Reflection: Adjustments to Practice Adaptation and Evolution of Populations: The Case of the Peppered Moth - Section 2: Explore

 

It is not uncommon for parents and other caregivers of students to not recognize that life science (biology) is basically evolution, and so most of our life science topics (if not all) are in some way connected to this underpinning scientific theory.

Nor do they know that in science the word "theory" means something quite different than how we use it in everyday life. 

So at some point in the school year it is possible that you'll be contacted by parents about the teaching of evolution and the question is, "How do you handle that?"

While you, as a district employee, may have to first go to your school administrator to determine how to respond, it would be helpful to have with you some materials that the school and you can use in dealing with the situation. 

The NSTA has a position statement about evolution. It provides a great deal of information regarding the science as well as resources.

There is another resource from NSTA, called Galapagos Education. These are teaching resources for parents as well as teachers.

PBS has an extensive website that is organized into categories - including reconciling religion and evolution. 

It also offers student resources (HS level) including videos

  Teaching Evolution
  Adjustments to Practice: Teaching Evolution
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Adaptation and Evolution of Populations: The Case of the Peppered Moth

Unit 7: Biological Evolution: Unity and Diversity
Lesson 1 of 15

Objective: SWBAT describe how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Big Idea: Explain how natural selection causes populations to change.

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