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BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 1 TEACHING MATERIALS PROJECT BASED LEARNING Invent 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

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Page 1: 5.X Unit 5 - PBL

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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:

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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.

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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

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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.

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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

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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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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

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

Page 17: 5.X Unit 5 - PBL

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

Page 18: 5.X Unit 5 - PBL

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

Page 19: 5.X Unit 5 - PBL

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

Page 20: 5.X Unit 5 - PBL

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

Page 21: 5.X Unit 5 - PBL

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.)

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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.

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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.

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PBL: FEEDBACK TABLEWhat did you like? What do you think could be improved?

What questions came up? What ideas did you have?