Modification: You are your table mates will select an article on evolution or creationism. Summarize the article and then support an argument or against the position of the article in a one page summary. Single space and typed or written. Cite any resources you use.
This activity is reserved for the end of the unit on evolution. It is assumed that the following topics have already been discussed
Natural Selection
Common Descent
Homologous Structures
Theory of Evolution
Fossils and Paleontology
Genetic mutation
Transition Species
I also spend some time discussing "creation science" and why it is not viewed as a science and not taught as a theory. I do this in my school because I have such a strong population of fundamentalist christians, and it is important that they understand that scientific theories cannot verify or deny the existance of supernatural beings. In addition it is important that they understand that science relies on natural processes and cannot be based on supernatural events. How much this concept has sunk in is often determined by the outcome of this discussion.
Essentially, what this discussion does it create an environment where students have to defend the teaching of evolution in the science class. Though some groups may not come to a consensus that evolution should be taught, after some discussion and reading of the articles most do agree that evolution should be taught, though they will vary on degrees.
© 1998 Institute for First Amendment Studies, Inc. http://www.ifas.org.
Quick Comparison Chart
"Creation Science"
Theory of Evolution
Cannot explain processes or make predictions Used to explain data and make predictions
Gives absolute truths Answers questions like "how" and "why" things are
Is based on faith Is supported by evidence
Offers no model, nor tells us about relationships among beings Used to develop ideas and models regarding relationships among organisms
Can never be disproven Can be disproven if new evidence is found
The Discussion
Overview: Each team is going to formulate a response from the "school board" to address issues taken by parents and students regarding the teaching of evolution. The concern of the parents is that evolution is teaching students values that do not align with their views on religion. The team of students must read articles and form a response from the school board.
Introduction: The school board is faced with a decision regarding the school's science curriculum. A group of community members called "Concerned Parents" is asking the board to eliminate evolution from the high school curriculum because they feel it undermines their religious beliefs. Your job is to play the role of the School board and respond to the concerned parents group regarding the issues surrounding evolution, "creation science" and the high school curriculum.
Process: The class is divided into 4 groups, approximately 5 - 8 members per group (depending on class size)
1. Each group as a folder that contains articles regarding the conflict. I've listed these links for the year 2001, but I would find new articles each year that are more current. Each member of the group chooses and article to read and is responsible for summarizing and explaining what the article says. (I've included a lot here, so that you can pick and choose which ones you want to offer to the groups for reading - or search out your own)
http://www.cnn.com/2000/NATURE/09/21/evolution.enn/index.html
http://www.ncseweb.org/resources/rncse_content/vol18/7368_quantifying_the_importance_of__12_30_1899.asp
http://abcnews.go.com/sections/science/DailyNews/evolution980617.html
http://www4.nationalacademies.org/news.nsf/(ByDocID)/1A28E557587BCEC48525677400635527?OpenDocument
http://www.the-scientist.com/yr1997/oct/opin_971013.html
http://www.al.com/columnists/mobile/fcoleman/10092000-a353105a.html
http://www.ucmp.berkeley.edu/museum/ucmp_news/2001/8-01/evolution8-01.html
http://www.rethinkingschools.org/Archives/12_02/scott.htm
http://www.usoe.k12.ut.us/curr/science/usta/positionevolution.htm
http://www.religioustolerance.org/ev_hist.htm
http://www.enn.com/news/enn-stories/2000/09/09212000/sclass_31681.asp
http://www.sciencemag.org/cgi/content/full/288/5467/813
http://www.edweek.org/ew/ewstory.cfm?slug=26evolutions1.h19
http://abcnews.go.com/sections/science/DailyNews/evolution000619.html
http://whyfiles.org/095evolution/
http://arnica.csustan.edu/biol3020/courts/court.htm
2. Each group discusses the issues of evolution and "creation science" and determines what is appropriate for a public school curriculum
3. Each group prepares their response to the concerned parent group.
4. The panel: After the groups have prepared their responses, they will sit in a mock school board session, each member of the team will play the role of a school board member. The teacher plays the role of the concerned parent group by asking questions of the group. Each group has a chance to play the forum, while the teacher asks questions and hears the board's answers. To ensure everyone's participation, I have the groups choose a spokesperson, but address "board members" individually. Individuals can revert to the spokesperson if they feel stumped.
Parent Group Questions:
1. Isn't evolution just a theory?
2. Can my child be exempt from this unit and have an alternate assignment instead?
3. Why can't the teacher just skip the chapter on evolution? Is it that important?
4. I've heard that other states put disclaimers in textbooks, saying that evolution isn't true and is unproven. Can we put disclaimers in the biology books?
4. Shouldn't other theories, like "intelligent design" or "creation science" be presented with evolution in the science class?
5. Shouldn't children be exposed to all the theories, including the theory that God created the universe and the animals, and then be allowed to choose for themselves?
6. Can we remove evolution from the state science standards? Will it hurt my child's ability to score well on college admission tests?
7. Since we can't prove evolution or common descent, isn't it like a religion?
8. Why is one man's theory (Darwin) being taught as if it were a fact?
9. Wouldn't it be fair to offer the students alternate theories. Is evolution the only theory that explains the diversity of life on this planet?
10. I'm considering pulling my child out of the public schools and sending her to a catholic school. Do catholic schools teach evolution?
11. Why are students doing so poorly on standardized tests? Does teaching evolution really help them gain the skills they need for college and beyond?
12. What's the point of teaching evolution. 35 Chapters in the text book, who will notice is we skip one?
13. Aren't there holes in the theory of evolution? And don't these gaps make it obvious that an alternative theory must be true.
14. ** My family is Islamic, if the bibilical version of creationism is going to be taught alongside evolution, wouldnt it only be fair to teach the Islamic version of creationism?
15. The theory of "intelligent design" (or creationism) is just as valid as the theory of evolution. Why isn't that in the textbooks?
16. Would teaching creationism violate laws regarding the separation of church and state?
17. I'm concerned about how students from this high school will measure up to students at other schools on tests and college admittance exams. Will removing evolution from the curriculum hurt their chances?
18. Why should children learn something that isn't proven anyway?
19. Will removing evolution from the biology curriculum change the way biology is taught? Can a child take a science class that doesn't have evolution in it?
20. Are teachers trying to challenge a person's faith by teaching evolution?
21. Can evolution be taught without teaching common descent?
22. Can evolution be taught as if it applies to animals but not man?
23. Is it required that my child -believe- in evolution?
24. Will teaching evolution also teach other non-christian values?
25. Why does biology have to include evolution at all? Can't kids learn about animals without talking about evolution?
26. Are there any options available for a student that doesn't want to learn evolution?
27. Do you think its important for a student of biology to learn education in order to have a well-rounded education?
28. I'm confused about evolution, is it being taught as a fact or a theory?
29. Can you make it so that standardized tests do not have evolution questions, so that my child will not be disadvantaged on college admission tests if evolution is removed from the curriculum. (IE..can the school board change the ACT's)
30. I'm confused about evolution, does it mean change over time, or does it discuss the origins of all living things?
Grading Rubric
Group Names __________________________________________________________________________
_____________________________________________________________________________________ HOUR ______
Beginning (3 pts) Intermediate (4 pts) Advanced (5 pts)
Group Participation
Position statement was poorly written and did not take a stance on any particular issue. Position statement took a stance on the issues involved, failed to explain reasons for this stance. Position statement was well writtin, took a firm stance on the issue and gave supporting reaons.
Group did not work well together, discussions meandered or they were off task frequently Some members of the group did not contribute much, or some members "dominated" the discussion All members expressed opinions, contributed to discussion and helped facilitate others in expressing themselves
Panel Participation
Individuals were not able to answer question, more than 3 of them reverted to spokesperson, or individual answers did not follow the groups position statement Individuals were able to answer the questions posed to them, (less than 3 reverted to spokesperson), answers followed the group's position statement Individuals were able to answer questions thoughtfully and thorougly, each individual answer followed the group's position statement.
Group was not able to answer the questions authoritatively Group was able to answer the questions, but lacked knowledge to back up their positions Group was able to answer questions authoritately and were able to support their positions
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