tag:nabble.aealearningonline.org,2006:forum-15043Nabble - Forum: Biological Evolution: Unity and Diversity (Conceptual Framework)2024-03-28T23:33:01ZAfter reading the section on Evolution from the Science Conceptual Framework, what were some new learnings, something that you may have already known, or some questions you still have? What preconceptions do you anticipate your students will have about topics found in this standard? What are some ways you plan on addressing these preconceptions? tag:nabble.aealearningonline.org,2006:post-20413Theresa Taylor -- Biological Evolution2023-05-26T14:48:15Z2023-05-26T14:48:15Zttaylor@cam.k12.ia.us
Something Newly learned:
<br/>Reading the the few pages in the book and watching videos, I have been doing extra research on how to teach this concept without stepping on toes or offending parents or students. I think that possibly a letter/email needs to go out to parents (checked by the principal/superintendent) that posts the Iowa Standards and what needs to be covered in the unit so that parents feel comfortable and prepared for what will be taught to their children.
<br/><br/>Something known:
<br/>That evolution is an ongoing science and that natural selection acts on organisms so that they can survive the change. This is not a quick process but it is an important process that occurs in nature.
<br/><br/>Student Preconceptions:
<br/>After reading online articles, most of them read that this is a concept that is not taught in school because of religious or cultural objectives. There is a conflict with religious beliefs that cause parents not to want teachers to teach their children and that teachers don't want to offend parents/students so they just skip the unit.
tag:nabble.aealearningonline.org,2006:post-19944Biodiversity Reflection and 3rd Grade Standard2023-02-19T16:00:51Z2023-02-19T16:00:51ZMolly Fox
New Learning:
<br/>Well, I actually learned a lot about evolution. I honestly do not remember being taught this when I was in high school in the 90's. Yikes. The biggest take away I had was that evolution explains both the similarities and differences of genetic material across all species. I also learned that DNA is used and is still being used to compare species.
<br/><br/>I Knew: I recalled much more about natural selection and adaptations. I knew that some living things resemble extinct plants and animals. Natural selection occurs to eventually lead to adaptations that happen over generations to increase survival of a species.
<br/><br/><br/><br/>I didn't notice a link for the standard, DCI, SEP, and CCC for Biological Evolution so I put it here:
<br/><br/>*3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
<br/>*SEP: Analyzing and Interpreting Data
<br/>During and after a fossil investigation, students will use data to determine meaning. They will interpret what the data tells them and provide evidence of organisms and the environments from long ago.
<br/><br/>*DCI: LS4.A- Evidence of Common Ancestry and Diversity
<br/>During the fossil inquiry, students will examine fossils of an extinct species and interpret data to realize that the extinct species resembles living things. The fossil inquiry will also provide data for the environment in which the animals lived in long ago.
<br/><br/>CCC: Scale, Proportion, and Quantity
<br/>This concept is about size, timespan, and energy. This standard will mostly address timespan which is long or short periods of time. The fossil inquiry is about a very long time ago with extinct animals. Students will need to understand how long ago it was and compare it with their current time.
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tag:nabble.aealearningonline.org,2006:post-19688Biodiversity2022-12-13T20:03:04Z2022-12-13T20:03:04Ztaryn.kromminga@gmail.com
What were some new learnings?
<br/>Evolution is continuous and ongoing. Not all species have a fossil record. We have gaps in the timeline of evolution.
<br/><br/>Something that you may have already known:
<br/>Students at the elementary level begin with variation, a lesson idea from the video is showing them a photo and having them identify the number of species they can see.
<br/><br/>Questions you still have?
<br/>Standard LS4.B is left blank for elementary- reason for this?
<br/><br/>What preconceptions do you anticipate your students will have about topics found in this standard?
<br/>Evolution is a quick and easy process and having students understand the concept of time. How evolution and variation happen over multiple generations and how there are several other different species that have evolved between humans and dinosaurs. Students are expected to know how some species lived a long time ago but are no longer present today. They need to understand the term extinction and its possible causes.
<br/><br/>What are some ways you plan on addressing these preconceptions?
<br/>Having a visual timeline posted in the classroom. Using a lot of pictures for modeling side-by-side comparing and contrasting. This will help take such a complex topic and make it more concrete.
tag:nabble.aealearningonline.org,2006:post-18463Biological Evolution2022-01-18T19:33:26Z2022-01-18T19:33:26Zfisherrich
Reading this for my own personal interests was really interesting and intriguing. I really enjoyed going into the depth at a higher level of understanding of different aspects of evolution from prehistoric times to modern technologies. My thought as an upper elementary teacher is that there is specific standards written for 3rd grade when it comes to evolution but nothing in 4th and 5th, also teaching 6th grade I know that there is very little that is considered an evolutionary based standard. The thing that got me thinking about how I could apply this to my current situation is those benchmark ideas such as "by the end of grade 5 Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. Having these statements gives me a better understanding of how we could apply the evolutionary standards into grade levels that don't necessarily have an abundance of these specific standards.
tag:nabble.aealearningonline.org,2006:post-15171Conceptual Framework2020-01-17T12:43:35Z2020-01-17T12:43:35ZTeacher 3
<br/><br/>I am learning more about what is being taught related to Biological Evolution. I learned what is considered evidence showing how different species are related. Fossils are being compared with one another and to living organisms according to their similarities. I know that evolution is a continuous and ongoing event. Traits that help an individual species survive will help that species survive. I also know that the environment plays a big part in variants in species. A species needs to adapt to their environment, which also strengthens a trait, and may result in a new species.
<br/><br/>I think students may not understand that change occurs in organisms. I need to make sure they realize the environment and specific traits help a species survive or become extinct. I will make sure the students look at different animals and talk about why they survived or became extinct.
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tag:nabble.aealearningonline.org,2006:post-15170Biological Evolution (Conceptual Framework)2020-01-17T12:41:34Z2020-01-17T12:41:34ZTeacher 3
I appreciated reading this section of A Framework for Science. It's good for me to really dig into and study more thoroughly what deep thinking, intelligent scientists have found, observed, and inferred about what they've seen. I, too, am a deep thinker (my husband, who is more of a doer, often tells me to not "think so much!"), and I love to be taking this class with other deep thinkers and science-interested people.
<br/><br/>Combining this reading with what I saw from the Bozeman videos, I feel more confident to tell my students what the latest thinking is on biological evolution. I appreciated the line in our reading of A Framework for K-12 Science Education (on p. 163 in my book) that said, "Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent." Paul Anderson noted on the videos that some apes and humans are observed to have only a 1.2% difference in their DNA sequence. So I'm wondering if that is enough similarity for us to conclude that we have evolved through generations of time from apes. 1.2% can make a lot of difference. When humans can build the culture, civilizations, inventions, towns and cities... that we have built throughout history, it seems that 1.2% makes a lot of difference! It's pretty fascinating to think about.
<br/><br/>Studying natural selection and adaptation will be useful when it comes to practical science, such as, studying pests on our crops. Also, I'm looking forward to discussing with my students the importance of taking care of our habitat. I hope to have some practical discussions on what we can do to be good caretakers of our planet Earth.