Break into groups of 4-5 students each. Each group will receive two short readings, from a volume of the periodical Natural History. One of these is written by a proponent of Intelligent Design (ID), and the other is a reply to that article.
Within each group, select one person to be the Recorder and one to be the Chair. The Recorder will articulate on paper the group’s answer to each question below and turn in the completed lab. The Chair will represent the group’s consensus in the open lab discussion to follow. Take up to 30 minutes in the group to decide upon your answers and write them down. Then, the entire lab will compare their answers to each question.
What were the main points of each of the two readings? (List the titles here, too.) Remember that different groups will have read different articles, so your summary should explain the articles clearly to someone who has not read them.
A.
B.
Which reading convinced you more? Why?
Who do you think should decide what is science and what is not?
How would you define a theory?
How would you define a religious belief?
Should evolution be taught in science class?
If yes, at what level? (grade school? Middle school? High school?) Why?
Should “intelligent design/creation science” be given equal time with evolutionary theory in science class? If yes, why? If not, why not?
If you think that “intelligent design/creation science” should be taught in the science classroom along with evolutionary theory, how would you approach it? Which creation story [or stories] would you teach as an “alternative” to evolutionary theory? (e.g., Judeo-Christian, Norse, Hopi, Navajo, Yanomamo, etc?) Defend this posi
PLACE THIS ORDER OR A SIMILAR ORDER WITH NURSING HOMEWORK HELP TODAY AND GET AN AMAZING DISCOUNT
