A WebQuest Created by:
Lon L. Eilders, II
University of Tennessee at Chattanooga
Introduction | Task | Process | Evaluation | Conclusion | Teachers | Credits/References
Until the time of Darwin, the Church's belief that creation was by the hand of God held sway. With Darwin's Theory of Evolution by the process of Natural Selection, there came a debate between creationist and evolutionists that is still being waged today.
Gather information from reliable sources on the two different view points on the creation of life on Earth. This gathered research information will be used as the basis for discussion on this topic in a Socratic Seminar format.
Use the following websites to gather information to use as the basis for discussion during the Socratic debate you will participate in class. Remember that opinions should always refer back to the primary documents.
Institute for Creation Research
How did it all begin? The self-assembly of organic molecules and the origin of cellular life (Continue to follow links to the end of page four)
Origin and Evolution of Life in the Oceans
Students will be evaluated using the following rubric:
Rubric (word document)
Rubric (PDF file)
Socratic Seminar Rubric
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4 frequently contributes meaningfully to the discussion uses specific references to the text or film builds on another's point explains ideas thoroughly explains ideas clearly initiates new ideas pays attention when others speak makes direct references to points made by other students includes others through verbal exchange or invitation into conversation
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3 occasionally contributes to the discussion refers to the text or film in general ways occasionally refers to another's point attempts to explain ideas may initiate a new idea pays attention when others speak
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2 rarely contributes to the discussion shows little evidence of knowledge regarding the text or film presents unexplained ideas makes tangential remarks becomes involved sporadically rarely pays attention when others speak
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1 makes little or no contribution to the discussion no evidence of knowledge regarding the text or film speaks off topic shows uninvolved attitude interrupts when others speak dominates makes personal criticisms of the ideas of others shows disrespect attempts to obstruct the discussion process does not pay attention to others
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Total |
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Self Assessment |
4 |
3 |
2 |
1 |
X 12.5 |
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Teacher Assessment |
4 |
3 |
2 |
1 |
X 12.5 |
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Will the conflict ever be resolved? Are there really any absolutes when studying science?
Grade Band: 9-12 Earth Science, Geology, Life Science, Biology I, and AP Biology
Tennessee State Standards: 9-12 Earth Science
4.2 investigate the evolution of Earth.
Tennessee State Standards: 9-12 Geology
4.2 investigate the evolution of Earth.
4.3 investigate the history of life.
Tennessee State Standards: 9-12 Life Science
6.2 interpret various forms of evidence for biological evolution.
Tennessee State Standards: 9-12 Biology I
6.3 recognize the contributions of scientists, including Darwin, to the concept of evolution.
6.4 apply current knowledge of DNA and comparative anatomy to provide evidence for biological evolution.
College Board: 9-12 AP Biology
Evolutionary Biology: early evolution of life, evidence for evolution, and mechanisms for evolution
Purpose: To encourage students to learn about the origin of life in the ocean through the exciting use of the Internet. To encourage the presentation of data through a Socratic Seminar.
Preceding and Ensuing Events of Instruction: The teacher should first show the IMAX movie Origins of Life: four billion years in the ocean (75 minutes) which is available through slingshot. This should prompt student interest in the topics covered in this WebQuest. Ordering information at www.slingshotdvd.com
The teacher will need to explain the rules for a Socratic Seminar.
This WebQuest can prompt future interest of students in the field of oceanography and evolution.
Learning Improvements: Students will be allowed to do independent research which should lead to a move away from extrinsic rewards to greater intrinsic rewards. Learning will be reinforced when the students assemble and evaluate the research they have done.
Improvements and Expansions: This WebQuest can be expanded by introducing the idea that theories are not absolute and how the correspondence principle relates to theories that brake down and must be revised.
Deamer, D. W. (1999). How did it all begin? the self-assembly of organic molecules and the origin of cellular life. Retrieved June 19, 2003, from http://www.ucmp.berkeley.edu/education/events/deamer1.html
Henrichs, S. M. (n.d.). Origin and evolution of life in the oceans. Retrieved June 19, 2003, from http://www.sfos.uaf.edu/msl111/notes/orgoc.html
Henrichs, S. M. (n.d.). Origin of the Oceans. Retrieved June 19, 2003, from http://www.sfos.uaf.edu/msl111/notes/origin.html
Mastropaolo, J. (2003). Evolution is biologically impossible. Retrieved June 19, 2003, from http://www.icr.org/pubs/imp/imp-317.htm
Slingshot Entertainment. (2002). Origins of life: four billion years in the ocean. [DVD] Burbank, CA: Slingshot DVD Corp.