Climate and Human Evolution

Resource for Grades 6-12

WGBH: Nova
Climate and Human Evolution

Media Type:
Video

Running Time: 4m 39s
Size: 13.9 MB

or


Source: NOVA: "Becoming Human, Part 1: First Steps"

This media asset was adapted from NOVA: "Becoming Human, Part 1: First Steps".

Resource Produced by:

WGBH Educational Foundation

Collection Developed by:

WGBH Educational Foundation

Collection Credits

Collection Funded by:

Corporation for Public Broadcasting

This video segment adapted from NOVA: “Becoming Human” examines a compelling theory that links climate change and human evolution. By analyzing clues found in rock layers on land and core samples from the ocean floor, some evolutionary scientists have found support for their idea that a wildly fluctuating climate was actually the driving force behind the remarkable changes that human ancestors underwent. The video explains that by examining ocean sediments and dating the shells of tiny sea creatures captured in them, scientists can infer when, over the past several million years, the African climate was wet and when it was dry. They can then compare this climate record against significant milestones in human development—such as the appearance of larger brains and the use of stone tools—and establish relationships.

open Background Essay

Like most other scientists, Rick Potts believed that early humans evolved in a dry eastern African climate. Yet after studying some pushed-up ground layers in this earthquake-prone region, Potts began to question the conventional wisdom. Taking an old idea and giving it new currency, Potts may be poised to topple a theory that has roots dating back to Charles Darwin, the "father of evolution."

Based on Potts's interpretation of ground layers in Kenya's Rift Valley, this region experienced rapid changes in climate over the past two million-or-so years. This is roughly the period over which several adaptations that gave human ancestors survival advantages emerged. These adaptations include bipedalism (walking on two legs), the ability to make tools, and the emergence of a larger brain. When he factored in further evidence that suggested past volcanic activity, Potts wondered whether climate variability—and the environmental instability it produced—had been a stronger force than habitat alone (Darwin's idea) in shaping human evolution.

Looking at the fossil record, Potts's idea may make sense. For example, after a period of about four million years, over which no significant change in cranium (skull) size is visible, larger craniums appear to have evolved about two million years ago. Larger brains would have helped human ancestors make tools and clothing in order to survive fluctuations in temperature. What scientists have concluded about the climate during this phase of human evolution is consistent with the hypothesis. Overall, the climate record shows that there were wider fluctuations between warmer, wetter periods and cooler, drier ones than in the preceding several million years. What's more, these fluctuations occurred in short cycles lasting only tens of thousands of years.

According to Potts, being able to adapt to changing climate conditions can mean the difference between a species surviving or going extinct. Over the history of life, almost all species have proven themselves adaptable, but only to a certain degree. The ability to create a variety of tools, for example, and to eat many different types of food suggests a much higher degree of adaptability in the face of instability. This hallmark of modern humans may serve us well in an uncertain future.

How do scientists know how quickly and how much climate changed in the past? Because written climate records were not kept in ancient times, scientists rely on substitute records, called proxies, to determine ancient climates. Proxy climate data sources include tree rings, ice cores, and sediment cores. Even the fossilized remains of ancient life can serve as a useful climate proxy. To study Africa's past climate, scientists looked at sediment cores taken from lake bottoms and the ocean floor off Africa's eastern coast.

In these deep-sea core samples, layers of marine sediments are stacked. Each layer corresponds to a set of environmental conditions, with lower layers offering snapshots of conditions deeper in the past. A sediment layer contains most everything that was carried in the air or in the water at the time it was deposited. From deep-sea cores, scientists can analyze samples of dust, pollen, and ancient life forms. Pollen grains, for example, have distinctive shapes that can be used to identify the type of plant that produced them. Since pollen grains are well preserved in sediment layers, an analysis of the pollen grains in each layer tells us which kinds of plants were growing at the time the sediment was deposited. This, in turn, can inform us of the climate conditions that would have supported these plants.


open Discussion Questions

  • What can the layers within rock tell us about climate conditions through time?
  • How did material from the ocean floor provide evidence for climate on land in Africa? Explain.
  • Do you think interpretations about climate history that are made using rock and seabed sedimentation are strong enough evidence to support a theory about human evolution? Why or why not?
  • Do you agree with the idea that rapid climate change is a catalyst for human evolution? Why or why not?

open Teaching Tips

Here are suggested ways to use this video and activity ideas to engage students with this topic.

  • Beginning a lesson: Show the class an image depicting the skulls of modern humans and human ancestors. Such images are readily available from various sources on the Web. The image should present the skulls in chronological order and on a timeline to allow for size comparison. (For reference or for labeling purposes, the brain size of Lucy and Australopithecus was 400–500 cubic centimeters [cc]; Homo habilis about 650 cc; Homo erectus about 900 cc; and Homo sapiens 1200–1600 cc.) Have students point out when the change in size began, and ask them to suggest possible hypotheses as to why this might have happened.
  • Viewing the video: Use the following suggestions to guide students' viewing of the video.
    • Before: Review human evolution's savanna hypothesis (that mankind's early ancestor stopped living in trees and started walking on two feet because the surrounding landscape gradually changed from forested to savanna—flat, open grassland.) Those who support this theory believe that habitual bipedalism freed up our ancestors' hands for making/using tools and performing other activities and that this, in turn, nourished the development of refined intelligence, which is a primary characteristic of modern humans.
    • During: Have students write down the evidence that supports the new theory that a period of dynamic and rapidly changing climate in the region beginning two million years ago jump-started human evolution. Also have students note for discussion any possible contradictions to the new theory.
    • After: Ask students to discuss how the climate evidence supports the new theory. What other information would they need to fully test either theory? You may also review their ideas from the introductory exercise above to assess what they have learned.
  • Small-group discussion: In small groups, have students answer the following questions:
    • What specific challenges do you think human ancestors faced in periods of climate instability? How would their lives have been different in wet versus dry environments?
    • How might these varying conditions have driven changes in their evolutionary development? Make sure that students account for the time period over which the changes in human development are believed to have occurred.
    • How do you think the period of rapid climate change that we are experiencing now might influence human evolution?
  • Doing research projects—individual: Have students explore the subject of tools and how they helped human ancestors adapt to and survive in their changing environment. Also, have them suggest ways in which the tools themselves might have changed the development of early humans. For example, how did their use of weapons for killing animals and the ability to start a fire influence their diet and, in turn, their teeth?
  • Extension exercise: Use the video as part of a lesson on the nature of science and/or scientific theories. As a classroom or homework assignment, have students explore what is meant by the word theory in science and how this contrasts to the use of the word in everyday language. As part of the assignment, you may suggest they view the video What Is a Theory?. Then have them identify one example of a scientific theory that has been modified over time (e.g., Continental Drift/Plate Tectonics, Gravity/Relativity). Ask them to present briefly to the class the original theory, the new evidence that was found, and how the theory was subsequently revised.

open Standards

 
to:

Loading Content Loading Standards

PBS LearningMedia
Teachers' Domain is moving to PBS LearningMedia on October 15, 2013. On that date you will be automatically redirected to PBS LearningMedia when visiting Teachers' Domain.
Close PBS LearningMedia PBS LearningMedia Login