quesitons 1 and 2 on the worksheet that is also at your table. Please read the instructions carefully, and make sure to discuss the evidence, but record your answers on your own worksheet. After answering these questions we are going to perform a jigsaw exercise where one person from each group is going to share their line of evidence with people from groups with the other 3 lines evidence, so that in the end you have been presented with all four lines of evidence for human evolution. Meta- in a course you would have 15-20)

Jigsaw! Part II: 15 minutes Each worksheet has a number in the left corner. Form a new group near your matching number on the wall. Share your lines of evidence with each other. As a group, rank the 4 lines of evidence.  Which was most convincing to you all?  Which was least? Why? 15 minutes

Please return to your seats

Concluding the Teachable Unit: Review lines of evidence with students. Summary conversation about the strength of having multiple lines of evidence. Solicit opinions on rankings Revisit clicker questions and discuss the misconceptions.