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BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 1
TEACHING MATERIALS
PROJECT BASED LEARNINGInvent a species
PROJECT BASED LEARNING AND THE BIG HISTORY PROJECT 2
TEACHER DIRECTIONS 4
GROUP DIRECTIONS 10
KICKOFF 14
PROJECT CHECKLIST 17
INFORMATIONAL WRITING RUBRIC 18
PRESENTATION RUBRIC 19
COLLABORATION RUBRIC 20
SAMPLE PEER-REVIEW PROCESSES 21
FEEDBACK TABLE 24
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 2
TEACHING MATERIALS
PROJECT BASED LEARNING AND THE BIG HISTORY PROJECTUsing a Project Based Learning (PBL) approach, Big History Project students invent a species, ask how many people the Earth could support now and 100 years from now, and anticipate the next threshold of increasing complexity.
Why PBL & BHP?The goals of the Big History Project include: inciting wonderment in students about the world they inhabit; encouraging them to consider what it means to be human; and instilling in them an interest in lifelong learning about the Universe. PBL embedded in BHP allows students to dive deeply and creatively for solutions to driving questions related to complex interdisciplinary issues. Combining PBL and BHP creates meaningful student-driven learning experiences.
What is Project Based Learning?PBL is a method of instruction that has students take part in an extended inquiry around a complex question, problem, or challenge. For more information on the PBL method, please see the Buck Institute for Education (BIE) website at http://www.bie.org/. We recommend reading about the “Essential Elements” of PBL, as well as digging into a model PBL lesson from the “Project Search” source on the site’s Home page. You can also view videos of example projects and learn how PBL has been integrated into schools at http://www.bie.org/videos/cat/what_is_pbl.
What are the essential elements of PBL1? • Focusing on significant content • Developing 21st-century skills • Engaging students in in-depth inquiry • Organizing tasks around a driving question • Establishing a desire to know • Incorporating revision and reflection • Including a public audience
What are the benefits of PBL for your students?PBL allows for more student voice, choice, and agency than are seen in many curricula. Research has repeatedly shown that when students are given this autonomy, engagement and learning increase. In PBL, learning is made personally relevant when students are given license to be creative with the project outcome and drive their own progress toward that outcome.
1 Adapted from the Buck Institute for Education.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 3
TEACHING MATERIALS
Where are the projects in the BHP units? • In Unit 5, LIFE, students respond to the prompt “Invent a species” by inventing a species
that could adapt and evolve from the current tree of life.
• In Unit 7, AGRICULTURE & CIVILIZATION, students calculate and support their answer to the question “How many people could Earth support now and 100 years from now?” They also write narratives describing the conditions needed to support their calculations.
• In Unit 10, THE FUTURE, students predict and describe the next threshold of increasing complexity the world will cross.
What does it take to facilitate a BHP PBL project? • Each project requires about two weeks (including in-class and out-of-class work time).
• You will need five to seven instructional days for the project. This includes kick off, project introduction and mini-activities, checkpoints, and a culmination day. However, if your students have difficulty meeting outside of class you’ll need to provide additional in-class work time.
• Students will need to spend an additional five to 15 hours outside of class to produce quality projects.
• Be prepared to:
- Prioritize project-related homework for the duration of the project.
- Devote extra class time for student group work.
- Support students in learning project-management skills, such as planning, setting group norms and expectations, adhering to deadlines, and sharing work equally.
- Invite family, community members, other teachers, and administrators to view the student projects and attend the culminating presentations.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 4
TEACHING MATERIALS
TEACHER DIRECTIONS
Introduction
Project PromptInvent a species.
Project ObjectiveYour students will work to create a new species. They will be tasked with thinking about this species’ origin, evolution, skills, abilities, needs, knowledge, society, technology, inventions, culture, and global impact. The development of their species must be grounded in scientific thought and reason. Evidence gathered from multiple sources must support the key features and descriptions of their species.
Student DeliverablesA. A built model of their new species (physical or digital)B. A Wikipedia entry about their new speciesC. A presentation about their new species
PacingThis is intended to be a unit that lasts approximately two weeks or 10 school days. However, the unit provides a structure that is loose enough to be made shorter or longer. We do suggest a particular instructional sequence, which is outlined below. The instructional sequence gives ideas for facilitating the major checkpoints in the project. You can decide whether or not students are given in-class time to work between checkpoints.
StandardsWriting 9/10
• CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selec-tion, organization, and analysis of content.
• CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 5
TEACHING MATERIALS
Speaking and listening 9/10
• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative dis-cussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organiza-tion, development, substance, and style are appropriate to purpose, audience, and task.
• CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 6
TEACHING MATERIALS
Instructional Sequence
I. PROJECT KICKOFF (DAY 1)
Advanced Preparation - A copy of the Invent a Species Kickoff document for each student
Sequence 1. Tell students that you are about to start a project that is different from the usual BHP
activities. Let them know that they will first work individually and then in groups. They will be tasked with exploring a big question. They will be producing multiple artifacts, guiding their own investigations, getting creative, and having fun.
2. Hand out the Invent a Species Kickoff document and instruct the students to read the article excerpts it lists.
3. Introduce the project (driving) prompt: Invent a species.
4. Ask students to individually generate ideas about a new species based on what they know from their lives, the BHP course, and the article excerpts.
5. Have them add their potential new species to the Tree of Life diagram and write five statements or assertions about their new species. These statements should include information about origin, evolution, skills, abilities, knowledge, society, technology, inventions, and culture.
6. If there is time left in class, have the students share their ideas.
II. GROUP FORMATION AND PROJECT DIRECTIONS (DAY 2)
Advanced Preparation - A copy of the Invent a Species Group Directions document for each student.
- Copies of each rubric: • Presentation Rubric • Writing Rubric • Collaboration Rubric
- Copies of the “human” Wikipedia page (http://en.wikipedia.org/wiki/Human).
- Optional: Copies of articles/books from the list of Resources.
- Form Student Working Groups • Try to form an even number of groups. This will be important for the peer-review
process.
• We suggest two to four students in each group. We also recommend mixed ability.
• Groups could be formed based on individual ideas presented during the project kickoff.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 7
TEACHING MATERIALS
- Decide on checkpoint due dates as well as final presentation date.
- We highly recommend inviting family members, friends, or other classes to the final presentations. If you have contacts with experts in any of these fields, you could also invite them to the final presentations to act as “judges.”
Sequence 1. Introduce students to their project groups.
2. Hand out a copy of the Invent a Species Group Directions document to each student.
3. Walk students through the handout. Give due dates and describe the project (have the Group Directions in hand to read from if needed). Inform students that they will receive a group grade for this project; however, individual scores will be adjusted based on collaboration points (see: Collaboration Rubric).
4. Use the Wikipedia page about humans (http://en.wikipedia.org/wiki/Human) as the model page for the project. Hand out the Writing Rubric to students and have them evaluate and become familiar with the Wikipedia page using the rubric. Discuss when the human branch started on the tree of life. Discuss what we know about human evolution and what new factors could be influencing ongoing human evolution.
5. Offer time for Q&A.
6. Task them with planning how they’ll complete the project and how they’ll divide up the project as necessary.
• OPTIONAL: Assign roles to students to help with the division of work.
• Leader — allocates work, removes obstacles, breaks “ties” if collaboration breaks down, and ensures the final project meets the project requirements.
• Project manager — helps determine deadlines, establishes schedule to meet the deadlines, tracks deliverables, and keeps group focused on task.
• Researcher — leads research efforts.
• Communicator/synthesizer — leads group during sharing periods, summarizes team progress during checkpoints.
7. Remind them that Checkpoint 1, Group Decisions and Key Features, will occur in about two days.
III. CHECKPOINT 1: GROUP DECISIONS AND KEY FEATURES (~DAY 4)
Advanced Preparation - Ensure class is aware of your checkpoint dates, especially if they’ve been moved for any
reason.
Sequence 1. On checkpoint days, remind students that the objective is to ensure that they are on
track and making progress. Allow students to work on their projects as you check in with each group.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 8
TEACHING MATERIALS
2. Check in with all groups to field questions, gauge progress, and provide guidance and feedback as needed.
• If students have completed Checkpoint 1 — Group Decision on the species and have identified six key features, sign off on one of their Group Directions documents. Consider signing off on group plans and progress before they proceed.
• Consider having students ask another group to evaluate their group decision and key features before you evaluate them yourself.
3. Remind students that Checkpoint 2 — Draft Model Plan will occur in about two days. At Checkpoint 2, students should be prepared to ask for specific materials they’ll need, if they’re not readily available.
IV. CHECKPOINT 2: DRAFT MODEL PLAN (~DAY 6)
Advanced Preparation - Ensure class is aware of your checkpoint dates, especially if they’ve been moved for
any reason.
Sequence 1. This should be a working class period, but remind students that they should have a draft
model plan complete and ready to be approved.
2. As students are working, check in with each group and either sign off on their model plan or suggest revisions before you sign off. Model plans should include the six key features and how they will be demonstrated on the model. During the check-in, ask students if they need help accessing materials for their model.
• Consider having students ask another group to evaluate their draft model plan before you evaluate and approve their plan.
3. Remind students that their next checkpoint will be a complete draft of their Wikipedia page for peer review and sign-off in about two days.
V. CHECKPOINT 3: DRAFT OF WIKIPEDIA PAGE AND INTRODUCTION TO PEER REVIEW (~DAY 8)
Advanced Preparation - Make copies of the Informational Writing Rubric and the Feedback Table for each student.
- Review the Sample Peer-Review Processes document and decide how you will facilitate peer review.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 9
TEACHING MATERIALS
Sequence 1. Make sure students have enough copies of the complete draft of their Wikipedia page
to share during peer review.
2. Introduce students to or remind them of the importance and process of peer review: to respectfully give and gain feedback and constructive criticism on their project from other students. Students will use the Informational Writing Rubric to evaluate another group’s draft of the Wikipedia page, and the Feedback Table to give written feedback and then discuss. Remind students that if they don’t take peer review seriously, it will negatively impact their individual grade.
3. After the peer-review process, have groups sign off on each other’s Checkpoint 3.
4. Ensure students revise their work following peer review.
VI. PRESENTATIONS
Advanced Preparation - Make two or three copies of the Presentation Rubric for each student.
- Make a copy of the Collaboration Rubric for each student.
- Make a copy of the Presentation Rubric (one for each group) for your teacher scoring.
- Predetermine the order of presentations.
- Optional: Make a rule requiring each group to ask the presenting group a thoughtful question.
- Optional: Have a video camera or regular camera to document student presentations.
Sequence 1. Facilitate group presentations per class norms.
2. Remind students that each person in the group is required to talk at some point in the presentation.
3. Students should have approximately eight minutes to present plus four minutes for Q&A.
4. Have students complete the Collaboration Rubric.
• The Collaboration Rubric is used for gauging individual participation in and contribution to the group project work. This helps avoid negative group dynamics and reduces the possibility of unbalanced participation.
• On the Collaboration Rubric, each student evaluates him/herself and his/her group members.
• Use this rubric to adjust individual grades for the project.
• Stress to students that although they are given a project grade, this grade can be impacted by individual participation within the group.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 10
PBL: INVENT A SPECIES
Group directions
Group Name
Group Members
Project PromptInvent a species.
TaskAs a group you have the opportunity to invent a new species. Where did your species come from and how did it evolve? What skills and abilities does it have? What are the connections between the trends that led to its survival, its current ecosystem, and its characteristics and adaptations? What is its familial structure and location in the food web? How would your species impact oth-er things, both biologically and socially?
The development of your species must be grounded in scientific thought and reason. Evidence gathered from multiple sources must support the key features and descriptions of your species.
Final deliverables are due on:
Deliverables A. A built model of your new species (physical or digital) B. A Wikipedia entry about your new species C. A presentation about your new species
A. Model This is a built model of your species. Be creative. Make sure your model demonstrates at
least six key features of your species. The model can be physical or digital. Physical models must be built from scratch (for example, you cannot alter a doll that you bought) and durable enough to withstand presentations and transportation.
B. Wikipedia Entry This is a written document that describes your species. Design it similar to a Wikipedia
page. Your information must contain supporting evidence that clearly, concisely, and logically follows a line of reasoning.
Your Wikipedia page will include:
1. An image or photo
2. An introductory description
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 11
3. Details about the categories below. You must include all five categories as well as a cohesive summary that clarifies the relationships among the categories.
a. Etymology (origin) and Definition
b. History and Evolution • Could include but is not limited to the following topics: i. Environmental trends that lead to survival ii. Current ecosystem iii. Characteristics, attributes, and adaptations
c. Habitat and Population • Could include but is not limited to the following topics: i. Familial structure ii. Location in the food web
d. Biology • Could include but is not limited to the following topics: i. Anatomy and physiology ii. Life cycle iii. Diet
e. Impact on the Earth
4. Sources (properly cited) • Make sure you use claim testers (logic, evidence, authority, intuition) to validate
each source.
C. Presentation As a group, you will give an eight-minute presentation to the class about your species. The
presentation will be directly followed by a four-minute question-and-answer (Q&A) session. Every group member must speak in the presentation. Prepare visuals aids as needed. Con-sult the Presentation Rubric as you prepare.
Timeline and CheckpointsAs a group, use the template below to plan how you will complete all the deliverables by the due dates. Your teacher will sign off on each checkpoint. You must complete each checkpoint — it will be factored into your final grade. Everyone in your group will receive the same grade for the overall project; each individual will also receive points for collaboration.
A. Group decision about the species and its key features Date due: B. Draft model plan Date due: C. Draft of Wikipedia page Date due:
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 12
Resources2
Remember to use claim testers (logic, evidence, authority, intuition) to validate each source.
Books
1. Last Ape Standing, by Chip Walter
2. A Brief History of Time, by Stephen Hawking
3. The 10,000 Year Explosion: How Civilization Accelerated Human Evolution, by Gregory Cochran and Henry Harpending
4. Brave New World, by Aldous Huxley
5. Nineteen Eighty-Four, by George Orwell
Articles
1. Daily Galaxy, “Are We Close to Creating Super Humans? –A Galaxy Insight” http://www.dailygalaxy.com/my_weblog/2009/01/are-we-close-to.html
2. Wikipedia page on humans http://en.wikipedia.org/wiki/Human
3. The Wall Street Journal, “Humans: Why They Triumphed” http://online.wsj.com/article/SB10001424052748703691804575254533386933138.html
4. “An Overdue Family Reunion,” by Stephanie Guzik http://vertebrates.si.edu/fishes/whalefish/index.html
5. National Geographic, “Species Hunt” http://ngm.nationalgeographic.com/2013/04/125-explore/seeking-new-species
Websites
1. Humanity+ is an international nonprofit membership organization that advocates the ethical use of technology to expand human capacities http://humanityplus.org/
2. “All About the Human Genome Project (HGP),” the National Human Genome Research Institute http://www.genome.gov/10001772
3. The Top 10 New Species — 2012 http://species.asu.edu/Top10
4. Encyclopedia of Life http://eol.org/
5. Science Daily New Species News http://www.sciencedaily.com/news/plants_animals/new_species/
6. The Telegraph Earth Picture Galleries — “New Species Found: Walking Catfish, Beelzebub Bat and Two-legged Lizard” http://www.telegraph.co.uk/earth/earthpicturegalleries/9753208/New-species-found-walking-catfish-Beelzebub-bat-and-two-legged-lizard.html?frame=2431153
2 You may draw from any Big History Project resources, the resources provided here, or any resources that you find in your own research.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 13
Videos
1. “Juan Enriquez: Will Our Kids Be a Different Species?” http://www.ted.com/talks/juan_enriquez_will_our_kids_be_a_different_species.html
2. “Spencer Wells Builds a Family Tree for Humanity” http://www.ted.com/talks/spencer_wells_is_building_a_family_tree_for_all_humanity.html
Scientific Journal Articles
1. “Adaptive Evolution of a Key Phytoplankton Species to Ocean Acidification” http://www.nature.com/ngeo/journal/v5/n5/abs/ngeo1441.html
2. “Impacts of Climate Change on the Future of Biodiversity” http://onlinelibrary.wiley.com/doi/10.1111/j.1461-0248.2011.01736.x/full
3. “Human Enhancement, Evolution and Lifespan: Evolving Towards Immortality?” http://link.springer.com/chapter/10.1007/978-3-642-35096-2_8
4. “The Genomic Impact of 100 Million Years of Social Evolution in Seven Ant Species” http://www.sciencedirect.com/science/article/pii/S0168952511001387
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 14
PBL: INVENT A SPECIES
Kickoff
DirectionsRead these short articles and then brainstorm your initial ideas about what species you’ll invent.
Mysterious ExtinctionFrom: http://www.livescience.com/23711-history-mysterious-extinctions.html
Holding a shark jaw inside a model of a megalodon jaw
MegalodonBetween 28 million and 1.5 million years ago, megalodon ruled Earth’s oceans. This terrifyingly large shark, which dined on giant whales with its seven-inch (18-cm)-long teeth, reached a maximum length of over 60 feet and weighed as much as 100 tons. For comparison, great white sharks — megalodon’s closest living relative — rarely reach the 20-foot (6-m) mark.
So what could cause a monster at the top of the food chain to sputter out of existence? Theories abound. One idea posits that megalodon couldn’t handle the oceanic cooling and sea-level drops that came with the ice ages of the late Pliocene and early Pleistocene epochs. Another explana-tion ties the shark’s demise to the disappearance of the giant whales it fed on.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 15
Lifesaving AdaptationsFrom: http://education.nationalgeographic.com/education/encyclopedia/adaptation/?ar_a=1
Koala mother with young
KoalaKoalas have adapted to eat only the leaves of eucalyptus trees. Eucalyptus trees are very low in protein and are toxic to many animal species. Being able to digest eucalyptus leaves is an adap-tation that benefits the koala by providing it a food source for which there is little competition.
What’s Next for Humans?From: http://www.popsci.com/science/article/2013-01/the-human-race-will-come-to-an-end
Can humans survive themselves? What does the future have in store for the human race? Evolu-tion, as the past 4 billion years has repeatedly illustrated, holds an endless supply of tricks up its long and ancient sleeve. Anything is possible, given enough millennia. Inevitably the forces of natural selection will require us to branch out into differentiated versions of our current selves, like so many Galápagos finches — assuming, that is, that we have enough time to leave our evo-lution to our genes.
An illustration of human evolution
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 16
Initial ideasSpecies are always adapting and evolving. Where is your new species on the tree of life? Add a branch that demonstrates what other species it’s related to and when it evolved.
BHP Unit 5, The Tree of Life infographic
Next, write five statements about this new species. You could include your thoughts about origin, evolution, skills, abilities, knowledge, society, technology, inventions, and culture.
1.
2.
3.
4.
5.
THE TREE OF LIFETAXONOMY
1600BCE
1500 1700 1800 1900 2000100020003000
A BRIEF HISTORY OF TAXONOMYTaxonomy is the science of naming and classifying different life forms. Oral traditions of taxonomy
predate writing and were first used when human ancestors described different food sources, predators,
and medicinal or poisonous plants. The advent of writing enabled more detailed, recorded taxonomies.
3000 BCEChinese Emperor Shen
Nung tests hundreds
of herbs for medicinal
value.
1500 BCEEgyptian wall paintings
and preserved scrolls
classify different plant
species by name.
384 - 322 BCEGreek philosopher
Aristotle launches the
western tradition of
taxonomy by classifying
plants and animals by their
size, habitat, and methods
of reproduction.
1516 - 1565Swiss scholar Conrad
von Gesner publishes a
five-volume compendium
of then-known life forms
in the 1550s.
1656 - 1708French botanist Joseph
Pitton de Tournefort
classifies about 9,000
species in 698 genera.
1707 - 1778Swedish botanist Carl
Linnaeus publishes The
System of Nature in 1735,
becoming the father of
modern taxonomy. Linnaeus
placed humans among the
primates and used binomial
nomenclature to classify us
as Homo sapiens.
1977American microbiologist Carl
Woese defines the Archaea
as separate domain of life,
introducing the three-domain
system used today.
BIOLOGICAL CLASSIFICATIONScientists refer to a specific life form using its
Genus and species classifications. This naming
technique is called binomial nomenclature.
DomainKingdomPhylumClassOrderFamilyGenusSpecies
Eukaryota
Animalia
Chordata
Mammalia
Proboscidea
Elephantidae
Elephas
Maximus
Elephas maximusGENUS
ASIAN ELEPHANT
SPECIES
HOMINIDS Great Apes
Caenorhabditis briggsae
Caenorhabditis elegans
Saccharom
yces cerevisiae
Eremothecium
gossypii
Schizosaccharom
yces pombe
Dictyostelium
discoideum
Arabidopsis thaliana
Oryza sativa
Cyanidioschyzon merolae
Plasmodium
falciparum
Cryptosporidium hom
inis
Thalassiosira pseudonana
Leishmania m
ajor
Giardia lamblia
Methanococcus jannaschii
Methanococcus m
aripaludi
Methanopyrus kandleri
Methanobacterium
thermautotrophicum
Pyrococcus abyssi
Pyrococcus horikoshii
Pyrococcus furiosus
Methanosarcina mazei
Methanosarcina acetivorans
Halobacterium sp. NRC−1
Archaeoglobus fulgidus
Thermoplasma acidophilum
Thermoplasma volcanium
Sulfolobus solfataricus
Sulfolobus tokodaiiAeropyrum pernix
Pyrobaculum aerophilum
Nanoarchaeum equitansShigella flexneri 2a 301
Shigella flexneri 2a 2457TEscherichia coli K12Escherichia coli O6Escherichia coli O157:H7Escherichia coli EDL933
Salmonella typhiSalmonella enterica
Salmonella typhimurium
Yersinia pestis CO92
Yersinia pestis KIM
Yersinia pestis Medievalis
Photorhabdus luminescens
Buchnera aphidicola Sg
Buchnera aphidicola APS
Buchnera aphidicola Bp
Wigglesworthia brevipalpis
Blochmannia floridanus
Haemophilus influenzae
Pasteurella multocida
Haemophilus ducreyi
Vibrio vulnificus CMCP6
Vibrio vulnificus YJ016
Vibrio parahaemolyticus
Vibrio cholerae
Photobacterium profundum
Shewanella oneidensis
Pseudomonas syringae
Pseudomonas putida
Pseudomonas aeruginosa
Xanthomonas campestris
Xanthomonas axonopodis
Xylella fastidiosa 9a5c
Xylella fastid
iosa 700964
Coxiella
burnetii
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obile
Myc
opla
sma
pulm
onis
Urea
plas
ma
parv
umM
ycop
lasm
a pe
netra
ns
Myc
oplas
ma
gallis
sept
icum
Mycop
lasm
a pn
eum
oniae
Mycop
lasm
a gen
italiu
m
Staphy
lococ
cus e
pider
midis
Staphy
lococ
cus a
ureu
s MW2
Staphy
lococ
cus a
ureu
s N31
5
Staphy
lococ
cus a
ureu
s Mu5
0
Lister
ia inn
ocua
Lister
ia mon
ocyto
genes
F2365
Listeri
a monocyt
ogenes
EGD-e
Oceanobacillus ih
eyensis
Bacillus h
alodurans
Bacillus subtilis
Bacillus a
nthracis
Bacillus cereus ATCC 14579
Bacillus cereus ATCC 10987
Lactobacillus johnsonii
Lactobacillus plantarum
Enterococcus faecalis
Lactococcus lactis
Streptococcus pneumoniae
R6
Streptococcus pneumoniae
TIGR4
Streptococcus mutans
Streptococcus agalactiae II
Streptococcus agalactiae
Streptococcus pyogenes M1
Streptococcus pyogenes
MGAS8232
Streptococcus pyogenes
MGAS315
Streptococcus pyogenes SSI−1
Fibrobacter succinogenes
Chlorobium tepidum
Porphyromonas gingivalis
Bacteroides thetaiotaomicron
Chlamydia muridarum
Chlamydia trachomatis
Chlamydophila caviae
Chlamydophila pneumoniae TW183Chlamydophila pneumoniae J138Chlamydophila pneumoniae CWL02Chlamydophila pneumoniae AR39
Gemmata obscuriglobusRhodopirellula balticaLeptospira interrogans L1−130
Leptospira interrogans 56601
Borrelia burgdorferiTreponema pallidum
Treponema denticolaBifidobacterium longum
Tropheryma whipplei TW08/27
Tropheryma whipplei Twist
Streptomyces avermitilis
Streptomyces coelicolor
Corynebacterium diphtheriae
Corynebacterium efficiens
Corynebacterium glutamicum
ATCC 13032
Corynebacterium glutamicum
Mycobacterium paratuberculosis
Mycobacterium leprae
Mycobacterium
bovis
Mycobacterium
tuberculosis
CDC1551
Mycobacterium
tuberculosis
H37Rv
Fusobacterium nucleatum
Aquifex aeolicus
Thermotoga m
aritima
Dehalococcoides ethenogenes
Thermus therm
ophilus
Deinococcus radiodurans
Gloeobacter violaceus
Synechococcus elongatus
Nostoc sp. PCC 712
Synechocystis sp. P
CC6803
Prochlorococcus m
arinus
CCMP
1378
Prochlorococcus m
arinus
SS
12
Synechococcus sp. W
H8102
Prochlorococcus m
arinus
MIT9313
Acidobacterium
capsulatum
Solibacter usitatus
This phylogenetic tree of life uses genome sequencing data to
map the relationships between 191 different species in the three
domains of life: Eukaryota, Bacteria, and Archaea.
All life on Earth shares one common ancestor, and is thought to include between 10 million and
30 million different species.
http://itol.embl.de/
LUCALAST UNIVERSAL COMMON ANCESTOR
A single-celled organism living more than 3.5 BYA.
This domain includes all of the plants, animals, and fungi, and some
single-celled organisms. Eukaryotes are distinguished by their complex
cells, which contain a membrane-enclosed nucleus.
The creatures most familiar to us, animals, are members of the same kingdom.
FungiAmoebozoa
ArchaeplastidaPlantae
ChromalveolataExcavata
Animalia
EUKARYOTA HumansHomo sapiens
Our species, primates in the Animalia kingdom of the Eukaryota, is thought to have first evolved in Africa about 200,000 years ago. Genetically, our closest living relative is the chimpanzee.
Mosquito
Roundworm
RedJunglefowlPufferfish
Mouse
Chimpanzee
These single-celled prokaryotic organisms often
live in extreme environmental conditions. Once
considered to be Bacteria, these microorganisms
are now recognized as a separate domain of life.
ARCHAEA
Pyrococcus furiosus
This species of Archaea, found in extremely hot conditions near hydrothermal vents, thrives at temperatures between 158°F and 217°F (70°-100°C). In addition to its unique habitat, P. furiosus is also unusual for having enzymes containing tungsten, a very rare element in living organisms.
AnthraxBacillus anthracis
This deadly bacteria infected hundreds of thousands of people and animals every year until a vaccine was
developed by Louis Pasteur in 1881.
These single-celled prokaryotic organisms were among
the first life forms to appear on Earth. Often spherical,
rod-like, or spiral in shape, these microorganisms
function without a membrane-enclosed cell nucleus.
BACTERIA
THE TREE OF LIFETAXONOMY
1600BCE
1500 1700 1800 1900 2000100020003000
A BRIEF HISTORY OF TAXONOMYTaxonomy is the science of naming and classifying different life forms. Oral traditions of taxonomy
predate writing and were first used when human ancestors described different food sources, predators,
and medicinal or poisonous plants. The advent of writing enabled more detailed, recorded taxonomies.
3000 BCEChinese Emperor Shen
Nung tests hundreds
of herbs for medicinal
value.
1500 BCEEgyptian wall paintings
and preserved scrolls
classify different plant
species by name.
384 - 322 BCEGreek philosopher
Aristotle launches the
western tradition of
taxonomy by classifying
plants and animals by their
size, habitat, and methods
of reproduction.
1516 - 1565Swiss scholar Conrad
von Gesner publishes a
five-volume compendium
of then-known life forms
in the 1550s.
1656 - 1708French botanist Joseph
Pitton de Tournefort
classifies about 9,000
species in 698 genera.
1707 - 1778Swedish botanist Carl
Linnaeus publishes The
System of Nature in 1735,
becoming the father of
modern taxonomy. Linnaeus
placed humans among the
primates and used binomial
nomenclature to classify us
as Homo sapiens.
1977American microbiologist Carl
Woese defines the Archaea
as separate domain of life,
introducing the three-domain
system used today.
BIOLOGICAL CLASSIFICATIONScientists refer to a specific life form using its
Genus and species classifications. This naming
technique is called binomial nomenclature.
DomainKingdomPhylumClassOrderFamilyGenusSpecies
Eukaryota
Animalia
Chordata
Mammalia
Proboscidea
Elephantidae
Elephas
Maximus
Elephas maximusGENUS
ASIAN ELEPHANT
SPECIES
HOMINIDS Great Apes
Caenorhabditis briggsae
Caenorhabditis elegans
Saccharom
yces cerevisiae
Eremothecium
gossypii
Schizosaccharom
yces pombe
Dictyostelium
discoideum
Arabidopsis thaliana
Oryza sativa
Cyanidioschyzon merolae
Plasmodium
falciparum
Cryptosporidium hom
inis
Thalassiosira pseudonana
Leishmania m
ajor
Giardia lamblia
Methanococcus jannaschii
Methanococcus m
aripaludi
Methanopyrus kandleri
Methanobacterium
thermautotrophicum
Pyrococcus abyssi
Pyrococcus horikoshii
Pyrococcus furiosus
Methanosarcina mazei
Methanosarcina acetivorans
Halobacterium sp. NRC−1
Archaeoglobus fulgidus
Thermoplasma acidophilum
Thermoplasma volcanium
Sulfolobus solfataricus
Sulfolobus tokodaiiAeropyrum pernix
Pyrobaculum aerophilum
Nanoarchaeum equitansShigella flexneri 2a 301
Shigella flexneri 2a 2457TEscherichia coli K12Escherichia coli O6Escherichia coli O157:H7Escherichia coli EDL933
Salmonella typhiSalmonella enterica
Salmonella typhimurium
Yersinia pestis CO92
Yersinia pestis KIM
Yersinia pestis Medievalis
Photorhabdus luminescens
Buchnera aphidicola Sg
Buchnera aphidicola APS
Buchnera aphidicola Bp
Wigglesworthia brevipalpis
Blochmannia floridanus
Haemophilus influenzae
Pasteurella multocida
Haemophilus ducreyi
Vibrio vulnificus CMCP6
Vibrio vulnificus YJ016
Vibrio parahaemolyticus
Vibrio cholerae
Photobacterium profundum
Shewanella oneidensis
Pseudomonas syringae
Pseudomonas putida
Pseudomonas aeruginosa
Xanthomonas campestris
Xanthomonas axonopodis
Xylella fastidiosa 9a5c
Xylella fastid
iosa 700964
Coxiella
burnetii
Bordetel
la bronch
iseptic
a
Bordete
lla pa
rapert
ussis
Borde
tella
pertu
ssis
Ralston
ia so
lanac
earu
m
Neisse
ria m
ening
itidis
B
Neisse
ria m
ening
itidis
A
Chro
mobac
teriu
m viola
ceum
Nitros
omon
as eu
ropa
ea
Bruc
ella
meli
tens
isBr
ucel
la su
isRh
izob
ium
loti
Agro
bact
eriu
m tu
mef
acie
ns
Was
hU
Agro
bact
eriu
m tu
mef
acie
ns
C58
Cere
onRh
izob
ium
mel
iloti
Brad
yrhi
zobi
um ja
poni
cum
Rhod
opse
udom
onas
pal
ustr
isCa
ulob
acte
r cr
esce
ntus
Rick
etts
ia c
onor
iiRi
cket
tsia
pro
waz
ekii
Wol
bach
ia s
p. w
Mel
Hel
icob
acte
r py
lori
266
95H
elic
obac
ter
pylo
ri J
99
Hel
icob
acte
r he
patic
us
Wol
inel
la s
ucci
noge
nes
Cam
pylo
bact
er je
juni
Bde
llovi
brio
bac
teri
ovor
us
Geo
bact
er s
ulfu
rred
ucen
s
Des
ulfo
vibr
io v
ulga
ris
Ano
phel
es g
ambi
ae
Dro
soph
ila m
elan
ogas
ter
Taki
fugu
rub
ripe
s
Dan
io r
erio
Gal
lus
gallu
s
Rat
tus
norv
egic
us
Mus
mus
culu
s
Hom
o sa
pien
sPa
n tr
oglo
dyte
s
Ther
moa
naer
obac
ter
teng
cong
ensi
sCl
ostr
idiu
m a
ceto
buty
licum
Clos
trid
ium
teta
niCl
ostr
idiu
m p
erfr
inge
nsCa
ndid
atus
Phy
topl
asm
a as
teris
Myc
opla
sma
myc
oide
sM
ycop
lasm
a m
obile
Myc
opla
sma
pulm
onis
Urea
plas
ma
parv
umM
ycop
lasm
a pe
netra
ns
Myc
oplas
ma
gallis
sept
icum
Mycop
lasm
a pn
eum
oniae
Mycop
lasm
a gen
italiu
m
Staphy
lococ
cus e
pider
midis
Staphy
lococ
cus a
ureu
s MW2
Staphy
lococ
cus a
ureu
s N31
5
Staphy
lococ
cus a
ureu
s Mu5
0
Lister
ia inn
ocua
Lister
ia mon
ocyto
genes
F2365
Listeri
a monocyt
ogenes
EGD-e
Oceanobacillus ih
eyensis
Bacillus h
alodurans
Bacillus subtilis
Bacillus a
nthracis
Bacillus cereus ATCC 14579
Bacillus cereus ATCC 10987
Lactobacillus johnsonii
Lactobacillus plantarum
Enterococcus faecalis
Lactococcus lactis
Streptococcus pneumoniae
R6
Streptococcus pneumoniae
TIGR4
Streptococcus mutans
Streptococcus agalactiae II
Streptococcus agalactiae
Streptococcus pyogenes M1
Streptococcus pyogenes
MGAS8232
Streptococcus pyogenes
MGAS315
Streptococcus pyogenes SSI−1
Fibrobacter succinogenes
Chlorobium tepidum
Porphyromonas gingivalis
Bacteroides thetaiotaomicron
Chlamydia muridarum
Chlamydia trachomatis
Chlamydophila caviae
Chlamydophila pneumoniae TW183Chlamydophila pneumoniae J138Chlamydophila pneumoniae CWL02Chlamydophila pneumoniae AR39
Gemmata obscuriglobusRhodopirellula balticaLeptospira interrogans L1−130
Leptospira interrogans 56601
Borrelia burgdorferiTreponema pallidum
Treponema denticolaBifidobacterium longum
Tropheryma whipplei TW08/27
Tropheryma whipplei Twist
Streptomyces avermitilis
Streptomyces coelicolor
Corynebacterium diphtheriae
Corynebacterium efficiens
Corynebacterium glutamicum
ATCC 13032
Corynebacterium glutamicum
Mycobacterium paratuberculosis
Mycobacterium leprae
Mycobacterium
bovis
Mycobacterium
tuberculosis
CDC1551
Mycobacterium
tuberculosis
H37Rv
Fusobacterium nucleatum
Aquifex aeolicus
Thermotoga m
aritima
Dehalococcoides ethenogenes
Thermus therm
ophilus
Deinococcus radiodurans
Gloeobacter violaceus
Synechococcus elongatus
Nostoc sp. PCC 712
Synechocystis sp. P
CC6803
Prochlorococcus m
arinus
CCMP
1378
Prochlorococcus m
arinus
SS
12
Synechococcus sp. W
H8102
Prochlorococcus m
arinus
MIT9313
Acidobacterium
capsulatum
Solibacter usitatus
This phylogenetic tree of life uses genome sequencing data to
map the relationships between 191 different species in the three
domains of life: Eukaryota, Bacteria, and Archaea.
All life on Earth shares one common ancestor, and is thought to include between 10 million and
30 million different species.
http://itol.embl.de/
LUCALAST UNIVERSAL COMMON ANCESTOR
A single-celled organism living more than 3.5 BYA.
This domain includes all of the plants, animals, and fungi, and some
single-celled organisms. Eukaryotes are distinguished by their complex
cells, which contain a membrane-enclosed nucleus.
The creatures most familiar to us, animals, are members of the same kingdom.
FungiAmoebozoa
ArchaeplastidaPlantae
ChromalveolataExcavata
Animalia
EUKARYOTA HumansHomo sapiens
Our species, primates in the Animalia kingdom of the Eukaryota, is thought to have first evolved in Africa about 200,000 years ago. Genetically, our closest living relative is the chimpanzee.
Mosquito
Roundworm
RedJunglefowlPufferfish
Mouse
Chimpanzee
These single-celled prokaryotic organisms often
live in extreme environmental conditions. Once
considered to be Bacteria, these microorganisms
are now recognized as a separate domain of life.
ARCHAEA
Pyrococcus furiosus
This species of Archaea, found in extremely hot conditions near hydrothermal vents, thrives at temperatures between 158°F and 217°F (70°-100°C). In addition to its unique habitat, P. furiosus is also unusual for having enzymes containing tungsten, a very rare element in living organisms.
AnthraxBacillus anthracis
This deadly bacteria infected hundreds of thousands of people and animals every year until a vaccine was
developed by Louis Pasteur in 1881.
These single-celled prokaryotic organisms were among
the first life forms to appear on Earth. Often spherical,
rod-like, or spiral in shape, these microorganisms
function without a membrane-enclosed cell nucleus.
BACTERIA
THE TREE OF LIFETAXONOMY
1600BCE
1500 1700 1800 1900 2000100020003000
A BRIEF HISTORY OF TAXONOMYTaxonomy is the science of naming and classifying different life forms. Oral traditions of taxonomy
predate writing and were first used when human ancestors described different food sources, predators,
and medicinal or poisonous plants. The advent of writing enabled more detailed, recorded taxonomies.
3000 BCEChinese Emperor Shen
Nung tests hundreds
of herbs for medicinal
value.
1500 BCEEgyptian wall paintings
and preserved scrolls
classify different plant
species by name.
384 - 322 BCEGreek philosopher
Aristotle launches the
western tradition of
taxonomy by classifying
plants and animals by their
size, habitat, and methods
of reproduction.
1516 - 1565Swiss scholar Conrad
von Gesner publishes a
five-volume compendium
of then-known life forms
in the 1550s.
1656 - 1708French botanist Joseph
Pitton de Tournefort
classifies about 9,000
species in 698 genera.
1707 - 1778Swedish botanist Carl
Linnaeus publishes The
System of Nature in 1735,
becoming the father of
modern taxonomy. Linnaeus
placed humans among the
primates and used binomial
nomenclature to classify us
as Homo sapiens.
1977American microbiologist Carl
Woese defines the Archaea
as separate domain of life,
introducing the three-domain
system used today.
BIOLOGICAL CLASSIFICATIONScientists refer to a specific life form using its
Genus and species classifications. This naming
technique is called binomial nomenclature.
DomainKingdomPhylumClassOrderFamilyGenusSpecies
Eukaryota
Animalia
Chordata
Mammalia
Proboscidea
Elephantidae
Elephas
Maximus
Elephas maximusGENUS
ASIAN ELEPHANT
SPECIES
HOMINIDS Great Apes
Caenorhabditis briggsae
Caenorhabditis elegans
Saccharom
yces cerevisiae
Eremothecium
gossypii
Schizosaccharom
yces pombe
Dictyostelium
discoideum
Arabidopsis thaliana
Oryza sativa
Cyanidioschyzon merolae
Plasmodium
falciparum
Cryptosporidium hom
inis
Thalassiosira pseudonana
Leishmania m
ajor
Giardia lamblia
Methanococcus jannaschii
Methanococcus m
aripaludi
Methanopyrus kandleri
Methanobacterium
thermautotrophicum
Pyrococcus abyssi
Pyrococcus horikoshii
Pyrococcus furiosus
Methanosarcina mazei
Methanosarcina acetivorans
Halobacterium sp. NRC−1
Archaeoglobus fulgidus
Thermoplasma acidophilum
Thermoplasma volcanium
Sulfolobus solfataricus
Sulfolobus tokodaiiAeropyrum pernix
Pyrobaculum aerophilum
Nanoarchaeum equitansShigella flexneri 2a 301
Shigella flexneri 2a 2457TEscherichia coli K12Escherichia coli O6Escherichia coli O157:H7Escherichia coli EDL933
Salmonella typhiSalmonella enterica
Salmonella typhimurium
Yersinia pestis CO92
Yersinia pestis KIM
Yersinia pestis Medievalis
Photorhabdus luminescens
Buchnera aphidicola Sg
Buchnera aphidicola APS
Buchnera aphidicola Bp
Wigglesworthia brevipalpis
Blochmannia floridanus
Haemophilus influenzae
Pasteurella multocida
Haemophilus ducreyi
Vibrio vulnificus CMCP6
Vibrio vulnificus YJ016
Vibrio parahaemolyticus
Vibrio cholerae
Photobacterium profundum
Shewanella oneidensis
Pseudomonas syringae
Pseudomonas putida
Pseudomonas aeruginosa
Xanthomonas campestris
Xanthomonas axonopodis
Xylella fastidiosa 9a5c
Xylella fastid
iosa 700964
Coxiella
burnetii
Bordetel
la bronch
iseptic
a
Bordete
lla pa
rapert
ussis
Borde
tella
pertu
ssis
Ralston
ia so
lanac
earu
m
Neisse
ria m
ening
itidis
B
Neisse
ria m
ening
itidis
A
Chro
mobac
teriu
m viola
ceum
Nitros
omon
as eu
ropa
ea
Bruc
ella
meli
tens
isBr
ucel
la su
isRh
izob
ium
loti
Agro
bact
eriu
m tu
mef
acie
ns
Was
hU
Agro
bact
eriu
m tu
mef
acie
ns
C58
Cere
onRh
izob
ium
mel
iloti
Brad
yrhi
zobi
um ja
poni
cum
Rhod
opse
udom
onas
pal
ustr
isCa
ulob
acte
r cr
esce
ntus
Rick
etts
ia c
onor
iiRi
cket
tsia
pro
waz
ekii
Wol
bach
ia s
p. w
Mel
Hel
icob
acte
r py
lori
266
95H
elic
obac
ter
pylo
ri J
99
Hel
icob
acte
r he
patic
us
Wol
inel
la s
ucci
noge
nes
Cam
pylo
bact
er je
juni
Bde
llovi
brio
bac
teri
ovor
us
Geo
bact
er s
ulfu
rred
ucen
s
Des
ulfo
vibr
io v
ulga
ris
Ano
phel
es g
ambi
ae
Dro
soph
ila m
elan
ogas
ter
Taki
fugu
rub
ripe
s
Dan
io r
erio
Gal
lus
gallu
s
Rat
tus
norv
egic
us
Mus
mus
culu
s
Hom
o sa
pien
sPa
n tr
oglo
dyte
s
Ther
moa
naer
obac
ter
teng
cong
ensi
sCl
ostr
idiu
m a
ceto
buty
licum
Clos
trid
ium
teta
niCl
ostr
idiu
m p
erfr
inge
nsCa
ndid
atus
Phy
topl
asm
a as
teris
Myc
opla
sma
myc
oide
sM
ycop
lasm
a m
obile
Myc
opla
sma
pulm
onis
Urea
plas
ma
parv
umM
ycop
lasm
a pe
netra
ns
Myc
oplas
ma
gallis
sept
icum
Mycop
lasm
a pn
eum
oniae
Mycop
lasm
a gen
italiu
m
Staphy
lococ
cus e
pider
midis
Staphy
lococ
cus a
ureu
s MW2
Staphy
lococ
cus a
ureu
s N31
5
Staphy
lococ
cus a
ureu
s Mu5
0
Lister
ia inn
ocua
Lister
ia mon
ocyto
genes
F2365
Listeri
a monocyt
ogenes
EGD-e
Oceanobacillus ih
eyensis
Bacillus h
alodurans
Bacillus subtilis
Bacillus a
nthracis
Bacillus cereus ATCC 14579
Bacillus cereus ATCC 10987
Lactobacillus johnsonii
Lactobacillus plantarum
Enterococcus faecalis
Lactococcus lactis
Streptococcus pneumoniae
R6
Streptococcus pneumoniae
TIGR4
Streptococcus mutans
Streptococcus agalactiae II
Streptococcus agalactiae
Streptococcus pyogenes M1
Streptococcus pyogenes
MGAS8232
Streptococcus pyogenes
MGAS315
Streptococcus pyogenes SSI−1
Fibrobacter succinogenes
Chlorobium tepidum
Porphyromonas gingivalis
Bacteroides thetaiotaomicron
Chlamydia muridarum
Chlamydia trachomatis
Chlamydophila caviae
Chlamydophila pneumoniae TW183Chlamydophila pneumoniae J138Chlamydophila pneumoniae CWL02Chlamydophila pneumoniae AR39
Gemmata obscuriglobusRhodopirellula balticaLeptospira interrogans L1−130
Leptospira interrogans 56601
Borrelia burgdorferiTreponema pallidum
Treponema denticolaBifidobacterium longum
Tropheryma whipplei TW08/27
Tropheryma whipplei Twist
Streptomyces avermitilis
Streptomyces coelicolor
Corynebacterium diphtheriae
Corynebacterium efficiens
Corynebacterium glutamicum
ATCC 13032
Corynebacterium glutamicum
Mycobacterium paratuberculosis
Mycobacterium leprae
Mycobacterium
bovis
Mycobacterium
tuberculosis
CDC1551
Mycobacterium
tuberculosis
H37Rv
Fusobacterium nucleatum
Aquifex aeolicus
Thermotoga m
aritima
Dehalococcoides ethenogenes
Thermus therm
ophilus
Deinococcus radiodurans
Gloeobacter violaceus
Synechococcus elongatus
Nostoc sp. PCC 712
Synechocystis sp. P
CC6803
Prochlorococcus m
arinus
CCMP
1378
Prochlorococcus m
arinus
SS
12
Synechococcus sp. W
H8102
Prochlorococcus m
arinus
MIT9313
Acidobacterium
capsulatum
Solibacter usitatus
This phylogenetic tree of life uses genome sequencing data to
map the relationships between 191 different species in the three
domains of life: Eukaryota, Bacteria, and Archaea.
All life on Earth shares one common ancestor, and is thought to include between 10 million and
30 million different species.
http://itol.embl.de/
LUCALAST UNIVERSAL COMMON ANCESTOR
A single-celled organism living more than 3.5 BYA.
This domain includes all of the plants, animals, and fungi, and some
single-celled organisms. Eukaryotes are distinguished by their complex
cells, which contain a membrane-enclosed nucleus.
The creatures most familiar to us, animals, are members of the same kingdom.
FungiAmoebozoa
ArchaeplastidaPlantae
ChromalveolataExcavata
Animalia
EUKARYOTA HumansHomo sapiens
Our species, primates in the Animalia kingdom of the Eukaryota, is thought to have first evolved in Africa about 200,000 years ago. Genetically, our closest living relative is the chimpanzee.
Mosquito
Roundworm
RedJunglefowlPufferfish
Mouse
Chimpanzee
These single-celled prokaryotic organisms often
live in extreme environmental conditions. Once
considered to be Bacteria, these microorganisms
are now recognized as a separate domain of life.
ARCHAEA
Pyrococcus furiosus
This species of Archaea, found in extremely hot conditions near hydrothermal vents, thrives at temperatures between 158°F and 217°F (70°-100°C). In addition to its unique habitat, P. furiosus is also unusual for having enzymes containing tungsten, a very rare element in living organisms.
AnthraxBacillus anthracis
This deadly bacteria infected hundreds of thousands of people and animals every year until a vaccine was
developed by Louis Pasteur in 1881.
These single-celled prokaryotic organisms were among
the first life forms to appear on Earth. Often spherical,
rod-like, or spiral in shape, these microorganisms
function without a membrane-enclosed cell nucleus.
BACTERIA
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 17
PBL: INVENT A SPECIES
Project Checklist
Project Component Notes Score Possible Score
Checkpoint: Group decisions about the species and its key features
Checkpoint: Draft model plan
Checkpoint: Draft of Wikipedia page
Wikipedia Entry Note: Evaluated with Writing Rubric
Built Model of Species
Presentation Score
Collaboration Score Note: to be adjusted down if peer-review requirements are not met.
Total Score
Info
rmat
iona
l Writ
ing
Rubr
ic
Des
crip
tion
Bel
ow S
tand
ard
(1)
App
roac
hing
Sta
ndar
d (2
)A
t Sta
ndar
d (3
)A
bove
Sta
ndar
d (4
)
Focu
s•
Doe
s no
t hav
e an
id
entif
iabl
e to
pic.
• P
rese
nts
min
imal
idea
s
and
conc
epts
.
• H
as a
n un
clea
r to
pic.
• P
rese
nts
som
e id
eas
and
co
ncep
ts.
• Fo
cuse
s on
a to
pic
to
info
rm a
rea
der
with
idea
s
and
conc
epts
.
• Fo
cuse
s on
an
inte
rest
ing
to
pic
that
info
rms
the
read
er
with
idea
s an
d co
ncep
ts.
Dev
elop
men
t &
Sup
port
• C
onta
ins
limite
d fa
cts
and
exam
ples
rel
ated
to th
e to
pic.
• D
oes
not i
nclu
de a
con
clus
ion.
• P
rovi
des
fact
s, d
efin
ition
s,
deta
ils, q
uota
tions
, and
exa
mpl
es
that
atte
mpt
to d
evel
op a
nd
expl
ain
the
topi
c.
• C
oncl
usio
n re
stat
s th
e
deve
lopm
ent.
• P
rovi
des
rele
vant
fact
s,
defin
ition
s, c
oncr
ete
deta
ils,
quot
atio
ns, a
nd e
xam
ples
that
de
velo
p an
d ex
plai
n th
e to
pic.
• C
oncl
usio
n tie
s to
and
su
ppor
ts th
e in
form
atio
n.
• P
rovi
des
effe
ctiv
e fa
cts,
de
finiti
ons,
con
cret
e de
tails
, qu
otat
ions
, and
exa
mpl
es
that
suf
ficie
ntly
dev
elop
and
ex
plai
n th
e to
pic.
• C
oncl
usio
n la
ys o
ut th
e
impl
icat
ions
, sig
nific
ance
, and
fu
ture
rel
evan
ce o
f the
topi
c.
Aud
ienc
e•
Lack
s an
aw
aren
ess
of th
e au
dien
ce’s
kno
wle
dge
leve
l an
d ne
eds.
• S
how
s an
inco
nsis
tent
aw
aren
ess
of th
e au
dien
ce’s
kn
owle
dge
leve
l and
nee
ds.
• C
onsi
ders
the
audi
ence
’s
know
ledg
e le
vel a
nd c
once
rns
abou
t the
cla
im.
• A
ddre
sses
the
need
s of
the
au
dien
ce.
• A
ntic
ipat
es th
e au
dien
ce’s
kn
owle
dge
leve
l and
con
cern
s ab
out t
he to
pic.
• A
ddre
sses
the
spec
ific
need
s
of th
e au
dien
ce.
Coh
esio
n•
Con
tain
s fe
w, i
f any
, wor
ds,
phra
ses,
and
cla
uses
to li
nk th
e m
ajor
sec
tions
of t
he te
xt.
• D
oes
not c
onne
ct to
pic
and
exam
ples
and
/or
fact
s.
• C
onta
ins
limite
d w
ords
, phr
ases
, an
d cl
ause
s to
link
the
maj
or
sect
ions
of t
he te
xt.
• A
ttem
pts
to c
onne
ct to
pic
and
exam
ples
and
/or
fact
s.
• U
ses
wor
ds, p
hras
es, a
nd
clau
ses
to li
nk th
e m
ajor
se
ctio
ns o
f the
text
.•
Con
nect
s to
pic
and
exam
ples
an
d/or
fact
s.
• S
killf
ully
use
s w
ords
, phr
ases
, an
d cl
ause
s to
link
the
maj
or
sect
ions
of t
he te
xt.
• Id
entif
ies
the
rela
tions
hip
betw
een
topi
c an
d ex
ampl
es
and/
or fa
cts.
Lang
uage
and
C
onve
ntio
ns•
Take
s an
info
rmal
tone
and
sh
ows
limite
d or
inco
nsis
tent
aw
aren
ess
of to
pic-
spec
ific
voca
bula
ry.
• C
onta
ins
mul
tiple
gra
mm
atic
al
erro
rs.
• Ta
kes
a fo
rmal
tone
but
sho
ws
limite
d aw
aren
ess
of to
pic-
sp
ecifi
c vo
cabu
lary
.•
Incl
udes
som
e gr
amm
atic
al
erro
rs.
• Ta
kes
a fo
rmal
, obj
ectiv
e to
ne
and
uses
pre
cise
lang
uage
an
d to
pic-
spec
ific
voca
bula
ry.
• In
clud
es p
rope
r gr
amm
ar a
nd
follo
ws
pref
erre
d fo
rmat
ting
(e.g
., M
LA, A
PA).
• Ta
kes
an a
ppro
pria
tely
form
al,
obje
ctiv
e to
ne a
nd u
ses
rele
vant
la
ngua
ge a
nd to
pic-
spec
ific
voca
bula
ry. U
ses
prop
er
gram
mar
and
follo
ws
pref
erre
d fo
rmat
ting
(e.g
., M
LA, A
PA).
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
18
Pres
enta
tion
Rubr
ic
Des
crip
tion
Bel
ow S
tand
ard
(1)
App
roac
hing
Sta
ndar
d (2
)A
t Sta
ndar
d (3
)A
bove
Sta
ndar
d (4
)
Expl
anat
ion
of Id
eas
&
Info
rmat
ion
• D
oes
not p
rese
nt in
form
atio
n,
argu
men
ts, i
deas
, or
findi
ngs
clea
rly,
con
cise
ly, o
r lo
gica
lly.
• La
cks
supp
ortin
g ev
iden
ce.
• H
as a
line
of r
easo
ning
that
is
diff
icul
t to
follo
w.
• U
ses
info
rmat
ion
that
is n
ot in
lin
e w
ith th
e ov
eral
l pur
pose
.•
Doe
s no
t con
side
r al
tern
ate
pers
pect
ives
.
• P
rese
nts
info
rmat
ion,
arg
umen
ts,
idea
s, o
r fin
ding
s in
way
s th
at a
re n
ot
alw
ays
clea
r, c
onci
se, o
r lo
gica
l.•
Arg
umen
t is
supp
orte
d by
par
tial
evid
ence
.•
Has
a li
ne o
f rea
soni
ng th
at is
so
met
imes
diff
icul
t to
follo
w.
• U
ses
info
rmat
ion
that
is o
nly
so
met
imes
in li
ne w
ith th
e ov
eral
l pu
rpos
e.•
Atte
mpt
s to
con
side
r an
d ad
dres
s al
tern
ativ
e pe
rspe
ctiv
es b
ut d
oes
no
t do
so c
ompl
etel
y.
• P
rese
nts
info
rmat
ion,
ar
gum
ents
, ide
as, o
r fin
ding
s cl
earl
y, c
onci
sely
, or
logi
cally
.•
Is w
ell-
supp
orte
d by
ev
iden
ce.
• H
as a
line
of r
easo
ning
that
is
eas
y to
follo
w.
• C
lear
ly a
nd c
ompl
etel
y
addr
esse
s al
tern
ativ
e or
op
posi
ng p
ersp
ectiv
es.
• D
oes
an e
xcep
tiona
l job
pre
sent
ing
info
rmat
ion,
arg
umen
ts, i
deas
, or
find
ings
cle
arly
, con
cise
ly, a
nd
logi
cally
.•
Is w
ell-
supp
orte
d w
ith r
elev
ant,
an
d in
tere
stin
g ev
iden
ce.
• Th
e lin
e of
rea
soni
ng is
logi
cal,
easy
to
follo
w, w
ell c
raft
ed, a
nd u
ses
info
rmat
ion
that
is in
line
with
the
over
all p
urpo
se.
• C
lear
ly a
nd c
ompl
etel
y ad
dres
ses
rele
vant
alte
rnat
ive
or o
ppos
ing
pers
pect
ives
.
Org
aniz
atio
n•
Doe
s no
t mee
t the
pr
esen
tatio
n gu
idel
ines
.•
Doe
s no
t hav
e a
prop
er
intr
oduc
tion
or c
oncl
usio
n.•
Doe
s no
t use
tim
e al
lotte
d (i.
e., t
oo lo
ng o
r to
o sh
ort)
.
• M
eets
mos
t req
uire
men
ts fo
r th
e
pres
enta
tion
guid
elin
es.
• H
as a
pro
per
intr
oduc
tion
and
co
nclu
sion
, but
they
are
not
cle
ar
or in
tere
stin
g.•
Use
s th
e tim
e al
lotte
d, b
ut d
oes
no
t div
ide
up th
at ti
me
logi
cally
(i.
e., u
ses
too
little
or
too
muc
h
time
on a
topi
c or
idea
).
• M
eets
all
pres
enta
tion
guid
elin
es.
• H
ad a
pro
per
intr
oduc
tion
that
is c
lear
and
logi
cal.
• U
ses
the
time
allo
tted
wel
l an
d ha
s or
gani
zed
the
time
appr
opri
atel
y.
• M
eets
all
pres
enta
tion
guid
elin
es
and
is p
artic
ular
ly in
tere
stin
g an
d th
ough
tful
ly o
rgan
ized
.•
Has
an
intr
oduc
tion
that
hoo
ks
the
audi
ence
and
a c
oncl
usio
n
that
inci
tes
ques
tions
and
furt
her
inte
rest
.•
Org
aniz
es a
nd u
ses
times
ef
fect
ivel
y.
Eyes
, Bod
y,
and
Voic
e•
Doe
s no
t loo
k at
the
audi
ence
or
mak
e ey
e co
ntac
t.•
Lack
s po
ise
(app
ears
ner
vous
, fid
gety
, slo
uchy
).•
Spe
aks
in a
way
that
is h
ard
to u
nder
stan
d.
• M
akes
infr
eque
nt e
ye c
onta
ct w
ith
the
audi
ence
.•
Sho
ws
som
e po
ise
(lim
ited
fidge
ting,
ne
rvou
snes
s, e
tc.).
• S
peak
s cl
earl
y m
ost o
f the
tim
e,
but m
ay b
e di
ffic
ult t
o un
ders
tand
or
hea
r at
tim
es.
• Ke
eps
eye
cont
act w
ith th
e
audi
ence
mos
t of t
he ti
me
—
only
gla
nces
at n
otes
or
slid
es.
• S
how
s po
ise
and
conf
iden
ce.
• S
peak
s cl
earl
y an
d is
eas
y to
un
ders
tand
.
• Ke
eps
eye
cont
act w
ith th
e au
dien
ce th
roug
hout
. •
Sho
w e
xcep
tiona
l poi
se a
nd
conf
iden
ce.
• S
peak
s cl
earl
y, a
nd is
inte
rest
ing
to
list
en to
.
Resp
onse
to
Aud
ienc
e Q
uest
ions
• D
oes
not d
irec
tly a
ddre
ss
the
ques
tions
, goe
s of
f top
ic.
• A
nsw
ers
audi
ence
que
stio
ns, b
ut
not a
lway
s co
mpl
etel
y an
d cl
earl
y.•
Ans
wer
s qu
estio
ns c
lear
ly
and
com
plet
ely.
• Fr
eely
adm
its n
ot k
now
ing
the
answ
er to
a q
uest
ion.
• A
nsw
ers
clea
rly
and
com
plet
ely
an
d pr
ovid
es r
elev
ant d
etai
ls.
• A
dmits
not
kno
win
g th
e an
swer
to
a q
uest
ion,
and
pro
vide
s id
eas
fo
r fin
ding
ans
wer
s.
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
19
Colla
bora
tion
Rubr
icD
irec
tions
: Giv
e yo
urse
lf an
d ea
ch m
embe
r of
you
r gr
oup
a sc
ore
from
the
Col
labo
ratio
n R
ubri
c. Y
our
teac
her
will
use
thes
e sc
ores
as
part
of e
ach
grou
p m
embe
r’s in
divi
dual
sc
ore
for
the
proj
ect.
If yo
u ne
ed m
ore
row
s fo
r ad
ditio
nal g
roup
mem
bers
, use
the
back
of t
his
shee
t.
Bel
ow S
tand
ard
(1)
App
roac
hing
Sta
ndar
d (2
)A
t Sta
ndar
d (3
)A
bove
Sta
ndar
d (4
)
This
gro
up m
embe
r do
es n
ot c
ompl
ete
proj
ect t
asks
or
does
not
com
plet
e ta
sks
on ti
me.
He/
she
does
not
hel
p th
e gr
oup
solv
e pr
oble
ms,
giv
e us
eful
feed
-ba
ck, o
r us
e fe
edba
ck fr
om o
ther
s. T
he
grou
p m
embe
r do
es n
ot s
how
res
pect
fo
r gr
oup
mat
es (e
.g.,
inte
rrup
ting,
ig
nori
ng id
eas,
bei
ng u
nkin
d).
This
gro
up m
embe
r is
som
etim
es p
re-
pare
d to
wor
k w
ith th
e gr
oup.
Thi
s gr
oup
mem
ber
does
pro
ject
task
s w
hen
rem
inde
d an
d so
met
imes
com
plet
es
task
s on
tim
e. H
e/sh
e so
met
imes
off
ers
to h
elp
othe
rs, s
omet
imes
sha
res
idea
s,
and
is u
sual
ly p
olite
and
kin
d to
gro
up
mat
es.
This
gro
up m
embe
r co
mpl
etes
task
s w
ithou
t bei
ng r
emin
ded
and
uses
feed
-ba
ck fr
om o
ther
s. H
e/sh
e he
lps
the
grou
p so
lve
prob
lem
s an
d st
ay o
rga-
nize
d, a
nd li
sten
s ca
refu
lly to
gro
up
mat
es. T
his
pers
on is
pol
ite a
nd k
ind.
This
gro
up m
embe
r do
es m
ore
than
w
hat i
s re
quir
ed a
nd a
sks
for
feed
back
to
impr
ove
his/
her
wor
k. H
e/sh
e st
eps
in to
hel
p ot
her
grou
p m
embe
rs w
hen
they
are
abs
ent o
r ne
ed h
elp,
and
he/
she
enco
urag
es g
roup
mat
es to
sha
re
idea
s by
rec
ogni
zing
and
pro
mot
ing
ever
yone
’s s
tren
gths
.
Nam
eS
core
Why
did
you
cho
ose
this
sco
re?
Your
Nam
e:
Gro
up M
embe
r’s N
ame:
Gro
up M
embe
r’s N
ame:
Gro
up M
embe
r’s N
ame:
Ada
pted
from
the
Buc
k In
stitu
te C
olla
bora
tion
Rub
ric.
BIG
HIS
TORY
PR
OJE
CT
/ PR
OJE
CT
BA
SED
LEA
RN
ING
(P
BL)
20
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 21
SAMPLE PEER-REVIEW PROCESSESPeer review is a useful tool in the classroom and serves multiple purposes for learning. It can help both you and your students. For you, it helps ensure that you receive a high-quality final product. In addition, peer review helps ensure that you cover CCSS.ELA-Literacy.W.9-10.51. For your students, it will help them better understand the writing and revision process, as well as orient them to their product requirements.
As you introduce the peer-review process, remind students of the roles that they take as a part of this process:
• Writer — as a writer, peer review is a low-risk way to find out how well your writing is working. Are you conveying your message? Are you supporting your assertions with scientific evidence? Are you crafting a clear and cogent argument?
• Reviewer — as a reviewer, you have the opportunity to see what someone else is doing in the context of your assignment. Not only does this help remind you of and orient you to the required elements of your assignment, it also helps you critically and constructively evaluate how a writer might improve his or her writing skills.
DirectionsThere are multiple ways to conduct a peer review. If you have class norms established around peer review, feel free to use those. Here are two alternative suggestions:
• Group peer review, which we suggest using in the context of the “Invent a Species” project
• Individual peer review, which is better suited for smaller group or individual writing projects, such as the “How many people could Earth support now and 100 years from now?” project
Remember, these can be altered to fit the needs of your class. There are also a multitude of suggestions online. Two useful search terms are “Peer-Review Processes” and “Writing Workshop Peer Review.”
1 CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 22
I. Group Peer Review
Advanced Preparation • Make sure each group provides enough copies of its draft to share with another group
of students.
• Copies of the Writing Rubric.
• Copies of the Feedback Table (at the end of this document).
• Post the directions somewhere in the room that is highly visible to students.
Process 1. Explain to students that you are going to peer-review one another’s work. Remind them
of the importance of their roles.
2. Hand out the Feedback Table and the Writing Rubric and remind students that they will be using both documents to evaluate one another’s work. They will write constructive feedback on the table and they will use the Writing Rubric as a checklist.
3. If needed, have a discussion about respectful evaluation and constructive criticism.
4. Then, pair up the groups.
5. Post the following directions in your classroom and review with the students. It’s helpful if you set a timer to monitor their process and direct them when to move. This will take about 20 to 25 minutes.
a. Groups A and B work silently to assess each other’s drafts using the Writing Rubric while taking notes on the Feedback Table (5 minutes).
b. Group A shares its feedback. Each person in Group A should share one thing he/ she liked and one thing that could use improvement (3 minutes).
c. Group B asks Group A short clarifying questions about its feedback (3 minutes).
d. Groups discuss together what Group B might do to improve its final product (5 minutes).
e. Group B shares its feedback. Each person in Group B should share one thing he/ she liked and one thing that could use improvement (3 minutes).
f. Group A asks Group B short clarifying questions about its feedback (3 minutes).
g. Groups discuss together what Group A might do to improve its final product (5 minutes).
h. Groups exchange rubrics.
6. Give the groups the rest of the class period to plan and decide what feedback they’ll incorporate from the peer review.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 23
II. Individual Peer Review Advanced Preparation • Make sure each student brings an extra copy of his or her draft to share with a group
of students.
• Copies of the Writing Rubric.
• Copies of the Feedback Table (at the end of this document).
• Post the directions somewhere in the room that is highly visible to students.
• If you’re working on the “How many people could Earth support now and 100 years from now?” project, decide in advance if you will keep student pairs together or split them up. Students will likely gain more if they peer-review someone who isn’t their partner.
Process 1. Silent work
a. In pairs, each reads the other’s draft through once, without taking notes or thinking about the rubrics.
b. Each student writes a two- to three-sentence summary of the other student’s writing. If the piece is difficult to summarize, knowing this will be helpful to the writer. A well-written piece is fairly easy to summarize.
c. Then, each student uses the Writing Rubric and the Feedback Table to start providing more pointed feedback. Do not copyedit. This process is intended to focus on the overall ideas and main points in the writing. Be positive AND constructive.
2. Discussion
a. Student A shares his/her feedback. He/she should share at least two things he/she liked and two things that could use improvement (3 minutes).
b. Student B asks Student A short clarifying questions about the feedback (3 minutes).
c. The pair discuss what Student B might do to improve his/her final product (5 minutes).
d. Student B shares his/her feedback. He/she should share at least two things he/ she liked and two things that could use improvement (3 minutes).
e. Student A asks Student B short clarifying questions about his/her feedback (3 minutes).
f. The pair discuss what Student A might do to improve his/her final product (5 minutes).
g. Students A and B exchange rubrics
3. Reconvene in project pairs
a. If you split up pairs, have them come together to share the feedback they received from the peer reviewers.
b. Give students the rest of the class period to decide what feedback they will use and what changes they’ll make to their written and project work.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 24
PBL: FEEDBACK TABLEWhat did you like? What do you think could be improved?
What questions came up? What ideas did you have?