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
d) Theories can be improved or modified
e) There is no hierarchal relationship
between theories and laws
f) Theories include observations
i) A theory is built upon one or more
hypotheses, and upon evidence
Does Not Apply to Scientific
Theories
a) A theory never changes
b) Theories are guesses scientists
have
c) Theories can include opinions or
personal beliefs
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 Darwin’s 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 Emerging (1 Emerging (2 Emerging (3

Explanations point) points) points) Comments
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
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 Bibliography Bibliography Bibliography

Information: Information: Information: Information:
Paraphrase or Paraphrase or Paraphrase or Paraphrase or
summarize summarize summarize summarize
information information information information
Richard Y. Oyog MASE

5E’s Lesson in Biochemical Evolution

I. Learning Outcomes

1. Define biochemical evolution

2. Explain the scientific theory of biochemical evolution
3. Demonstrate an understanding of the theory of biochemical evolution

II. Subject Matter

A. Topic
Biochemical Evolution

B. References
Internet Websites:
 http://humantouchofchemistry.com/origins-of-life-biochemical-
evolution.htm
 http://abyss.uoregon.edu/~js/glossary/biochemical_evolution.ht
ml

III. Lesson Proper

A. Engage

1. Let the students perform the game “Words in the Box”. In this game, the
students are going to pick up words from the box. These words are written
separately in a small piece of paper. Call volunteers to pick up the words
randomly from the box, after picking up the word they are going to define the
word based from what they have learned from previous lessons. The words are
actually related to the new concept that they are going to learn. These words
include Earth, carbon dioxide (CO2), methane (CH4), heat, DNA, RNA, cell,
amino acids, ammonia, atmosphere, nucleotides and bacteria. Guide the
students in defining the words if words are not defined properly. This is to
make it sure that every word is understood by the students.

2. Ask students if the words have something in common. Call volunteers to

share their ideas about the commonality or connections of the words given. Tell
the students that all these words when connected answer the question “How
did life begin on Earth?”
B. Explore
1. Guide students to identify the components of Prebiotic Earth as they watch
the video “Conditions on Early Earth”. It is suggested that you play the video
once and then view it a second time, asking students to identify the different
components of early Earth. Students should identify: 1) the world was made up
of lots of water on the surface and great quantities of methane and ammonia in
the atmosphere, 2) below the surface of the water, volcanoes were continuously
erupting which created a lot of heat and steam, and 3) the movement of Earth,
sky and chemicals resulted in electrical storms.

C. Explain
1. Tell the students that they will be watching again a video about Miller and
Urey experiment. The video is in connection about what they viewed from the
first video Conditions on Early Earth. After watching the video, ask the
students these following questions:
What was the experiment all about?
What were inorganic compounds used in the experiment?
How did amino acids and nucleotides form?

D. Elaborate
1. Tell the students that they will read an article to investigate the beginnings
of biochemical evolution. After reading the article, they should answer the
following questions:
a. How did the creation of amino acids occur?
b. How did the formation of polymers evolve from monomers?
c. How did DNA originate?

E. Evaluate
1. Divide the students into groups. Let them make schematic diagram
explaining the origins of life on Earth. Be able to explain their output to the
class.
Group Presentation Rubric

Trait Criteria Points

1 2 3 4
Content Presentation Presentation Presentation Presentation
Did the contained little had moments had a good had an
presentation to no valuable where valuable amount of exceptional
have valuable material. material was material and amount of
material? present but as benefited the valuable
a whole Class material and
content was was
lacking extremely
beneficial to
the class
Collaboration The teammates The teammates The The
Did everyone never worked sometimes teammates teammates
contribute to from others’ worked from worked from always
the ideas. It seems others’ ideas. others’ ideas worked
presentation? as though only However it most from others’
Did everyone a few people seems of the time. ideas.
seem well worked on the as though And It was
versed in the presentation. certain it seems like evident that
material? people did not every all of the
do did some group
as much work work, members
as but some contributed
others. people equally to
are carrying the
the presentation.
presentation.
Organization The There were The The
Was the presentation minimal signs presentation presentation
presentation lacked of had organizing was well
well organized organization organization or ideas but organized,
and easy to and had little preparation. could well
follow? evidence of have been prepared
preparation much and easy to
stronger with follow.
better
preparation.
Presentation Presenters Presenters Presenters Presenters
Did the were were were were all very
presenters Unconfident not consistent occasionally confident in
Speak clearly? and with the level confident with delivery and
Did the demonstrated of their they did an
engage the little evidence confidence/ presentation excellent job
audience? of planning preparedness however the of engaging
Was it prior to they showed presentation the class.
obvious the presentation. the was not as Preparation
material had classroom but engaging as is very
been had some it could have evident.
rehearsed? strong been for the
moments. class.