Teaching evolution through human examples the smithsonian institution’s human origins program gas up the jet


The Teaching Evolution through Human Examples (TEtHE) three-year exploratory research and development project was funded by National Science Foundation Discovery Research gas hydrates K-12 grant #1119468. The project has created four curriculum units for Advanced Placement (AP) Biology classes, aligned to the learning objectives, using human case studies to teach core evolutionary principles. The curriculum units are: (1) Adaptation to Altitude, (2) Malaria, (3) Evolution of Human Skin Color, and (4) What Does It Mean To Be Human?. The project has also created a CRS (Cultural and Religious Sensitivity) Teaching Strategies Resource to help teachers create a comfortable and supportive gas dryer vs electric dryer cost savings classroom environment for teaching evolution. More information about the project can be found here. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

The curriculum units contain 4-5 lessons and are designed to be taught over 5-9 days (depending on the unit, whether or not the FULL or CONDENSED lessons are used, and whether or not optional steps are included gas leak los angeles california. Each version has an accompanying powerpoint file for teaching purposes and a student workbook where all student handouts are collated.

What Does It Mean to be Human?: Using a strong nature of science component, students use different types of data to infer / interpret phylogenies among domains, within the vertebrates, and within primates while reflecting on how they answer the question “What do you think it means 1 unit electricity cost in kerala to be human?” and choose a characteristic that changed substantially in the human family tree to develop a scientific argument based on evidence for when the character evolved.

The Cultural and Religious Sensitivity (CRS) Teaching Strategies Resource is intended to help create a nonthreatening classroom environment where an opportunity for understanding the scientific account of evolution is possible, and to both encourage and help equip high school teachers to promote positive dialogue b games 2 around the topic of evolution in their classrooms. The CRS resource complements the TEtHE curriculum units created for AP high school biology courses. However, the CRS resource should also prove valuable for use with general introductory biology students.

Part 1 provides concise foundational information on topics including insight into the electricity transmission nature of science as pertinent to managing a conflict between science and religion; the range of creationists views; the variety of possible relationships between science and religion including examples of how individuals accommodate evolution and religion; and the historical context and background on legal cases dealing with the teaching of evolution. For teachers seeking a proactive approach that acknowledges the cultural and religious controversies 76 gas station jobs and encourages a classroom exploration of the impact of these controversies on the understanding of evolution, Part 2 provides activities to engage students in two 50-75 minute directed classroom discussions. Each classroom activity has an accompanying powerpoint file for teaching purposes.

Classroom Activity 1, Directed Discussions: “Why Study Evolution”, is designed to be used at the start of instruction on evolutionary theory in classrooms where teachers are aware that many of their students have been exposed to only negative and/or mistaken notions of evolutionary theory and to provide an opportunity for students’ concerns to be acknowledged electricity questions and answers physics.

(teacher) This was the first time I have taken class time to address the question ‘Why study evolution?. In years past, I took for granted that everyone would be on board, and if they were not there was not much I could do about it. I appreciate the way this structured lesson helped me slow down and acknowledge that certain people have doubts about the evidence for evolution. Those doubts should not have to be muffled. There is space for such dialogue, without diminishing the significance of evolution to the study of biology.

The curriculum units were reviewed by teachers, other educators, and electricity worksheets ks1 scientists, field tested (round 1) by 5 teachers, revised, and then field tested (round 2) by 15 teachers and 470 students in 10 states across the US. Our preliminary results indicate that the curriculum units increased understanding of, attitude electricity youtube billy elliot towards, and interest in evolution. Most of the students surveyed indicated that they enjoyed learning about evolution through human examples as much or more than using other examples. The CRS resource was field tested by a subset of 8 of the curriculum unit field test teachers and 160 students, and we found a greater effect on students understanding of evolution for those students who experienced one of the in-class gastroparesis CRS activities.

We are very grateful to our field test teachers and their students! Thanks to: Sydney Bergman, Lisa Boyer, Christy Clark, Donna Considine, Melissa Csikari, Frank Fitzgibbon, Matthew Foret, Lauren Fuller, Cindy Gay, David Knuffke, Alison Loeper, Melinda Malcore, Susan Park, Eileen Pascucci, Tamara Pennington, Phyllis Robinson, Jennifer Shake, and Suzanne Sikes.

We are also grateful to our expert educators: Nikki Chambers (West High School, CA); Chelsea Crawford (Fremont Union High School District, CA); Mark Terry (The Northwest School, WA); Brad Williamson (UKanTeach Program, KS), and David Pinkerton (independent educational consultant) – and scientists: Cynthia Beall (Case Western University gas youtube); Holly Dunsworth (University of Rhode Island); Carla Easter (NGHRI); Nina Jablonski (Pennsylvania State University); and Mark Schwartz (NYU School of Medicine) for reviewing multiple versions of our curriculum units.

Senior Personnel are Paul Beardsley (Cal Poly Pomona – author of curriculum units); Connie Bertka (Science and Society Resources – author of CRS Resource); and Jay Labov (National Academy of Sciences) and the National Academy of Sciences Teacher Advisory Council; Christopher Lazzaro (College Board); and Kathryn Race (Race and Associates la gas prices average – project evaluator).