Year 10 Science · Unit 1 · Lesson 19

Evidence-Based Argumentation in Genetics and Evolution

Challenge Worksheet

Name

Date

Class

Learning Goals

Identify and correct multiple misconceptions embedded in a student essay about evolution.
Construct counter-arguments to common anti-evolution claims using specific evidence.
Evaluate the quality of scientific argumentation using the CER framework.

Go Deeper

Find the mistakes

A student wrote this paragraph in a science exam

"Evolution is a random process, which is why it cannot be reliably used to predict outcomes in nature. Humans evolved from chimpanzees over millions of years through this random process, which is why we share so much DNA. Scientists claim there should be transitional fossils showing intermediate forms, but no such fossils have ever been found, this is a major weakness of evolutionary theory. Additionally, mutations are always harmful, which means natural selection must constantly be fighting against genetic change rather than using it."

There are four misconceptions in the paragraph above. For each one:

Misconception (quote or paraphrase from the paragraph)	Why it is wrong	Correct scientific statement
"Evolution is a random process"
"Humans evolved from chimpanzees"
"No transitional fossils have ever been found"
"Mutations are always harmful"

Show What You Know

1. Rewrite the student's paragraph above with all four misconceptions corrected. Your corrected paragraph must be scientifically accurate and use at least three specific pieces of evidence or data values from this unit.

Challenge 4 marks

2. Why is it important for scientists and citizens to be able to identify and correct evolution misconceptions? Give one real-world consequence of believing these misconceptions.

Challenge 2 marks

Wrap Up

In one sentence, what was the main idea of this lesson?