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NESCent Education and Outreach
Evolution 2009: A Workshop for Educators
Resources
Contents
The topics and materials for this workshop were selected both to cover basic concepts of evolutionary biology and to support national and state science standards. The specific standards for grades 9-12 are listed for each topic. The complete standards are available here:
North Carolina State Science Standards
The student will gain an understanding of
- The development of the theory of evolution by natural selection as related to the scientific process
- The hypotheses about the evolution of the first living things
- The evidence for the change of organisms over time – both fossil and biochemical evidence
- The steps in the theory of natural selection
- The current evidence for evolution seen in antibiotic and pesticide resistance
- The history of classification systems
- The changing nature of classification systems related to new understandings about the evolutionary relatedness of organisms
- The differences and similarities between eukaryotes and prokaryotes
- The characteristics that are similar and different among the Protists, Fungi, Plants, and Animals
- The use of dichotomous keys in classifying organisms
BIOLOGICAL EVOLUTION
- Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuring selection by the environment of those offspring better able to survive and leave offspring
- 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.
- 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.
- The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors.
- Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.
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NC State Science Standards:
- The evidence for the change of organisms over time – both fossil and biochemical evidence
- The history of classification systems
- The changing nature of classification systems related to new understandings about the evolutionary relatedness of organisms
- The differences and similarities between eukaryotes and prokaryotes
- The characteristics that are similar and different among the Protists, Fungi, Plants, and Animals
National Science Standards:
- The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors.
- Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.
Goldsmith, D. 2003. The Great Clade Race. The American Biology Teacher 65(9):679-682.
doi: 10.1662/0002-7685(2003)065[0679:TGCR]2.0.CO;2
An effective activity to introduce tree thinking.
Gregory, T.R. 2008. Understanding Evolutionary Trees. Evolution: Education and Outreach Vol 1(2): 121-137. doi:10.1007/s12052-008-0035-x
A thorough overview of common tree reading misconceptions.
From Understanding Evolution
A web based resource for exploring this concept. Also links to related information and activities.
Classification, Hierarchy, Relationships
Evolution and the Nature of Science Insitute (ENSI)
A collection of papers and activities to explore this concept.
Peabody Museum
Two video clips about phylogenies and the applications of evolutionary biology.
Web site of phylogenetic research, information, and activities.
Presentation by Brian Wiegmann is available under video clips.
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NC State Science Standards
- The development of the theory of evolution by natural selection as related to the scientific process
- The changing nature of classification systems related to new understandings about the evolutionary relatedness of organisms
National Science Standards
- 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.
Wikipedia on Lemurs and Lemur species
Niche Modeling
Global Biodiversity Information Facility (GBIF)
Occurence data sets for organisms. Also has a niche modeling and Google Earth display.
Niche Modeling for Lemurs with GBIF
More information on niche modeling programs
From BioQUEST
An Evo in the News story and podcast
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NC State Science Standards
- The steps in the theory of natural selection
National Science Standards
- Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuring selection by the environment of those offspring better able to survive and leave offspring
A computer simulation linking genetics, biochemistry, molecular biology and evolution.
A computer simulation of evolutionary processes.
From Understanding Evolution:
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NC State Science Standards
- The steps in the theory of natural selection
- The current evidence for evolution seen in antibiotic and pesticide resistance
National Science Standards
- Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuring selection by the environment of those offspring better able to survive and leave offspring
- 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.
Jon Herron
A computer simulation to demonstrate the basic components of selection.
From Understanding Evolution:
Resources for teaching selection
Misconceptions about natural selection
Superbug, super-fast evolution
Evo in the News story from Understanding Evolution and NESCent
Pocket mouse evolution video clips from HHMI
Majerus, M.E.N. 2009. Industrial Melanism in the Peppered Moth, Biston betularia: An Excellent Teaching Exampls of Darwinian Evolution in Action. Evolution: Education and Outreach Vol2:63-74. DOI 10.1007/s12052-008-0107-y
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NC State Science Standards
- The steps in the theory of natural selection
- The evidence for the change of organisms over time – both fossil and biochemical evidence
National Science Standards
- Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuring selection by the environment of those offspring better able to survive and leave offspring
- 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.
From Understanding Evolution
An Evo in the News story and podcast from Understanding Evolution and NESCent
Geological/Paleontological Patterns
From ENSI
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National Center for Case Study in Teaching Science
Investigative Case Based Learning
To support teaching with an evolutionary theme.
Understanding by Design
Grant Wiggins and Jay McTighe
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Resources for Addressing Misconceptions
Understanding Evolution for Teachers
From Understanding Evolution
From ENSI
National Center for Science Education
"Evolution: 24 Myths and Misconceptions" - An article from the April, 2008 issue of New Scientist
General Resources
From NESCent
Curriculum Resources
Evolution: Education and Outreach
Evolution in the News stories and podcasts
for making movies
National Association of Biology Teachers
National Association of Science Teachers
North Carolina Science Teachers Association
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These materials were developed by the participants in the Summer Workshop. Click on the titles for downloadable pdfs of the lessons.
Agriculture Lesson for Environmental Science and Biology
Developed by Lorie Poff, Josh Roberts, Erin Bode
Genome comparison of Chimpanzee and Human
Developed by:
Mika Hunter, Riverside High School
Kevin Jordan, Green Hope High School
Nathan Sheffield, Duke University
Walking Tall for Anatomy or Biology
Developed by Linda Woody, Sarah Kaneko, Lisa Siegerman
Tree of Life and Tree Thinking
Developed by Bunnie Bradley, Michaela Creech, Jessalyn Pearson, Carolyn Primeaux
Principles of Evolution with Evodots
Developed by Tara Culbertson and Jessica Sandel
Principles of Evolution worksheets
Evodots Powerpoint presentation
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Image credits:Eurypterus fossil - FunkMonk; Molecular alignment - Josh Granek; Earth - NASA; Ganzania bloom - Sam Oth
