Details
Languages
English
Grade
9th, 10th, 11th, 12th
Resource Type
Activities, Interactives
Product
Digital
Pages
25 Pages
Subject
Science, Biology
Standard
Next Generation Science Standards
Description
This remote learning ready, google slides lesson is meant to be an introduction lesson to an evolution chapter, but should be given AFTER any lessons you plan to give about evidence for evolution. This lesson asks students to think about the philosophy of science and to examine evidence themselves, so that they come to the conclusion that, of Lamarckism, natural selection, and intelligent design, ONLY natural selection is a scientific idea that is supported by evidence. The order of activities are listed below.
1. Students see a notes slide that explains that an idea only qualifies as science if it uses testable ideas, and if it relies on evidence. With this in mind, students examine four (true) statements and decide which of the statements qualify as science, and which do not.
2. Students list some pieces of evidence that shows that evolution (change through time) has occurred. (This knowledge should come from previous lessons or outside materials.)
3. Students learn about the claims made by Jean Baptiste Lamarck, Charles Darwin, and Michael Behe, and describe how each of these three people may have explained why giraffes have long necks.
4. Students learn to distinguish these three ideas by examining how each idea might explain four additional real life adaptations. (Cheetah speed, sperm whale lung capacity, butterfly spots, and octopus intelligence.)
5. Students examine evidence and decide whether each supports or refutes Lamarck's claims. For each, they must explain their reasoning. Afterwards, they decide whether Lamarck's ideas are scientific or not.
6. Students examine evidence and decide whether each supports or refutes Darwin's claims. For each, they must explain their reasoning. Afterwards, they decide whether Darwin's ideas are scientific or not.
7. Students examine evidence and decide whether each supports or refutes Behe's claims concerning intelligent design. For each, they must explain their reasoning. Afterwards, they decide whether Behe's ideas are scientific or not.
8. In conclusion, students state that only Darwin's ideas are, in fact, scientific.
1. Students see a notes slide that explains that an idea only qualifies as science if it uses testable ideas, and if it relies on evidence. With this in mind, students examine four (true) statements and decide which of the statements qualify as science, and which do not.
2. Students list some pieces of evidence that shows that evolution (change through time) has occurred. (This knowledge should come from previous lessons or outside materials.)
3. Students learn about the claims made by Jean Baptiste Lamarck, Charles Darwin, and Michael Behe, and describe how each of these three people may have explained why giraffes have long necks.
4. Students learn to distinguish these three ideas by examining how each idea might explain four additional real life adaptations. (Cheetah speed, sperm whale lung capacity, butterfly spots, and octopus intelligence.)
5. Students examine evidence and decide whether each supports or refutes Lamarck's claims. For each, they must explain their reasoning. Afterwards, they decide whether Lamarck's ideas are scientific or not.
6. Students examine evidence and decide whether each supports or refutes Darwin's claims. For each, they must explain their reasoning. Afterwards, they decide whether Darwin's ideas are scientific or not.
7. Students examine evidence and decide whether each supports or refutes Behe's claims concerning intelligent design. For each, they must explain their reasoning. Afterwards, they decide whether Behe's ideas are scientific or not.
8. In conclusion, students state that only Darwin's ideas are, in fact, scientific.
This remote learning ready, google slides lesson is meant to be an introduction lesson to an evolution chapter, but should be given AFTER any lessons you plan to give about evidence for evolution. This lesson asks students to think about... more
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