Modeling for Understanding Natural Selection This series of lessons introduces students to evolutionary reasoning and to the explanatory power of...

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GENERAL INFORMATION

Title:	Modeling for Understanding Natural Selection
Resource ID:	3602
URL:	http://ncisla.wceruw.org/muse/naturalselection/index.html
Resource Description:	This series of lessons introduces students to evolutionary reasoning and to the explanatory power of the Darwinian model of natural selection. Students read three evolutionary scientists' (Paley, Lamarck and Darwin) original work and compare their thinking, proposed mechanism of evolution, use of evidence, and explanatory power of their theory. They apply the three scientists thinking to another scenario to refine their understanding of the explanations.

Instructional Component Type(s):

Unit / Lesson Sequence (Primary Type)

Keywords:

argumentation, theory, species, mechanism, evolution, adaptation, variation, natural selection, explanation, claim, model, fossil, anatomy

Intended Audience:

Public Remarks:

By Author/Submitter
To navigate the site, use the menus at the top of the page to access previous pages and the menu on the left to access next pages. The home page (Natural Selection) is always accessible on the top of the page and includes a site map and links to each teacher page and each student page. On the top right of the page, you will find links to download all pages in PDF.

Resource Collection:

iCPALMS

RELATED STANDARDS (6)

» SC.912.L.15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
Cognitive Complexity: High l Date Adopted or Revised: 02/08
Belongs to: Diversity and Evolution of Living Organisms

Related Instructional Resources » More Information »

» SC.912.L.15.13: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
Cognitive Complexity: Moderate l Date Adopted or Revised: 02/08
Belongs to: Diversity and Evolution of Living Organisms

Related Instructional Resources » More Information »

» SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
Cognitive Complexity: Low l Date Adopted or Revised: 02/08
Belongs to: The Practice of Science

Related Instructional Resources » More Information »

» SC.912.N.2.4: Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
Cognitive Complexity: High l Date Adopted or Revised: 02/08
Belongs to: The Characteristics of Scientific Knowledge

Related Instructional Resources » More Information »

» SC.912.N.2.5: Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.
Cognitive Complexity: High l Date Adopted or Revised: 02/08
Belongs to: The Characteristics of Scientific Knowledge

Related Instructional Resources » More Information »

» SC.912.N.3.5: Describe the function of models in science, and identify the wide range of models used in science.
Cognitive Complexity: Moderate l Date Adopted or Revised: 02/08
Belongs to: The Role of Theories, Laws, Hypotheses, and Models

Related Instructional Resources » More Information »

RELATED ACCESS POINTS (12)

» SC.912.L.15.In.e:	Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Related Instructional Resources » More Information »
» SC.912.L.15.In.f:	Recognize that changes in the genes of a species can affect the characteristics of their offspring. Related Instructional Resources » More Information »
» SC.912.L.15.Pa.c:	Recognize that animals produce offspring. Related Instructional Resources » More Information »
» SC.912.L.15.Su.e:	Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Related Instructional Resources » More Information »
» SC.912.N.1.Pa.b:	Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Related Instructional Resources » More Information »
» SC.912.N.1.Su.b:	Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Related Instructional Resources » More Information »
» SC.912.N.2.In.c:	Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Related Instructional Resources » More Information »
» SC.912.N.2.In.d:	Identify major contributions of scientists. Related Instructional Resources » More Information »
» SC.912.N.2.Su.b:	Recognize that what is known about science can change based on new information. Related Instructional Resources » More Information »
» SC.912.N.3.In.c:	Identify ways models are used in the study of science. Related Instructional Resources » More Information »
» SC.912.N.3.Su.a:	Recognize that scientific theories are supported by evidence and agreement of many scientists. Related Instructional Resources » More Information »
» SC.912.N.3.Su.c:	Recognize ways models are used in the study of science. Related Instructional Resources » More Information »

Subject:	NGSSS: Science
Grade Level(s):	9,10,11,12

Nature of Instruction:

Instructional Time:	30 Hour(s)
Resource supports reading in content area:	Yes

SOURCE & ACCESS INFORMATION

Name of Author/Source:	Modeling Understanding in Science Education, University of Wisconsin-Madison
Resource recommended by:	Virginia Pickett
Web Address of Author/Source:	http://ncisla.wceruw.org/muse/naturalselection
Is this Resource freely Available?	Yes
Access Privileges:	Public

* Please note that examples of resources are not intended as complete curriculum.

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