KHEC Curriculum Framework 4.0
The National Center for Science Education (NCSE). The NCSE defends the teaching of evolution in public schools. They are a nationally-recognized clearinghouse for information and advice to keep evolution in the science classroom and "scientific creationism" out. NCSE, the only national organization to specialize in this issue, is devoted to defending the teaching of evolution primarily against attacks by religiously motivated anti-evolution. They provide reviews of current anti-evolution activity in the U.S. and around the world; background to the fundamentally creationist and anti-evolution movement known as "Intelligent Design"; detailed information on the creation/evolution controversy from 1859 to the present; and resources for parents, teachers, school boards, and the public. Among their many resources are: 10 Significant Court Decisions Regarding Evolution/Creationism; Brief History of Creationism -- From the Middle Ages to "Creation Science"; Creationism/Evolution 101 -- Reading List; Facing Challenges to Evolution Education; The Creation/Evolution Continuum; What’s Wrong with "Theory not Fact" Resolutions; and Why Teach Evolution? The NCSE suggests that you contact them if you need advice, information, or help in defending the teaching of evolution. Their web site is: www.natcenscied.org/
Evolution: Education and Outreach. The first issue of this new journal is available on-line. There you will find scientific articles; lesson plans; reflections on evolution; curricula focusing on evolution; and book reviews. According to the press release, Evolution: Education and Outreach promotes understanding and teaching of evolutionary theory for a wide audience. Targeting students of all ages including undergraduates, teachers and scientists alike, the journal publishes articles to aid members of these communities in the teaching of evolutionary theory. The journal connects teachers with scientists by adapting cutting-edge, peer-reviewed articles for classroom use on a variety of instructional levels. Teachers and scientists collaborate on multi-authored papers and offer tools for teachers such as unit and lesson plans and classroom activities as well as online content such as podcasts and PowerPoint presentations. The journal will be freely available on-line through 2008. For more information, visit here.
Growing Up in the Universe: 2-Disc DVD Set. The Richard Dawkins Foundation for Reason and Science. Growing Up in the Universe is a series of lectures by Richard Dawkins as part of the Royal Institution Christmas Lectures where he discussed the evolution of life in the universe. The lectures were first broadcast in 1991 in the form of five one-hour episodes. Dawkins presents lectures on life, the universe, and our place in it. The titles of the five part series are: Waking Up in the Universe, Designed and Designoid Objects, Climbing Mount Improbable, The Ultraviolet Garden, and The Genesis of Purpose (they can be viewed online for free at the website of the Richard Dawkins Foundation). With his usual clarity, Dawkins presents information and insights that will capture the minds of young and old alike. Illuminating demonstrations, wildlife, virtual reality, and special guests all combine to make this collection a highly useful resources for all ages.
A No-Holds-Barred Evolution Curriculum for Elementary and Junior High School Students **Evolution: Education and Outreach** Volume 1, Number 1 - January, 2008 Published online: 21 November 2007
Author: Joseph Fail Jr., Department of Natural Sciences, Johnson C. Smith University, Charlotte, NC.
Abstract: Understanding the basic mechanism of evolution by natural selection together with examples of how it works in nature is crucial for explaining and teaching the workings of biology and ecology to young students. Dobzhansky said it best in his advice to educators of biology: “Nothing in biology makes sense except in the light of evolution.” This premise is true at all levels of biology but especially so in the elementary years where foundations of science knowledge are laid. Elementary students are capable of learning cohesive and connected stories of biological principles and learning them within a no-holds-barred arena wherein concepts and processes usually reserved for high school years are taught with special care, appropriate exercises, and patient explanations. This story must include solid introductions to the fundamental principles of evolution by natural selection that are threaded within and alongside those of basic biology and ecology. This paper attempts to make the case for the inclusion of connected stories of biology in the earliest years of education and to include within that education the unifying theme of all biology and ecology studies—evolution.
References: 22 invaluable references are provided, including these two PBS videos, both from www.pbs.org: PBS Video. Evolution; 2001. and Journey of Man; 2003.
Note: The article also appeared in The American Biology Teacher. 65 (5). pp. 341–346.
***Note: An article by the same author, with a similar title, appeared in The American Biology Teacher. 65 (5). pp. 341–346." However, that one is titled "A No-Holds-Barred Ecology Curriculum for Elementary & Junior High Students" and describes the ecological focus on life science for the elementary level. There is no mention of evolution there, but his article in Evolution: Education and Outreach cited above makes clear the author's view that both evolution and ecology are integral to life science/biology at any level. Source: www.springerlink.com/index/J613316288310881.pdf
** Evolution: Education and Outreach: Volume 1 -- #1 -- January 2008; #2 – April 2008 --
The journal promotes accurate understanding and comprehensive teaching of evolutionary theory for a wide audience. Targeting K-16 students, teachers and scientists alike, the journal presents articles on the teaching of evolutionary theory. It addresses the question of why we should care about evolution by exploring the practical applications of evolutionary principles in daily life and the impact of evolutionary theory on culture and society throughout history. The journal connects teachers with scientists by adapting cutting-edge, peer reviewed articles for classroom use on varied instructional levels. Teachers and scientists collaborate on multi-authored papers and offer unit, lesson plans and classroom activities as well as online content such as podcasts and power point presentations. Free Online Journal Access:
www.springer.com/life+sci/journal/12052?detailsPage=description
The second issue, now available on-line, includes articles on evolutionary medicine, evolutionary trees, and punctuated equilibrium; curriculum articles on such topics as using "Inherit the Wind" in the science classroom, molecular evolution and HIV, and hominid evolution; and reviews of a number of books. Also included is the second installment of NCSE's regular column for Evolution: Education and Outreach: "Overcoming Obstacles to Evolution Education." In "The OOPSIE Compromise -- A Big Mistake.” NCSE's Eugenie C. Scott and Glenn Branch write, in part that:
Opt-out policies are typically invoked to excuse students from activities to which they or their parents may have religious objections, such as reciting the Pledge of Allegiance, dissecting animals in a laboratory, or attending sex education classes. Occasionally, however, a school or school district allows students to opt out of academic topics, including, sometimes, evolution. Opt-out policies specifically including evolution are a big mistake -- for the students who opt out, for their classmates whose studies are disrupted, and especially for their teachers, who cannot fulfill their duty to instruct their charges about biology without emphasizing evolution.
Understanding Evolution For Teachers. This site is divided into the following areas:
Learning Evolution
- Nature of Science: Review the essentials of how science works.
- Evolution 101: Explore the central ideas of biological evolution.
- Evidence: Examine the evidence relating to evolution.
- Relevance of Evolution: Discover the importance of evolution in our daily lives.
- Misconceptions: Delve into the misconceptions that cloud public understanding of evolution.
- History of Evolutionary Thought: Trace the history of evolutionary concepts.
Teaching Evolution
- Teaching Evolution: Focus on the basic concepts for teaching evolution and find lesson plans for the classroom.
- Overcoming Roadblocks: Identify strategies to overcome potential roadblocks to the teaching of evolution.
- Potential Pitfalls: Avoid common mistakes by reading this primer on pitfalls.
- Understanding Evolution Home: A one stop source for information on evolution. This site has content geared for all readers, not just teachers.
In the link to Teaching Evolution you be directed to three additional sources:
Focus on the fundamentals: The mechanism of evolution is based in these four fundamentals: variation, inheritance, selection, and time. At the same time, always keep in mind the nature of science – how we know what we know. Think of what you would like your students to know: Concepts guide your planning to the ideas that are central to the understanding of evolution. Find the resources to support their learning: Once you have identified the concepts, select the appropriate lessons.
This is a somewhat complex – but surely a most comprehensive – site. However, by following the various links, you will be led to a treasure trove of information and a huge assortment of lesson plans that you may wish to explore. There are lessons to be found for grade levels – K-2, 3-5, 6 -8, and 9 -12. For additional information, visit evolution.berkeley.edu/evosite/
Not in Our Classrooms: Why Intelligent Design is Wrong for Our Schools. Edited by Eugenie C. Scott and Glenn Branch. Forward by Rev. Barry W. Lynn. (2006). Boston: Beacon Press.
More than 80 years after the Scopes trial, creationism is alive and well. Through local school boards, sympathetic politicians, and well-funded organizations, a movement has developed to encourage the teaching of the latest incarnation of creationism -- intelligent design -- as a scientifically credible theory alongside evolution in science classes. Although intelligent design suffered a serious defeat in the recent Kitzmiller v. Dover trial, its proponents continue their assault on evolution education. In Not in Our Classrooms, parents, teachers, and other concerned citizens have a much-needed tool to use in the argument against teaching intelligent design as science.
Where did the concept of intelligent design originate? How does it connect with, and conflict with, various religious beliefs? Should we "teach the controversy" in our science classrooms? In a series of well-written essays, a team of experts answers these questions and many more, describing the history of the intelligent design movement and the lack of scientific support for its claims. Most importantly, the contributors -- authorities on the scientific, legal, educational, and theological problems of intelligent design -- speak specifically to teachers and parents about the need to defend the integrity of science education by keeping intelligent design out of science curriculums. A concluding chapter offers concrete advice for those seeking to defend the teaching of evolution in their own communities. For additional information about this book, visit www.ncseweb.org/nioc/
Evolution vs. Creationism: An Introduction. Eugenie C. Scott. (2004). Westport, CN: Greenwood Publishing Group, Inc. [Also available in paperback, University of California Press, 2005]
The debate over the teaching of evolution continues to rage. There is no easy resolution for it is a complex topic with profound scientific, religious, educational, and legal implications. How can a student or parent come to grips with this issue? Evolution vs. Creationism provides a comprehensive and balanced introduction to the many facets of the current debate -- the scientific evidence for evolution, the legal and educational basis for its teaching, and the various religious points of view -- as well as a concise history of the evolution-creationism controversy. A section of primary source documents from all sides of the issue is included.
Each of the four sections of the book provides a resource that will assist the reader in better understanding these issues. The first section addresses the nature of how evolution works as part of the scientific enterprise as well as a summary of the relationship between religious beliefs and science. A section on the history of the controversy provides a synopsis of the lengthy struggles, from before Darwin to the present day, between advocates of creationism and the proponents of evolution. A collection of primary source documents addressing cosmology, law, education, and religious issues from all sides of the debate constitute the third section. The book concludes with a selection of resources for further information for those who wish to study the topic in more depth.
Eugenie C. Scott, Executive Director of the National Center for Science Education, has written extensively on this issue and is past president of the American Association of Physical Anthropologists. For additional information, visit www.ncseweb.org/evc/
Becoming Human. This very interesting web site provides updated information on the scientific view of hominid evolution. It is an extremely insightful video with valuable comments and backup data. It is well-organized and includes some fascinating information. Also view the sections on the Learning Center and Resources. Check the web site: http://www.becominghuman.org/
Galapagos Education: Resources for Teaching Evolution. These resources were developed by the National Science Teachers Association (NSTA) for teachers and parents interested in educational activities about the Galápagos Islands. Developed in conjunction with the Smithsonian Institution and the Imax film Galapagos, this site supports teaching and learning about biology, ecology, geology, and the unifying concepts of science. One of those unifying concepts is evolution -- that series of changes, some gradual, some sporadic, that accounts for the present form and function of objects, organisms, and systems. The NSTA supports the position that evolution is a major unifying concept of science and should be included as part of K-College science curriculum. Online resources that are valuable in teaching evolution include:
Ecology and Evolution: Islands of Change. Several of the activities featured in this site are adaptations from NSTA's full-length book, Ecology and Evolution: Islands of Change. Focusing on island biogeography, ecology, and evolution, the activities use the Galápagos as a theme throughout but also make connections to students' local environments. For more information, visit here.
Voices for Evolution. Developed by the National Center for Science Education and the American Association for the Advancement for Science, as part of the Dialogue on Science, Ethics, and Religion, Voices for Evolution, this resources provides links to the legal background behind the evolution controversy as well as information provided by scientific, educational, religious, and civil libertarian organizations. www.don-lindsay-archive.org/creation/voices/
For additional information, visit the National Science Teacher’s Association
Evolution and the Nature of Science Institutes (ENSI). A variety of valuable lessons are on the ENSI web site that are appropriate for high school age students. However, the developers indicate that many can be used by younger students with slight modification depending on teacher's approach and the experience levels of the students. This incredibly useful resource can be found at -- www.indiana.edu/~ensiweb/home.html.
Be sure to look at the Nature of Science lessons as well as the lessons on Evolution and on the Origin of Life as well as the links to Teaching Units and Resources. In the Resource section, a number of books are suggested. One of the most highly recommended is Teaching About Evolution and the Nature of Science by the National Academy of Sciences (1998). The book contains much of the philosophy and background information of the ENSI program as well as a sampling of lessons reflecting the title. (The ENSI web site expands that resource many times.)
Our colleagues at ENSI also recommend the following resources:
(1) NSTA Evolution Resources: www.nsta.org/publications/evolution.aspx (links, publications, Q&A);
(2) NABT Evolution Resources: www.nabt.org/sites/S1/index.php?p=211;
(3) PBS Evolution: www.pbs.org/wgbh/evolution/ Lessons and video clips including lessons from the ENSI collection.
(4) NOVA: Judgment Day: Intelligent Design On Trial: www.pbs.org/wgbh/nova/id/ This video provides information on why “intelligent design” is essentially a religious point of view, non-scientific, and inappropriate for science classes. See also Judgment Day Followup with suggestions for using the material on the NOVA site: www.indiana.edu/~ensiweb/judg.day.follow.html.
(5) HHMI (Howard Hughes Medical Institute) 2 free DVDs: "Evolution" and "Evolution - Miller" Also excellent video clips teachers can use in class. www.biointeractive.org
In the section of the ENSI website on Evolution, you will find a very wide variety of lessons in two major categories: Evolution Patterns and Evolution Processes. Each lesson is summarized with a brief synopsis. Here are two brief examples followed by the actual lesson plans.
Teaching About Evolution & Special Creation (Mini-Lesson) A recent article by Anton Lawson presents a clever and interesting activity which provides vivid experience in the Fair-Test approach scientists use to determine the "Best Explanation." Students study a representative collection of fossils from the total geological column, look for patterns of fossil distributions, and raise testable questions about which idea (spontaneous generation, special creation, or evolution) best explains the origin of life's diversity and is consistent with the patterns observed in the fossil record.
Natural Selection: A Cumulative Process. A common criticism of natural selection is "how can it produce novel complex useful structures by pure random chance?" Darwin's answer to this "difficulty," (which he actually raised himself), was that selection is NOT a random process, and furthermore, it is cumulative, which he ably explained. Unfortunately, these facts are seldom included in typical classroom work on evolution. It should be a required part for every presentation of natural selection. This lesson provides an easy way for students to actually compare Darwin's cumulative non-random to actually compare Darwin's cumulative non-random selection with the non-cumulative version so often erroneously implied. Students working in pairs attempt to produce a full sequence of 13 cards of one suit (ace - to king). This must be done by shuffling the suit of cards for each round, then checking the cards. Half the teams must look for the full sequence each time, and repeat the process until this is accomplished. The other teams start to "build" their sequence by pulling the ace when it first appears as the top card, then adding to the stack whenever the "next" card for the sequence is shuffled to the top. Discussion clearly reveals how the second method mimics Darwinian natural selection, while the first does not.
A Mini-Lesson
A SCIENTIFIC APPROACH to
TEACHING ABOUT EVOLUTION & SPECIAL CREATION
Anton E. Lawson in ABT Journal: April 1999
| SYNOPSIS | A very interesting activity which looks at large paleontological patterns, is presented in a recent issue of the American Biology Teacher (April, 1999) by Anton Lawson (see reference below). The focus is more on critical thinking, forming testable hypotheses to challenge three "theories" about the origin of the diversity of life: spontaneous generation, special creation, and evolution. Many of the hypotheses can be tested simply by studying a sampling of fossils representative of the geological column, figuratively "gathered on a field trip into the Grand Canyon". Types and inexpensive sources of fossils you could use for this activity are presented in a companion article in the same issue of the ABT by James Platt (see reference).The author presents the activity using a "hypothetico-deductive type of learning cycle approach. It comes very close to being an activity which uses the "fair-test" approach outlined by Craig Nelson, of the ENSI faculty. A sample handout for students, along with tips and strategies for the teacher are clearly presented. Looks like a winner. If you try this activity, please give us your feedback. |
| CONCEPTS | PRIMARY OBJECTIVES: 1. Enable students to discover evidence that generally supports evolution theory and fails to support the alternative explanations of special creation and spontaneous generation. 2. Improve students' understanding of the nature of science and improve their critical thinking skills. |
| MATERIALS | None Noted |
| STUDENT HANDOUTS | None Noted |
| TEACHING STRATEGY | REFERENCES: Lawson, Anton E. "A Scientific Approach to Teaching About Evolution & Special Creation". The American Biology Teacher, vol.61, no.4, April 1999, pages 266-274). Platt, James E. "Putting Together Fossil Collections for 'Hands-On' Evolution Laboratories". The American Biology Teacher, vol.61, no.4, April 1999, pages 275-281). |
| ATTRIBUTION |
See References Above (Some of the ideas in this lesson may have been adapted from earlier, unacknowledged sources without our knowledge. If the reader believes this to be the case, please let us know, and appropriate corrections will be made. Thanks.) |
A Mini-Lesson
Natural Selection....
a Cumulative Process...
it's in the cards!
or
Natural Selection Among Playing Cards
by Werner G. Heim Adapted from an article in
The American Biology Teacher, April 2002
| SYNOPSIS | A common criticism of natural selection is "how can it produce novel complex useful structures by pure random chance?" Darwin's answer to this "difficulty", (which he actually raised himself), was that selection is NOT a random process, and furthermore, it is cumulative, which he ably explained. Unfortunately, these facts are seldom included in typical classwork on evolution. It should be a required part for every presentation of natural selection. This lesson provides an elegant, easy way for students to actually compare Darwin's cumulative non-random selection with the non-cumulative version so often erroneously implied. Students working in pairs attempt to produce a full sequence of 13 cards of one suit (ace - to king). This must be done by shuffling the suit of cards for each round, then checking the cards. Half the teams must look for the full sequence each time, and repeat the process until this is accomplished. The other teams start to "build" their sequence by pulling the ace when it first appears as the top card, then adding to the stack whenever the "next" card for the sequence is shuffled to the top. Discussion clearly reveals how the second method mimics Darwinian natural selection, while the first does not. |
| CONCEPTS | Natural selection is a non-random process. Evolution by natural selection is a cumulative process. Cumulative selection can produce novel useful complex structures in relatively short periods of time. |
MATERIALS: Acceptable (for teams of 4): 1 deck of cards for every 16 students (2 decks per class of 32) scratch paper a. Simply as "an interesting game" ...to be discussed as to its significance afterwards. 6. Point out that Odd-Numbered teams will follow procedure A, and Even-Numbered teams must do procedure B. When a team achieves the goal (full sequence ace-to-king), the recorder reports the number of rounds taken to do it. One of the players thoroughly shuffles the cards, returns them to the envelope, and hands it in to the teacher. That team goes to work on the questions, preparing for class discussion. |
| ATTRIBUTION (Some of the ideas in this lesson may have been adapted from earlier, unacknowledged sources without our knowledge. If the reader believes this to be the case, please let us know, and appropriate corrections will be made. Thanks.) |
Original article: "Natural Selection Among Playing Cards" by Werner G. Heim, in the April 2002 issue of The American Biology Teacher, vol. 64, no. 4, pages 276-278. Dr. Heim is Professor Emeritus of Biology, Department of Biology, The Colorado College, 14 East Cache La Poudre, Colorado Springs, Colorado 80903-3294; E-mail: wheim@coloradocollege.edu Lesson adapted for ENSIweb lesson by Larry Flammer, September 2002, with kind permission of NABT and the author. Some updating and correcting: 6 April 2007. |
The following is a useful handout for students to use for this lesson
BACKGROUND: When studying natural selection, the question often arises "how can pure chance create new complex structures or processes, much less new species?" Implied here is that natural selection is a process of pure chance, which is a common misconception; selection is not a matter of chance. Furthermore, natural selection does not say that all parts of a complex system must come together all at once. Natural selection is a stepwise constructive process which selectively builds new functional complex systems piece by piece, often just modifying previous systems to perform new functions. This truly creative ability of natural selection is often unappreciated or even misunderstood. The purpose of this lesson is for you to experience the effectiveness of cumulative natural selection, both in its creative potential, and in its increased efficiency, as reflected in how it increases the probability of complex systems to form. FOR THE "B" TEAM, Even-numbered sets: |
Name_________________________________ Date____________ Per.____ When you have achieved the target sequence (or when your teacher says to stop trying), return the cards to their envelope, and work on answering the following questions. Be prepared to participate in class discussion of these questions. 1. In what ways is shuffling the equivalent of genetic mutations? In what ways is it not? Does the model (card "game") distinguish between phenotype and genotype? 2. What is the one, critical respect in which the actions of the odd- and even-numbered teams differed? What is the biological equivalent of this difference? 3. What, in the game, represented selection? 4. Why, in the game, was selection cumulative? 5. What was the average number of observed generations needed to evolve the organism by the even-numbered teams? How does this figure compare to the calculated average number of generations? (Hint: On the average, in each round, the ace has a 1:13 chance of coming up, the "2" has a 1:12 chance, etc. The sum of the numbers from 1 to 13 is 91) 6. What was the average number of observed generations needed to evolve the organism by the odd-numbered teams? Do we have the data to answer this question? What would be the calculated number of generations? (Hint: We need to have the ace show up first, with a probability of 1/13, then the "2," with a probability of 1/12 ... to the king with a probability of 1/1. 1/13 X 1/12 X 1/11 ... 1/1 is approximately 1.6X10^-10. 1/1.6X10^-10 is about 6.2X10^9. Shortcut: 13! = 6,227,020,800.) 7. How many times faster is the evolution of our model organism with versus without cumulative selection among the mutations? 8. What new understanding has this lesson taught you? |
PATTERNS IN TIME by Larry Flammer, Evolution and the Nature of Science Institutes (ENSI)
Synopsis: Students gradually build a realistic sense of deep, geological time from familiar linear analogs, e.g. calendars and football fields. They also learn to associate the earliest fossils of specific groups of vertebrates with the geologic time of their emergence, on the now-familiar scale of relative distances from their school. From this, they discover the pattern of gradual vertebrate emergence and how well it consistently fits vertebrate phylogeny.
Principal concept: The fossil record shows a pattern of increasing diversity and large-scale changes through time.
Associated concepts: (1) The vast dimensions of deep geological time can be understood on a recognizable scale of familiar dimensions. (2) There are vast periods of time (tens of millions of years) that separate the emergence of each major vertebrate group. (3) Each successive vertebrate group possesses characteristics of the previous group, plus a few key modifications unique to the new group. For the complete lesson plan, see: www.indiana.edu/~ensiweb/lessons/pat.in.time.html
Science, Evolution and Creationism by the National Academy of Sciences, Washington, DC., 2008.
This is the third edition of the NASA's Science & Creationism. It is more comprehensive yet brief enough to use as a classroom supplement. It clearly presents and explains the essential features of the nature of science, evolution, creationism in all its variations, and their critical interactions. Highlights include a discussion of evolution as fact and theory, and an example of an industrial application of natural selection. There are excellent explanations of how molecular biology repeatedly confirms evolution.
“Canned lesson plans” for teaching evolution. The University of California and Indiana University both have collections of evolution lesson plans. Here is what the web site has to say about this topic. (www.swarthmore.edu/NatSci/cpurrin1/evolk12/teaching/resources.htm)
… good archives of evolution-related plans are scarce, and many of the ones that are available and classroom-tested are truly boring…. And many have been carefully sanitized to make them more palatable to anti-evolution supervisors and parents, with instances of "evolution" replaced with "change over time" …. Similarly, many lesson plans are well meaning in their attempts to "teach the controversy" yet only confuse students into believing that scientists actually find the topic of evolution even remotely controversial. Finally, many are outright damaging and inappropriate for a science class: crossword puzzles, coloring pages, etc. with overt religious themes…Note: Links are provided for the following:
National Evolutionary Synthesis Center's curriculum resources
Evolution and the Nature of Science Institutes (ENSI) Lesson List: Evolution
Univ. of Calif. Museum of Paleontology "Explorations through time" lessons
Univ. of Calif. Museum of Paleontology "How to teach Evolution" (with plans)
National Health Museum Access Excellence Evolution Lessons
WGBH online evolution lessons
PBS TeacherSource: Science and Technology
Books about Evolution for Children
The Darwin Awards: Evolution in Action, by Wendy Northcutt. With over a quarter million copies in print and six months on The New York Times bestseller list, The Darwin Awards shows that readers crave humor. And what better place to find it than in the stories of those human beings who improve the gene pool by removing themselves from it in a sublimely idiotic fashion. Paperback, 352 pages
Darwin Awards II: Unnatural Selection, by Wendy Northcutt. In the spirit of Charles Darwin, the father of evolution, this new edition brings together a fresh collection of magnificent misadventures, honoring those who continue to improve our gene pool by removing themselves from it in a sublimely idiotic fashion. Paperback, 256 pages.
Darwin Awards III: Survival of the Fittest, by Wendy Northcutt.
One of America's most popular humor series returns with a brand-new collection of hilariously macabre mishaps and misadventures. Honoring those who improve our gene pool by inadvertently removing themselves from it, this new release shows once more how uncommon common sense still is. Paperback, 252 pages.
Creationism's Trojan Horse, by Barbara Forrest & Paul R. Gross. In Creationism's Trojan Horse, Forrest and Gross document the agenda and advances of "Intelligent Design," the most recent manifestation of American science education's perennial affliction: creationism. They explain and analyze what "design theorists" call their "Wedge Strategy" -an attempt to substitute "theistic science" for natural science in the public mind. Hardcover, 401 pages.
Darwin and Evolution for Kids: His Life and Ideas with 21 Activities by Kristan Lawson. Chicago: Chicago Review Press. 2003.
The book, suitable for grades 5 – 9, begins with a description of Darwin's family life, privileged childhood, and education. His five-year voyage on the Beagle, during which he collected specimens to send back to England, is vividly described. The author places Darwin's ideas in context with those of other philosophical and scientific thinkers, tracing the work of both his predecessors and contemporaries.
She also explores how his subject's theories were accepted or rejected by others and discusses how the disagreement among scientists and creationists continues to the present time. The text is supplemented by 21 activities.. A list of resources for further research encourages students to delve deeper into the topic.