Resource Materials Recommended by 1995 WWNFF Biology Institute Participants

Colvard, Mary, and Tom Vawter. "Goldenrod Gall Size as a Result of Natural Selection." Ithaca, NY: Cornell's Institute for Biology Teachers, 1991.

This investigation examines natural selection and coevolution using goldenrod, its stem gall insect, and associated parasites, parasitoids, and predators that feed on the stem gall insect. Galls are collected, measured, and cut open to observe and identify the insects inside.

Diamond, Jared. 1992(?). The Third Chimpanzee.

A wonderful resource for teachers and students on human migration, disease, coevolution, language, etc. Very readable and enjoyable, this book is a must.

Eiseley, Loren. 1959(?). The Immense Journey.

This book is a series of essays on evolution written by this great science writer. His poetic prose gives the reader a real sense of the scope and span of evolution. Highly recommended.

Eldridge, Niles. 1995. The Miner's Canary.

From one of the scientists who brought you the hypothesis of punctuated equilibrium, thoughts for al of us on the lessons of extinctions.

Jones, Steve, et al., editors. 1992. The Cambridge Encyclopedia of Human Evolution. Cambridge.

Really the BEST resource on human evolution; readily usable by both teachers and students. Contains a HUGE amount of information.

Mayr, Ernst. 1982. The Growth of Biological Thought: Diversity, Evolution, and Inheritance. Harvard.

A full exposition of Mayr's views and thoughts on important realms of biology. For the advanced, highly interested reader.

Mayr, Ernst. 1991. One Long Argument: Charles Darwin and the Genesis of Modern Evolutionary Thought. Harvard.

This book is a very brief look at the ideas of and leading up to the theories of natural selection. Very good resource for all who are interested in learning about evolution, etc.

McComas, William F. "How Long Is a Long Time?" Investigating Evolutionary Biology in the Laboratory. Reston, Virginia: National Association of Biology Teachers, 1994. 31-39.

In this activity, students construct a scale model of geologic time and place markers for significant biologic and geologic events within the model. The scale of the model is based on a football field.

McComas, William F., and Brian J. Alters. "Modeling Modes of Evolution: Comparing Phyletic Gradualism and Punctuated Equilibrium." Investigating Evolutionary Biology in the Laboratory. Reston, Virginia: National Association of Biology Teachers, 1994. 131-141.

This activity provides students an opportunity to explore the tempo and mode of evolution by analyzing data and constructing two evolutionary trees: one gradualistic and one punctuated.

Moore. John. A. 1993. Science As A Way Of Knowing: The Foundation of Modern Biology. Harvard.

Originally published by the American Society of Zoologists, this book is an excellent gift for student teachers everywhere. Even veterans will gain much through reading it.

Vonnegut, Kurt. 1985. Galápagos.

This novel set in the future shows a good grasp of evolutionary theory and offers many comments on the modern situation.

Weiner, Jonathan. 1994. The Beak of the Finch. Borzoi/Knopf.

The BEST new book on evolution. It will change your whole sense on how selection occurs. Highly recommended and enjoyable.

Wilson, Edward O. 1975. Sociobiology: The New Synthesis. Harvard.

A BIG book with a great deal of highly organized material on the evolution of social organisms‹from ants to aunties. The final three chapters are very useful to those who enjoy thinking about our place in nature (and nature's place in us!)

Wilson, Edward O. 1978. On Human Nature. Harvard.

A quick read but nonetheless useful for its accessibility. Origins of aggression, sexuality, religion, etc. Good stuff!

Yavitt, Joseph , and Susan Merkel (modified by Nancy Iversen and Ronald Walker). 1991. The Bean Game. Ithaca, NY: Cornellšs Institute for Biology Teachers.

This exercise models predator-prey relationships, as well as competition within and between species.

Teaching Science in a Climate of Controversy: A View from the American Scientific Affiliation Available from:

Teaching Science
American Scientific Affiliation
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"Teaching science is not easy. Students need to know many things about the world they live in -- sometimes more than they want to learn. Good science means more than conveying information about what scientists have learned. A more significant task is teaching the particular way scientists look at the world -- a way not appreciated by everyone, even in a technologically advanced society. What is needed is not blind faith in science, but understanding valid scientific conclusions are based on valid evidence. Students should learn how to evaluate evidence the way scientists are trained to do. Among other things, that means taking all relevant evidence into consideration while searching for still more evidence. Science must be taught without omitting important points, overstating its claims, or distorting the truth."

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