The move away from a human-centered view of the natural order

Overview

Click on the links above for teaching schemes, activities and web links and other resources related to this topic.

Many students find this a difficult topic because of the long timescales which have to be imagined and the level of abstract thought required. They require practice in using the ideas before they can assimilate them.

1 Introduction

• It is a good idea to start by making it clear exactly what the theory is aiming to explain. Images of a single ecosystem or of the wide range of species on earth could serve as starting points. Where did these well-adapted organisms come from?
• Discuss Creation theories, by reading the first chapter of the Bible or a similar text from another religion. This can be contrasted with an evolutionary hypothesis, which has been around in some form almost as long.
• A different start could be to tell the story of Darwin's voyage and to introduce the debate through his eyes. See Web Links for Darwin information.

2 Development of Evolutionary theories

Much of this section will involve students receiving information through teacher led discussion, reading or use of other sources. This section is useful for teaching Data and Evidence f. and g. and Social Influences b. and c.

• Introduce Lamarck's attempt at a theory for a mechanism of evolution. One could consider the influence of Vitalism, Lamarck's evidence and some of the contradictions. (Students seem to find something intuitive about aspects of this theory so beware reinforcing it too strongly.)http://victorianweb.org/science/lamarck1.html
  http://www.crhst.cnrs.fr/i-corpus/lamarck/?lang=en
• The story of Darwin's voyage and some of his observations. There are videos and web sites to support this.
• Darwin's evidence. Build up a spider diagram showing the multiple influences which led to the theory, to include geology, fossils, Malthus, artificial breeding and the Galapagos observations
• Discussion or reading about Darwin's life whilst he was writing Origin of Species, his anxieties about publishing and the impact of Wallace's letter. Darwin and evolution activity on PRI "Ideas and Evidence CD " has very brief summary of these issues linked to a media activity

3 Understanding Darwin's theory

• Genetics and evolution. Rephrase the theory in terms of genes and mutation. Develop Ideas about Science by showing how the improved understanding of the mechanism of evolution confirmed the theory and led to new research on evolutionary links.
• A set of 'true or false' questions to discuss which test understanding of the theory
• Ask students in pairs to use the theory to explain to each other how natural selection has led to :
  the development of antibiotic resistance in bacteria
  the link between sickle cell and malaria in humans
  the extinction of the dinosaurs whilst other species survived
  the changes in the colour of pepper moth populations depending on pollution
  intelligence in humans
• It is useful to analyse how the development of the theory illustrates the methods of science http://bob.nap.edu/readingroom/books/evolution98/ is a good reference source.

4 Humans and evolution

Details of human evolution are not required but some knowledge is required to make sure that students can think about the move away from a human centred view of the natural order. There are good web based activities and information.

• An evolutionary tree and our genetic similarities to other species is a good place to start. http://www.becominghuman.org/ has simple web activities showing relationships between humans and other species, including chromosome comparisons
• http://www.wsu.edu/gened/learn-modules/top_longfor/overview/overvw1.html has more detailed information.

5 Reactions to Darwin's theory

• Reaction to Darwin's book at the time. Students could be given short statements and asked to allocate them to different positions and then to critically assess the comments. Any biography of Darwin would provide some quotes.
• Another approach would be to compare the current position of an established religion which accepts evolution with one which does not. The article on the difference between science and religion in http://bob.nap.edu/readingroom/books/evolution98/ would provide a useful discussion focus here.
• How do humans view themselves now? One approach would be a discussion of students views on the question 'Are we just animals or is there something special about us?'. 'Can we justify our treatment of animals from an evolutionary perspective?' would be another discussion topic.
• The use of evolutionary theory to explain an aspect of human behaviour, such as the differences between the social status of men and women in many societies can be critically examined in discussion.