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Marilyn Havlik's 9th grade biology class in Chicago simulates what happens to the gene pool of a population over time.
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Read the background information on Ms. Havlik's class and school.
Watch "Teaching Evolution Case Studies: Marilyn Havlik" to observe the misconceptions students have and how Ms. Havlik handles them. |
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Marilyn Havlik
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Student misconceptions include: trait becomes more recessive, malaria cells evolve into sickle cell anemia, and a trait disappears when it is not "used."
Ms. Havlik's lesson demonstrates the Hardy-Weinberg equilibrium principle. Read this description of the Hardy-Weinberg equilibrium principle and Ms. Havlik's lesson , then answer the following questions.
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| • | How did Ms. Havlik's students develop an understanding of population genetics and evolution in this activity? |
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| • | What elements of Ms. Havlik's teaching strategy facilitate student learning of population genetics? |
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| • | What is essential about Ms. Havlik's sequence of activities and questions? |
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Write up your notes to use later in this session.
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