There is a common alternative conception among students and, indeed, the wider community that humans are somehow separate from the processes of evolution, that we may study the evolution of organisms but that it does not pertain to us. Further, because the study of species evolution generally explores what has already occurred, there is often a tendancy for learners to think that we now find ourselves at the end of evolution rather than amid an ongoing process and this compounded by the notion of humans as an 'advanced' species; it is difficult to imagine that we may be considered primative versions of the species by future humans. This task allows students to consider the evolutionary history of Homo sapiens, the environmental pressures that act upon humans today and use this information to propose some adaptational changes that could possibly arise from this into the future. Students should consider what they already know and use this information to write a short paragraph that articulate their ideas. They may also use anotated diagrams and graphs where appropriate to demonstrate their ideas and understanding. As a class, students may then discuss similarities and differences of their ideas to share knowledge and justify their reasoning.
Assessment:
The aim of this task is not specifically to provide assessment, regardless, informal and formative assessment should be undertaken throughout to ensure that the aims of the activity are being met. They are to address the alternative conceptions that are outlined above.
CURRICULUM MAP (Links to VCE Biology Study Design)
Learning Activity
Skills
Assessment
Proposed Trajectories of Human Evolution
'...formulate questions and construct hypotheses appropriate for conducting first-hand and second-hand investigations; analyse and synthesise data; draw conclusions consistent with the question under investigation and the evidence obtained'
As above
Area of Study
Key Knowledge
Learning Outcomes
2 - Change Over Time
'...natural selection as a mechanism of evolution'
'Hominid evolution: patterns, origin; interrelationships between biological, cultural and technological evolution'
'...analyse and evaluate evidence for evolutionary change and evolutionary relationships, and describe mechanisms for change'
Proposed Trajectories of Human Evolution
There is a common alternative conception among students and, indeed, the wider community that humans are somehow separate from the processes of evolution, that we may study the evolution of organisms but that it does not pertain to us. Further, because the study of species evolution generally explores what has already occurred, there is often a tendancy for learners to think that we now find ourselves at the end of evolution rather than amid an ongoing process and this compounded by the notion of humans as an 'advanced' species; it is difficult to imagine that we may be considered primative versions of the species by future humans. This task allows students to consider the evolutionary history of Homo sapiens, the environmental pressures that act upon humans today and use this information to propose some adaptational changes that could possibly arise from this into the future. Students should consider what they already know and use this information to write a short paragraph that articulate their ideas. They may also use anotated diagrams and graphs where appropriate to demonstrate their ideas and understanding. As a class, students may then discuss similarities and differences of their ideas to share knowledge and justify their reasoning.
Assessment:
The aim of this task is not specifically to provide assessment, regardless, informal and formative assessment should be undertaken throughout to ensure that the aims of the activity are being met. They are to address the alternative conceptions that are outlined above.
CURRICULUM MAP (Links to VCE Biology Study Design)
'Hominid evolution: patterns, origin; interrelationships between biological, cultural and technological evolution'