warning: Creating default object from empty value in /home2/curricu2/public_html/modules/taxonomy/taxonomy.pages.inc on line 34.


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.

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 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

Concept Cartoons- Variation

Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to variation 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>
Syndicate content