The student attempted to make an evolutionary tree with a given set of 25 imaginary animals, applying knowledge of evolutionary processes.
Students in a Biology class studying evolution were given a set of imaginary animals and asked to develop an evolutionary tree. Students could work with a partner but each had to submit their own evolutionary tree.
As he worked on the assignment, the student said that it was much harder than it looked. He did not realize at first how much thought had to go into determining the placements of the animals. The position of one animal affected the position of another animal. The student started to become frustrated with the assignment after about 30 minutes because he realized that the “left-over” animals could not just be discarded; they had to be placed on the evolutionary tree so that the entire picture made sense. He found he had to start over again when he was almost done because some animals did not fit. He realized that he had to analyze the traits of all the imaginary animals in evolutionary terms to determine the common ancestor and then determine where all other animals fit onto the evolutionary tree based on patterns of similarities and differences.
As frustrations built, groups in the class spontaneously got up and started to check with other groups to compare their evolutionary tree. When they saw different approaches, they explained and defended why they placed their animals in the different positions on the evolutionary tree.
I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.
I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I can consider alternative approaches and make strategic choices. I can take risks and recognize that I may not be immediately successful. I can examine my thinking, seek feedback, reassess my work, and adjust.