My students used this as a culminating project for their evolutionary history unit. I was able to modify the directions for my students. They love doing projects to show their knowledge of content.

— Amy M.

Rated 5 out of 5

We didn't make it through the entire biology book (no suprise :)) and this resource was a great way to summarize the last few chapters in a three or four day project. Even though we did this at the end of the year, I saw some of my students' best work.

— Emma V.

Rated 5 out of 5

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Description

Teachers can use this Evolution Project and Rubric to allow students to explore the evolutionary changes of an organism of their choice. Students will choose an organism, research its ancestry, create a poster with specific guidelines, and present their findings to the class. A rubric is included in this product to serve as a guideline for both teachers and students alike. This format is editable, so more/less can be altered to the directions and rubric. Information such as incorporating binomial nomenclature, cladograms/family trees, comparing and contrasting environments and physical traits are focal points for this product.

This product also includes a checklist for: the research process- to ensure students find appropriate information, poster design components and presentation discussion points. The rubric is also designed by a point system with scales going from 5 to 2. (This can be altered to your school rubric guidelines if needed.)

*Updated 3/24/202 to allow individual students to complete the project solo for distant learning opportunities! An essay is required vs an in person presentation.

*Updated on 5/15/2020 to include NGSS for both middle school and high school!

*Updated on 5/16/2021 to include more checklist items for students to research and include within their presentations (for both versions). Also updated the rubric to include points for the bibliography component. Total rubric points are now out of 55- this is due to the new bibliography section as well as making the explanation of evolution segment worth 10 points vs 5.

Total Pages

6 pages

Answer Key

Rubric only

Teaching Duration

3 days

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Standards

to see state-specific standards (only available in the US).

NGSSMS-LS4-3

Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures. Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.

NGSSMS-LS4-1

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers. Assessment does not include the names of individual species or geological eras in the fossil record.

NGSSHS-LS4-2

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning. Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.

NGSSHS-LS4-1

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.

NGSSHS-LS4-3

Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations. Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.

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