orangutan

Resources

Free Image Sources

classroomclipart.com
discoveryschool clipart
clker.com

Building a Website

Evolution Sites

Evolution at PBS
Understanding Evolution (Berkeley)
Evolution at NewScientist
National Center for Science Education

Caution: Many sites contain misinformation about evolution; when performing a google search on your topic, check the reliability of the source.

Evolution Project

Introduction

Evolution is known as the Unifying Theory of Biology, yet it is probably the most controversial theory. Some people oppose evolution because of religious beliefs, and some even believe strongly that the theory should not be taught in schools at all. The debate has been going on for several years. Most biologists feel that you can't teach about animals and biology without using the Theory of Evolution to explain why things are they way they are. In this activity, you are going to create an informational web site exploring the theory of evolution and answering some of your own questions about the topic.

Task

Your final project is a web page that will be posted on the web for other students to read, so you should always consider your audience. If you don't know how to make a webpage, don't worry. The word processor on your computer will convert what you write into a webpage. Your web page should be visually appealing and contain lots of good information and facts about the Theoryof Evolution.

Learning goals

learn the main tenants of the Theory of Evolution.
articulate this knowledge in the form of a web page
evaluate your own attitudes regarding the topic of evolution
distinguish between facts regarding evolution and misconceptions about evolution

Process

You will be keeping a folder in the class that contains documents related to the project. The list below outlines the process, and indicates resources that need to be placed in your Project Folder.

1. First get together with your group and look at the Evolution Quiz. As a group, determine which ones you think are true and which ones you think are false. Set the questions aside. When you are finished with the project, you will be experts, and you can go back and change your answers. Keep this quiz in your Project File.

2. Fill out the KWL chart; highlighting what you already know as a group and what you would like to know, the last column will be completed at the end of the lesson. Keep the KWH chart in your file.

3. Use the KWL chart to decide what questions you will focus on, divide the questions among your group members. Each person is tasked with finding the answer to their question(s) and reporting back to the group. Fill out the Tic Tac Toe Notes as an invidual where you find at least nine details, facts, or sketches related to your assigned questions (topic). Place each tic tac toe chart in the group's Project Folder.

5. Rejoin your group and share your information. At this point you will need to begin to make some decisions about what will be included on your website. Print a copy of the Website Planning Template and write down what you will be including on your page. Put your planning template in your project folder.

6. Google sites allows you to use a variety of templates, you may decide to use any one of them. Your planning template is just a rough guide of information to include, but this information can be organized any way you want. See your instructor for more details about accessing google sites. This may require you to create an account as a group, or use an account provided for you by your instructor. This is the final phase of your project, where you present the knowledge you have gained in a publication. *Alternately, wikispaces can be used.

Clip art and other images can be used, but be sure to cite sources. The images on this site came from classroomclipart.com. It is important to respect other people's intellectual property. Do not copy content or pictures without proper citations.

7. Once this publication is complete, be sure to provide your instuctor with the url (address) of the site by writing it on the front of your project folder. Return to your original KWL chart and complete the column for what you have learned. Turn in your folder with all of your documents.

Assessment

CATEGORY	4	3	2	1	This rubric was created with rubistar, your instructor may use a different rubric, this is just a sample.
Navigation	Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost.	Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost.	Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost.	Some links do not take the reader to the sites described. A user typically feels lost.
Spelling and Grammar	There are no errors in spelling, punctuation or grammar in the final draft of the Web site.	There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Web site.	There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Web site.	There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Web site.
Content	The site has a well-stated clear purpose and theme that is carried out throughout the site.	The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.	The purpose and theme of the site is somewhat muddy or vague.	The site lacks a purpose and theme.
Content Accuracy	All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met.	Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met.	Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met.	There are several inaccuracies in the content provided by the students OR many of the requirements were not met.
Interest	The author has made an exceptional attempt to make the content of this Web site interesting to the people for whom it is intended.	The author has tried to make the content of this Web site interesting to the people for whom it is intended.	The author has put lots of information in the Web site but there is little evidence that the person tried to present the information in an interesting way.	The author has provided only the minimum amount of information and has not transformed the information to make it more interesting to the audience (e.g., has only provided a list of links to the content of others).
Work Ethic	Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.	Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.	Student usually uses classroom project time well, but occasionally distracts others from their work.	Student does not use classroom project time well OR typically is disruptive to the work of others.
Learning of Material	The student has an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions about the content and procedures used to make the web site.	The student has a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site.	The student has a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site.	Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site.
Graphics	Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding.	Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding.	Graphics are related to the theme/purpose of the site, and are of good quality.	Graphics seem randomly chosen, are of low quality, OR distract the reader.