The primary content benchmark for the Hominid Evolution Module, to which all of the lessons in the module contribute, is:

Natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, some of these characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase. BSL (9-12), p. 125

The following standards and benchmarks are specific to lessons in the module:

Lesson 1: Introduction/Pre-Assessment

The pre-assessment concept map activity provides insight into students' understanding of earlier grade-level standards and benchmarks that pertain to the module.

Lesson 2: Hominids Stand Up

"Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification." NSES: (9-12), p. 185.

"Fossil evidence is consistent with the idea that human beings evolved from earlier species." BSL: (6-8), p. 129.

"Formulate and revise scientific explanations and models using logic and evidence." NSES (9-12), p. 175.

Lesson 3: Bigger Brains

"Fossil evidence is consistent with the idea that human beings evolved from earlier species." BSL: (6-8), p. 129.

"Make and interpret scale drawings." BSL: (6-8), p. 297.

Lesson 4: Migration & Variation

"Heritable characteristics can be observed at molecular and whole-organism levels--in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce." BSL: (9-12), p. 125.

"The similarity of human DNA sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a single species." BSL: (9-12), p. 130.

Lesson 5: Tools & Speech

"Like other aspects of an organism's biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles." NSES: (9-12), p. 187.

Lesson 6: Agriculture

"Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification." NSES: (9-12), p. 185.

"Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations." NSES: (9-12), p.198.

Lesson 7: Closing

The closing assessment activities are a sampling of key ideas from across all of the lessons and address all of the standards and benchmarks from the lessons. The inclusion of main concepts in the concept map will vary by student.

Other standards and benchmarks are addressed across the lessons of the module. These include the following:

History and Nature of Science

"Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world." NSES: (9-12), p. 201

"The historical perspective of scientific explanations demonstrates how scientific knowledge changes by evolving over time, almost always building on earlier knowledge." NSES: (9-12), p. 204

Abilities to Do Inquiry

"Formulate and revise scientific explanations and models using logic and evidence." NSES: (9-12), p. 175

"Use tables, charts, and graphs in making arguments and claims in oral and written presentations." BSL: (9-12), p. 297

References

The content, abilities, and skills to be achieved by students in the Voyages through Time curriculum are based on standards and benchmarks from the National Science Education Standards (NSES), National Research Council, 1996; from Benchmarks for Science Literacy (BSL), American Association for the Advancement of Science, 1993; and from Standards for Technological Literacy (STL), International Technology Education Association. (2000), Reston, VA.

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