Human Evolution: A Journey through Fossils and Phylogeny, Lecture notes of Theory of Evolution

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Hands-on Human Evolution:

A Laboratory Based Approach

Developed by Margarita Hernandez

Center for Precollegiate Education and Training

Author: Margarita Hernandez

Curriculum Team: Julie Bokor, Sven Engling

A huge thank you to…..

. Student Lab Key

Lesson 3: Naledi Jigsaw

77. Lesson 3

Author’s note

Introduction Page

The validity and importance of the theory of biological evolution runs strong throughout the topic of biology. Evolution serves as a foundation to many biological concepts by tying together the different tenants of biology, like ecology, anatomy, genetics, zoology, and taxonomy. It is for this reason that evolution plays a prominent role in the state and national standards and deserves thorough coverage in a classroom. A prime example of evolution can be seen in our own ancestral history, and this unit provides students with an excellent opportunity to consider the multiple lines of evidence that support hominid evolution. By allowing students the chance to uncover the supporting evidence for evolution themselves, they discover the ways the theory of evolution is supported by multiple sources. It is our hope that the opportunity to handle our ancestors’ bone casts and examine real molecular data, in an inquiry based environment, will pique the interest of students, ultimately leading them to conclude that the evidence they have gathered thoroughly supports the theory of evolution. Students begin their investigation of evolutionary evidence after a short introductory lesson that familiarizes them with key vocab terms, like hominids, phylogenies, and cladograms, that feature prominently in the lab. The laboratory activities designed as stations allow the students the opportunity to measure the cranial capacities of various hominid skulls, examine pelvic morphology to compare bipeds to quadrupeds, and compare the skulls of multiple hominid species. After gathering fossil evidence from multiple sources, students brainstorm how to build phylogenetic relationships using morphological characteristics. Once students feel comfortable constructing diagrammatic relationships based off of observable traits, they will examine relationships between primate species at the molecular level. Students compare stained chromosomes, amino acid sequences, and base pair sequences for a variety of primates and construct small phylogenies depicting relatedness based on each type of molecular evidence. Students then employ critical thinking skills to develop a consensus phylogeny and determine which primates are more closely related to humans. This activity provides a basis for students to use multiple lines of evidence to reach a sound scientific conclusion by highlighting the importance of using both the fossil record and various modern molecular techniques to draw conclusions regarding evolutionary relatedness. In the final activity students explore modern research in paleoanthropology. Through a jigsaw reading activity students will learn of the recent discovery of Homo naledi by Lee Berger. It allows students to step into the role of a paleoanthropologist by discussing the new fossil discovery, analyzing hypotheses about how those fossil remains gathered at the site, and by coming to consensus on the burial events after discussing evidence gathered by Lee Berger himself. The hypotheses that groups of students are analyzing are different hypotheses that scientists have proposed of how the H. Naledi fossils got into the Rising Star cave site. Each group will present their hypothesis and argue for why their group should receive funding to test their hypothesis at the cave site. Once each group has made their case, they will receive their research team’s research results. These results are the actual evidence that Berger and his team found while investigating the site, and the groups will take a few moments to discuss what their results entail before they present them to the class. The class will then take a vote on which hypothesis seems most likely based on the evidence that was gathered.

Lesson Summaries:

Lesson 1: Hominid Evolution Evidence Stations

In this lesson, students investigate different aspects of human evolution through a series of seven

laboratory stations. Each station is specifically designed to allow students to investigate hominid

evolution in an inquiry based manner, while providing questions to guide their critical thinking. These

stations include investigating the genera Homo and Australopithecus , looking at pelvic morphology to

compare bipeds to quadrupeds, and comparing brain capacity across multiple species. Lesson one

introduces students to the human fossil record and shows the importance of using morphological

characteristics when investigating phylogenetic relationships.

Lesson 2: Molecular Evidence

Lesson two introduces students to modern techniques in the investigation of phylogenetic relationships

and also highlights the importance of using both the fossil record and DNA to draw conclusions

regarding relatedness. Students compare stained chromosomes, amino acid sequences and base pair

sequences for a variety of extant primates. They use critical thinking skills to construct small phylogenies

and determine which primates are more closely related to humans. This lesson provides the students

with a basis in using multiple lines of evidence to come to scientific conclusions.

Lesson 3: Nalendi Jigsaw

Students are presented with current research in hominid evolution to engage their interests and demonstrate that new discoveries are continuing to paint a clearer picture of our ancestor’s history. Using a jigsaw approach students will learn about Berger’s discovery of Homo naledi , and how this fossil changed scientists’ understanding of what defines the genus Homo. By discussing the article through guided questions, this lesson challenges students to understand the difficulties involved in ongoing evolutionary research. Additionally, this lesson has students defend conflicting scientific claims, present information from Berger’s research article about their claim, and it has students analyze various research positions in order to conclude which scientific claim is best supported by the evidence presented by the students.

Lesson Sequencing Guide

Day 1 Day 2 Day 3 Day 4 Day 5

Week 1

Lesson 1

Hominid Human Evolution Evidence Stations ( 55 minutes)

Finish lesson 1

Finish rotating labs and culminating discussion ( 30 minutes)

Begin lesson 2

Molecular Evidence Introductory lesson (25 minutes)

Lesson 2

Molecular Evidence (55 minutes)

Finish lesson 2 and wrap-up discussion ( 20 minutes)

Begin Lesson 3

H. Nalendi Articles (35 minutes)

Finish lesson 3

H. Nalendi Articles/wrap up discussion (55 minutes)

Standards Page:

Next Generation Sunshine State Standards – Science

Benchmark Lesson 1 Lesson 2 Lesson 3 SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.

X X X

SC.912.L.15.10 Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.

X X

SC.912.L.15.11 Discuss specific fossil hominids and what they show about human evolution. X X

SC.912.L.15.2 Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another. X

SC.912.L.15.3 Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction. X

SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

X X

SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

X

SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

X X

SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

X

Next Generation State Standards – Science

Benchmark Lesson 1 Lesson 2 HS-LS4- 1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. X X

Next Generation Sunshine State Standards – English Language Arts

Benchmark Lesson 1 Lesson 2 Lesson 3 LAFS.910.RST.1.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

X

LAFS.910.RST.3.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem

X

LAFS.1112.RST.3.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

X

Next Generation Science Standards (NGSS)

Benchmark Lesson 1 Lesson 2 Lesson 3 HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

X X

RSY.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

X

HS-LS3-1: HS-LS3-1. Ask questions to clarify

Background Information:

Evolution in its simplest form can be described as the inherited natural change of a population over time. All living organisms, be it bacteria, plants, or animals, experience gradual changes over time because of various environmental pressures. Other living organisms that cause competition or predation, deforestation, or sudden natural disasters can help propel those best adapted for the new environmental conditions. Living organisms with the alleles and traits best suited to survive are most likely to reproduce, passing on the beneficial genes to the next generation. Such as the proposal of any scientific theory, scientists have used multiple lines of evidence to concretely prove that evolution exists. Of these many lines of evidence, two strong pieces stand out when examining human evolution: the fossil record and molecular data. The fossil record is a substantial piece of evidence for evolution. The extensive collections of ancestral human skeletons have given scientist a look into the different genotypes to help provide clues to the path of human evolution. Scientists use cladistics to build hierarchical classifications of human ancestors based on observable shared and derived characteristics. It is important to note that these diagrams do not show the evolutionary time frame for the development of these traits, but rather give visualization to hypothesized relationships between species. The traits that are typically found on a cladogram are referred to as primitive and derived. The primitive traits are the original traits that would be found on the common ancestor. The derived trait is the one that has evolved over time and breaks the organisms into a separate clade. The cladistical diagram (figure 1) shows the order Primates. This order includes all great apes, gorillas, and old world monkeys. For example, the tribe hominini shows a clade containing both Homo and Pan.

Figure 1

As new fossils emerged, more specific subfamilies were introduces based on derived traits. The subfamily homininae specifically refers to the species of the genus Homo, Pan and Gorilla. The members of this subfamily were grouped together by comparing different anatomical structures, such as the skulls, spine and hips

Figure 2

One of the defining traits found in human evolution is bipedalism. When looking at a species such as the gorilla, the quadrupedal hip has a distinct tilt forward. The tilt allows for the organism to disperse weight across all four of the limbs. These hips also tend to be much thinner, and elongated when compared to the hips of other hominins. One of the features that allow for upright posture is the extended width of the hip bones. Wider hips gave these species the ability to walk upright on two legs for longs distances, making travel possible. This upright posture impacted the development of other organs such as the eyes, and the use of hands. Standing taller allowed human ancestors to begin to rely heavily on their vision to spot danger, or complex situations. Along with having two newly free limbs, the development of more complex tools for hunting, eating, and specialized skills.

When looking at the skulls of the hominidae species there is a distinct difference in the bone structure of the faces. While all Hominidae have a brow ridge and opening at the base of the skull where the spinal cord enter that is known as the foramen magnum. The hominins do not have as clearly defined sagittal crests, zygomatic arches, and nuchal crests as the rest of their Hominidae family does.

http://www.savalli.us/BIO201/Labs/06-Skeleton/LabImages/SkullSideLabel.jpg

Figure 3

how slowly or quickly a species may have evolved, or appeared in an area. By comparing Hominidae

molecular data, scientists have found the close ancestral link humans share with chimpanzees. Gorillas,

orangutans, and macaques are also related to humans, but more closely related to each other than to

humans and chimps.

Lesson 1: Hominid Evolution Evidence Stations

Key Questions : What are hominins? What are key differences between hominids and hominins? How do

hominid fossils provide evidence for evolution? How can we use living organisms as examples for

behavioral patterns in extinct species?

Science Subject : Biology and Life Science

Grade Level: Grades 6-12, including regular, honors and AP classes

Science Concepts: Evolution

Overall Time Estimate:

 Advanced Preparation: 30 minutes to assemble the stations  Student Procedure: 85 Minutes ( 15 minute introduction and 70 minutes of rotating lab stations)

Learning Style : Visual, auditory, and kinesthetic

Vocabulary :

 Bipedalism - Form of terrestrial locomotion utilizing two rear limbs (legs)  Brow ridge - Bony ridge located above the eye sockets on a skull  Cladistics - To build a hierarchical classification based on observable shared and derived characteristics  Evolution - Descent with modification or change over time  Foramen magnum - Hole at the base of the skull from which the spine exists  Hominid - Members of the Hominidae family that include all apes, such as humans, chimpanzees, and orangutans  Hominin - A term exclusively used as a subcategory of the Hominidae family that refers to humans and their ancestral relatives  Nuchal crest - A bony ridge that runs laterally around the back of the skull centered on the external occipital protuberance  Opposable - Being capable of moving thumbs toward or touching other fingers on a hand  Phylogeny - Branching diagram or "evolutionary tree" showing the inferred evolutionary relationships among biological species based on morphological or molecular data  Quadrupedal - Form of terrestrial locomotion utilizing four limbs  Sagittal crest - ridge of bone running lengthwise along the midline of the top of the skull along the sagittal suture.  Sternum - A breastbone  Zygomatic arches - The cheek bones that extend from the side of the skull connecting the temporal and zygomatic bones

Description Source Catalog number Price Cranium Set, Hominids

(Skull casts of H. habilis, H.

neanderthalensis, H.

erectus, Australopithecus

africanus , Australopithecus

afarensis. and H. sapiens )

Carolina Biological Supply Company http://www.carolina.com/

Set of 7 Primate skulls, Half

Scale (human, gorillas,

chimpanzees,

Australopithecus africanus,

Australopithecus afarensis,

Australopithecus boisei,

Homo erectus , and Homo

neanderthalensis)

Bone Clones, Inc. https://boneclones.com/

KAM-SET- 7 $498.

Ardipithecus ramidus Pelvis, Disarticulated

Bone Clones, Inc. https://boneclones.com/

SC- 039 - PD $700.

Australopithecus afarensis, “Lucy”, Pelivs, Articulated

Bone Clones, Inc. https://boneclones.com/

KO- 036 - PA $500.

Replica Human Pelvis (Female)

Skulls Unlimited http://www.skullsunlimited.com/

WSP-34:Replica $70.

Fetal Chimpanzee Humerus, Femur, Pelivs, Sacrum, and Coccyx

Skulls Unlimited http://www.skullsunlimited.com/

WKO-205: Bone Clone

Advanced Preparation:

1. Create seven lab stations

Station 1 Station number 1 label Human Evolution Phylogeny Image Skull cast for Homo neanderthalensis Skull cast for Homo habilis 2 1000 mL beakers A container of beans 2 funnels Station 2 Station number 2 label Human Evolution Phylogeny Image Skull cast of Homo erectus One modern human skull 1 beaker of 1000 mL A container of beans 1 funnel Station 3 Station number 3 label Human Evolution Phylogeny Image Modern human hip model Chimpanzee hip model Ardipithecus ramidus hip model Australopithecus afarensis hip model Station 4 Station number 4 label Human Evolution Phylogeny Image ½ scale sized models of a human skull ½ scale sized models of a gorilla skull ½ scale sized models of a chimpanzee skull Station 5 Station number 5 label Human Evolution Phylogeny Image Skull cast of Australopithecus africanus Skull cast of Australopithecus afarensis 1 1000 mL beaker A container of beans 1 funnel Station 6 Station number 6 label Human Evolution Phylogeny Image ½ scale sized models for Australopithecus boisei ½ scale sized models for Australopithecus afarensis ½ scale sized models for Homo erectus ½ scale sized models for Homo neanderthalensis Station 7 Station number 7 label Human Evolution Phylogeny Image Laminated sheet of a gorilla skeleton Laminated sheet of a human skeleton Laminated sheet of Ardipithecus ramidus skeleton