This blog installment focuses on perhaps the most well known example of natural selection in action (and a topic we have covered in the blog before): The peppered moth (Biston betularia).

Natural selection is part of every state’s high school science standards, but that doesn’t mean we teachers are always successful in connecting our students with the topic.

I’m often approached by teachers looking for new ways to connect their students to climate change.

The prospect of climate change is daunting. Learning about it can be disheartening, even depressing, for students. As a result, even students who learn the basics of climate science may still fail to appreciate that humans can take actions to reduce climate changes and its impacts.

There is virtually unanimous scientific agreement about climate change. Yet due to both the inherent complexity of the topic and the social controversies surrounding it, confusion and doubt often persist.

Valerie First is a docent at the Central Florida Zoo and Botanical Gardens, in Sanford, Florida, and the Orlando Science Center.

Recently, I was invited to the White House’s Back-to-School Climate Education Event. Dr. Kathryn Sullivan, head of NOAA (National Oceanic and Atmospheric Administration), encouraged us educators to help our students understand the “dynamics of our planet”.

A couple of months ago, Minda Berbeco asked me to review a new book that teaches evolution to preschoolers.

Not every educator experiences pushback when teaching about climate change. When it does happen, though, it can be surprising, particularly for someone who has been teaching for many years. Jana Dean is a middle school science teacher in Olympia, Washington.

A few weeks ago, I wrote here about C.W., a new environmental science teacher in rural Pennsylvania who was criticized by local parents when he attempted to teach climate change using materials from the book and

I’m writing this blog from NCSE HQ and, dear readers, there is something in the air here other than awesome ideas. My histamines are in overload. My eyes are watering, my head is a cotton ball, and my nose is a faucet. As a result, I am feeling punchy, too.

One of my most memorable interactions when I first started at NCSE was a conversation I had at an educator conferen

In my job as a programs and policy director here at NCSE, I hear a lot from educators who are interested in teaching about climate change, but don’t know where to start.

When I was a graduate student, I had the ambitious idea that in addition to my regular teaching load, classes, and research, I wanted to teach a course on evolution that centered on Darwin’s Origin of Species.