For each exercise, student outcomes drawn from the Standards are listed to focus attention on the concepts and abilities that students are meant to develop. Each of these exercises was derived from already existing activities that were revised to reflect the National Science Education Standards. Second, these activities demonstrate how existing exercises can be recast to emphasize the importance of inquiry and the fundamental concepts of evolution. The use of these instructional materials in the curriculum greatly expands the range of possible investigations.
Also, these exercises generally do not use biological materials, such as fruit flies, or computer simulations. In this case, the level of organization is an activity-one to five days of lessons-and not a larger level of organization such as a unit of several weeks, a semester, or a year.
They are directed, instead, toward other purposes.įirst, they present examples of standards-based instructional materials. The activities in this chapter do not represent a curriculum. This activity will require two class periods and is appropriate for grades 5 through 12. The investigation provides an excellent opportunity for consideration of population growth of plant and animal species and the relationship to mechanisms promoting natural selection. In this activity, students develop a model of the mathematical nature of population growth. Lower grade levels might only complete the first cube and the evaluation where students design a problem based on the cube activity.Īctivity 8: Connecting Population Growth and Biological Evolution 1 Designed for grades 5 through 12, the activity requires a total of four class periods to complete. This activity provides students with opportunities to learn the abilities and understandings aligned with science as inquiry and the nature of science as described in the National Science Education Standards. Finally, students design a cube that they exchange and use for an evaluation. Then the teacher presents the students with a second cube and asks them to use the available evidence to propose an explanation for what is on the bottom of this cube. In the first portion of the activity the teacher uses a numbered cube to involve students in asking a question-what is on the unseen bottom of the cube?-and the students propose an explanation based on their observations.
This activity introduces basic procedures involved in inquiry and concepts describing the nature of science. Activity 1: Introducing Inquiry and the Nature of Science
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