Description
Date: 28th September 2021
Global Context: Orientation in time
and space
Name:
Class:
Key Concept: Systems
Three High-Altitude Peoples, Three Adaptations to Thin Air
Phenomenon
Use the following link:
Three High-Altitude Peoples, Three Adaptations to Thin Air (nationalgeographic.com)
Read about the natural phenomenon of how people and animals are adapted to high
altitudes.
Prompt
1.Fill in the chart utilizing the information on the Phenomenon and Stimulus sections, referring
to the types of adaptations humans and animals underwent through time.
Claim 1:
Claim 2:
Claim 3:
Evidence:
Evidence:
Evidence:
Reasoning:
Reasoning:
Reasoning:
2. Discuss the strengths and weaknesses of the given claims by using the scientific
reasoning to explain change over time to specific environmental conditions.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. What additional evidence can be used to assess the validity and reliability of the given
evidence and its ability to support the:
____________________________________________________________________
____________________________________________________________________
4. You are a scientist and want to do some experimental research on this
phenomenon. Design a possible hypothesis for your study.
____________________________________________________________________
____________________________________________________________________
Read the passage below and study the data table.
“ in Ethiopia, a third successful pattern of human adaptation to high-altitude
hypoxia that contrasts with both the Andean “classic” (erythrocytosis with arterial
hypoxemia) and the more recently identified Tibetan (normal venous hemoglobin
concentration with arterial hypoxemia) patterns. A field survey of 236 Ethiopian
native residents at 3,530 m (11,650 feet), 14–86 years of age, without evidence of
iron deficiency, hemoglobinopathy, or chronic inflammation, found an average
hemoglobin concentration of 15.9 and 15.0 g/dl for males and females,
respectively, and an average oxygen saturation of hemoglobin of 95.3%. “
(Cynthia M. Beall, 2002)
(Cynthia M. Beall, 2002)
5. Analyze the data in the graph, and explain the results using correct scientific
reasoning to support the concept of human genetic adaptation over time at
high altitudes within the male Ethiopian population.
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______________________________________________________________________
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7. Cite the resources using the MLA method.
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Rubric Criterion B
Criteria B
Achievement Level descriptor
level
0
The student does not reach a standard
identified by any of the descriptors below.
Task specific
You did not reach a standard described by any
of the descriptors below.
1–2
The student should be able to:
ii. outline a testable hypothesis.
The student should be able to:
ii.
outline a testable hypothesis, but
the statement is not clear and/or
both independent and dependent
variables were not included.
3–4
The student should be able to:
ii. Formulate a testable hypothesis
using scientific reasoning.
The student should be able to:
ii.
Formulate a testable hypothesis that
is a statement using both dependent
and independent variables scientific
reasoning.
5–6
The student should be able to:
The student should be able to:
ii. Formulate and explain a testable
ii.
Formulate a testable hypothesis that
hypothesis using scientific
is a conceptually clear statement
reasoning.
using both dependent and
independent variables and explain
supporting theory using scientific
reasoning.
7–8
The student should be able to:
The student should be able to:
ii. Formulate and explain a testable
ii.
Formulate a focused testable
hypothesis using correct scientific
hypothesis that is a conceptually
reasoning.
clear statement using both
dependent and independent
variables and explain supporting
theory using correct scientific
reasoning
Criteria C
Achievement Level descriptor
Task specific
level
0
1–2
3B–4
The student does not reach
a standard identified by any
of the descriptors below.
The student should be able
to:
II.
Interpret data.
You did not reach a standard described by any
of the descriptors below.
The student should be able
to:
II.
Accurately
interpret data
and explain the
results.
The student should be able to:
The student should be able to:
II.
II.
Interpret data using the information in
the graph but the explanation does
not support the concept of human
genetic adaptation over time at high
altitudes within the male Ethiopian
population.
Accurately interpret data in the
graph and explain the results partially
to support the concept of human
genetic adaptation over time at high
altitudes within the male Ethiopian
population.
5–6
The student should be able
to:
II.
Accurately
interpret data
and explain the
results using
scientific
reasoning.
The student should be able to:
II.
Accurately interpret data from the
graph and explain the results using
scientific reasoning to support the
concept of human genetic adaptation
over time at high altitudes within the
male Ethiopian population, but the
explanation has some scientific
inconsistencies.
7–8
The student should be able
to:
II.
Accurately
interpret data and
explain the results
using correct
scientific
reasoning.
The student should be able to:
II.
Accurately interpret data from the
graph and explain the results using
correct scientific reasoning to
support the concept of human genetic
adaptation over time at high altitudes
within the male Ethiopian population
population.
Rubric Criterion D
Achievement Level descriptor
level
Criteria D
Task specific
0
The student does not reach a standard
You did not reach a standard described by any
identified by any of the descriptors below. of the descriptors below.
1–2
The student is able to:
The student is able to:
i. Outline the ways in which
i.
Outline the different types of
science is used to address a
adaptations humans and
specific problem or issue.
animals underwent.
iii.
Apply scientific language to
iii.
Apply scientific language (Alleles,
communicate understanding but
frequencies, variations, traits,
does so with limited success.
adaptation etc) to communicate
iv. write limited documentation and
understanding but does
sources of information; wrong
so with limited success.
format
iv.
Document resources in the wrong
format
3–4
The student is able to:
i. Summarize the ways in which
science is applied and used to
address a specific problem or
issue.
iii. Sometimes apply scientific
language to
communicate understanding
iv. sometimes document sources
correctly.
The student is able to:
i.
Summarize different types of
adaptations humans and animals
underwent supporting the
discussions with some claims
and/or scientific evidence.
iii.
iv.
5–6
7–8
The student is able to:
i.
Describe the ways in which
science is applied and used to
address a specific problem or
issue.
iii.
Usually apply scientific
language to communicate
understanding clearly
and precisely.
iv.
usually, document
sources correctly.
The student is able to:
i. Explain the ways in which
science is applied and used to
address a specific problem.
iii. Consistently apply scientific
language to communicate
understanding clearly and
precisely
iv. document sources completely.
Sometimes apply scientific
language (Alleles, frequencies,
variations, traits, adaptation
etc.) to communicate understanding.
Document resources but do not cite
correctly in text.
The student is able to:
i.
Describe the different types of
adaptations humans and animals
underwent supporting the
discussions with relevant claims
and scientific evidence and
describing possible weaknesses
and strengths of the evidence.
Usually apply scientific
language (Alleles, frequencies,
variations, traits, adaptation etc) to
communicate understanding clearly
and precisely.
iv.
usually document
resource correctly according to MLA
and use in text citing.
The student is able to:
i.
Explain different types of adaptations
iii.
humans and animals underwent
supporting the discussions with
relevant claims and scientifically
correct evidence and describing
weaknesses and strengths of the
evidence.
iii.
iv.
Consistently apply scientific
language (Alleles, frequencies,
variations, traits, adaptation etc) to
communicate understanding clearly
and precisely.
document resource completely using
MLA and use in text citing correctly.
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