Teaching Evolution through Human Examples. The "Teaching Evolution through Human Examples" (TEtHE) three-year exploratory research and development project was funded by National Science Foundation Discovery Research K-12 grant #1119468.
The project has created four curriculum units for Advanced Placement (AP) Biology classes, aligned to the learning objectives, using human case studies to teach core evolutionary principles. The curriculum units are: (1) Adaptation to Altitude, (2) Malaria, (3) Evolution of Human Skin Color, and (4) What Does It Mean To Be Human?. The project has also created a CRS (Cultural and Religious Sensitivity) Teaching Strategies Resource to help teachers create a comfortable and supportive classroom environment for teaching evolution.
More information about the project can be found here (link is external). EVOLUTION - THE LINK TO OUR PAST (Documentary) History/science/Darwin. The Endosymbiosis Theory: Evolution of Cells - Free Intro to Biology Video. Evolutionary Chimera Several mythological creatures are combinations of animals.
For example, the griffin is a combination of a lion and an eagle, while the jackalope is combination of a jackrabbit and an antelope. The most notorious combination of animals is that of a lion, serpent and goat. While this may seem like an odd combination, in Greek mythology, it was known as the Chimera. This compilation of animals had powers and traits of the each animals involved. Cells Before we can look at how current cells evolved from ancient cells, we first need to talk a little bit about cells themselves. Prokaryotic cells are simple cells with no membrane-bound organelles.
Eukaryotic cells are complex cells with membrane-bound organelles and a nucleus. Eukaryotic cells are the cells that make up our bodies. Short Films. “Film is a powerful way to tell stories. … The right story, told well, can be engaging, informative, and memorable.”
—Sean B. Carroll HHMI’s series of short films for the classroom brings fascinating stories of science and scientists to students and teachers. The films aim to bring important scientific advances to life with concrete examples of how science works, how evidence is weighed and tested, and how conclusions are reached. These compelling stories, in fields ranging from evolutionary biology and genetics to earth science, feature leading scientists and stunning locations around the world.
Importantly, each film is accompanied by a collection of supporting materials, including film guides, quizzes, hands-on activities, and lesson plans, that teachers use to increase the impact of the films in their instruction. The films and accompanying resources are available for download at BioInteractive.org. Taxonomy browser (root) The Day the Mesozoic Died.
How We Got Here: An Inquiry-Based Activity About Human Evolution. Rebecca M.
Price + Author Affiliations E-mail: email@example.com Show your students the face of a baby chimpanzee, and they will be startled and amazed by how human she is (see the photo). The image intrigues and primes students for a scientific inquiry cycle in which they will engage with, explore, explain, elaborate, and evaluate data [the 5e inquiry cycle (1)]. Students spend the majority of class time testing the hypothesis that the evolution of skull shape within the human lineage took place largely by truncating the development of a chimpanzee-like ancestor.
This learning module is flexible; one can choose learning goals that are appropriate to the course content (see the table). Step 1. Step 2. Chimpanzee. The startling similarities between baby chimpanzees and humans engage students in the scientific process. Step 3. Step 4. Three different inquiry cycles. The steps targeting the 5e inquiry cycle (dark colors) are shown; they may also include secondary foci (light colors). Step 5. NaturalSelectionProtocol.
Sexual conflict final. NIH Curriculum Supplement Series for High School - Evolution and Medicine. Great Transitions: The Origin of Tetrapods. The Origin of the Species series. Origins: Series Overview. Origins: Back to the Beginning September 29, 2004 NEIL deGRASSE TYSON (Astrophysicist): A hellish, fiery wasteland, a molten planet hostile to life, yet somehow, amazingly, this is where we got our start.
How? How did the universe, our planet, how did we ourselves come to be? How did the first sparks of life take hold here? Right now, we're all eavesdropping on the birth pangs of the cosmos. DAVID SPERGEL (Princeton University): ...how big it is, how old it is, what's it made of, and what were the processes that made galaxies, that made us. NEIL deGRASSE TYSON: So a furious race is on to solve the ultimate mystery.
ANTHONY READHEAD (California Institute of Technology): The spirit of competition is one of the things, of course, that drives scientists. Keep our fingers crossed. NEIL deGRASSE TYSON: And as our new vision of the universe emerges, strange ideas reveal themselves. STAN WOOSLEY (University of California, Santa Cruz): Stars are the ultimate alchemist. Hello. ARNO PENZIAS: Oh, yeah. Rock Pocket Mouse Simulation Student. Genetic Variation. Quick Speciation Lab. NIH Curriculum Supplement Series for High School - Human Genetic Variation. The Molecular Evolution of Gene Birth and Death.