The course includes readings, lectures, and discussions. Evolution is the unifying concept in modern biology.  Theodosius Dobzansky's statement in 1973 that "nothing makes sense in biology except in the light of evolution" is amongst the most profound ever made.  Our focus in this course is to understand major evolutionary phenomena.  Because these often occur over vast amounts of time and space, they are sometimes difficult to grasp.  For many organisms, seasonal weather patterns (fall, winter, spring, summer) span their entire lifespan, whereas for others (e.g., oak trees or people) a hundred annual seasons can be experienced.  Global patterns of interaction (a vast amount of space) and geological timescales (a vast amount of time) are challenging for us to think about and for people (including students and research scientists alike) to study.  I want us to think about, wonder about, appreciate, and understand these challenges of time and space.

The evolution of humans -- that the origin, history, and future of humans on our planet can be explained by these evolutionary processes (i.e., humans have been subject to the same processes as other organisms) -- is a major focus of this course.  But, like only a few other individual species in the history of life, humans have the capacity to impact other species -- causing their extinction or explosive population expansion.  That humans have begun to change (disrupt) global biogeochemical cycles and climate makes us an important force in the future of life on earth.  

This is a FUN, interactive course that will teach scientific principles in a fun way.

Week 1: Introduction to Evolution 
Week 2: Introduction and Principles : Why Evolution is relevant today
Week 3: Time and the Geological Revolution
Week 4: Evidence of Evolution
Week 5: Darwin's Observations
Week 6: Evolutionary Questions
Week 7: Evolutionary Explanations to 1850s
Week 8: Macroevolution & Primate adaptations and relationships

 If you and I are successful in this class, we will both reach the following objectives.  Note that understanding includes being able to explain:

You will understand the study of evolution as a science
You will understand how the forms, functions, and life histories of organisms have evolved
You will understand the interconnections among organisms and the environment
You will understand that humans have evolved and how our actions effect the evolution of other organisms

The in-class exercises, assignments, and exams are designed to lead you to achieve what I hope will be a high level of understanding.
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The purpose of this unit is to have the students understand the theory of evolution, the role of natural
selection in evolution, understand how the genetics of populations change through the process of natural
selection in evolution, and be able to support their understanding by demonstration and with evidence as
well as relate these ideas’ effect on life on the Earth and more specifically the Hawaiian Islands. They
should have an understanding of the some of the factors that influence natural selection, both internal
and external, as well as understanding the ideas of fitness, founder effect, gene pool, gene frequency,
genetic drift, and genetic bottleneck and their role in evolution and natural selection. 
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SAMPLE CONTENT BREAKDOWN: 
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The resources below are set up in a model lesson
format. The ppt provides guidance for the entire lesson
including activating, teaching and summarizing
strategies. The activities listed below the ppt are used
during the lesson and are identified in the ppt for use
where they are most likely appropriate. The resources
can be used as an entire lesson or pulled out for use
separately.
 Fossils and Evolution ppt [Includes “I Do”, “You Do”,
and “We Do”] – This essential question only covers
fossils, the definition of evolution, and evidence for
evolution. See “Notes” on ppt slides for suggested
instructional approaches where applicable or view
the Fossils and Evolution PPT Notes
 Sequencing Time Activity [students assign relative
and numerical times to events in their lives to
understand how scientists developed the Geologic
Time Scale | What Came First? Activity [students
sequence actual events in the history of life on
Earth and place them on a large timeline]
 Relative Age Teacher Demonstration [optional if
students are not understanding the general concept]
 Using Fossils to Gather Evidence of Once Living
Organisms Worksheet [could be used as a
Formative Assessment Check]
 Mr. Parr Fossils Song
 Activities to demonstrate evidence and theories
(theories are based on current findings and can
change)
o Dogs and Turnips Sentence Activity
o The Great Fossil Find Activity
o Xenosmilus Activity (similar to Great Fossil Find)
 Branching Diagram Practice
 Evidence of Evolution Formative Assessment
Check
 Common Ancestor Formative Assessment Check