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How-To-Do-It
An
to Evolution
Introduction
Aciive
Michael Lach
The theory of evolution is one of the
unifying themes in modern biology,
and one of the greatest human intellectual achievements. Evolution is rightly
a cornerstone of modern biology curriculums. Yet there is evidence that
students leave a traditional lesson on
evolution with serious conceptual misunderstandings (Bishop & Anderson
1990).
In most introductory biology classes
at the secondary school level, the fun
and exciting laboratories and hands-on
activities are saved for the units on
taxonomy, cellular biology, physiology, and photosynthesis. During the
evolution unit most teachers resort to
the old-fashioned book and lecture format, imparting knowledge to passive
students instead of letting kids develop
the model themselves. This article presents a series of simple and inexpensive hands-on activities, with a host of
extension lesson ideas, that can be used
to actively introduce students to the
scientific theory of evolution. The lessons are designed to thwart common
student difficulties, as shown by research and our experience. All lessons
have been tested in introductory biology classes in several types of schools.
Some Definitions
For the sake of clarity, let us distinguish between evolutionary fact and
evolutionary theory. It is not our intention to give credence to pseudoscience
or creationism, but to clarify the difference between the large body of experMichael Lach teaches Environmental
Science, Biology and Physics at Lake
View High School, Chicago, IL60657,
e-mail: mikelach@aol. com. Michael
Loverude is a physics Ph.D. candidate at the University of WashingWA 98112, e-mail:
ton, Seattle,
loverude@u.washington.edu.
Both
previously taught Biology and Genin New
eral Science
Orleans,
Louisiana.
Michael Loverude
132 THEAMERICANBIOLOGYTEACHER,
VOLUME60, NO. 2, FEBRUARY
1998
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An Active Approach
Teaching Evolution
To
Goalfor StudentGrowth
Day 1
Day 2
Day 3
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Generation
Rabbits
Grass
Start
1
2
3
4
5
etc.
rabbits? How can you describe the relationship between hawks and grass?
Do hawks need grass to live? Do rabbits need hawks? At some point during
the period the students should be led
to consider whether the game is realistic. What are the assumptions the game
makes? How could the game more
accurately reflect the real world?
Ask the students to predict the results if you were to start with an uneven number of organisms, and then
start over with those different initial
conditions. Give out only two or three
grass cards, two or three hawks, and
give the majority of the class rabbits;
then solicit predictions from the class
for the numbers after five generations.
Run the game until the students can
see the rabbits quickly die out, and the
hawks reproduce rapidly and then die
from starvation. For the remainder of
the first day, play the simulation with
other initial conditions, and have students graph their results. Sample data
with such a skewed distribution are
shown in Figure 2.
---
- -Hawks
=t
=
M
.
~~.....- --- - - - - - - - - --.....-..-.....I
I~~~~~~~~~~~~~~~~~~~..
----
Rabbits
Grass
01
Generation
Figure 1. Even distribution.
Begin the third day's lesson by asking students about variation within a
species, and remind them of the game
played two days before. With guidance, students will recognize a limitation of the game: all the individual
rabbits, hawks and grass were assumed to be identical. Today, control
the differences: now, some rabbits are
fast and some are slow. To rationalize
this simplification, compare the rabbits
to humans: since some people can run
faster than other humans, it is logical to
assume that some rabbits can run faster
than other rabbits. Write either "fast"
or "slow" on each rabbit card. Again,
distribute equal numbers of hawks,
rabbits and grass, but label half the
rabbits as fast and half as slow. Announce the following rule changes.
5. If two rabbits meet, the resulting
offspring will resemble the parents, unless the parents differ. If
the parents differ, the rabbit offspring will be fast on a coin toss of
heads and slow on a toss of tails.
134 THEAMERICANBIOLOGYTEACHER,
VOLUME60, NO. 2, FEBRUARY
1998
This content downloaded from 142.58.129.109 on Sun, 18 Oct 2015 08:23:57 UTC
All use subject to JSTOR Terms and Conditions
(The nuances of Mendelian genetics have been sacrificed for easeof-play; see the section on Expansion which follows.)
6. Hawks always eat slow rabbits.
Rabbits always eat grass.
7. Hawks eat fast rabbits only if a
subsequent coin toss is heads.
Now, run the game, again noting the
numbers of surviving organisms at the
end of each generation. In a class of
about 20, with the cards distributed at
random, after four or five iterations the
numbers will show a decided shift in
the rabbit population towards fast rabbits, and a subsequent decline in the
hawk population. The population of
rabbits changes, as fast rabbits are better able to survive and reproduce. (See
Figure 3.)
Again, run the simulation with different initial conditions. Try an initial
rabbit population that is one-third fast
and two-thirds slow. The students
should see that the rabbits that moved
slowly are more likely to get eaten, and
that the majority of the surviving rabbit
population is the fast type.
Check back over what you've introduced and taught. By this point, students have collected evidence about
changing organisms, and now can formulate their own explanation that describes why changes in organisms are
observed! Be sure to emphasize the fact
that it was the genetic traits-the traits
the organisms were born with-that
were passed on to subsequent generations.
Assessment
As these lessons demand a good deal
of teacher facilitation and interaction,
informal assessment of the goals during class time is pretty straightforward.
The activities are set up to introduce
elementary concepts, so followup formal assessment should be designed to
incorporate the lessons that come after
as well. The authors have developed
everything from paper-and-pencil tests
based on this material ("predict what
would happen to a population
exhibition
that.. .")
to portfolio
projects where students design and run
their own simulations to answer individual questions about evolution.
Expansion
257
E20
Grass
i=
(4-4
Rabbits
---
10 o1
5 -- - - - - - - - --
0
S
- - - -
'
...
Generation
Figure 2. Skewed distribution.
Monte Carlo computer simulation of
this game; such a program would be a
great project for advanced students or
to connect with a math class. Maxis
Software's SimLife game presents a
much more accurate game world for
students who seem limited by the inaccuracies and simplifications of this scenario. Teach some statistical analysisnormal curves, standard deviations-to
aid the second day's number crunching. Have the students invent their
own simulations- or even collect their
own real data-using what they know
of organisms in their neighborhoods.
Connect the environmental study to
the newer directed evolution theories.
As always, there are plenty of graphs,
charts and tables to draw, questions to
answer, predictions to test, and conclusions to be made.
14
>12 o--
48
-u*-Hawks
08~~~~~~~~~~~~~~~~~~~~~~~~~
kX:I.
:. .....Grass
----Fast
6 L
--
Rabbits
--
SlowRabbits
Generation
Figure 3. Diverse rabbit population.
TO EVOLUTION135
INTRODUCTION
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Acknowledgments
The authorswould like to thankJohn
Brown, Nathan Dubowski, Edward
Gilmartin, Elliot Hartman, Ben
Kramer,Julie Mikuta,Jake Socha, and
the inspiring students of Alcee Fortier
Senior High School and Booker T.
Washington High School in New Orleans, the School of the Futurein New
References
Bishop, B.A. & Anderson, C.W. (1990).
Student conceptions of natural selec-
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VOLUME60, NO. 2, FEBRUARY
1998
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