Teaching and Learning Research and Resources:
National Academies Press, (1/2013)., Science, Evolution, and Creationism, http://www.nap.edu/catalog.php?record_id=11876#tocResearch Summary: Research Summary:
This invaluable resource provides an overview of the scientific evidence supporting evolution as well background information on the various creationist perspectives that teachers are likely to encounter in the classroom. Of particular interest to teachers is a short section on at the beginning of the book which recounts the discovery of Tiktaalic, an important transitional species that existed around the time that fish made the transition to land animals.
- How does evidence about transitional species support the theory of scientific evolution?
- How can the discovery of Tiktaalic serve as evidence that evolutionary theory can be useful for making predictions?
- Evaluate the story of Tiktaalic as a complex informational text. How could your team prepare this text for your students in a way that supports the CCSS for ELA and science literacy?
National Academies Press, (1/2013)., Teaching About Evolution and the Nature of Science, http://books.nap.edu/openbook.php?isbn=0309063647Research Summary: Research Summary:
This excellent book from the National Academies is an invaluable - and free - resource for assisting teachers in presenting the scientific theory of evolution within a context that frames science as an evidence-based way of understanding the natural world. Complete with teaching ideas, content, and historical background on the development of our current theory of evolution, this resource is a must for teachers who wish to offer their students an accurate and persuasive account of evolution. Several activities and lessons are included in Chapter 6 of this volume.
- How can you and your team use the information provided in this resource to lead students to an understanding of both evolution and science, that is based on evidence?
- What common misconceptions do your students have about evolution in particular and science in general?
- How does the material in this resource support the NGSSS benchmarks regarding the roles theories, models, and laws in science?
- Which of the activities in Chapter six of this volume would be useful in your unit on diversity and evolution?
Howard Hughes Medical Institute, (1/2013)., The Virtual Stickleback Evolution Lab, http://media.hhmi.org/biointeractive/vlabs/stickleback/index.htmlResearch Summary:
The Howard Hughes Medical Institute (HHMI) website at http://www.hhmi.org, contains a wealth of information about biodiversity and evolution. For example, the main site has video resources, animations, lectures, classroom activities, teacher guides, and lectures. HHMI's virtual lab on stickleback evolution comes complete with video and content links, tutorials, and complete instructions for teachers and students.
What key evolutionary concepts are introduced in this resource?
What misconceptions regarding evolution and/or natural selection can be addressed by using this resource?
What prerequisite understandings about genetics, diversity, and evolution would need to be taught before using this resource?
What important ideas/concepts regarding diversity and evolution does this resource provide important background for?
How would you incorporate this resource in an instructional unit on diversity and evolution?
Joseph L. Glick Jr., (1/2013)., Time Conceptualization, http://www.accessexcellence.org/AE/AEPC/WWC/1995/time_concept.phpResearch Summary:
This 20 to 30 minute lesson employs DNA recombination across generations as a context for teaching about time on an evolutionary scale. Like many of the resources on the HHMI wesite, this one comes complete with teacher instructions, required prerequisite knowledge, and a complete lesson outline.
- What prerequisite understandings of genetics and evolution are recommended before this lesson is deployed?
- What are the biggest obstacles/misconceptions that students must overcome in order to gain an understanding of deep time?
- At what point in your instructional unit on evolution would you present this lesson?
- What did you and your teammates learn about teaching these concepts as a result of this lesson?