How the Macro-Evolution Misconception is Dispelled

    The first action a teacher should take to form a proper understanding of micro and macro evolution is to introduce the concepts and explain them thoroughly.  Talkorigins.org defines macroevolution as being evolution at a grand scale which result in a totally different species.  Wikipedia defines microevolution as tiny-scale mutations, natural selection, artifical selection, gene flow, and genetic drift changes in a species over time. Many people, even children, immediately become defensive when the subject of evolution is brought up.  Teachers must lead their students to an understanding of fact and fiction, reality and theory.  Review your knowledge of evolution by reading this article on Wikipedia.

     This website takes one through the widely accepted theory of evolution through a evolution scientist point of view.  The contents of this page include heredity, variation of mutation, sex and recombination, population genetics, and gene flow.  The site also includes explanations of mechanisms and outcomes of evolution, as well as the evolutionary history of life and the history of evolutionary thought.

http://en.wikipedia.org/wiki/Evolution

     Also essential in this step is to take a look at the next website which states that evolution can be 'debunked' by many scientists and scientific evidence.  This website was written by Bradford G Schleifer.  He authors a seven part discusssion on how and why evolution should be dispelled. The website guides you through everything evolution holds to be true such as the Big Bang theory to the fact that all theories of origins of life have to have a good foundation.

http://www.realtruth.org/articles/080502-004-eedfs.html

     Adequate parent involvement and communication is crutial when teaching on a controversial subject such as evolution.  Parent packets might be sent home prior to the lesson which would serve to educate and inform parents on the concepts that will be taught and initiate communication between the teacher and parent.  An informational meeting could also serve the same purpose.  Ideally, the parents would then bring up the topic with their children and discuss the issues involved before the classroom lesson. 

     This link to the National Science Teachers Association gives the group's postition statement on parent involvement in science classrooms.  The position does not lend itself to allow creation origin to be taught in a positive light or in any light at all.  Their position is that evolution will be tested in elementary and secondary schools so teachers had better be teaching it properly to avoid penalties for subpar performance on standardized testing.

http://www.nsta.org/about/positions/parents.aspx

     An article that should be read by all teachers who would like to dispell the macro-evolution misconception should read the following article found at the link below.  The article is written by a lawyer who is part of  a nationwide public interest religious civil liberties law firm.  The article details laws and policies that teachers can follow to adhere to the letter of the law when teaching creation along side evolution.

http://www.lc.org/media/9980/attachments/Teaching%20Creation%20Science%20-%20Booklet-2007.pdf 

     Investigative lesson plans which guide students to reach conclusions based on scientific observations are especially helpful.  Children, as well as adults, learn by doing.  This link below provides some wonderful hands-on evolution lessons.  Many are made for older students, but can easily be adapted for elementary classrooms.

 http://evolution.berkeley.edu/evosite/search/search_lessons.php?sort_by=audience_rank&topic_id=&keywords=teach+about+microevolution&Submit=Search

     Another useful website for lesson plans on creation is linked below.  This website gives free lesson plans for every part of creation from origins of life to the fossil records. The lesson plans are geared toward a private christian school, but can be adapted according to the Lemon Law specified in the article linked above. 

http://www.christiananswers.net/kids/lesson-plans.html#creation 

Developers of this page

Current group members (first names only): Loree (spring '09)

All editors and writers (first names only): Amanda, Shelley, Loree and Jason (Spring '09)

All editors and writers (first names only): David, Rachel, and Jason (Spring '08)

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