SUMMARY

On Feb. 10 the State Board of Education passed a resolution of intent to adopt lesson "Set A" for the Model Curriculum in Science. This set contains a lesson, entitled "Critical Analysis of Evolution," that critically analyzes evolutionary theory; that is, the lesson presents evidence supporting and also evidence challenging macroevolution (the theory of descent from a common ancestry). The vote on Feb. 10 was 13-4, which is excellent for such a contentious issue. The Board is to be commended for their action. Unfortunately, however, this is not the final vote. The resolution will come up again at the March 9 State Board meeting. A favorable vote at that time will mean that the lessons in Set A will be adopted.

THE SCIENCE STANDARDS AND THE MODEL CURRICULUM

New Science Standards for Ohio schools were approved on Dec. 10, 2002, by the State Board of Education. The next step in the state's process for Academic Content Standards is the development of a Model Curriculum, which is a series of model lesson plans for use by teachers. These are based on the benchmarks and indicators in the new Science Standards. Lessons in the Model Curriculum will be optional, but most districts will make use of them (at least to some extent) since state assessments are based on the Standards.

THE MODEL CURRICULUM WRITING PROCESS

Two Model Curriculum committees in Science were formed during the Spring of 2003. The Science Writing Team consists of about 40 people, most of whom are Ohio K-12 science teachers. The Writing Team's task is to compose the lesson plans that will form the basis of the Model Curriculum. A second group of about 20 people, the Science Advisory Committee, provides guidance and feedback to the Writing Team.

The two committees have been meeting since June of 2003. Several lessons have been prepared, and these were subjected to a teacher Field Test and citizen Review process from November 2003 through January 2004. Five "sets" of lessons are being compiled for review and final approval by the State Board of Education. According to state law (Am. Sub. Senate Bill 1), the Model Curriculum needs to be in place by the end of June 2004. (This means that the "framework," or basic structure, of the Model needs to be in place by June 30; additional lessons may be added after that date.)

The first set of 42 lessons (the "A" set) was submitted to the Standards Committee of the State Board of Education on Jan. 12, 2004. These lessons deal largely with potentially "controversial" issues in science. In particular, nine lessons (Grade 10, Life Sciences) dealing with evolutionary theory are included in this set. One particular lesson entitled "Critical Analysis of Evolution" is drawing a lot of attention. This lesson addresses the "critical analysis" Benchmark H and Indicator 23. This lesson is attached as a PDF file.

We are quite pleased that the "Critical Analysis of Evolution" lesson is included in the Model Curriculum. It has several features that very nicely support the standard in Benchmark H and Indicator 23: "Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory."

*The lesson allows students to examine the nature of theories in science. Theories are tentative explanations of natural phenomena; as such they are always open to "critical analysis" and possible modification as a result of continuing scientific research.

*The lesson distinguishes between microevolution and macroevolution. This allows students to explore the differences between these two concepts. Microevolution is well accepted, while macroevolution is much more tentative.

*The lesson provides an opportunity for students to explore how the scientific method works in a practical and interesting application.

*The lesson engages students in a critical analysis activity. This allows students to develop and present arguments as to how five "aspects" (or lines of evidence) either "support" or "challenge" macroevolution (the theory of descent from a common ancestry). This develops critical thinking skills and allows students to formulate their own viewpoint on universal common descent.

FEB. 9 STANDARDS COMMITTEE MEETING

The Standards Committee of the State Board of Education met on Feb. 9 to consider Science lesson Set A. Most of the discussion focused on the "Critical Analysis of Evolution" lesson. Martha Wise made a motion that the lesson be removed from Set A. She claimed that the lesson is (a) inconsistent with scientific inquiry, (b) not totally scientifically based, (c) full of errors, and (d) inconsistent with the Standard (Grade 10, Benchmark H). Mrs. Wise said she was uncomfortable with "all" of the lesson, and she claimed that the lesson reflected intelligent design theory (which is not mandated by the Standards).

Committee Co-chair Michael Cochran refuted the claims made by Mrs. Wise and defended the process that was used to develop the lessons. He said the "Critical Analysis of Evolution" lesson was not just written by one or two persons, but many people gave input. He added that the credibility (of any specific lesson or author) is in the eye of the beholder. Deborah Owens Fink noted that there is no mandate for a teacher to use any particular lesson.

The motion to eliminate the lesson was defeated by a 6-2 vote (YES - Richardson, Wise. NO - Brown, Cochran, Craig, Millett, Owens Fink, Ross).

Committee Co-chair Jim Craig made a motion to delete Jonathan Wells' Icons of Evolution as a reference for the "Critical Analysis of Evolution" lesson. Dr. Owens Fink defended the reference, saying that the book had been unfairly criticized as a "flash point." She noted that Icons does not contain intelligent design theory.

The motion to remove Icons was approved by a 7-0 vote (YES - Brown, Cochran, Craig, Millett, Richardson, Ross, Wise. ABSTAIN - Owens Fink).

A resolution of intent to adopt lesson Set A (science and social studies) was approved by a 6-2 vote (YES - Brown, Cochran, Craig, Millett, Owens Fink, Ross. NO - Richardson, Wise).

FEB. 10 STATE BOARD OF EDUCATION MEETING.

The full State Board considered the "resolution of intent" to adopt Set A at its Feb. 10 meeting. During Public Participation, 16 witnesses spoke on the science lessons. Most of the comments focused on the "Critical Analysis of Evolution" module. Eight of the speakers opposed the lesson (Dr. Thomas Baillieul, Dr. Clarence Decker, Steve Edinger, Dr. Richard Hoppe, Dr. Abramo Ottolenghi, Dr. Patricia Princehouse, Dr. Ted Scharf, Dr. Stephen Weeks). They claimed the lesson (a) is "fringe" or "bad" science, (b) comes from non-peer reviewed literature, (c) contains intelligent design, (d) is religiously motivated, and (e) does not conform to proper science inquiry.

The other eight speakers supported Set A as a whole and the "Critical Analysis of Evolution" lesson in particular (Melanie Elsey, Dr. Daniel Ely, Dr. Robert Lattimer, Dr. Thomas Marshall, Dr. Glen Needham, Timothy Seeley, Dr. Benjamin Wiker, Dr. Patrick Young). They said the lesson (a) is aligned with the Board's intent in Benchmark H and Indicator 23, (b) does not contain intelligent design concepts, (c) supports public polling results and input to the Department, (d) develops critical thinking in students, and (e) represents both good science and good pedagogy. The overall theme was that this is the only lesson in the set that truly reflects the intent of Benchmark H and Indicator 23.

There was little discussion among Board members prior to the vote. The resolution of intent to adopt lesson Set A was approved by a 13-4 vote (YES - Baker, Brown, Cochran, Craig, Griffin, Millett, Owens Fink, Ross, Sheets, Thatcher, Turner, Westendorf, Wick. NO - Hovis, Richardson, Schloemer, Stewart. ABSENT - Jacobs, Wise).

The final vote on adoption of lesson Set A is scheduled for the March 9 State Board meeting.

To access the "Critical Analysis of Evolution" in PDF format (1.6MB), click here . NOTE that this is the Jan. 12 version of the lesson. References 10 (p. 322) and 44 (p. 325) have since been removed.

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