Download Evidence for Change Across Time

Evidence for Change Across Time
Scoring Rubric for Project
Names of Group Members:
Group does, discusses, or describes:
Introduction
and
Presentation
Paleontology
Titles of scientists/branch of science for each section/slide/etc. Images, engaging and readable fonts.
Address “What is a scientific theory and how does it differ from other theories?”
Address the difference between evidence and inference and its importance in studying the theory of evolution.
How the movement and separation of continents affected the organisms living on land in earth’s distant past.
Discusses Pangaea and its significance to what we’re studying.
How fossils form and how they can be dated. Include information on how radioactive decay properties are useful
in determining fossil age.
Information on Paleontology and what Paleontologists do.
Answer the fundamental question from the Paleontologist point of view: “How does your research provide
evidence that all living organisms have common ancestry but have changed across time?”
Discusses current research through a primary source article related to Paleontology.
Diagrams and measurements of all hominid skulls presented in data table form
Physical
Anthropologist
A brief summary on the pattern of changes you observed in the hominid skulls from Australopithecus afarensis to
Homo sapiens
Address inferences made from analysis of human, chimpanzee, and mystery bones
Information on Physical Anthropology and on what Physical Anthropologists do.
Answer the fundamental question from the Physical Anthropologist point of view: “How does your research
provide evidence that all living organisms have common ancestry but have changed across time?”
Discusses current research through a primary source article related to Physical Anthropology.
Evolutionary
Biology
An explanation of how anatomical homologies across species contribute evidence to the theory of change across
time with diagrammed examples of homologous structures.
Information/explanation and images of convergent and divergent evolution (may require outside research).
An explanation of how vestigial structures contribute evidence to the theory of change across time with
diagrammed examples of vestigial structures.
Address the fundamental question from the Evolutionary Biologist point of view: “How does your research
provide evidence that all living organisms have common ancestry but have changed across time?”
Discusses current research through a primary source article related to Evolutionary Biology.
Developmental
Biology
An explanation of how comparing the development of embryos across species contributes to the theory that
organisms have changed over time.
An explanation of where DNA is located and its purpose/function.
An explanation of your DNA sequence comparison of  and  hemoglobin proteins from different primate
species. Include percentages (of similarity) for all four primates compared to humans.
Address the fundamental question from the Developmental Biologist point of view: “How does your research
provide evidence that all living organisms have common ancestry but have changed across time?”
Discusses current research through a primary source article related to Developmental Biology.
Delivery of
Presentation
Total
Amount of reading from presentation: Students used bullets and short statements as cue notes instead of
reading off sentences directly.
/ 45 project points possible converted to
Poor/Missing
Fair
Good
Excellent
Minimal answer or
effort OR does not
address adequately
Provides some detail
but may lack in depth.
Answers are simple or
do not address idea
adequately, or show
misconception.
Provides detail and
shows understanding.
Maybe uses definitions
given in class and does
not apply further
understanding.
Provides depth.
Explanations are
thorough. Other ideas
introduced.
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7
(1) Read most if not all
of presentation. Did not
appear prepared to
discuss and engage
peers
(3) Read majority of
presentation off bullets
but was able to elaborate
without depending on
notes.
(5) Show clear command of
information. Used minimal
text and bullets to teach
peers
(6) Should just teach the
class. Just take over already!
/ 20 Points (Summative) before self/peer evaluation