Natural Science - Year II
Unit 42: Early Evolution
Parents Guide for Unit 42
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For 2026: Please note that units are considered "under revision" until two weeks before the class date, and page content, web assignments, and exercises may change before that deadline.
Parent's Notes to Unit 42: Early Evolution Theories
Preparation
Below are notes on the main points of each assignment.
- History Web Lecture: Attempts to explain the geological formations of the earth led inevitably to considerations of its age and to explanations of the fossils buried in the earth. In this unit we look at the early concepts of the relationships between living things and the theories proposed to account for both their similarities and differences, starting with Aristotle's "Great Chain of Being". This concept emphasized a progression from simplicity to complexity, a principle that still influences modern evolution theory. We focus on Lamarck's theory of "acquired traits" -- that animals can learn or develop physical characteristics they pass on to their offspring, a theory now abandoned. We also look at the work performed by Georges Cuvier, who attempted to classify thousands of fossils sent to Paris during his tenure at the Museum National d'Histoire Naturelle in the early 1800s. These discussions provide the background against which Darwin develops and proposes natural selection.
Please discuss with your student the study questions at the end of the web lecture.
- Science Web Lecture: Geological Ages
We look at the result of several methods of dating strata in producing the modern geological list of ages. Students should understand the evidence given by geologists to support the current distribution of "ages", and the proposal for development of life on earth, so that they can rationally discuss this theory in light of their own religious convictions. In a later unit, we will talk about the religious reactions to Darwin's theory itself.
- Homework:
The Mastery Exercise questions focus on key players and their contributions to early evolution, and the order (simple to complex) by which modern geology and evolution use to explain the fossil records. Make sure that the student reads and attempts to answer the exercise questions before chat, so that he can identify questions that need to be discussed in chat.
- Discussion:
Students often find discussions of evolution and "old earth" theories disconcerting, especially if they come from backgrounds that emphasize the inerrancy of Biblical accounts and a strict reading of certain translations of Genesis. This is a good opportunity to share your own assumptions and convictions about the relationship of reason and observation to divine inspiration, and to recognize that different assumptions will lead people to different conclusions. This will set the stage for our discussion of Darwin in the next unit.
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