(Opening image copyright Daniel Korzeniewski, 2010. Used under license from Shutterstock.com.)
The Theory of Evolution
Lesson 10.1: Darwin and the Theory of Evolution
10.1.1 Darwin’s Theory at a Glance
10.1.2 The Voyage of the Beagle
- Darwin’s Observations
- The Galápagos Islands
10.1.3 Influences on Darwin
- Earlier Thinkers Who Influenced Darwin
- Artificial Selection
- Wallace’s Theory
10.1.4 Darwin’s Theory of Evolution by Natural Selection
- Evolution of Darwin’s Theory
- Applying Darwin’s Theory
- KQED: Chasing Beatles, Finding Darwin
10.1.5 KQED: The California Academy of Sciences
10.1.6 KQED: The Farallon Islands: California's Galapagos
Lesson 10.2: Evidence for Evolution
10.2.1 Fossil Evidence
10.2.2 Evidence from Living Species
- Comparative Anatomy
- Comparative Embryology
- Vestigial Structures
- Comparing DNA
- KQED: The Reverse Evolution Machine
10.2.3 Evidence from Biogeography
- Biogeography of Camels: An Example
- Island Biogeography
- Eyewitness to Evolution
Lesson 10.3: Microevolution and the Genetics of Populations
10.3.1 The Scale of Evolution
10.3.2 Genes in Populations
- Gene Pool
- Allele Frequencies
10.3.3 The Hardy-Weinberg Theorem
10.3.4 Forces of Evolution
- Gene Flow
- Genetic Drift
- Natural Selection
Lesson 10.4: Macroevolution and the Origin of Species
10.4.1 Origin of Species
- Allopatric Speciation
- Sympatric Speciation
10.4.3 Timing of Macroevolution
Pacing the Lessons
Use the Class Periods per Lesson table below as a guide for the time required to teach the lessons of this chapter.
Number of Class Periods
10.1 Darwin and the Theory of Evolution
10.2 Evidence for Evolution
10.3 Microevolution and the Genetics of Populations
10.4 Macroevolution and the Origin of Species
- Class periods are assumed to be 60 minutes long.
See the following Web sites for appropriate laboratory activities:
1. Students will model natural selection in this lab by “capturing” food using various utensils. (Lessons 10.1, 10.2, 10.3)
2. This Web site contains a large collection of population genetics labs using simple materials such as M&M's, crackers, and pop beads. (Lesson 10.3)
3. This Web site provides two different labs that allow students to explore how genetic drift causes allele frequencies to change in small populations.
These Web sites may also be helpful:
1. This Web site provides a chronology of evolutionary science, from Plato to the Human Genome Project.
2. This Web site has original articles, scientist interviews, links, and other materials for both teachers and students who want more in-depth information about many chapter topics.
3. At the URL below, you can access a wide variety of useful activities, labs, and links relating to evolution.
4. At this URL, you can find a large collection of activities on evolution.
5. This Web site is highly recommended. It provides lesson plans, common misconceptions, and many other useful resources on evolution.