Evolution: Convergence, Divergence

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Evolution Convergence, Divergence Adaptation

• Lessons Developed to Teach Evolution Ecology to
  Middle High School Students
• Kathy Daniels
• Indiana University REU/RET Program 2007
• Mentor Dr. Emilia Martins

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Original Idea Update the Vivarium

• The vivarium in Jordan Hall houses reptiles from
  around the world.
• For several years the only information was on 2
  small signs about 1 animal on each side of the
  exhibit.
• It needed updating.

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Evolved Idea Plan an educational experience
around the vivarium

• As I looked around Jordan Hall, as a teacher, I
  saw potential in all the resources located in
  just this building.
• Vivarium
• Specimen Collection
• Bird Paintings
• Greenhouse
• Prairie Plantings

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Goals

• To teach the evolutionary concepts of
  convergence, divergence and adaptation
• To provide a venue for teacher outreach
• To raise awareness in middle high school
  students of resources programs at IU
• To provide teachers an inexpensive and innovative
  way to teach evolution
• To align project objectives to the Indiana State
  Science Standards

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Description

• 12 lessons and activities designed
• Pre-visit lessons prepare students for a visit to
  the exhibit areas in Jordan Hall
• On-site activities created for completion at
  Jordan Hall using the exhibits
• Post-visit lessons designed for reviewing
  extending the concepts learned by visiting Jordan
  Hall.

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Components

• Signs were developed for the vivarium.
• The signs concentrated on the topic of convergent
  evolution.
• Old world and New World terminology is also
  explained through the signs on the vivarium.
• Viewers are encouraged to compare the animals and
  plants on each side of the vivarium to observe
  evidence of convergence.
• Questions on the signs are designed to pique the
  interest of anyone who stops to observe the
  vivarium.

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Components

• A collection of 12 activities and lessons were
  developed around three concepts in evolution.
• In order to create a complete learning cycle, the
  pre-visit activities, on-site activities, and
  post-visit activities are all aligned to the
  three concepts of convergence, divergence, and
  adaptation.

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Components

• A website was developed includes
• All educational materials
• Links
• Background information
• Teacher tips
• Contacts

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Internet Resources

• www.bio.indiana.edu/
• orwww.nccsc.k12.in.us/kdaniels/IU/evolution_field
  _trip_homepage.htm

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Jim Holland Summer Enrichment Program Pilot
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Future Plans

• One of the unmet goals this summer was to develop
  an ongoing relationship with Wonderlab museum.
• A relationship has begun to form, and potential
  project ideas have been shared between the
  Martins Lab and Wonderlab.
• It was interesting that in the evaluation of the
  pilot program the same ideas were expressed by
  the students as something that would make the
  field trip experience more meaningful.
• Develop an interactive demonstrations
• Obtain/Train docents to lead the activities in
  each exhibit area

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Current Plans

• Migrate website to IUs server in the biology
  department
• Promote the website and free field trip
  opportunity to high school teachers in Southern
  Indiana
• Present field trip project at HASTI conference in
  February
• Pursue funding opportunities for next summer to
  complete this summers unmet goal

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THANK YOU!

• I would like to express my gratitude to
• IU for having the REU, and now RET program
• Dr. Emilia Martins for letting me run with the
  idea for the field trip experience, and providing
  the support and guidance when I needed it!
• Linda Summers for taking care of the endless
  details
• The Jim Holland SEP program for providing me with
  adolescent human guinea pigs

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Additional Information

• The Indiana State Science Standards
  may be found atwww.doe.state.in.us/standards/HS-S
  cience.html
• This material is based upon work supported by the
  National Science Foundation under Grant No.
  0453403. Any opinions, findings, and conclusions
  or recommendations expressed in this material are
  those of the author(s) and do not necessarily
  reflect the views of the National Science
  Foundation.