THIS IS FOR A DISCUSSION POST THEREFORE NO SOURCES ARE NEEDED. ATTACHMENTS INCLU

THIS IS FOR A DISCUSSION POST THEREFORE NO SOURCES ARE NEEDED. ATTACHMENTS INCLUDED.
The general definition of evolution is “the change in allele frequency over generations”. This simply means the number of A’s, G’s, C’s, and T’s in our DNA has changed. However, some people find evolution offensive. In fact, many teachers are scared to teach evolution in the classroom for fear of reproach. Here is the rub: “Nothing in Biology makes sense except in the light of Evolution”~ Dobzhansky
If we are to call ourselves educators then we must make sure our students know the facts and concepts required to live in this complex and modern world.
So is evolution a fact or a theory?
Much of the opposition you may find when teaching evolution comes from a religious standpoint. However, Science and religion do not necessarily exclude one another. They are both ways of knowing. Science is the way to know about the natural world and religion is a way to know about the supernatural.
Discuss how you can approach teaching evolution in a non-threatening manner.
Discuss the importance of teaching evolution to our students.
Finally discuss why Intelligent Design is not science (hint: go back to module 1 and look at the qualities of a hypothesis) and if Intelligent Design is not science, should it be taught in a science lesson? What about teaching it in a different course? Could it be appropriate to teach Intelligent Design in a course other than science? And what could happen to our science literacy if we confuse our students by teaching something that is not science in a science lesson?
You can look up the Dover trial to get background on why Intelligent Design is not science. PBS video Documentary on the court trial about Intelligent Design.