This project provisions scans of generic comparative elements of living species as well as iconic fossil specimens to illuminate patterns in human evolution.  The digital models are made from physical replicas (rather than real specimens) in all fossil cases. The morphosource specimen numbers represent informal duke accession numbers for casts. The specimen number for the original fossils can be found in the description or notes sections. This may be important information when searching for additional contextual information for lesson plans. Educators interested in using these materials should also note that the scans are not 3D print ready, nor are they colored to indicate ‘real’ vs. ‘reconstructed’ regions of the fossils.

Lesson plans for MorphoSource models

Look and compare chimp skull, hand, etc., to human skull, hand, etc.

a. Initial Observations and Hypotheses

Orientating Tasks

1. Label the different bones/ parts on each (anatomy basics)
2. Describe similarities/differences among corresponding parts

Critical Thinking Questions

1. Hypothesize what some of these differences mean for ecological and behavioral differences (at this point additional focal similarities/differences could be revealed to direct the student)
2. Do you think humans had a chimpanzee-like ancestor, or do you think chimpanzees had a human-like ancestor? Why or why not?
3. Describe a sequences of changes that could lead to one form evolving into another? Think about your answer to #1 and ecological niche
4. If one evolved from the other, why do both species still exist?

b. New data (add in fossil sequence)

Orientating Tasks

1. Label the different bones/ parts on each (anatomy basics)
2. Describe similarities/differences among corresponding parts for each fossil

Critical Thinking Questions

1. Do these fossils form a sequence? Which is closest to the chimp? Which to the human?
2. Describe trends that you see.
3. Do these trends match the ones you predicted in Initial observations and hypotheses/ Critical Thinking Questions/ question #3?

c. Testing hypotheses (iteration 1)

Orientating tasks

1. Find the geologic age and geographic location of each fossil
2. Find the environmental reconstruction for each fossil. Is there missing data?
3. Make a timeline for environmental changes through the Pleistocene

Critical thinking / analysis questions

1. Do the sequence of fossil ages match your hypothesized sequence from New Data/ Critical Thinking/ question #1 ?
2. If some of the fossils overlapped in time/place, do you think they were competitors for resources?
3. Do you think all of these fossils are on the ‘main line’ of human evolution or do you think of them are side branches?
4. Given the environmental and climate reconstructions, how would you reassess the causes of the changes in skeleton?
5. What additional evidence could prove your answers to 2-4 right or wrong?

d. Testing hypotheses (iteration 2)

Orientating tasks

1. Learn about phylogenetic trees and cladistics analysis methods
2. Learn about other lineages of African Pleistocene mammals

Exercises

1. Score a character matrix for the fossils
2. Run a cladistics analysis
3. Plot tooth sizes and/or isotope values against time

Critical thinking

1. Do the results of cladistics analysis support your answers in c.ii.1 and Testing hypotheses/Critical thinking/question #3 ?
2. Do any other animals seem to show trends of change with climate over time that could receive the same explanation as that you proposed for human fossils?