Reflection: Flexibility How Does Evolution Happen? - Section 3: Explore


The first few times I taught this lesson I provided the students direct access to the Understanding Evolution website. This proved problematic for the students. The website is huge and filled with much more information than they are ready for. It was very easy for them (or anyone that visits) to follow links and get completely lost, reading snippets here and there. As I thought about how to limit access without having to print copies that would then go into the backpack "dark hole" at best, I came upon the idea of creating my own Articles for Teaching blog. In this blog could put only the specific excerpts I wanted the students to interact with, and even bring in videos or other artifacts without having students going from one place to another.

In this lesson, this strategy worked particularly well. The students went onto their own specific little bubble of the web, and gathered what was needed, without any distractions. This meant that the students were able to work through the readings and videos at a much quicker pace, and were better able to stay on task. 

As a secondary benefit, and as we know that sites get changed and moved around, I now have a place I know I can rely on to be "up", even if the original site(s) are modified. 


  Using Blogger to your Advantage
  Flexibility: Using Blogger to your Advantage
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How Does Evolution Happen?

Unit 8: Evolution
Lesson 2 of 17

Objective: Students will be able to explain mutation, migration and genetic drift as driving forces behind evolution

Big Idea: Natural selection is not the only force behind evolution.

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30 teachers like this lesson
Science, mutation, Genetics, Evolution, natural selection (Evolution), fossil record (Evolution), migration, Gene Flow, fossils, genetic drift, cladistics, mutations, embryology
  48 minutes
evolution of man
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