Teachers’ Notes for Evolution: The Great
Debate
Purpose
To explore the impact of new scientific ideas on society by looking at the debate on
the origins of life in 1860 following the publication of Darwin’s On the Origin of
Species by Natural Selection.
Outcomes
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Learners consider the ideas and beliefs of the key individuals involved in the
debate in 1860.
Learners research information and identify the evidence, judging its relevance
and value.
Learners prepare arguments prepare arguments for and against evolution to
recreate the debate in the classroom.
Curriculum areas
Science Key stage 4
How Science works
1.3 Communication skills
b. how interpretation of data, using creative thought, provides evidence to test
ideas and develop theories.
c. present information, develop an argument and draw a conclusion, using
scientific, technical and mathematical language, conventions and symbols
and ICT tools
1.4 Applications and implications of science:
b. to consider how and why decisions about science and technology are made,
including those that raise ethical issues, and about the social, economic and
environmental affects of such decisions
c. how uncertainties in scientific knowledge and scientific ideas change over
time and about the role of the scientific community in validating these
changes
Time
Approximately two hours
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Type of activity
This Webquest can be done in groups where learners take on the role of one of the
key individuals involved in the debate that took place at the Oxford Museum of
Natural History in 1860. Each member of a group can be given one of the 5
individuals to research and feedback to the rest of the group or the class could be
split into evolutionists and anti-evolutionists with learners researching Darwin, Huxley
and Wallace as evolutionists and Owen and Wilberforce as anti-evolutionists.
Knowledge needed
Learners should have some knowledge of how scientists develop theories based on
the interpretation of data and how evidence is collected to test ideas.
Learners should also have an understanding of the theory of evolution by natural
selection in order to understand the Natural History Museum text. You may decide to
show the following short videos about evolution at the beginning of the WebQuest to
inspire the students and give them some knowledge about Darwin if they have not
studied his ideas before.
American Museum of Natural History
http://www.amnh.org/exhibitions/darwin/
PBS network, USA
http://www.pbs.org/wgbh/evolution/library/11/2/real/e_s_2.html
Learning objectives
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To consider the beliefs and attitudes of Victorian scientists and antievolutionists.
To explain how scientists developed the theory of evolution by natural
selection using fossil evidence and living evidence.
To understand why Darwin’s theory of evolution caused such controversy and
continues to stimulate debate today.
Teaching suggestions
The WebQuest can be introduced as a whole class activity with the first image.
Learners should be aware of the great controversy surrounding the publication of
Darwin’s On the Origin of Species in 1859, not only within the scientific community
but for the wider public as copies of his book sold out.
Charles Darwin was not well enough to attend so a close friend, Thomas Henry
Huxley volunteered to debate on his behalf.
Learners can be split into their different groups to research one of the 5 main
individuals and can feedback as a whole class before preparing arguments for their
own debate by exploring how scientists collected evidence to support their theories.
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Learners should also be reminded of the rules of debate; engaging in scientific
debate, listening and respecting each others viewpoints and how to vote.
The following websites provide more information on each of the individuals:
Charles Darwin
http://www.darwin200.org/
http://www.amnh.org/education/resources/rfl/web/darwinguide/
http://www.bbc.co.uk/history/historic_figures/darwin_charles.shtml
Thomas Henry Huxley
http://www.bbc.co.uk/history/historic_figures/huxley_thomas_henry.shtml
Richard Owen
http://www.guardian.co.uk/uk/2004/jul/19/science.highereducation
Alfred Russel Wallace
http://wallacefund.info/
Samuel Wilberforce
http://en.wikipedia.org/wiki/Samuel_Wilberforce
Differentiation
Some learners may require support in making notes from their research; they could
work in pairs to research the life of the individuals. It would be useful after a task is
completed for learners to feedback to their group or class so progress and
understanding can be assessed.
Extension suggestions
Examine the impact of modern evidence from DNA analyses and geological studies
into plate tectonics on the theory of evolution.
Learners could examine how the theory of Evolution allows scientists to make
predictions of what they should observe if a theory is true.
Further research can be done using the websites above or a visit can be made to the
Natural History Museum to participate in a Great Debate workshop.
http://www.nhm.ac.uk/education/activities/school-activities/great-debate/index.html
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Assessment
Most learners
Learners show an understanding the development of the theory of evolution and how
evidence is collected using appropriate scientific vocabulary. They recognise and
respect a range of alternative views. They communicate effectively using ideas and
arguments and evaluate evidence critically. They work co-operatively in a group and
share ideas openly.
Some learners will not have made so much progress
Learners show an understanding of the key ideas behind the theory of evolution and
the evidence to support it using appropriate vocabulary. Learners communicate
effectively and develop an argument based on the information they have researched.
Some learners will have progressed further
Learners show evidence of independent research, evaluate evidence and arguments
critically, and reach their own conclusions.
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