In search of inspiration for their stage adaptation of Alice in Wonderland, Diane and Tom wander through a Museum of Natural History’s collection of cetacean ancestors. As they sneak into a back room, our two Supertroupers make a mind-boggling discovery: a four-legged whale!
While thinking about a possible futuristic theater adaptation of Alice in Wonderland's book, two of the Supertroupers, by coincidence, visit a Natural History Museum. In this museum, several fossils raise doubts and curiosities about the evolution of whales. How can the existence of a walking whale be explained? Did the evolution of cetaceans occur from sea to land or land to sea? Determined to find answers to these and other questions, the Supertroupers explore museum areas normally off-limits to visitors. With the help of a paleontologist and some interactions with the historical figures of Lamarck and Darwin, they dare a closer look on the mechanism of natural selection. The lessons learned in the museum are later used to imagine, as the drama teacher asks, how Alice's descendants might have evolved.
Rationale for using the Alice in Wonderland's book:
In 1859, Charles Darwin published a famous work on the origin of species. Three years later, Charles Lutwidge wrote Alice's Adventures in Wonderland, which in 1865 was published under the pseudonym Lewis Carroll. Throughout the Evolution episode of the “Supertroupers” webcomic, several (im)probable connections between Lewis Carroll's Alice and the Theory of Evolution are explored, implicitly and explicitly.
Learners tend to make sense of species evolution and adaptation phenomena in their own, non-scientific way. These explanations cannot simply be replaced by scientific conceptions that contradict the learner’s experiential realism (Lakoff 1990). Students tend to stick with their own, non-scientific explanations, especially teleological ones (e.g., Wandersee, Good, and Demastes 1994).
Common / Empirically proven Students’ main alternative students’ ideas about evolution:
1. Evolution is just a theory that has never been proven;
2. Evolution is a theory about the origin of life;
3. The theory of evolution holds that life evolves randomly, that is, by chance;
4. Evolution leads to progress; organisms get better and better with evolution;
5. Organisms adapt and evolve throughout life;
6. Natural selection involves organisms that strive and try to adapt;
7. Nature acts to select the best organisms;
8. Because evolution is slow, human beings can influence it;
9. All the characteristics of organisms are adaptations;
10. Man is at the peak of evolution
An underlying idea for many of these alternative conceptions is teleology: many learners intuitively assume that adaptation processes are intentional, whether it is the individual itself that purposefully adapts to his environment or “nature” as an agent that causes this process. Depending on the teaching-and-learning sequence developed, it would be possible to address some of these alternative conceptions (in particular those highlighted in bold), using this episode as an educational resource.
Conceptual approach
The topic of Evolution falls into two major dimensions:
• The tree of life, natural history, descendants of “higher” species from more ancient ones, finding a plausible reconstruction of the tree of life using paleontology, fossils, DNA, etc. (historical aspect)
• The mechanism of natural selection (Darwinism) as a theory of a causal explanation of why species evolve (nomological aspect)
The example of whale evolution can be exploited in both these major dimensions:
- In terms of the tree of life, it stands for a fascinating episode of natural history. Life started in the water, but these land mammals “went back” to the aquatic element. That is a sensational discovery.
- In terms of natural selection, whale evolution was driven by geological changes (continental drift) 50 mio years ago in the region where Pakistan now lies. These tectonic events, together with climate change led to new aquatic habitats with food resources, creating a new ecological niche for predators that had formerly fed on land.
The current view on how aquatic whales evolved from terrestrial quadrupeds is that some land-living ungulates favoured munching on plants at the water’s edge, which had the added advantage of allowing them to easily hide from danger in shallow water. There was a selection pressure in favour of amphibians and later aquatic characteristics in the population of the terrestrial whale ancestors. Those individuals in the population that already had features that made it easier for them to wade in the water (e.g. flippers, a thick layer of fat, strong and bigger tails, nostrils on the top of the head) probably had better access to food. Consequently, they could survive and reproduce more effectively, which in turn changed the gene pool of the population. As some of the early aquatic whales began to feed on a different diet, they evolved into baleen filter feeders and lost their teeth.
In this evolution episode, with the whale evolution example that helps to integrate both these two different aspects (the historical and the nomological one), we can address some of the well-known alternative conceptions already referred to above.
Historical and epistemological perspectives
The history of the theory of evolution is one turning point, perhaps the most important, of the scientific revolution that has filled the last centuries of the history of science. The central aspect of this revolution was the abandonment of the notion that all things were stable: that living organisms were immutable, that continents remained fixed where they were, and so on. Fluidity and change became central to the idea of the world around humans. Accepting the possibility of change, and seeing that change as an agent of opportunity rather than a threat, is the silent message and challenges the idea of evolution (NRC, 1998).
Jean-Baptiste de Lamarck (1744-1829) proposed a theory of the adaptation of living beings under the pressure of the environment, which is no longer accepted. According to Lamarckism, if environmental conditions change, the needs of living things also change. The structures of living beings change to meet these new needs. So, over the time of one generation, individuals lose the organs they don't need or, on the contrary, develop the organs they do need (law of use and disuse). Acquired characteristics are passed on to offspring, and living things become more complex over time (law of transmission of the acquired characteristics). For Lamarck, species never disappear but are transformed into other species.
The theory of evolution by natural selection was first presented by Charles Darwin and Alfred Wallace independently in 1858 and, one year later, developed in detail by Darwin in his book “On the Origin of Species by means of Natural Selection”. It is an apparently simple theory, based on five facts or observations and three inferences, according to Mayr (2002).
Adapted from Mayr (2002)
According to Darwin, the organisms in a population show variability and those best adapted to the environment have a greater probability of survival than those less adapted to the environment, leaving a larger number of offspring. The most adapted organisms are, therefore, selected by the environment, transmitting their hereditary characteristics to their descendants. Over time, this process leads to the diversification of organisms and the formation of new species (speciation).
When introduced by Darwin, the theory of evolution had problems to be properly understood and accepted. Religious beliefs played an important role as the theory undermined the importance of an almighty creator, but also scientists from most fields appeared skeptical. The stochastic aspect with concepts like random variation and natural selection, which rarely could be used for strict predictions of evolutionary events, made the theory too different from other mechanistic views to make it appetizing for most scientists. At that time science was meant to produce accurate predictions (Mattsson, Jan-Eric; Mutvei, Ann, 2015).
There are two distinct issues regarding this theory. The first is the historical question of determining whether evolution occurred, in the sense of modification by successive branching from a common ancestor. The second is, if evolution did occur, what are the mechanisms responsible for it.
The statement that species are the result of a natural process of transformation of pre-existing species, a phenomenon we call evolution, is a hypothesis that has been amply proven by numerous pieces of evidence. There is abundant directly observable evidence of ongoing evolution, and it is possible to observe some of the stages of the process of formation of new species (Gaspar, Mateus & Almada, 2007). In addition, the amount of indirect evidence from the fossil record, Embryology, Comparative Morphology, Biochemistry, Molecular Biology, Biogeography, etc. proves that the common ancestry of organisms is a fact (Futuyma, 2009). Today, evolution is understood as a fact for which there is irrefutable evidence (Futuyma, 2005).
Suggestions for the use of the Evolution episode in the classroom
Depending on the time available and the learning objectives, reading the science webcomic can involve a combination of different strategies:
· Individual/collective reading
Students read the comic individually or, on the contrary, collectively. Collective reading can be organized with the whole class or in smaller groups.
· Reading in class/at home
Reading the comic can take place during class time or outside of class time while working at home.
· Full reading (of the 3 chapters) / partial reading:
The three episodes that make up this BD are sequential. In the first episode, the reader learns about the drama that the Supertroupers are challenged to perform – a futuristic adaptation of Alice in Wonderland – as well as the issue that will be explored – the evolution of whales. While the second episode is entirely dedicated to unravelling the scientific problem, the third episode focuses on dramatization.
Although it is advisable to read all three episodes, reading can be done partially, helping to overcome/dilute some temporal constraints or encourage students' creativity. Reading just the 1st chapter could serve as a basis for carrying out an investigation into the evolution of whales and, eventually, the construction of a comic book that highlights the knowledge built throughout the research. Reading just the 3rd chapter can also be done with the same objective. Opting for the 2nd episode will make sense if you want to favour a historical approach and understanding the main mechanisms of species evolution.
· Continuous reading/alternating with other tasks (discussion, research, assignments)
Reading can be continuous or on the contrary interrupted with the aim of, at strategic moments, sharing ideas, research tasks, debates on the different theories, among other actions, that can be carried out.
For exploring the resource, teachers can use the Teachers’ version of the comics (see the complementary resources), in which some ideas and connections are signalized, mainly related with aspects:
· To connect (with concepts addressed in other grades)
· To deepen (concepts and ideas implicitly addressed in the comic)
· To address (alternative students ideas)
· To enrich (through creative tasks)
Complementary resources
Worksheet - Example 1
1. Our team had to make some corrections to the translation. Analyse and compare the initial and final versions of this image. Explain why it was necessary to correct the version sent by the translator.
Possible answer:
The correction was necessary to ensure scientific accuracy. In the translator's version, “adapted better” suggests that the individual actively adapts to the environment, conveying a Lamarckism perspective, which is not currently accepted. In the corrected version, “was better adapted” refers to a pre-existing condition, which is more in line with the theory of natural selection, in which advantageous characteristics are inherited without any intention or conscious action on the part of the individuals. The correction avoids misunderstandings about the evolutionary process.
2. The first version of the image below had only one Ambulocetus. The teaching team felt it was important to add more individuals with different characteristics. What was the reason behind this request?
Possible answer:
The addition of more individuals with different characteristics was important to illustrate the diversity within a population, which is crucial for evolution. Natural selection depends on this diversity so that certain characteristics, advantageous in a given environment, are selected and passed on to subsequent generations. This also helps to deconstruct the view that species evolve in a directed and intentional way.
3. Read again the chapter 2. How do you explain the idea of natural selection?
Possible answer:
Natural selection, as explained by Darwin, is based on the variability between organisms within a population. Some individuals have characteristics that make them better suited to the environment, which gives them a greater chance of survival and reproduction. These individuals pass on these advantageous characteristics to their descendants. Contrary to Lamarck's idea, who believed that adaptations were acquired throughout life and passed on to offspring, Darwin pointed out that these characteristics are not developed in direct response to the environment but are the result of pre-existing variations that are selected by the environment over generations.
4. What is meant by "many of the features that emerge are not selected" on the image below? How do you explain that some characteristics are selected and others are not?
Not all characteristics developed by organisms are the result of natural selection. Some variations arise randomly and may not offer advantages or disadvantages in a specific environment. If these characteristics do not influence organisms' ability to survive or reproduce, they may persist or disappear over time, depending on environmental conditions. Natural selection only acts on those characteristics that confer some adaptive advantage, selecting them, while others remain neutral or are eliminated by environmental conditions.
5. What does the word "involuntary" in this image mean in the context of evolutionism?
Possible answer:
In the context of evolution, “involuntary” refers to the fact that evolutionary changes occur unintentionally and at random. This means that evolution is not a directed or conscious process, but results from variations that arise over time. Adaptations occur in response to environmental pressures, and natural selection acts on these characteristics, favoring those that confer adaptive advantages. Thus, evolution is a process that takes place without a specific goal, guided by the survival and reproduction of the organisms best adapted to their environment.
6. At the end of the story you have just read, the characters Tom, Diana and Tom's sister propose that you tell the story of Alice's descendants. Based on what you have learned about NeoDarwinism, how would you explain the evolution of Alice's descendants in Wonderland?
Possible answer:
The evolution of Alice in Wonderland's descendants can be explained by NeoDarwinism. If these offspring had random and varied characteristics and lived in a house with an excessively small door, the individuals with favorable adaptations to get through that door would have a greater chance of survival and reproduction.
Phenotypic variations would arise from mutations and recombination within a shared genetic background. Natural selection would continue to act, favoring small changes that increased the fitness of individuals and allowing these characteristics to be passed on to subsequent generations. In this way, the evolution of Alice's descendants would occur slowly and involuntarily, where, over time, adaptations would help them adjust to the peculiar environment of Wonderland.
a) Read the comic completely and describe in a few sentences what you noticed in terms of biological and aesthetic aspects while watching and reading it.
b) Ask 1-3 questions that you have about the science comic after reading it for the first time.
How did the whales evolve?
1. Explain why Tom and Diane are so surprised that the Pakicetus skeleton is in the whale section of the museum.
Possible answers:
- The skeleton looks like a wolf and not a marine mammal.
- Pakicetus has four developed legs.
- Tom and Diane think that vertebrates first evolved in the water and then went ashore. They assume that the Pakicetus skeleton was incorrectly positioned by the museum.
2. The three protagonists compare the evolutionary process of adaptation with Alice's magical adaptation to the much too small door. Do you agree? Evaluate the comparison of Alice's adaptation and the evolutionary adaptation from a biological (scientific) perspective in at least three sentences.
Possible answers:
- The protagonists' reasoning corresponds to Lamarck's theory.
- I agree with this perspective: evolutionary processes have something magical about them, changes happen suddenly, adaptation is a purposeful, deliberate process, habitat/nature causes adaptation and thus evolution. For example, legs were regressed in the course of whale evolution because they were no longer needed in the water.
- Rejection of this perspective: evolution has nothing to do with magic or one's own purposeful will, processes and changes are difficult to understand and not always so easy to explain, the comparison between Alice's adaptation to the door and whale evolution is inappropriate/incorrect, (a correct explanation corresponds to Darwin's theory: evolution does not work purposefully and many factors have an effect on it).
3. The hind limbs of Ambulocetus natans are adapted to aquatic living conditions. Their ancestors still had extremities that were adapted to life on land. Two different explanations have been put forward for this change. Compare both explanations with each other by,
a) describing the theories of evolution according to Darwin and Lamarck in 2-4 sentences each and
b) explaining the theories of Darwin and Lamarck using the example of whale evolution. Pay attention to the drawings next to the speech bubbles.
a) Description of the theory b) Explanation of the theories using the example of whale evolution
Unanswered questions and ambiguities
If anything is unclear while working through the worksheet or questions arise, please make a note here. Please write the corresponding task number for your question.
Read the first part of the comics to students up to the below image in Chapter 1.
- Task 1. Ask students how they can explain the fact that Pakicetus has hind legs whereas modern whales do not, to identify the different conceptions they have.
Second session (about 1h30).
Part One
- Task 2. Ask students to discuss, in groups, some selected answers given by the class (in the previous task). The task is to argue whether or not they agree with the explanations given. Each group works on different explanations. (Remember to anonymise the answers analysed).
Examples of explanations given by students:
Example 1: "Its happy, peaceful life has been disrupted by climatic and environmental changes. The Pakicetus has therefore had to transform itself and change its habits to continue living.”
Example 2: "Little by little, the Pakicetus began to learn how to swim, then it developed so that it could live in the water: fins appeared, the tail developed, the limbs (legs) disappeared and useless characteristics were lost. It grew larger to adapt to its needs.”
- Task 3. Each group presents, to the class, the main ideas that emerged from the discussion.
Part 2
● Resume reading the comics, and use certain images to discuss with the class.
Example of images for discussion (see "Teachers’ version" document of the episode for other examples):
Tom's answer corresponds to a conception that is very common. If other explanatory models are present in the students’ answers to the first task, you could initiate a debate on the validity of the different models.
This passage highlights the two historical models of Lamarck and Darwin. Students can make the link with their own explanatory model and see how it resembles or differs from the two models proposed. This task also provides an opportunity for a debate on the validity of the two models.
- Task 4. At the end of the session, ask students to imagine that they are part of the story, and to explain to the character in question (in each of the images analyzed) why their idea is not correct. This will show whether students have overcome any difficulties they had.
- Task 5. Finally, ask students to answer the Supertroupers question (see image bellow). This is an opportunity to systematize the work done during all the session.
Futuyma, D. J. (2005). Evolution. Sunderland, MA: Sinauer Associates, Inc.
Futuyma, D. J. (2009). Evolução e conhecimento científico. In A. Levy, F. Carrapiço, H. Abreu, & M. Pina (Orgs.), Evolução. Conceitos e Debates (pp. 25-36). Lisboa: Esfera do Caos.
Gaspar, A., Mateus, O. & Almada, F. (2007). Os argumentos criacionistas em face da evidência científica. In A. Gaspar (Coord.), Evolução e Criacionismo: Uma relação impossível (pp. 197-237). Vila Nova de Famalicão: Quasi Edições.
Lakoff, G. (1990). The Invariance Hypothesis: Is abstract reason based on image-schemas? Cogn. Linguist, 1, 39–74.
Mayr, E. (2002). What evolution is. London: Phoenix.
Mattsson, J.-E. & Mutvei, A. (2015). How to Teach Evolution. Procedia - Social and Behavioral Sciences 167: 170 – 177. DOI: 10.1016/j.sbspro.2014.12.658.
National Research Council (NRC) (1998). Teaching About Evolution and the Nature of Science. Washington, DC: National Academy Press. http://www.nap.edu/read/5787/chapter/1.
Wandersee, J. H., Mintzes, J. J. & Novak, J. D. (1994). Research on alternative conceptions in Science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 177-210). New York: NSTA/Macmillan
