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How Whales Evolved – Evidence and Scientific Arguments

Students begin by comparing the characteristics of whales, mammals and fish to decide whether whales should be classified as mammals or fish. To support their conclusion, students make a scientific argument (claim, evidence, reasoning).

Students learn about the evolution of whales and other cetaceans by analyzing evidence from comparative anatomy, embryology, fossils, and DNA and proteins. Finally, students make a scientific argument for the claim that whales and other cetaceans evolved from land mammals.

The Student Handout is available in the first two attached files and as a Google doc designed for use in online instruction and distance learning. (For additional instructions, see https://serendipstudio.org/exchange/bioactivities/Googledocs, especially item 7.) The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.

Students begin by comparing the characteristics of whales, mammals and fish to decide whether whales should be classified as mammals or fish. To support their conclusion, students make a scientific argument (claim, evidence, reasoning). Students learn about the evolution of whales and other cetaceans by analyzing evidence from comparative anatomy, embryology, fossils, and DNA and proteins. Finally, students make a scientific argument for the claim that whales and other cetaceans evolved from land mammals.

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evolution whales SH.docx2.59 MB
evolution whales SH.pdf588.99 KB
evolution whales TN.docx3.12 MB
evolution whales TN.pdf988.77 KB
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. To preserve the value of these learning activities for other teachers, please do not post keys for any questions from any of these activities!

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Authors

Dr. Ingrid Waldron is Professor Emerita in the Biology Department at the University of Pennsylvania. Co-authors include Dr. Jennifer Doherty, who is an Assistant Professor in the Physiology Department at Michigan State University, and Dr. Lori Spindler, who is a Lecturer in the Biology Department at the University of Pennsylvania. They have developed these activities in collaboration with colleagues at Penn and middle school and high school teachers in the Philadelphia area. We are grateful to Craig Douglas for his generous help with graphics.

 

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