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Resource library Teaching materials Evolution 101

Lesson summary for:
Journal Club Toolkit

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Overview:
This set of teaching materials aims to help instructors engage their students with the primary literature in evolutionary biology through a “journal club” that can be implemented in a discussion section or smaller class. It includes several helpful tools: annotated articles, a reading guide, additional suggested reading, and tips for students leading a discussion of a journal article.

Author/Source:
UC Museum of Paleontology

Grade level:
13-16

Time:
Several class periods

Teaching tips:
The Journal Club Toolkit was designed to be implemented in the discussion section of an evolution course or of an evolution-oriented introductory biology course and includes explicit instructions for doing so; however, the materials could be adapted to suit the needs and constraints of other class formats.

Concepts:
Correspondence to the Next Generation Science Standards is indicated in parentheses after each relevant concept. See our conceptual framework for details.

  • Science focuses on natural phenomena and processes.

  • Scientific knowledge is open to question and revision as we come up with new ideas and discover new evidence.

  • A hallmark of science is exposing ideas to testing.

  • Scientists use multiple research methods (experiments, observational research, comparative research, and modeling) to collect data.

  • Scientists can test ideas about events and processes long past, very distant, and not directly observable.

  • Scientists may explore many different hypotheses to explain their observations.

  • The real process of science is complex, iterative, and can take many different paths.

  • Scientific findings and evidence inspire new questions and shape the directions of future scientific research.

  • Science is a human endeavor.

  • Authentic scientific controversy and debate within the community contribute to scientific progress.

  • Our knowledge of the evolution of living things is always being refined as we gather more evidence.

  • Our understanding of life through time is based upon multiple lines of evidence.

Teacher background:

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