What are the advantages of having two legs (biped) instead of four legs (quadruped)? How do evolutionary biologists try to account for the emergence of bipedalism? How do evolutionary biologists try to account for the origin of hominids and modern humans? What is the status of the evolutionary hypotheses in light of the scientific data? What problems do evolutionary biologists face? In what areas of the evolutionary perspective is more scientific research needed? This activity will help students to begin to answer those questions.
This activity includes scientific reading, diagrams, higher-order questions, and the list of original sources for additional research.
This activity helps students meet the following California Common Core State Standards Connections:
WHST.9–12.9 Draw evidence from informational texts to support analysis, reflection, and research.
RST.11-12.8.a–e 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.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
WHST.9–12.1.a–e Write arguments focused on discipline-specific content.
MP.2 Reason abstractly and quantitatively.
WHST.9–12.2.a–e Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Thank you for your interest!