UC Berkeley
Grade Level(s):
- 9-12
- 13-16
Source:
- Evolution: Education and Outreach
Resource type:
- Article
Time: 30 minutes
Overview
The popular press often describes scientific controversies regarding which species ancient hominin fossils represent and how they are related to one another. How should students interpret the frequent name changes experienced by our extinct relatives? What should they make of headlines that trumpet major revisions of the branching patterns on our limb of the tree of life? This article will help teachers develop instruction surrounding these issues, discourage misconceptions, and help students interpret media coverage in light of the process of science.
This article appears at SpringerLink.
- [Evidence of evolution: Grades 9-12] The fossil record provides evidence for evolution.
- [Evidence of evolution: Grades 9-12] The fossil record documents the biodiversity of the past.
- [Evidence of evolution: Grades 13-16] The fossil record provides evidence for evolution.
- [Evidence of evolution: Grades 13-16] The fossil record documents the biodiversity of the past.
- [Mechanisms of evolution: Grades 9-12] There is variation within a population. (LS3.B)
- [Mechanisms of evolution: Grades 9-12] Populations, not individuals, evolve.
- [Mechanisms of evolution: Grades 13-16] A species is often defined as a group of individuals that actually or potentially interbreed in nature.
- [Mechanisms of evolution: Grades 13-16] There are many definitions of species.
- [Nature of science: Grades 9-12] Scientific knowledge is open to question and revision as we come up with new ideas and discover new evidence. (P4, P6, NOS3)
- [Nature of science: Grades 9-12] Accepted scientific theories are not tenuous; they must survive rigorous testing and be supported by multiple lines of evidence to be accepted. (NOS2, NOS4)
- [Nature of science: Grades 9-12] Authentic scientific controversy and debate within the community contribute to scientific progress. (P7)
- [Nature of science: Grades 13-16] Scientific knowledge is open to question and revision as we come up with new ideas and discover new evidence.
- [Nature of science: Grades 13-16] Accepted scientific theories are not tenuous; they must survive rigorous testing and be supported by multiple lines of evidence to be accepted.
- [Nature of science: Grades 13-16] Authentic scientific controversy and debate within the community contribute to scientific progress.
- [Studying evolution: Grades 9-12] Scientists use fossils (including sequences of fossils showing gradual change over time) to learn about past life.
- [Studying evolution: Grades 9-12] Classification is based on evolutionary relationships.
- [Studying evolution: Grades 13-16] Scientists use fossils (including sequences of fossils showing gradual change over time) to learn about past life.
- [Studying evolution: Grades 13-16] Classification is based on evolutionary relationships.
- Disciplinary Core Idea LS3.B: Variation of Traits
- NOS Matrix understanding category 2. Scientific knowledge is based on empirical evidence.
- NOS Matrix understanding category 3. Scientific knowledge is open to revision in light of new evidence.
- NOS Matrix understanding category 4. Scientific models, laws, mechanisms, and theories explain natural phenomena.
- Science and Engineering Practice 4. Analyzing and interpreting data
- Science and Engineering Practice 6. Constructing explanations and designing solutions
- Science and Engineering Practice 7. Engaging in argument from evidence
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 https://link.springer.com/content/pdf/10.1007/s12052-010-0253-x.pdf