Type:

Interactive, Article/Essay, Diagram/Illustration/Map, Game, Graphic Organizer/Worksheet, Lesson Plan, Manual

Description:

Collection of Resources on Evolution. Including Presentations, web quests, labs, projects, articles and worksheets

Subjects:

  • Information & Media Literacy > General
  • Language Arts > General
  • Science > General

Education Levels:

  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10

Keywords:

Evolution collection Darwin Natural Selection Debate Theory

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution 3.0

Collections:

None
Update Standards?

SCI.9-12.L.1.1.1.a: Science

Scientific explanations are built by combining evidence that can be observed with what people already know about the world.

SCI.9-12.L.1.1.1.b: Science

Learning about the historical development of scientific concepts or about individuals who have contributed to scientific knowledge provides a better understanding of scientific inquiry and the relationship between science and society.

SCI.9-12.L.1.1.1.c: Science

Science provides knowledge, but values are also essential to making effective and ethical decisions about the application of scientific knowledge.

SCI.9-12.L.1.1.2.a: Science

Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

SCI.9-12.L.1.1.2.b: Science

Inquiry involves making judgments about the reliability of the source and relevance of information.

SCI.9-12.L.1.1.3.a: Science

Scientific explanations are accepted when they are consistent with experimental and observational evidence and when they lead to accurate predictions.

SCI.9-12.L.1.1.3.b: Science

All scientific explanations are tentative and subject to change or improvement. Each new bit of evidence can create more questions than it answers. This leads to increasingly better understanding of how things work in the living world.

SCI.9-12.L.1.1.4.a: Science

Well-accepted theories are ones that are supported by different kinds of scientific investigations often involving the contributions of individuals from different disciplines.

SCI.9-12.L.1.2.1: Science

Devise ways of making observations to test proposed explanations.

SCI.9-12.L.1.2.2.a: Science

Development of a research plan involves researching background information and understanding the major concepts in the area being investigated. Recommendations for methodologies, use of technologies, proper equipment, and safety precautions should also be included.

SCI.9-12.L.1.2.3.a: Science

Hypotheses are predictions based upon both research and observation.

SCI.9-12.L.1.2.3.b: Science

Hypotheses are widely used in science for determining what data to collect and as a guide for interpreting the data.

SCI.9-12.L.1.2.3.c: Science

Development of a research plan for testing a hypothesis requires planning to avoid bias (e.g., repeated trials, large sample size, and objective data-collection techniques).

SCI.9-12.L.1.2.4: Science

Carry out a research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

SCI.9-12.L.1.3.1.a: Science

Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena.

SCI.9-12.L.1.3.2: Science

Apply statistical analysis techniques when appropriate to test if chance alone explains the results.

SCI.9-12.L.1.3.3: Science

Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported.

SCI.9-12.L.1.3.4.a: Science

Hypotheses are valuable, even if they turn out not to be true, because they may lead to further investigation.

SCI.9-12.L.1.3.4.b: Science

Claims should be questioned if the data are based on samples that are very small, biased, or inadequately controlled or if the conclusions are based on the faulty, incomplete, or misleading use of numbers.

SCI.9-12.L.1.3.4.c: Science

Claims should be questioned if fact and opinion are intermingled, if adequate evidence is not cited, or if the conclusions do not follow logically from the evidence given.

SCI.9-12.L.1.3.5.a: Science

One assumption of science is that other individuals could arrive at the same explanation if they had access to similar evidence. Scientists make the results of their investigations public; they should describe the investigations in ways that enable others to repeat the investigations.

SCI.9-12.L.1.3.5.b: Science

Scientists use peer review to evaluate the results of scientific investigations and the explanations proposed by other scientists. They analyze the experimental procedures, examine the evidence, identify faulty reasoning, point out statements that go beyond the evidence, and suggest alternative explanations for the same observations.

SCI.9-12.L.4.3.1.a: Science

The basic theory of biological evolution states that the Earth's present-day species developed from earlier, distinctly different species.

SCI.9-12.L.4.3.1.b: Science

New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.

SCI.9-12.L.4.3.1.c: Science

Mutation and the sorting and recombining of genes during meiosis and fertilization result in a great variety of possible gene combinations.

SCI.9-12.L.4.3.1.d: Science

Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to other body cells only.

SCI.9-12.L.4.3.1.e: Science

Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life-forms, as well as for the molecular and structural similarities observed among the diverse species of living organisms.

SCI.9-12.L.4.3.1.f: Science

Species evolve over time. Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.

SCI.9-12.L.4.3.1.g: Science

Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.

SCI.9-12.L.4.3.1.h: Science

The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental conditions.

SCI.9-12.L.4.3.1.i: Science

Behaviors have evolved through natural selection. The broad patterns of behavior exhibited by organisms are those that have resulted in greater reproductive success.

SCI.9-12.L.4.3.1.j: Science

Billions of years ago, life on Earth is thought by many scientists to have begun as simple, single-celled organisms. About a billion years ago, increasingly complex multi- cellular organisms began to evolve.

SCI.9-12.L.4.3.1.k: Science

Evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change, many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.

SCI.9-12.L.4.3.1.l: Science

Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on Earth no longer exist.
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