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Early evolution of evolutionary thinking: teaching biological evolution in elementary schools

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Academic year: 2020

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Figure

Figure 1 Schematic representation of the learning progression between activities. Each box represents the key concepts learned in eachactivity and arrows represent how previously learned concepts are integrated in the next activities
Figure 2 Main steps of the activity about intra-specific diversity. (A) Discuss with the students examples of biological and inherited humantraits and write some of these examples on the board (left: a photograph taken during a class in an elementary schoo
Figure 3 Main steps of the activity about heredity and genealogical trees. (A) Ask students to draw their own genealogical tree using thetraits discussed in the activity about intra-specific diversity and the model-tree and ask them why two brothers are in
Figure 4 Main steps of the activity about natural selection. (A) Place the same number of Smarties per color on the habitat and ask studentsto write their hypotheses about what could happen to that population over time
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