Resource Image What Role Does Cooperation Play?

by: Rodger W. Bybee and John Feldman
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Type of Resource: Book Chapter
Publication Title: None
Publication Date: 3/1/2012
Grade Level: High School
See Also: View the print version of this book


The lesson, in this chapter, begins by asking students to think of a situation where they both compete and cooperate. They then identify a team sport such as basketball or volleyball to explore the theme of cooperation. The EVO DVD explains that cooperation has an important role in evolution. The DVD also provides numerous examples of cooperation and contrasts it with competition. Student groups use cooperation to analyze an example of cooperation in nature.

Two phases of this lesson—elaborate and evaluate—require students to work in cooperative groups. For the group work, the goal should be clearly stated. The team members should each be accountable for the results. For example, all members should be able to explain how the team solved the problem and what the proposed solution is. The various roles for the team should be clear. Leadership for the group is shared as each member has a task. Your role as the teacher is to serve as a consultant, providing directions, suggestions, feedback, and advice.

The DVD EVO: Ten Questions Everyone Should Ask About Evolution is also available for purchase.

Ideas For Use


Additional Info

Science Discipline: (mouse over for full classification)
Scientific habits of mind
Intended User Role:High-School Educator, Teacher
Educational Issues:Assessment of students, Classroom management, Curriculum, Inquiry learning, Instructional materials, Teacher preparation, Teaching strategies


Resource Format:
Size: KB
Installation Remarks:

National Standards Correlation

This resource has 12 correlations with the National Standards.  

This resource has 12 correlations with the National Standards.  

  • Life Science
    • Biological evolution
      • Evolution is the consequence of the interactions of the potential for a species to increase its numbers. (9-12)
      • Evolution is the consequence of the interactions of the genetic variability of offspring due to mutation and recombination of genes. (9-12)
      • Evolution is the consequence of the interactions of a finite supply of the resources required for life. (9-12)
      • Evolution is the consequence of the interactions of the ensuing selection by the environment of those offspring better able to survive and leave offspring. (9-12)
      • The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms. (9-12)
      • Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms. (9-12)
      • The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors. (9-12)
      • Biological classifications are based on how organisms are related. (9-12)
      • Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. (9-12)
      • Species is the most fundamental unit of classification. (9-12)
  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Formulate and revise scientific explanations and models using logic and evidence. (9-12)
      • Communicate and defend a scientific argument. (9-12)

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