Evaluating Lamarck, Darwin, and Intelligent Design Using Evidence.
This lesson introduces evolution through the lens of the nature of science, asking students to distinguish between scientific explanations and unsupported claims. Students evaluate whether ideas about evolution meet the criteria of testability and evidence and apply those criteria to competing explanations for biological change.
Students begin by examining what qualifies as science by evaluating a set of statements and determining which are testable and evidence-based. They then draw on prior knowledge to identify multiple lines of evidence for evolution as change over time.
Students apply these ideas by comparing three explanations for biological traits:
Lamarck’s inheritance of acquired characteristics
Darwin’s theory of natural selection
Behe’s claims associated with intelligent design
Using examples such as giraffe neck length and other adaptations, students:
determine how each explanation would account for observed traits
evaluate whether available evidence supports or contradicts each explanation
decide whether each explanation meets the standards of scientific inquiry
Students repeat this process across multiple adaptations, strengthening their ability to apply the same evaluative criteria to different biological cases.
The lesson emphasizes:
testability as a defining feature of science
use of evidence to evaluate competing explanations
distinction between scientific theories and non-scientific claims
natural selection as the only explanation among the three that consistently meets scientific standards
This lesson is designed to support:
understanding of evolution as a scientific theory
evaluation of claims using evidence
connection between evolution and the philosophy of science
early framing of evolution as an evidence-based discipline
It functions well as:
an introductory evolution lesson
a bridge between nature of science and evolutionary biology
a foundation for later instruction on mechanisms of evolution
Grade & Course Recommendation:
Middle School:Grade 8 Advanced Life Science, introducing natural selection and historical theories.
High School:Grade 9–10 Biology, evolution and evidence unit.
To preview this lesson, click here.
Cross-Curricular Connections:
History of Science: Traces the progression of scientific thought about evolution.
ELA Integration: Encourages persuasive and evidence-based writing.
Philosophy / Social Studies Integration: Promotes respectful comparison of scientific and cultural perspectives.
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Connection: Students analyze fossil, anatomical, and genetic evidence to explain species change over time.
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from genetic variation and natural selection.
Connection: Students distinguish between Lamarckian and Darwinian mechanisms for change.
HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with advantageous heritable traits tend to increase in proportion to those lacking the traits.
Connection: Students interpret population examples like the peppered moth and antibiotic resistance.
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Connection: Students evaluate natural selection scenarios and how environmental pressures shape populations.
Science & Engineering Practices:
Analyzing and interpreting data
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Crosscutting Concepts:
Cause and effect
Stability and change
Patterns
Grades 9–12:
CCSS.ELA-LITERACY.RST.9-10.1 / RST.11-12.1: Cite specific textual or visual evidence to support analysis of scientific explanations. (Students reference fossil data, anatomical evidence, and examples from provided texts.)
CCSS.ELA-LITERACY.RST.9-10.8 / RST.11-12.8: Assess the reasoning and evidence behind scientific claims. (Students critique Lamarck’s, Darwin’s, and Behe’s claims for validity and testability.)
CCSS.ELA-LITERACY.RST.9-10.9 / RST.11-12.9: Synthesize information from diverse sources to understand scientific ideas. (Students integrate examples from multiple types of evidence.)
CCSS.ELA-LITERACY.WHST.9-10.1 / WHST.11-12.1: Write arguments focused on discipline-specific content. (If students justify which theory is best supported by evidence.)
Evaluating Lamarck, Darwin, and Intelligent Design Using Evidence.
This lesson introduces evolution through the lens of the nature of science, asking students to distinguish between scientific explanations and unsupported claims. Students evaluate whether ideas about evolution meet the criteria of testability and evidence and apply those criteria to competing explanations for biological change.
Students begin by examining what qualifies as science by evaluating a set of statements and determining which are testable and evidence-based. They then draw on prior knowledge to identify multiple lines of evidence for evolution as change over time.
Students apply these ideas by comparing three explanations for biological traits:
Lamarck’s inheritance of acquired characteristics
Darwin’s theory of natural selection
Behe’s claims associated with intelligent design
Using examples such as giraffe neck length and other adaptations, students:
determine how each explanation would account for observed traits
evaluate whether available evidence supports or contradicts each explanation
decide whether each explanation meets the standards of scientific inquiry
Students repeat this process across multiple adaptations, strengthening their ability to apply the same evaluative criteria to different biological cases.
The lesson emphasizes:
testability as a defining feature of science
use of evidence to evaluate competing explanations
distinction between scientific theories and non-scientific claims
natural selection as the only explanation among the three that consistently meets scientific standards
This lesson is designed to support:
understanding of evolution as a scientific theory
evaluation of claims using evidence
connection between evolution and the philosophy of science
early framing of evolution as an evidence-based discipline
It functions well as:
an introductory evolution lesson
a bridge between nature of science and evolutionary biology
a foundation for later instruction on mechanisms of evolution
Grade & Course Recommendation:
Middle School:Grade 8 Advanced Life Science, introducing natural selection and historical theories.
High School:Grade 9–10 Biology, evolution and evidence unit.
To preview this lesson, click here.
Cross-Curricular Connections:
History of Science: Traces the progression of scientific thought about evolution.
ELA Integration: Encourages persuasive and evidence-based writing.
Philosophy / Social Studies Integration: Promotes respectful comparison of scientific and cultural perspectives.
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Connection: Students analyze fossil, anatomical, and genetic evidence to explain species change over time.
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from genetic variation and natural selection.
Connection: Students distinguish between Lamarckian and Darwinian mechanisms for change.
HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with advantageous heritable traits tend to increase in proportion to those lacking the traits.
Connection: Students interpret population examples like the peppered moth and antibiotic resistance.
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Connection: Students evaluate natural selection scenarios and how environmental pressures shape populations.
Science & Engineering Practices:
Analyzing and interpreting data
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Crosscutting Concepts:
Cause and effect
Stability and change
Patterns
Grades 9–12:
CCSS.ELA-LITERACY.RST.9-10.1 / RST.11-12.1: Cite specific textual or visual evidence to support analysis of scientific explanations. (Students reference fossil data, anatomical evidence, and examples from provided texts.)
CCSS.ELA-LITERACY.RST.9-10.8 / RST.11-12.8: Assess the reasoning and evidence behind scientific claims. (Students critique Lamarck’s, Darwin’s, and Behe’s claims for validity and testability.)
CCSS.ELA-LITERACY.RST.9-10.9 / RST.11-12.9: Synthesize information from diverse sources to understand scientific ideas. (Students integrate examples from multiple types of evidence.)
CCSS.ELA-LITERACY.WHST.9-10.1 / WHST.11-12.1: Write arguments focused on discipline-specific content. (If students justify which theory is best supported by evidence.)
