For the second Population Action Project, GCE Sophomore students investigated the following guiding question:
How can you portray the evolution of a species?
Here’s the scenario students were challenged with:
Your local Nature Museum is designing an exhibit called “From/To,” portraying the history of evolution of different species, from bacteria to humans. All students were invited to participate in the exhibit by selecting an organism to study, then creating a slideshow looking at its evolution over time.
Please find below the online installation we created, featuring the species students profiled. Please click on the beautiful animals to open the student work.
Project Alignment with Common Core NextGen Standards
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-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.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
What underlies the diversity of life, where our ancestors come from and how we became the human beings we are now? How can we quantify and measure change? With the tools of logic, statistics, and exponential growth, you will study diverse populations a …
Learn more about our Population Course