Applies To Scientific Theories Does Not Apply To Scientific Theories

Elements of Biology: Evolution
Learning Outcomes
Identify and explain a scientific theory
Demonstrate an understanding of the theory of evolution.
Communicate an explanation about the theory of evolution using evidence from
multiple sources.
Classroom Activities
Materials
For each group of/individual students:
Introduction to Charles Darwin's Theory of Evolution (00:54)
Computer with Internet access
Print resources about evolution
Engage
Ask students to fold a piece of paper into two columns and label one as Applies to
scientific theories and the other as Does not apply to scientific theories. Write
the following statements on the board. Guide students to sort the statements into
the two columns.
A theory never changes
Theories are guesses scientists haves
Theories can include opinions or personal beliefs
Theories can be improved or modified
There is no hierarchal relationship between theories and laws
Theories include observations
Theories are incomplete ideas scientists have
A scientific law has been proven while a theory has not
A theory is built upon one or more hypotheses, and upon evidence
Teacher Key:
Applies to Scientific Theories
Does Not Apply to Scientific

Theories
d) Theories can be improved or modified
a) A theory never changes
e) There is no hierarchal relationship

between theories and laws
b) Theories are guesses scientists

have
f) Theories include observations
c) Theories can include opinions or

personal beliefs
i) A theory is built upon one or more

hypotheses, and upon evidence
g) Theories are incomplete ideas

scientists have
h) A scientific law has been proven
while a theory has not
2. After five minutes of sorting, ask students to review their columns and develop a
list of requirements for something to be considered a theory.
3. Ask students to compare their lists and requirements with a partner. Were their
lists the same or different? Were any of the statements more difficult to sort than
others? Do they have a common list of requirements for something to be considered
a theory?
Explore
Guide students to identify the two key ideas in Darwins theory of evolution as they
watch the video Introduction to Charles Darwin's Theory of Evolution (00:54). It is
suggested you play the video once and then view it a second time, asking students
to identify the two key ideas. Students should identify: 1) all modern species
evolved from earlier forms of life, and 2) species have changed in order to adapt to
their environments through a process called natural selection.
Ask students to return to their list of requirements. Clarify to students that theories
are often built on multiple ideas with complex relationships. Theories explain some
aspect of the natural world based on observations and evidence.
Explain
Explain that students will read articles to investigate why the theory of evolution is
a theory and what evidence exists to support it.
Assign students articles from the list below, and ask them to number the
paragraphs in their articles. This helps pace students as they read and enables
them to quickly reference parts of the article.
Suggested Articles:
Genetic variation helps rescue endangered panthers
No more mystery meat
Speciation in real time
One small fossil, one giant step for polar bear evolution
Additional articles can be found at:
National Institutes of Health: News & Events
UC Berkeley: Evo in the news archive
Action Bioscience
National Wildlife Federation
Guide students to read each paragraph. Explain that after each paragraph, they
should do the following:
Summarize the main idea from a text paragraph.
Construct a question that sums up the paragraph.
Clarify any confusing content in the paragraph. This might require looking up key
words.
After reading, provide students with an opportunity to synthesize the text as a
whole. Students should consider how the information read relates to either or both
of the two key ideas of the theory of evolution: 1) all modern species evolved from
earlier forms of life, and 2) species have changed in order to adapt to their
environments in a process called natural selection.
Direct students to prepare a thirty second-elevator pitch to explain whether their
article supported one or both theories. Alternatively, students can read another
article and compare and contrast the key ideas regarding the theory of evolution.
Elaborate
Explain to students that effectively displaying information and data is a critical part
of communicating science. The graphical representation of ideas has become part
of our world and is a powerful way to convey information.
Guide students to research a specific area of evolutionary evidence and create an
infographic to summarize their topic. Some examples might include: fossil records,
comparative anatomy, biochemical reactions, genetics, evolutionary medicine, and
adaptations. Teacher note: These types of graphics can be created using many
different software packages, such as PowerPoint or the free OpenOffice equivalent.
Vector graphics programs, such as Inkscape (free) and Xara, can make this process
easier. For the especially computer savvy, flash animations can be created.
Students can use the Research Notes Graphic Organizer to record their information
as they review their sources.
Evaluate
Share with students that many people believe scientific knowledge is absolute and
never changes. This is a misconception. Science is a process for producing
knowledge that depends on making careful observations of phenomena and on
inventing theories to make sense of those observations. Change in knowledge is
expected, because new observations often challenge prevailing theories. No matter
how well one theory explains a set of observations, it is possible that another theory
may fit just as well or better. A common practice in science is to test and improve or
discard standing theories.
Guide students to write a one-page essay debunking the belief that scientific
knowledge is absolute and static. Explain that students should use information they
gathered from their articles as well as their understanding of theories as support.
Additionally or alternatively, students can use evidence drawn from infographics
displayed in the classroom to support their responses. Teacher Note: Students
submitted essays can be scored using the following rubric.
Essay Rubric
Constructing
Explanations
Emerging (1
point)
The Nature of Science

Explains the
misconception
that scientific
knowledge is
absolute and
never changes
Restates that a
theory is built
upon evidence
and can be
improved or
Emerging (2
points)
Emerging (3
points)
Comments
modified
The Use of Evidence
Explains why
their
evolutionary
evidence is
important and
how it is relevant
to explaining the
misconception
Links the
evidence from
their
evolutionary
topic to explain
the theory of
evolution
The Language of Science
Appropriate use
of term scientific
theory
Used phrases
that are
consistent with
the nature of
science to
explain the
theory of
evolution
Total score
/18
Name
______________________________
Date
______________________________
Source #1
Source #2
Source #3
Source #4
Bibliography
Information:
Bibliography
Information:
Bibliography
Information:
Bibliography
Information:
Paraphrase or
summarize
information
Paraphrase or
summarize
information
Paraphrase or
summarize
information
Paraphrase or
summarize
information

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Elements of Biology: Evolution

Does Not Apply to Scientific

d) Theories can be improved or modified

a) A theory never changes

e) There is no hierarchal relationship

b) Theories are guesses scientists

f) Theories include observations

c) Theories can include opinions or

i) A theory is built upon one or more

g) Theories are incomplete ideas

The Nature of Science

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