Using this new knowledge, they come back to the problem, and investigate the causes underlying this problem in depth. Finally, they apply all that they have learned and try to come up with possible solutions to this problem. Approaching the learning of evolutionary concepts in this way will: show students the importance of understanding these concepts for real-life problems, allow students to apply their knowledge to a new situation, and aid in the transfer of student learning of evolutionary concepts to real-life situations.

The unit is organized as follows. First, there is a suggested lesson plan with day-to-day activities and the “big picture.” Next, there is background information on each of the specific topics referred to within the activities. Finally, the descriptions for each activity are listed, along with additional instructions for teachers, and worksheets for students.

Suggested uses: This is not intended as a substitute for a broad introduction to evolutionary concepts, but as a supplement to a broad approach. Ideally, this unit should be embedded within a larger unit on evolution, in which students learn basic evolutionary concepts (such as variation and natural selection). However, feel free to use individual lessons where they are appropriate within your class. If you have a microbiology or bacterial unit, especially if it is after the evolution unit, many of these lessons may be incorporated directly into it, as an applied, real-life example of the concepts they learned about in the evolution unit. If you use any of this unit in your classroom, please email me and let me know how it goes. Any and all feedback is welcome!

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