![]() ![]() Ruse M (2013b) The Gaia hypothesis: science on a pagan planet. Ruse M (ed) (2013a) The Cambridge companion to Darwin and evolutionary thought. Yale University Press, New Haven, pp 20–36 In: Harman O, Dietrich MR (eds) Rebels, mavericks, and heretics in biology. Ruse M (2008) Alfred Russel Wallace, the discovery of natural selection and the origins of humankind. Ruse M (1980) Charles Darwin and group selection. Ruse M (1979) The Darwinian revolution: science red in tooth and claw. Malthus TR (1798) An essay on the principle of population. Kutschera U (2008) Darwin–Wallace principle of natural selection. Kutschera U (2003) A comparative analysis of the Darwin–Wallace papers and the development of the concept of natural selection. Hume D (1757) A natural history of religion. Hamilton WD (1964) The genetical evolution of social behaviour. John Murray, Londonĭarwin C (1871) The descent of man, and selection in relation to sex, vol 1-2. Churchill, Londonĭarwin C (1859) On the origin of species by means of natural selection, or the preservation of favoured races in the struggle for life. Knopf, New YorkĬhambers R (1844) Vestiges of the natural history of creation. Knopf, New Yorkīrowne J (2002) Charles Darwin: The power of place. Have students select a demonstration that they can present to the class.Browne J (1995) Charles Darwin: voyaging. Have students research and devise a demonstration of how natural selection works in plants or animals. Today, this idea is widely accepted by scientists. Tell students that Darwin, along with another scientist, Alfred Russel Wallace, were the first to propose the idea of evolution through natural selection. After research, have students summarize how the entry supports the legacy of an idea by writing a 280-character tweet that announces the evidence. Then have them research that entry to learn more about how the discovery came about and what it adds to our understanding of evolution. Have the groups present their demonstration to the class.Īsk students to read through the timeline and select one of the entries. Encourage the groups to build models to demonstrate how the shape of the beak is best suited for obtaining certain types of food. Have the groups select one type of finch and explain how its beak adapted through natural selection to gather its food. Have students work in groups to research the finches Darwin studied in the Galapagos. Then ask students to research Lucy and write a short paragraph describing why she is an important find. Ask students to identify where “Lucy” fits into the tree. Have students search to find a tree of life diagram of human evolution. Then have students write a response from Charles Darwin explaining why his theory of natural selection is correct. Ask the pairs to choose one scientist or idea and make a poster that explains why that scientist thinks Darwin is wrong. ![]() Have students work in pairs to research the scientists and ideas that were used to challenge Darwin’s theory about the role of natural selection. Introduce students to Charles Darwin’s research, Gregor Mendel’s work with pea plants, and James Watson and Francis Crick’s determination of the structure of DNA. These activities can be done as in-class assignments, small group work, or they can be completed outside of class time. Define key ideas such as natural selection, inheritance, and DNA. Introduce and share the infographic with students. ![]()
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