New science standards and reform recommendations spanning grades K--16 focus on a limited set of key scientific concepts from each discipline that all students should know. They also emphasize the integration of these concepts with science practices so that students learn not only the "what" of science but also the "how" and…

Illustrates how antigen-antibody interactions can be applied to the study of evolution. Includes background information, materials, methods, procedures, and results. (SAH)

Presents an activity in which students seek answers to questions about evolutionary relationships by using genetic databases and bioinformatics software. Students build genetic distance matrices and phylogenetic trees based on molecular sequence data using web-based resources. Provides a flowchart of steps involved in accessing, retrieving, and…

Describes a classroom activity that teaches the mechanism of genetic drift to undergraduates. Illustrates a number of concepts that are critical in developing evolution literacy by sampling M&M milk chocolate candies. (MM)

Explores various theories for the extinction of the great Ice Age mammals and Homo neanderthalensis. Presents an activity in which students research evidence for and against the various hypotheses, then meet in class to discuss the merits of each. (Author/ASK)

Presents an exercise to demonstrate adaptive landscaping. Describes the effects of selection and genetic drift. (YDS)

Describes a laboratory experiment on resistance to teach about evolution and issues of misuse of antimicrobial compounds. Investigates Escherichia coli's response to treatment of triclosan, a biocide used in consumer products. (Contains 12 references.) (YDS)

Describes a science activity on the importance of meiosis for variability. Uses a coin flip to demonstrate the random arrangement of genetic materials and explains how this results in zygotes with a new DNA combination. (YDS)

Describes a project that enables students to emulate a scientist in the classroom setting through collaboration on research projects, use of research literature, and communication with scientific peers. Student groups focus on investigations of the cellular and molecular aspects of a disease. (DDR)

Presents the results of a survey on evolution given to 392 university students in western Pennsylvania. Concludes that, although nearly three-quarters of the students say they believe in the theory of evolution, most do not understand the mechanism behind it. (PR)

Recommends using online molecular databases as teaching tools to illustrate evolutionary questions and concepts while introducing students to public molecular databases. Provides activities in which students make molecular comparisons between species. (YDS)

Describes two activities that use jelly beans to teach the three fundamental modes of natural selection, the theory of competitive exclusion, and how competition structures communities. (ASK)

Presents an activity that highlights the mechanism and power of natural selection. Allows students to think in terms of modeling a biological process and instills an appreciation for a mathematical approach to biological problems. (JRH)

Describes two investigative labs that use live plants to illustrate important biological principles, include quantitative analysis, and require very little equipment. Each lab is adaptable to a variety of class sizes, course contents, and student backgrounds. Topics include the evolution of flower size in Mimulus and pollination of Brassicas. (DDR)

Introduces a laboratory activity on biological diversity that focuses on mollusks and trees. (YDS)