Students are provided with casts of six hominid skulls, including that of a modern human. By studying the structure of the teeth, the size and shape of the jawbones and brain case, the position of the spinal cord entering the skull, and the browline, students should be able to line up the skulls from oldest to most recent. Students can then sketch the evolution of those features which have a discernable change over time. This deceptively simple prac actually draws together many of the concepts studied during evolution- the morphology of the teeth can be discussed, as can the anchor points for muscles of the jaw (giving clues to the strength of the jaw, and so to the diet of the hominid). The dimensions of the brain case, the skull itself, and the orientation of the skull all allude to evolutionary changes between hominids which can be investigated by students. Many of the adaptations can be conjectured- this will form the basis for class discussion.
Assessment: Sketchbook and written discussion Students will be expected to submit their annotated sketches of the hominid skulls, along with a discussion of five evolutionary adaptations. These examples can be drawn from any of the hominid skulls.
CURRICULUM MAP (Links to VCE Biology Study Design)
Learning Activity
Skills
Assessment
Hominid Evolution
'Conduct first-hand investigations; analyse and synthesise data; draw conclusions consistent with the question under investigation and the evidence obtained... work independently and collaboratively as appropriate'
As above
Area of Study
Key Knowledge
Learning Outcomes
2 - Change Over Time
'Hominid evolution: patterns, origin; • interrelationships between biological, cultural and technological evolution;
comparative anatomy'
'Selection pressures'
'...analyse and evaluate evidence for evolutionary change and evolutionary relationships'
Hominid evolution
Students are provided with casts of six hominid skulls, including that of a modern human. By studying the structure of the teeth, the size and shape of the jawbones and brain case, the position of the spinal cord entering the skull, and the browline, students should be able to line up the skulls from oldest to most recent. Students can then sketch the evolution of those features which have a discernable change over time.This deceptively simple prac actually draws together many of the concepts studied during evolution- the morphology of the teeth can be discussed, as can the anchor points for muscles of the jaw (giving clues to the strength of the jaw, and so to the diet of the hominid). The dimensions of the brain case, the skull itself, and the orientation of the skull all allude to evolutionary changes between hominids which can be investigated by students. Many of the adaptations can be conjectured- this will form the basis for class discussion.
Assessment: Sketchbook and written discussion
Students will be expected to submit their annotated sketches of the hominid skulls, along with a discussion of five evolutionary adaptations. These examples can be drawn from any of the hominid skulls.
CURRICULUM MAP (Links to VCE Biology Study Design)
analyse and synthesise data; draw conclusions consistent with the question under investigation and the evidence obtained...
work independently and collaboratively as appropriate'
comparative anatomy'
'Selection pressures'