2. By Kyle Efken

3.  Evolution is a huge scientific break through that explains much about the diversity of life on Earth.  It has opened new realms in the science of biology, and has lead to many new medical, environmental, and agricultural fields of study.

4.  Scientists take questions, test and observe them, and create explanations on their findings.  Some of these explanations become so well established that they become theories. In a theory, multiple ways of proving what the theory explains have been established over long periods of time.  A great example of this is gravity, where it has been proven over and over again and is established as being a fundamental part of nature  Over long periods of time, great amounts of evidence has built up that has established evolution as a theory itself.  Scientists take questions, test and observe them, and create explanations on their findings.  Some of these explanations become so well established that they become theories. In a theory, multiple ways of proving what the theory explains have been established over long periods of time.  A great example of this is gravity, where it has been proven over and over again and is established as being a fundamental part of nature  Over long periods of time, great amounts of evidence has built up that has established evolution as a theory itself. Falling is an effect that supports the theory of gravity

5.  Evolution is based off of the survival of the fittest and natural selection  Adaptations that help a species survive and reproduce will appear more constantly over time, while ones that make a species weak will appear less and less over time.  For every species alive today, there were many versions before it that failed and are now extinct.  The basics of evolution have become widely respected in science, and are backed by over 150 years of recording findings and testings. Frog with really good camouflage (adaptation)

6.  Fossils in younger layers of rock resemble more of today’s species, while fossils in older (deeper) layers of rock show less resemblance of modern life.  This supports evolution by showing that over time, species change, and that we are where we are today due changes in what would be seen today as “strange” life forms.  This is backed up by numerous fossil findings supporting the “change over time” fossil finding.

7.  DNA is passed down to off springs through parents and can change through evolution.  Fossils that are the most distant from today’s species have the most different DNA from today’s species. Close-up of a DNA double helix

8.  Homologous structures in different species show that over time as organisms differentiate themselves, they still share some specific features.  This also shows that you can take any two organisms, and eventually match them up with one common ancestor. Homologous Structures

9.  Creationism is not based on known factual information (science), making it something that does not belong in the science classroom.  Mixing scientific and non- scientific information in a classroom setting can confuse students.  Almost all of the arguments about evolution proposed by supporters of creationism have answers to them already.  Claims by Creationists usually are not backed up by scientific information either.  Creationism is not based on known factual information (science), making it something that does not belong in the science classroom.  Mixing scientific and non- scientific information in a classroom setting can confuse students.  Almost all of the arguments about evolution proposed by supporters of creationism have answers to them already.  Claims by Creationists usually are not backed up by scientific information either. Which One Do You Pick?

10.  Science & Religion reflect different aspects of life and how to understand them.  For many, understanding evolution has actually increased their faith.  For a classroom setting however, it is still best to teach what is known for a fact.  Science & Religion reflect different aspects of life and how to understand them.  For many, understanding evolution has actually increased their faith.  For a classroom setting however, it is still best to teach what is known for a fact. Earth In God’s Hands – Intertwined in Evolution? Your Choice! Earth In God’s Hands – Intertwined in Evolution? Your Choice!

11.  In 2002, an unidentifiable and deadly pathogen started spreading globally. Through evolutionary patterns, scientists were able to link the virus to its ancestors and family. From there, vaccines and treatments became available to stop the lethal spreading of the new virus.  By learning about the nature and processes of evolution, scientists can learn how new viruses and other “bugs” evolve, leading to vaccines, treatments, and the overall prevention of new and unidentifiable diseases. Evolutionary sciences can protect us from “Big Bad Bugs” and or viruses

12.  By using fossils remains of the first land creatures and old fish, scientists predicted, based on evolution, where, when, and what the intermediate species was.  By using what they knew, scientists searched for and discovered the intermediate “land fish” named “Tiktaalik.” It possessed both fish and land animal body parts.  By using what is known about evolution, scientists can predict and discover more and more information about the history of life on Earth. Possible interpretation of “Tiktaalik”

13.  It explains why all species did not form all at once. (There is about a 64 million year gap separating the end of dinosaurs and the dawn of humans.)  It explains why certain species have gone extinct an why others have survived.  It explains why there are variants (adaptations) in species, and why some species have changed over time.  It explains why the DNA of all organisms and organisms in early developmental stages are similar. (90% of all DNA from all organisms is similar.)

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