|Type of Product:||Book Chapter
based on 1 review
|Publication Title:||NSTA Tool Kit for Teaching Evolution
|Grade Level:||Middle School, High School
|See Also:||View the full version of this book
View the downloadable PDF version of this book
To help elevate your level of active instruction, this chapter provides a sampling of the kinds of hands-on activities that promote understanding of evolutionary processes. These particular activities are structured according to the BSCS 5E Instruction Model—engage,
explore, explain, elaborate, and evaluate. The 5E Model is a teaching sequence that can be used for entire programs, specific units, or individual lessons (Bybee 1997). This chapter also contains print and online resources for new ideas and practical applications that will help you emphasize science process and how evolutionary changes affect us daily. This free selection also includes the Table of Contents, Introduction, and Index.
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Scientific habits of mind
|Intended User Role:||Curriculum Supervisor, Middle-Level Educator, Professional Development Provider, Teacher
|Educational Issues:||Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Interdisciplinary, Integrating technology, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies
|Requirements:||Requires Adobe Acrobat Reader
National Standards Correlation
This resource has 16 correlations with the National Standards.
- Life Science
- Diversity and adaptations of organisms
- Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. (5-8)
- Biological evolution accounts for the diversity of species developed through gradual processes over many generations (5-8)
- Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment (5-8)
- Molecular basis of heredity
- In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T). (9-12)
- Changes in DNA (mutations) occur spontaneously at low rates. (9-12)
- Biological evolution
- Evolution is the consequence of the interactions of the genetic variability of offspring due to mutation and recombination of genes. (9-12)
- Evolution is the consequence of the interactions of the ensuing selection by the environment of those offspring better able to survive and leave offspring. (9-12)
- Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. (9-12)
- The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors. (9-12)
- Biological classifications are based on how organisms are related. (9-12)
- Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. (9-12)
- Species is the most fundamental unit of classification. (9-12)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Think critically and logically to make the relationships between evidence and explanations.
- Process Standards for Professional Development
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
||Ideas for encouraging students to think
||Reviewed by: Tina Harris (Bloomington, IN) on May 6, 2013
||This chapter provides lessons to make students think and consider possibilities. Those possibilities can be used to help students to consider the scientific evidence that has been accumulated in support of evolution. 5E lessons are well thought out and lots of resources are provided at the end in addition to what is presented in the chapter. If this is a topic that has been causing problems in your curriculum, this has suggestions you can use.
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