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Overview: Darwin used the words "extreme imperfection" to describe the gappy nature of the fossil record - but is this really such a problem? This article delves into the topic of transitional fossils and explores what we have learned about them since Darwin's time. This article appears at SpringerLink. Author/Source: Evolution: Education and Outreach Grade level: 6-8 Time: 40 minutes Teaching tips: This article is written for teachers and comes with links to additional examples, supplementary information, and classroom tips. It is also available as a pdf at http://www.springerlink.com/content/934652024q2677m1/fulltext.pdf Concepts: Correspondence to the Next Generation Science Standards is indicated in parentheses after each relevant concept. See our conceptual framework for details. Life forms of the past were in some ways very different from living forms of today, but in other ways very similar. (LS4.A) Present-day life forms are descended from past life forms; all life is related. (LS4.A) An organism's features reflect its evolutionary history. Fossils provide evidence of past life. (LS4.A) The fossil record contains organisms with transitional features. There are similarities and differences among fossils and living organisms. (LS4.A) Scientific knowledge is open to question and revision as we come up with new ideas and discover new evidence. (P6, NOS3) Our knowledge of the evolution of living things is always being refined as we gather more evidence. Scientists use fossils to learn about past life. (LS4.A, ESS1.C) Teacher background: Evidence for Evolution

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