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SCIENCE

EXTENDED LEARNING MODULES

STUDENT PACKET

Biology

SC.912.L.15.1

OFFICE OF ACADEMICS AND TRANSFORMATION2012-2013

http://www2.dadeschools.net/index.htm

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, ChairDr. Martin Karp, Vice Chair

Dr. Dorothy Bendross-MindingallMs. Susie V. CastilloMr. Carlos L. Curbelo

Dr. Lawrence S. FeldmanDr. Wilbert “Tee” Holloway

Dr. Marta PérezMs. Raquel A. Regalado

Mr. Jude BrunoStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Milagros R. FornellChief Academic Officer

Office of Academics and Transformation

Ms. Marie L. IzquierdoAssistant Superintendent

Division of Academics, Accountability & School ImprovementOffice of Academics and Transformation

Dr. Pablo G. OrtizAssistant Superintendent

Education Transformation OfficeOffice of Academics and Transformation

Mr. Cristian CarranzaExecutive Director

Department of Mathematics and ScienceOffice of Academics and Transformation

http://www2.dadeschools.net/index.htm

Introduction

The purpose of this document is to provide students with enhancement tutorial sessions that will enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards (NGSSS) as described in the course description and the Biology Item Specifications and include an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment questions.

The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are encouraged to generate an inquiry-based environment where students grow in scientific thinking while creating and responding to higher-order questions.

2012-2013 Extended Learning Modules Page 1Biology SC.912.L.15.1

Table of Contents

Classification, Heredity, and Evolution - SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (Also assesses SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1, SC.912.N.3.1, SC.912.N.3.4, and SC.912.L.15.10)

Activity 1 - Human Evolution – Skull Analysis.............................................................................3

Activity 2 – Evidence of Theory of Evolution.............................................................................16


Activity 1 – Human Evolution – Skull Analysis

Learning ObjectivesStudents will …

Measure and observe anatomical features on a variety of hominid skulls. Use the foramen magnum to identify whether a species was bipedal. Estimate the cranial capacity of various hominids. Compare the maxillary angle, dentition, and palate shape of various hominids. Use anatomical features to hypothesize evolutionary relationships between species.

Vocabulary Bipedal – walking on two legs.

o The first bipedal hominins evolved around 6 million years ago. It is from these hominins that humans eventually evolved.

Canine – a pointed tooth that is used by most animals for grasping and piercing food.o Canines are found only in meat-eating animals or animals that evolved from meat-

eaters. Cranial capacity – the interior volume of the cranium, where the brain is housed.

o Humans have a cranial capacity of 1,000–2,000 cm3. Chimpanzees have a cranial capacity of 300–400 cm3.

Cranium – the portion of the skull that does not include the mandible (lower jaw). o The human cranium is generally composed of 29 different bones.

Evolve – to change over many generations. Foramen magnum – a hole at the base of the skull through which the spinal cord exits. Hominid – a member of a group of primates that includes orangutans, gorillas, chimps,

and humans.o Modern hominids are also known as the great apes.

Hominin – a member of the evolutionary lineage that led to humans.o The ancestors of chimpanzees and hominins split into two separate groups around 6–

7 million years ago. Index – a ratio of one measurement in relation to another.

o One common index is the body mass index, which is used to compare a person’s height to his or her weight to determine whether he or she is in a healthy weight range.

Maxilla – the upper jaw. Orbit – a hollow in the skull for an eyeball. Palate – the roof of the mouth. Skull – the bones that make up the head of an animal, including the cranium and

mandible (lower jaw).

Engage Activity: (whole class 15 minutes)Your teacher will create discussion from the following stems using Socratic-like structure:

Site some examples that serve as proof that evolution is real. List example why not. If our ancestors were apes, then why are there still apes? If we are evolving, what do you think we will look like in one million years? How do you think birds evolved flight?


Lesson OverviewWhat can an anthropologist tell from looking at an organism’s skull? As it turns out, a lot! From a skull alone, anthropologists can get an idea about how the organism moved, what it ate, how large its brain was, and much more.

Using the Human Evolution – Skull Analysis Gizmo™, students will explore some of the methods anthropologists use to analyze fossilized hominin skulls in order to learn more about human evolution.

The Student Exploration sheet contains three activities: Activity A – Students relate the position of the foramen

magnum to bipedalism. Activity B – Students compare the cranial capacities of various hominid skulls. Activity C – Students compare the maxillary angles, dentition, and palate shape of

various hominids and describe trends in hominid evolution.

Scientific BackgroundHuman evolution is a fascinating and constantly changing field of study. The idea that humans evolved was first seriously considered by many scientists after Darwin published On the Origin of Species in 1859. Less than 10 years later, the first fossilized hominin remains (Homo heidelbergensis) were discovered in France. It took another 50 years (1924) for the first australopithecine fossil to be discovered in South Africa. In 1974, Donald Johanson excavated Lucy, the famous Australopithecus afarensis skeleton, in Ethiopia. This caused the interest in human evolution to explode. Today, fossil remains from at least 20 different hominin species have been found. The most important hominid fossils are skulls. An enormous amount of information can be garnered by measuring and comparing the skulls of different hominid species. For example, in knuckle-walking apes the foramen magnum is located near the back of the skull. In humans and other bipedal hominins, the foramen magnum is located on the bottom of the skull. This arrangement allows bipedal individuals to comfortably look forward while standing up.

Scientists have found several 6–7 million year old transitional fossils showing the evolution of hominins. The oldest known unequivocally bipedal species is Australopithecus afarensis, which lived 3.9–3.0 million years ago. A. afarensis skeletons have ape-like skulls, but the lower body closely resembles humans. In addition, the foramen magnum of A. afarensis is positioned relatively close to the center of the cranium, indicating an upright posture. Several species dating 3.0–1.1 million years old likely descended from Australopithecus afarensis. These hominids are split into two groups: those with light builds, such as Australopithecus africanus, and those with heavy builds, such as Paranthropus boisei.

Around 2.4 million years ago, a new group of hominins appeared in central Africa. This group of hominins resemble humans closely enough that scientists have placed them in the Homo genus. One of the earliest of these hominins is Homo habilis, which still had many ape-like facial features, but had a very human-like brain shape—so much so that many anthropologists think H. habilis was capable of speech. Homo erectus most likely evolved from H. habilis. This was the first species to have definitely left Africa. H. erectus skeletons have been found across


Europe, Asia, and even on the Indonesian island of Java. Homo floresiensis, excavated on another Indonesian island, is believed to be a pygmy form of H. erectus.

Many anthropologists think that Homo heidelbergensis, Homo sapiens neanderthalensis, and Homo sapiens evolved from H. erectus populations in Africa. These new species then migrated out of Africa and replaced the H. erectus species living in Europe and Asia. DNA evidence supports this theory, indicating that all modern humans are descended from a population that migrated out of Africa between 65,000 and 50,000 years ago.

Forensics Connection: Osteological evidenceSkull analysis is not only useful for studying evolution. The same techniques are also used by archaeologists and forensic investigators in order to glean clues from human remains. The skull, in particular, can offer a wealth of information to the trained eye. For example, the shape of the orbits and mandible can be used to determine an individual’s sex. The degree to which the cranium’s bones are fused can indicate a person’s age. The shape of the nasal opening and certain dental features can be used to determine ethnicity. The chemical makeup of teeth can pinpoint where a person lived as a child. Also, many diseases can be diagnosed by examining bone texture. All of this information can be compiled to identify remains, solve crimes, or piece together the life history of a historical figure.

Selected Web ResourcesInteractive images of skulls: http://australianmuseum.net.au/Human-EvolutionFossilized hominids: http://talkorigins.org/faqs/homs/species.htmlHuman evolution: http://www.becominghuman.org/, http://www.pbs.org/wgbh/aso/tryit/evolution/Hominoid taxonomy: http://cogweb.ucla.edu/ep/Hominoids.html

Related Gizmo: Evolution: Mutation and Selection: http://www.explorelearning.com/gizmo/id?554


http://www.explorelearning.com/gizmo/id?554

http://cogweb.ucla.edu/ep/Hominoids.html

http://www.pbs.org/wgbh/aso/tryit/evolution/

http://www.becominghuman.org/

http://talkorigins.org/faqs/homs/species.html

http://australianmuseum.net.au/Human-Evolution

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Label one of the skulls below as human and the other as a chimpanzee skull.

2. What features did you use to identify which skull was human and which was chimpanzee?

Gizmo Warm-upIn 1924, a fossilized skull that looked very similar to a chimp skull was discovered. But the skull most definitely did not belong to a chimp. The location of the foramen magnum—a hole in the skull where the spinal cord exits—indicated that the individual was bipedal, or walked on two legs. This fossil was some of the earliest evidence of human evolution.

Using the Human Evolution – Skull Analysis Gizmo™, you will discover some of the ways that skulls can be used to learn about human evolution. Start by comparing two modern hominids: a human and a chimpanzee.

Examine the Front view of the Homo sapiens (modern human) skull. Then, use the Select skull menu to examine the same view of the Pan troglodytes (chimp) skull.

How do the skulls compare?

Now, examine the Bottom view of the two skulls. How do they compare?


Activity A: Foramen Magnum

Introduction: Skulls, even from the same species, can have a wide variety of shapes and sizes. To compare skulls, scientists use measurements of certain features to calculate indexes. An index is a ratio of one measurement to another.

An important index for measuring hominid skulls is the opisthion index. This index indicates the position of the foramen magnum in the base of the cranium. The opisthion index can indicate whether a hominid species was bipedal or not.

Engage Question: How does the location of the foramen magnum indicate if a species was bipedal?

1. Get the Gizmo ready : Select the Homo sapiens (modern human) skull.

2. Measure : Select the Bottom view. To determine the opisthion index for humans and chimps, follow the steps below and complete the table. Turn on Click to Measure Lengths. Measure the distance from the

opisthocranion to the opisthion, as shown at top right. Record the opisthocranion-opisthion distance in the table below.

Measure from the opisthocranion to the orale, as shown at bottom right. Record the opisthocranion-orale distance in the table.

To calculate the opisthion index, divide your first measurement by your second measurement. Multiply this number by 100.

Species Opisthocranion-opisthion distance (cm)

Opisthocranion-orale distance (cm) Opisthion index

Homo sapiens

Pan troglodytes

3. Analyze : The opisthion index is an indicator of where the foramen magnum is situated. The greater the opisthion index, the closer the foramen magnum is to the center of the cranium. This position is usually found in species that stand upright. A low value for the opisthion index occurs when the foramen magnum is situated in the rear of the cranium. This may indicate that the species walked on its knuckles or on four legs.

Using the index values you calculated, what can you conclude about humans and chimps?


4. Gather data : Humans, chimpanzees, and the other great apes are hominids. Hominids evolved from a common ancestor that lived about 13 million years ago. Hominins are hominids that belong to the lineage that led to humans.

Measure the opisthion index of the other hominids available in the Gizmo.

Species Opisthocranion-opisthion distance (cm)

Opisthocranion-orale distance (cm)

Opisthion index

A. afarensis

A. africanus

P. boisei

H. habilis

H. erectus

H. heidelbergensisH. sapiens

neanderthalensisH. floresiensis

5. Analyze : Hominins are characterized by bipedalism.

A. Based on their opisthion indexes, which of the hominids in the Gizmo are hominins?

B. Based on opisthion indexes, which hominin skulls are most similar to human skulls?

6. Explain : Why do you think the foramen magnum is positioned near the rear of the cranium for knuckle-walking species and near the center of the cranium for bipedal species?


Activity B: Cranial Capacity

Introduction: The brain is housed inside the cranium. The internal volume of the cranium is called the cranial capacity. The larger an organism’s cranial capacity is, the larger its brain tends to be.

Engage Question: How does the cranial capacity compare amongst hominids?

1. Get the Gizmo ready : Select Side view. Turn off Ruler, and turn on Click to measure area.

2. Measure : To estimate the cranial capacity of each skull in the Gizmo, measure the area of the part of the cranium that houses the brain. This part of the cranium is roughly behind the red line in the diagram at right. You can also use the three skull images below as a guide for measuring the rest of the skulls in the Gizmo.

After you measure the area of each cranium, multiply the result by 5. This will give you a very rough estimate of the species’ cranial capacity.

Species Area of cranium (cm2) Estimated cranial capacity (cm3)Pan troglodytes

A. afarensisA. africanus

P. boiseiH. habilisH. erectus

H. heidelbergensisH. sapiens

neanderthalensisH. floresiensis

H. sapiens

3. Analyze : Examine the estimated cranial capacities you calculated.2012-2013 Extended Learning Modules Page 9Biology SC.912.L.15.1

A. Which species probably had the largest cranial capacities?

B. What do you think cranial capacity is a good indicator of?

C. Did any hominids have a larger cranial capacity than humans? If so, which species?

4. Compare : Turn off the Area tool. Using the Front view, compare the size and shape of the forehead of a chimpanzee and the forehead of a modern human. How are they different?

A. How are they different?

B. Why do you think humans have such large foreheads in comparison to chimps?

5. Draw conclusions : Compare the data you collected in activity A with the data you collected in this activity. Which evolved first in hominins: bipedalism or large brains? Explain.


Activity C: Maxilla and Mandible

Introduction: Teeth and the bones around the mouth give a great deal of information about both a species’ diet and how it eats. Take a look at the skull features below.

Engage Question: How do the mouths of hominids compare?

1. Get the Gizmo ready : Select Side view. Turn on Click to measure angles.

2. Measure : As shown at right, place one of the protractor’s circles on the top of the zygomatic process. Place the vertex of the protractor at the top of the nasal opening (Hint: You may have to look at the Front view in order to see where the top of the nasal opening is in relation to the orbit). Place the other circle on the edge of the maxilla. The resulting angle is the maxillary angle. Complete the table. (Note: You will not be able to do this measurement on incomplete skulls.)

Species Maxillary angle Species Maxillary anglePan troglodytes Homo erectusAustralopithecus

afarensisHomo

heidelbergensis —

Australopithecus africanus

Homo sapiens neanderthalensis —

Paranthropus boisei Homo floresiensisHomo habilis — Homo sapiens

3. Observe : Select the Bottom view and look at the size and shape of each species’ palate. How does the maxillary angle and palate shape relate to the size of each species’ mouth?


4. Compare : Compare the human’s and chimp’s teeth.

A. How many teeth are found in each species’ maxilla? Pan troglodytes: Homo sapiens:

B. How do the size and shape of human canines compare with chimp canines?

5. Form hypothesis : Chimps and humans eat similar foods. What do you think could explain the differences between the maxillary angle, teeth, and palate of these two species?

6. Infer : What is the relationship between the evolution of bipedalism, the increase in cranial capacity, and the decrease in tooth and mouth size of hominins? (Hint: As cranial capacity increased, the use of sophisticated stone tools became more common.)

7. Summarize : On a separate sheet of paper, record the age of each fossil. Then, look over all the data you collected. Summarize how hominins changed as they evolved.

8. Evaluate : Of the fossils presented in this Gizmo, Homo floresiensis is the youngest. In what ways does this species NOT follow the pattern of human evolution you described above?


Assessment – Human Evolution – Skull Analysis

1. Of the skulls below, which one shows the most evidence of upright walking?

A. Skull A B. Skull B C. Skull C D. Skull D


2. Which statement is most likely to be true, based on the drawings below?

A. Species A had more massive jaw muscles than species B. B. Species A walked more upright than species B. C. Species A was more capable of speech than species B. D. Species A was more similar to modern humans than species B.

3. A series of measurements were made on four skulls (descriptions of the measurements can be found in the Exploration Guide). Which is most likely a modern human skull?

*The ratio of the cross-sectional area of the cranium to the area of the face. **The angle from the bridge of the nose to the incisors to the last molar. ***The ratio of the distance from the center of the foramen magnum to the back of the skull to the distance from the center of the foramen magnum to the front of the skull.

A. Skull A B. Skull B C. Skull C D. Skull D


4. The Neanderthal skeleton known as the "old man" showed evidence of many injuries over a long life. Several broken bones had healed, and almost all of his teeth had fallen out. What does this most likely indicate?

A. Neanderthal bones were very delicate and easily broken. B. The Neanderthals practiced cannibalism. C. The Neanderthals cared for the wounded and the elderly. D. The Neanderthals ate a lot of sugary foods, causing tooth decay.

5. Skulls can reveal many things about our hominid ancestors. What aspect of hominids is not related to skull anatomy?

A. What they ate. B. Their hair and skin color. C. Whether they stood upright. D. The shape and size of their brain.


Activity 2 – Evidence of the Theory of EvolutionAdapted from Teachers Domain.http://access.teachersdomain.org/resources/tdc02/sci/life/div/lp_evid/index.html

Objectives Discover how scientists use fossil evidence to trace the evolution of various species Understand methods used to date fossils Learn about some of the most important evolutionary transformations in the history of life

Resources Record of Time PDF Document (for the teacher) Becoming a Fossil QuickTime Video Laetoli Footprints QuickTime Video Radiometric Dating QuickTime Video Fish with Fingers QuickTime Video Tetrapod Limbs JPEG Image Evolving Ideas: How Do We Know Evolution Happens? QuickTime Video Whales in the Making PDF Document Whale Evolution Data Table Worksheet PDF Document

Materials Paper Scissors Rulers Tape Glue Markers

The LessonPart I: Fossil Formation

1. Read the Record of Time document (see on page 18 below) for detailed information on fossil formation and the various methods used for dating fossils.

2. Students watch the Becoming a Fossil video. Then discuss the following: Why do most living things not leave fossils behind? How are fossils formed? How are fossils uncovered? How do scientists determine the age of fossils?

3. Students watch the Laetoli Footprints video. Then discuss the following: What was the unusual series of circumstances that caused the Laetoli footprints to be

preserved? Does this combination of events say anything about why such footprints are a rare find?

What do the footprints at Laetoli tell scientists about the way the creatures that made them moved?

4. Students watch the Radiometric Dating video. Then discuss the process of radiometric dating, as well as other methods of dating fossil finds.


http://access.teachersdomain.org/resources/tdc02/sci/life/div/lp_evid/index.html

Part II: Evidence of the Evolutionary Process1. Students watch the Fish with Fingers video. Then discuss the following:

What did old theories say about the evolution of land-dwelling animals, and why was paleontologist Jenny Clack dissatisfied with these explanations?

What evidence did Clack find to disprove old theories? What explanation of the evolution of land animals can Clack give based on current

fossil evidence? 2. Students examine the Tetrapod Limbs image (see on page 19 below). Then discuss the

image focusing on these specific questions: What are the similarities and differences among the seven limbs shown? How would scientists explain why these very different species all have limbs with five

digits? What is the difference between a homologous structure and an analogous structure?

Name some examples of each. 3. Students watch the Evolving Ideas: How Do We Know Evolution Happens? video and

discuss the following: What can we learn from fossil evidence? What specific fossil evidence points to the whale's evolution from land to water?

Part III: Whale Evolution1. Students work in teams of two using copies of the Whales in the Making handout (find on

page 20 below) and the Whale Evolution Data Table Worksheet (PDF) worksheet (on page 21 below). Have students work in teams of two. Ask them to cut out the six fossil boxes from the handout and gather information about each fossil from resources in the Evolution Library (http://www.pbs.org/wgbh/evolution/library) or in books from the school library.

2. Ask each team of two to prepare an Eocene epoch timeline on paper, using the same scale as the classroom model (one inch equals one million years). Their timelines should be twenty-one inches long. Each million years should be labeled, with 34 Mya at the top of the timeline and 55 Mya at the bottom.

3. Have teams mount fossil boxes 1 and 2 from the handout at the proper locations on their timelines. Point out the large gap between these two fossils. Then have students add the remaining fossils in order by the age of the fossil (from youngest to oldest).

4. Discuss the following: What typical whalelike traits were apparently the earliest to appear? What apparently

evolved much later? As each "missing link" was found, how many new gaps were formed? What is the

relationship between gaps and fossils? To find fossil evidence to fill the largest remaining gap in whale evolution, what age

sediments would you search? What distinguishing traits would you expect to find in whale fossils of that age?


Background Essay: Whales in the Making(from TeachersDomain.org)

Call it an unfinished story, but with a plot that's a grabber. It's the tale of an ancient land mammal making its way back to the sea, becoming the forerunner of today's whales. In doing so, it lost its legs, and all of its vital systems became adapted to a marine existence -- the reverse of what happened millions of years previously, when the first animals crawled out of the sea onto land.

Some details remain fuzzy and under investigation. But we know for certain that this back-to-the-water evolution did occur, thanks to a profusion of intermediate fossils that have been uncovered over the past two decades.

In 1978, paleontologist Phil Gingerich discovered a 52-million-year-old skull in Pakistan that resembled fossils of creodonts -- wolf-sized carnivores that lived between 60 and 37 million years ago, in the early Eocene epoch. But the skull also had characteristics in common with the Archaeocetes, the oldest known whales. The new bones, dubbed Pakicetus, proved to have key features that were transitional between terrestrial mammals and the earliest true whales. One of the most interesting was the ear region of the skull. In whales, it is extensively modified for directional hearing underwater. In Pakicetus, the ear region is intermediate between that of terrestrial and fully aquatic animals.

Another, slightly more recent form, called Ambulocetus, was an amphibious animal. Its forelimbs were equipped with fingers and small hooves. The hind feet of Ambulocetus, however, were clearly adapted for swimming. Functional analysis of its skeleton shows that it could get around effectively on land and could swim by pushing back with its hind feet and undulating its tail, as otters do today.

Rhodocetus shows evidence of an increasingly marine lifestyle. Its neck vertebrae are shorter, giving it a less flexible, more stable neck -- an adaptation for swimming also seen in other aquatic animals such as sea cows, and in an extreme form in modern whales. The ear region of its skull is more specialized for underwater hearing. And its legs are disengaged from its pelvis, symbolizing the severance of the connection to land locomotion.

By 40 million years ago, Basilosaurus -- clearly an animal fully adapted to an aquatic environment -- was swimming the ancient seas, propelled by its sturdy flippers and long, flexible body. Yet Basilosaurus still retained small, weak hind legs -- baggage from its evolutionary past -- even though it could not walk on land.

None of these animals is necessarily a direct ancestor of the whales we know today; they may be side branches of the family tree. But the important thing is that each fossil whale shares new, whale-like features with the whales we know today, and in the fossil record, we can observe the gradual accumulation of these aquatic adaptations in the lineage that led to modern whales.


Assessment - Evidence of the Theory of Evolution

Evaluate/ Extend: (Check for Understanding)

To help students synthesize what they've learned about evolution from these activities, ask them to discuss the following:

Why is it difficult to find an evolutionary trail of fossil species leading from a common ancestor?

What have the Laetoli footprints and the bone structure of the Lucy fossil taught paleontologists about the way Lucy moved?

What can a creature's way of moving say about its evolution? How did fossil evidence change scientists' ideas about the transition from life in water to

life on land? How did fossil evidence change scientists' ideas about the transition of mammals from

land back to water? Explain why the absence of transitional fossils does not mean that evolution didn't take

place.


ANTI-DISCRIMINATION POLICYFederal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by law:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment.

Revised 9/2008

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