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Life's Continuity and Change

The Nature of Science and the Study of Biological Evolution

This content resource is used to supplement CTS Section I by providing background knowledge for teachers (as well as high school students)on bilogical evoulution, natural selection, the nature of science, an historical account of Darwin's work, and the nature of evidence and explanations that support scientific theories such as evolution.

Bibliographic Citation: 
BSCS. (2005). The nature of science and the study of biological evolution. Arlington, VA: NSTA Press. The book is available at the NSTA bookstore at nsta.org.

Teaching about Evolution and the Nature of Science

Content and Instructional supplementary information for Sections I and II. An excellent supplement to the National Science Education Standards on biological evolution.

Bibliographic Citation: 
National Academy of Sciences. (1998) Teaching about evolution and the nature of science. Washington DC: National Academy Press. To read the book online: http://books.nap.edu/books/0309063647/html/index.html

Teach Evolution and Make It Relevant

This site can be used to supplement CTS sections I, II, and IV by providing content information about biological evolution and the nature of science and examples of instructional resources. Clicking on "Additional Resources" will provide information on misconceptions associated with biological evolution and the nature of science.

Bibliographic Citation: 
University of Montana, http://www.evoled.org/default.htm

Session 6- Evolution and the Tree of Life

Supplements to CTS: Section I- Scientists from HarvardÌs Museum of Comparative Zoology explore the meaning of species and use a collection of Darwins finches to propose a scenario for how species might evolve through natural selection. A tree of life is introduced as a model that portrays how scientists think life on earth evolved. Section II- Dr. Karen Worth from EDC describes how materials, like the EDC Insights curriculum, can be used to develop early ideas about evolution with elementary students.

Bibliographic Citation: 
Essential Science for Teachers- Life Science. Annenberg/CPB Professional Development Videos at www.learner.org

Session 5- Variation, Adaptation, and Natural Selection

Supplements to CTS: Section I- Scientists explain the role of DNA and genes as a source of variation and mutation is introduced as one cause of new variations in populations. Dr. Paul Williams describes his experience observing variation and how he developed Fast Plants through artificial selection. The historical contributions and focus of Darwin on the meaning of adaptation through natural selection are highlighted. Section II- A 6th grade class is shown investigating variation in plant height.

Bibliographic Citation: 
Essential Science for Teachers- Life Science. Annenberg/CPB Professional Development Videos at www.learner.org

Session 3- Animal Life Cycles

The video can be used with Section I by showing an interview with a scientist who explains developmental stages in animals. An overview of different life cycle patterns within the animal kingdom is explained. Section II can be supplemented with an example of video showing a lesson in which third grade students explore the question, ìWhat was it before?î by studying the life cycle of darkling beetles using Science T.R.A.C.S. The video gives a glimpse into student thinking which can be used with Section IV.

Bibliographic Citation: 
Essential Science for Teachers- Life Science. Annenberg/CPB Professional Development Videos at www.learner.org

Needs of Seeds

This assessment probe can be used with CTS Section IV.The probe targets student ideas related to germination of a seed. The probe can be used to examine student work related to the subtopic of plant life cycles. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.

Bibliographic Citation: 
Keeley, P., Eberle, F., and Tugel, J. (2007). Uncovering student ideas in science-25 more formative assessment probes. Arlington, VA: NSTA Press (available at nsta.org; also available through amazon.com).

Middle School Learning in Evolution: Are Current Standards Achievable?

This article can be used with sections II,III, and VI. It examines how and whether it is reasonable, given present circumstances, to expect that middle school students can learn evolution-related ideas in the national and state standards. An instrument is included for pre and post assessment of student ideas.

Bibliographic Citation: 
Beardsley,P. (2004). Middle school student learning in evolution: Are current standards achievable? The American Biology Teacher.66(9), 604-611

Journal Article Reveals Misconceptions of High School Students in Genetics Content

This article can be used with CTS Section IV to examine misconceptions related to genetics content.

Bibliographic Citation: 
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2278104/

Inheritance and Dominance- Concept Cartoons

Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to the mechanism of inheritance and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.

Bibliographic Citation: 
Anderson, D. and Fisher, K. (2002). San Diego State University College of Sciences <http://www.biologylessons.sdsu.edu/cartoons/concepts.html>
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