Evolution through natural selection explains why species were so well adapted to their environment and how new species would form. The theory of evolution is considered to be fundamental not only to biology, but also to many aspects of contemporary science. Darwin's ideas have also had a wide-reaching influence on theologians, historians, psychologists, philosophers, and sociologists.
Chapters
Evolution Today
Evolution is not just relevant to the past, but it is also important in the present and the future
Darwin's theory of evolution in a nutshell
Darwin noticed that even within a species there was variation, and that new varieties arose from time to time. Some of this variation was passed from parent to offspring, with the new generation closely resembling their parents
Controversy today
Darwin's revolutionary ideas changed scientific thought forever, but it was the synthesis of his ideas with genetics, that explained how inherited characteristics are passed down through the generations (and also how new variation occurred through minute genetic mutations) that drove the widespread acceptance of his ideas.
Is "survival of the fittest" at the expense of the weak?
Not necessarily. In an evolutionary context the "fittest" are those that are best adapted to their environment and are thus reproductively most successful.
The evidence to support the theory
Darwin spent 20 years painstakingly collating detailed evidence to support his theories prior to publication of 'On the Origin of Species' in 1859. He laid out the enormous diversity of living things, and described the equally impressive variation within single species, brought about by people controlling the breeding of dogs, horses, pigeons or cattle.
The early shortcomings of the theory
Despite providing extensive evidence to support his theories, Darwin was aware that there were gaps that needed filling in order to fully establish his theory. He even devoted a Chapter in 'On the Origins of Species' setting out shortcomings which he believed would be removed by later research.
What can modern genetics and DNA tells us about evolution?
DNA not only confirms the scientific basis of evolution but it shows how it varies an organism's characteristics. For example, by analysing the close similarity of their genetic code, scientists have today confirmed Darwin's educated guess that the different species of Galapagos Finch did indeed evolve from a single common ancestor.
Evolution occurring today
By virtue of the fact that evolution involves the progressive accumulation of favourable adaptations over many generations, it is often difficult to see in real time.
How new species form
The changes that eventually lead to the formation of a new species accumulate slowly over successive generations, but the results can be dramatic.
Other Resources
External Links
Books
Over 35 books in the Science and Religion Collection of the Curtea Veche Publishing House
Realitatea transdisciplinară, o fuziune de orizonturi ale teologiei, științei și filosofiei
Teaching Materials
For Students and Teachers
Hypothesis: Age 16 - 19
Charles Darwin came up with a new idea - a hypothesis - to explain the origin of species. It is now a theory with a well-established body of evidence behind it. In this activity students are encouraged to develop a hypothesis.
Empiricism: Age 16 - 19
Empiricism is based on the principle that truth is derived through sensory experience. Scientific methods, such as controlled experimentation, objectivity and reliable measurements all occur because of an empirical approach that has formed the foundation upon which modern science is based.
Student worksheet | Teacher guidance sheet | Student biography briefing sheet
Thinking walk: Age 8 - 9
This activity encourages students to observe habitats and how different conditions may affect plants that grow in them.
Science and religion: Age 16 - 19
Religion and evolution can sometimes seem to be in conflict - but that does not have to be the case. Conflict between science and religion can be avoided if the two are seen as different ways of looking at the world. This activity is designed to encourage students to think about the major differences between religion and science.
Facilitated Activities
Happy families: Age 11 - 18
This activity allows students to think about the principles of classification and the ways in which different species can be related to one another. They can also envisage ways in which certain species may share common ancestors.
Facilitators facts | Facilitators notes | Guidelines | Cards set 1 | Cards set 2 | Cards set 3 | Cards set 4 | Cards set 5
Draw your own ecosystem: Age 5 - 11
Students will learn about the needs of different species (both plants and animals) and how different habitats present different challenges. They will think about the fine balance of an ecosystem, the symbiosis between species and how survival is dependent on factors, including shelter and the availability of food.
Design your own animal: Age 5 - 11
This activity encourages students to think about the characteristics of animals and how the different phenotypes may hold evolutionary advantages to species.
Counting camouflage: Age 5 - 14
Students are encouraged to think about different adaptations that species use to survive within their own habitats. They will learn that some species use camouflage as a defence, while others have other methods of defence.
Picture answers | Guidance card | Guidelines | Camouflage instruction | Camouflage picture