The existence of the hierarchy of life is assumed in all instructional materials in biology in K-12 but its origin and evolution are not being taught. ETIs allow teaching the origin and evolution of the hierarchy of life. We developed a 3-step approach to translating our ETI research into the classroom for teaching biological complexity and the hierarchy of life: i) define new content material, ii) develop new teaching tools (5 specific tools were developed) and (iii) interface with the local teaching environment including local standards.
Our framework is published in Evolution, with follow-up papers published or under revision in major biology education journals. We developed an instructional framework and curriculum sequence for K-12 education (Hoskinson et al., 2024), teaching tools to support its implementation (Davison et al., accepted), and several teaching modules to be used in a classroom setting. They are currently in use in the Tucson Unified School District. A two-year middle school study of its implication showed promising results, and analysis of our study data will be included in an upcoming publication. Furthermore, a college-level curriculum aligned with Vision & Change (La et al., submitted) and an undergraduate CURE (course-based undergraduate research experience) has been developed. Teaching evolutionary transitions in individuality website provides teacher guides, curriculum content, and classroom activities to the public.
Teaching the evolution of biological complexity: National Science Foundation-funded summer 2025 workshop for K-12 teachers
The Michod Lab at the University of Arizona invites applications from K-12 teachers for a National Science Foundation-funded summer internship focused on developing instructional materials for teaching the evolution of biological complexity. This opportunity will allow teachers to engage in ongoing research on hierarchical organization using the volvocine green algae model system, which is widely studied in the context of biological complexity. Depending on their interests and the grade level they teach, participants may gain hands-on experience in microscopy, algae collection, culture maintenance, genetic analysis, population growth studies, and molecular genetic techniques to enhance classroom instruction.
For more information, please refer to the attachment below or contact Dr. Michod at michod@arizona.edu with any questions. Informal inquiries are welcome.