A lyger? An elephish? A duck-billed cat? Apply knowledge of life and scientific reasoning to invent a species! Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017

1. PROJECT BASED
LEARNING
Invent a species
GROUP DIRECTIONS
2
KICKOFF 6
PROJECT CHECKLIST
9
INFORMATIONAL WRITING RUBRIC
10
PRESENTATION RUBRIC
11
COLLABORATION RUBRIC
12
FEEDBACK TABLE
13
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
1

2. PBL: INVENT A SPECIES
Group directions
Group Name
Group Members
Project Prompt
Invent a species.
Task
As 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 other 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:
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
2

3. 1. n image or photo
A
2. An introductory description
3. etails about the categories below. You must include all five categories as well as a
D
cohesive summary that clarifies the relationships among the categories.
a. Etymology (origin) and Definition
b. History and Evolution
• ould include but is not limited to the following topics:
C
i. Environmental trends that lead to survival
ii. Current ecosystem
iii. Characteristics, attributes, and adaptations
c. Habitat and Population
• ould include but is not limited to the following topics:
C
i. Familial structure
ii. Location in the food web
d. Biology
• ould include but is not limited to the following topics:
C
i. Anatomy and physiology
ii. Life cycle
iii. Diet
e. Impact on the Earth
4. Sources (properly cited)
• ake sure you use claim testers (logic, evidence, authority, intuition) to validate
M
each source.
C. Presentation
a group, you will give an eight-minute presentation to the class about your species. The
As
presentation will be directly followed by a four-minute question-and-answer (QA) session.
Every group member must speak in the presentation. Prepare visuals aids as needed. Consult the Presentation Rubric as you prepare.
Timeline and Checkpoints
As 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
B. Draft model plan
C. Draft of Wikipedia page
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
Date due:
Date due:
Date due:
3

4. 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. aily Galaxy, “Are We Close to Creating Super Humans? –A Galaxy Insight”
D
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. he Top 10 New Species — 2012
T
http://species.asu.edu/Top10
4. ncyclopedia of Life
E
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-foundwalking-catfish-Beelzebub-bat-and-two-legged-lizard.html?frame=2431153
2
Y
ou 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)
4

5. 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)
5

6. PBL: INVENT A SPECIES
Kickoff
Directions
Read these short articles and then brainstorm your initial ideas about what species you’ll invent.
Mysterious Extinction
From: http://www.livescience.com/23711-history-mysterious-extinctions.html
Holding a shark jaw inside a model of a megalodon jaw
Megalodon
Between 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 explanation ties the shark’s demise to the disappearance of the giant whales it fed on.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
6

7. Lifesaving Adaptations
From: http://education.nationalgeographic.com/education/encyclopedia/adaptation/?ar_a=1
Koala mother with young
Koala
Koalas 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 adaptation 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
An illustration of human evolution
Can humans survive themselves? What does the future have in store for the human race? Evolution, 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 evolution to our genes.
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
7

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American microbiologist Carl
Woese defines the Archaea
Pitton de Tournefort
five-volume compendium
L933
Salmon
1977
French botanist Joseph
von Gesner publishes a
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li ED
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and medicinal or poisonous plants. The advent of writing enabled more detailed, recorded taxonomies.
coli
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BRIEF HISTORY OF TAXONOMY- 1708
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predate writing and were first used when human ancestors described different food sources, predators,
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western tradition of a coli O15
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Mouse
coccu
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Solibacter usitatus
wall paintings
erved scrolls
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arum
plant
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Acidobacterium capsulatum
chia
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ococc
Enter
opire
system used today.
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different plant
by name.
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flex
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sol
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nop
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olo
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ophila
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The advent of writing enabled more detailed, recorded taxonomies.
av
Su
lf
o
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EG
s ihe
illu
bac
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cam
onas
es
gen
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ia
ter
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American microbiologist Carl
ris
dom
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am
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icus
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STORY OF TAXONOMY
s ducreyi
m
ba
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m
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Blochmannia floridanus
to
m
riu
Red
Junglefowl
Pufferfish
Roundworm
This deadly bacteria infected
hundreds of thousands of
people and animals every
year until a vaccine was
developed by Louis
Pasteur in 1881.
a
is thalian
inus
bidops occus mar
Sg
Buchnera aphidicola Bp
Mosquito
Anthrax
Bacillus anthracis
Syn
luminescens
Buchnera aphidicola
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Wigglesworthia brevipalpis
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
Ar
ch
its unique habitat, P. furiosus is
ae
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og
er
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lo
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and classifying unusual for life forms. Oral traditions of taxonomymop
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containing tungsten, a very rare
m
lg
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m
element in living organisms.
id
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The creatures most familiar to us,
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same kingdom.
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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.
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ina
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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.
arc
arc
nos
tha
nos
tha
Me
Me
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.
Schizosacc
Ch
ro
m
Mosquito
us
cc
co
ro
Py
Pyrococcus furiosus
Animalia
Fungi
Amoebozoa
Plantae
Archaeplastida
Chromalveolata
Excavata
Roundworm
e
zon merola
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rum
falcipa
odium
Plasm
is
homin
idium
ospor
Crypt
na
dona
pseu
ira
ssios
r
Thala
ia majo
man
Leish
lia
lamb
dia
Giar
ii
asch
s jann
occu
udi
anoc
ipal
Meth
s mar
i
ccu
oco
dler
han
kan
Met
rus
opy
ium m
han
cterhicu
Met
oba
han utotrop
ssi
Metrma
s aby
the
ccu
i
oco
shi
Pyr
iko
s hor
s
ccu
su
oco
rio
Pyr
fu
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.
Yersinia
po
Tro
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.
The creatures most familiar to us,
animals, are members of the
same kingdom.
Animalia
Fungi
Amoebozoa
Plantae
Archaeplastida
Chromalveolata
Excavata
ARCHAEA
ARCHAEA
Tre
mon
39
scur
terr
inte
L02
rrog
relia
po
Str
ra
pneu
e CW
la ba
ra in
ospi
hila
a ob
ellu
ospi
Lept
Bor
Tre
Humans
Homo sapiens
idatu
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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.
is
s
Lept
ns
ie
ic
eff
um
m
ic
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riu
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glu
m
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m
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ne
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m
ry
ta
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Co
sis
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ba 32
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m
ne 0
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m
My
riu
cte
vis
ba
bo
co
m
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sis
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ulo
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ba
co
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m
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sis
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ulo
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ba
erc
co 51
tub
My C15
m
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tum
ba
co
clea
nu
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Ther
ethe
ides
occo
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uran
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m
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lla
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rd
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mat
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ido
This domain includes all of the plants, animals, and fungi, and some
single-celled organisms. Eukaryotes are distinguished by their complex
EUKARYOTA
cells, which contain a membrane-enclosed nucleus.
is
ss
tu
er
ydop
Gem
Rhod
Bif
THE TREE OF LIFE
is
ss
rtu
pe
ra
pa
ete
rd
Bo
lla
git
bro
a
tic
ep
his
nc
lla
ete
rd
A
x
Co
Bo
Chlam
EUKARYOTA
TAXONOMY
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i
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dis
po
sp. wMel
ris
chia
sa
a fa
umoni
hila pn
Chlam
Initial ideas
Species 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.
pest
o
on
la pne
ydop
TAXONOMY
http://itol.embl.de/
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
A BRIEF HISTORY OF TAXONOMY
Taxonomy 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.
1977
American microbiologist Carl
Woese defines the Archaea
as separate domain of life,
introducing the three-domain
8
BIOLOGICAL CLASSIFICATION
Scientists refer to a specific life form using its
Genus and species classifications. This naming
technique is called binomial nomenclature.

9. 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
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
9

10. T
akes an informal tone and
shows limited or inconsistent
awareness of topic-specific
vocabulary.
• ontains multiple grammatical
C
errors.
Language and
Conventions
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
•
C
ontains few, if any, words,
phrases, and clauses to link the
major sections of the text.
• oes not connect topic and
D
examples and/or facts.
•
Cohesion
•
•
L
acks an awareness of the
audience’s knowledge level
and needs.
C
ontains limited facts and
examples related to the topic.
• oes not include a conclusion.
D
Development
Support
Audience
D
oes not have an
identifiable topic.
• resents minimal ideas
P
and concepts.
Focus
•
Below Standard (1)
Description
Informational Writing Rubric
H
as an unclear topic.
P
resents some ideas and
concepts.
S
hows an inconsistent
awareness of the audience’s
knowledge level and needs.
T
akes a formal tone but shows
limited awareness of topicspecific vocabulary.
• ncludes some grammatical
I
errors.
•
C
ontains limited words, phrases,
and clauses to link the major
sections of the text.
• ttempts to connect topic and
A
examples and/or facts.
•
•
P
rovides facts, definitions,
details, quotations, and examples
that attempt to develop and
explain the topic.
• onclusion restats the
C
development.
•
•
•
Approaching Standard (2)
F
ocuses on a topic to
inform a reader with ideas
and concepts.
10
T
akes a formal, objective tone
and uses precise language
and topic-specific vocabulary.
• ncludes proper grammar and
I
follows preferred formatting
(e.g., MLA, APA).
•
U
ses words, phrases, and
clauses to link the major
sections of the text.
• onnects topic and examples
C
and/or facts.
•
C
onsiders the audience’s
knowledge level and concerns
about the claim.
• ddresses the needs of the
A
audience.
•
P
rovides relevant facts,
definitions, concrete details,
quotations, and examples that
develop and explain the topic.
• onclusion ties to and
C
supports the information.
•
•
At Standard (3)
F
ocuses on an interesting
topic that informs the reader
with ideas and concepts.
•
T
akes an appropriately formal,
objective tone and uses relevant
language and topic-specific
vocabulary. Uses proper
grammar and follows preferred
formatting (e.g., MLA, APA).
S
killfully uses words, phrases,
and clauses to link the major
sections of the text.
• dentifies the relationship
I
between topic and examples
and/or facts.
•
A
nticipates the audience’s
knowledge level and concerns
about the topic.
• ddresses the specific needs
A
of the audience.
•
P
rovides effective facts,
definitions, concrete details,
quotations, and examples
that sufficiently develop and
explain the topic.
• onclusion lays out the
C
implications, significance, and
future relevance of the topic.
•
•
Above Standard (4)

11. D
oes not present information,
arguments, ideas, or findings
clearly, concisely, or logically.
• acks supporting evidence.
L
• as a line of reasoning that is
H
difficult to follow.
• ses information that is not in
U
line with the overall purpose.
• oes not consider alternate
D
perspectives.
D
oes not meet the
presentation guidelines.
• oes not have a proper
D
introduction or conclusion.
• oes not use time allotted
D
(i.e., too long or too short).
D
oes not look at the audience
or make eye contact.
• acks poise (appears nervous,
L
fidgety, slouchy).
• peaks in a way that is hard
S
to understand.
D
oes not directly address
the questions, goes off topic.
Explanation
of Ideas
Information
Organization
Eyes, Body,
and Voice
Response to
Audience
Questions
•
A
nswers audience questions, but
not always completely and clearly.
M
akes infrequent eye contact with
the audience.
• hows some poise (limited fidgeting,
S
nervousness, etc.).
• peaks clearly most of the time,
S
but may be difficult to understand
or hear at times.
•
M
eets most requirements for the
presentation guidelines.
• as a proper introduction and
H
conclusion, but they are not clear
or interesting.
• ses the time allotted, but does
U
not divide up that time logically
(i.e., uses too little or too much
time on a topic or idea).
•
P
resents information, arguments,
ideas, or findings in ways that are not
always clear, concise, or logical.
• rgument is supported by partial
A
evidence.
• as a line of reasoning that is
H
sometimes difficult to follow.
• ses information that is only
U
sometimes in line with the overall
purpose.
• ttempts to consider and address
A
alternative perspectives but does
not do so completely.
•
Approaching Standard (2)
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
•
•
•
•
Below Standard (1)
Description
Presentation Rubric
11
A
nswers questions clearly
and completely.
• reely admits not knowing the
F
answer to a question.
•
K
eeps eye contact with the
audience most of the time —
only glances at notes or slides.
• hows poise and confidence.
S
• peaks clearly and is easy to
S
understand.
•
M
eets all presentation
guidelines.
• ad a proper introduction
H
that is clear and logical.
• ses the time allotted well
U
and has organized the time
appropriately.
•
P
resents information,
arguments, ideas, or findings
clearly, concisely, or logically.
• s well-supported by
I
evidence.
• as a line of reasoning that
H
is easy to follow.
• learly and completely
C
addresses alternative or
opposing perspectives.
•
At Standard (3)
A
nswers clearly and completely
and provides relevant details.
• dmits not knowing the answer
A
to a question, and provides ideas
for finding answers.
•
K
eeps eye contact with the
audience throughout.
• how exceptional poise and
S
confidence.
• peaks clearly, and is interesting
S
to listen to.
•
M
eets all presentation guidelines
and is particularly interesting and
thoughtfully organized.
• as an introduction that hooks
H
the audience and a conclusion
that incites questions and further
interest.
• rganizes and uses times
O
effectively.
•
D
oes an exceptional job presenting
information, arguments, ideas,
or findings clearly, concisely, and
logically.
• s well-supported with relevant,
I
and interesting evidence.
• he line of reasoning is logical, easy
T
to follow, well crafted, and uses
information that is in line with the
overall purpose.
• learly and completely addresses
C
relevant alternative or opposing
perspectives.
•
Above Standard (4)

12. BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
Adapted from the Buck Institute Collaboration Rubric.
Group Member’s Name:
Group Member’s Name:
Group Member’s Name:
Your Name:
Score
This group member completes tasks
without being reminded and uses feedback from others. He/she helps the
group solve problems and stay organized, and listens carefully to group
mates. This person is polite and kind.
At Standard (3)
12
Why did you choose this score?
This group member is sometimes prepared to work with the group. This
group member does project tasks when
reminded and sometimes completes
tasks on time. He/she sometimes offers
to help others, sometimes shares ideas,
and is usually polite and kind to group
mates.
This group member does not complete
project tasks or does not complete
tasks on time. He/she does not help the
group solve problems, give useful feedback, or use feedback from others. The
group member does not show respect
for group mates (e.g., interrupting,
ignoring ideas, being unkind).
Name
Approaching Standard (2)
Below Standard (1)
This group member does more than
what is required and asks for feedback
to improve his/her work. He/she steps
in to help other group members when
they are absent or need help, and he/
she encourages group mates to share
ideas by recognizing and promoting
everyone’s strengths.
Above Standard (4)
Directions: Give yourself and each member of your group a score from the Collaboration Rubric. Your teacher will use these scores as part of each group member’s individual
score for the project. If you need more rows for additional group members, use the back of this sheet.
Collaboration Rubric

13. PBL: FEEDBACK TABLE
What did you like?
What do you think could be improved?
What questions came up?
What ideas did you have?
BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL)
13