By: John Feldman
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$29.95 - Nonmember Price
DVD ONLY EVO: Ten Questions Everyone Should Ask About Evolution
|Type of Product:||NSTA Press Book
|Grade Level:||High School
Draw on the wit and wisdom of brilliant scientists to inspire your students as you teach them about a challenging area of biology. This teacher’s guide, which accompanies the EVO DVD, is structured around 10 fundamental questions about biological evolution. The teachers guide explores the DVD’s commentary from some of the world’s most well-known biologists, who gathered on the Galápagos Islands during a World Summit on Evolution and were interviewed about everything from what evolution is to how it happens to why anyone should care. While the video from the natural world provides students with vivid examples of the ideas and processes the biologists describe, the classroom experiences further support and develop students’ understanding of a scientifically-supported theory and its applications. The rigorously structured teachers guide helps you maximize the video with lesson-by-lesson learning outcomes; thorough background; and guidance on preparing for and then leading the lesson—from initial student engagement through evaluation. Engaging, easy to use, and authoritative, EVO Teachers Guide and its DVD are must-have resources.
The EVO Teachers Guide and DVD are also available as a set.
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Scientists and inventors
Scientific habits of mind
|Intended User Role:||High-School Educator, Teacher
Part One: The Basics (59 mins.)
1. What Is Evolution?
2. Who Was Charles Darwin?
3. What Is Natural Selection?
4. How Do Species Come About?
5. Where Do Variations Come From?
Part Two: The Continuing Story (48 mins.)
6. What Role Does Cooperation Play?
7. What’s a Brief History of Life?
8. What is the Controversy?
9. Is Evolution Random?
10. Why Should Anyone Care About Evolution?
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National Standards Correlation
This resource has 33 correlations with the National Standards.
- Life Science
- Biological evolution
- Species evolve over time. (9-12)
- Evolution is the consequence of the interactions of the potential for a species to increase its numbers. (9-12)
- 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 a finite supply of the resources required for life. (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)
- The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. (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)
- Behavior of organisms
- Responses to external stimuli can result from interactions with the organism's own species and others, as well as environmental changes; these responses either can be innate or learned. (9-12)
- The broad patterns of behavior exhibited by animals have evolved to ensure reproductive success. (9-12)
- Like other aspects of an organism's biology, behaviors have evolved through natural selection. (9-12)
- Behaviors often have an adaptive logic when viewed in terms of evolutionary principles. (9-12)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Identify questions and concepts that guide scientific investigations. (9-12)
- Formulate and revise scientific explanations and models using logic and evidence. (9-12)
- Communicate and defend a scientific argument. (9-12)
- Understandings about scientific inquiry
- Conceptual principles and knowledge guide scientific inquiries. (9-12)
- Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists. (9-12)
- Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge. (9-12)
- Science and Technology
- Understanding about science and technology
- Many scientific investigations require the contributions of individuals from different disciplines, including engineering. (9-12)
- Science in Personal and Social Perspectives
- Sci and Tech in local, natl, and global challenges
- Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. (9-12)
- Progress in science and technology can be affected by social issues and challenges. (9-12)
- History and Nature of Science
- Science as a human endeavor
- Individuals and teams have contributed and will continue to contribute to the scientific enterprise. (9-12)
- Pursuing science as a career or as a hobby can be both fascinating and intellectually rewarding. (9-12)
- Science is not separate from society but rather science is a part of society. (9-12)
- Nature of scientific knowledge
- Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world. (9-12)
- Scientific explanations must meet certain criteria. (9-12)
- First and foremost, scientific explanations must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. (9-12)
- Scientific explanations should be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public. (9-12)
- Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific. (9-12)
- Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. (9-12)
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