Thematic Approach

This model retains the Setting the Stage and Concluding Discussion segments described in the Workshop Structure, but uses one of the four themes as the focus for each of four P/A sets. The order in which these are presented in the workshop is left to the presenters. In each example, we have stated the goal of the P/A, the recommended mode of delivery with links to suggested activities, and some key ideas to consider.

P/A # 1

Goal: Teachers will understand why evolution is good science and will better understand how to teach this to their students.

Recommended mode of delivery

1) 20-30 minute lecture with discussion interspersed.
2) Structured activity to illustrate why evolution is good science, about 30 minutes.

Lawson, Anton E. "A Scientific Approach to Teaching About Evolution & Special Creation". The American Biology Teacher, vol. #61, no. #4, April 1999, pages 266-274). The focus is on critical thinking, forming testable hypotheses to challenge three "theories" about the origin of the diversity of life: spontaneous generation, special creation, and evolution.
It's All In The Rocks
Students think critically to determine fact or inference when examining sedimentary layers with embedded fossils. Grades 7-12.

Key ideas to consider

Evolution is solid science.
Evolution is supported by multiple lines of independent evidence.
The idea that large-scale evolution has occurred is not controversial within the scientific community, even though it may be publicly controversial.
Address misconceptions

P/A # 2

Goal: Teachers will understand that evolution is exciting and will better understand how to convey this to their students.

Recommended mode of delivery

1) 20-30 minute lecture with discussion interspersed.
2) Structured activity to illustrate that evolution is exciting, about 30 minutes.

Classroom Cladogram of Vertebrate/Human Evolution
Students prepare a Colossal Classroom Cladogram of vertebrate evolution to dramatize the evidence that we (and in fact all living things) didn't suddenly pop into existence, but evolved by accumulating traits over vast periods of time. Grades 9-12.
Proposing Explanations for Fossil Footprints In this activity, students observe and interpret "fossil footprint" evidence. From the evidence, they construct defensible hypotheses for events that took place in the geological past. Grades 5-8.

Key ideas to consider

Select examples of evolution processes or patterns that are intrinsically exciting.
Ideally, use examples that could be used by teachers.

P/A # 3

Goal: Teachers will understand that evolution has great practical importance and will and better understand how to teach this to their students.

Recommended mode of delivery

1) 20-30 minute lecture with discussion interspersed.
2) Structured activity to show why evolution is important, about 30 minutes.

A structured discussion of the article, Applied Evolution: Technology for the 21st Century, which gives samples of many practical applications of major importance of evolution.

Key ideas to consider

Medical, agricultural, and industrial applications of evolution are already economically significant.
The importance of such applications is increasing each year.

PS # 4

Goal: Teachers will understand that teaching evolution is important and that it has special difficulties. They will better understand how to overcome these difficulties when teaching evolution to their students.

Recommended mode of delivery

1) 20-30 minute lecture with discussion interspersed.
2) Structured activity that will help students through some of these special difficulties, about 30 minutes.

Theory, Theory
This activity compares five proposed explanations for how diverse life came into existence on Earth. Each theory is compared and evaluated. Grades 9-12.
Of Sunsets, Souls and Senses
This activity explores the realm and limits of science. Engages students to give examples of topics that can be studied by science and topics that cannot. Grades 7-12.

Key ideas to consider

Help teachers avoid the "let's just teach good science" myth. Research clearly indicates that an increase in learning occurs when teachers help students to recognize and work through their misconceptions.
The "big three" misconceptions that are almost certain to emerge are:
1. Evolution is a theory in crisis (addressed P/A #1)
2. Evolution is anti-religious (and vice versa). Religion is a sensitive area for both students and teachers, and the approach to religion should be descriptive, rather than proselytizing or critical.
3. Fairness dictates that "creationism" should be presented as equally valid whenever evolution is taught in a science class. On the contrary, fairness dictates that scientific theories stand or fall on their merits; creationism has shown itself to be scientifically worthless.

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