Wix is a technology tool that allows students to design creative, engaging, and interactive websites using class content.
Technology Focus: Website Design using www.wix.com
Level: This tool provides teachers and students with many simple tutorials that highlight its features. Some prior knowledge of website design is useful, but not required to use this tool.
Wix can be used in different units in the science curriculum as an assessment of learning tool. This resource will specifically demonstrate the use of Wix as an assessment of learning tool in the evolution unit of the SBI3U course.
Students can design a creative, engaging, and interactive website using course content. Students can add videos, images and galleries, different pages, and slideshows to their websites.
- Evolution is the process of biological change over time based on the relationships between species and their environment
- The theory of evolution is a scientific explanation based on a large accumulation of evidence
C2. Investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution
C3. Demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs
C2.1 use appropriate terminology related to evolution, including, but not limited to: extinction, natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest
C2.3 analyse, on the basis of research, and report on the contributions of various scientists to modern theories of evolution (e.g., Charles Lyell, Thomas Malthus, Jean-Baptiste Lamarck, Charles Darwin, Stephen Jay Gould, Niles Eldrege)
C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time
C3.3 define the concept of speciation, and explain the process by which new species are formed
C3.4 describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual selection, genetic variation, genetic drift, biotechnology), and explain how they affect the evolutionary development and extinction of various species (e.g., Darwin’s finches, giraffes, pandas)
- Myths about Evolution
- Theory of Evolution
- Fossil evidence for Evolution
- Natural selection
- Charles Darwin
- Darwin’s voyage to the Galapagos Islands
- Jean-Baptiste Lamarck
- Charles Lyell
Prior Skill Sets
Students need to have an excellent understanding of the following concepts: Theory of Evolution, fossil evidence for evolution, the contribution of various scientists to the theory of evolution, myths about evolution, and religious believes that oppose the theory of evolution.
- One computer per student
- Internet access
Review your School Board’s online code of conduct.
Instructional Planning and Delivery
Signing up Steps for Wix
- Go to www.wix.com and click Get Started and then Sign-up.
- Complete all the required information and then click Sign-up (see below).
- Click Choose a Template.
- Select the type of template on the left hand-side and then click Edit on the selected template.
- Watch the following video on how to use Wix Editor by clicking play and then clicking Start Now.
6. For step by step information on how to use Wix Editor, watch the following YouTube video sets:
Tip: Wix.com works best using Google Chrome
In groups of three, students are going to create an informational website that will explore the controversy of evolution and answer some of their own questions about the topic. It is important that students enter this project with an open mind.
Students will create a website with the following requirements:
- Explain the Theory of Evolution and provide examples
- Reference Charles Darwin, Jean-Baptiste Lamarck, and Charles Lyell
- Eight common questions about evolution
- Four misconceptions about evolution with a rebuttal from a scientific viewpoint
- Creativity to support arguments (images, videos, slideshows)
- A YouTube evolution video with six questions related to the video
- Works cited page in APA style
- Title, names of group members, and date
Tip: Each of the above requirements should be placed on separate pages on the website.
Tip: Remind students that their website should not contain any information that has been copied and pasted from other sources; their website needs to be in their own words.
1. Students will form groups of three and brainstorm a list of things they know (or think they know) about the Theory of Evolution.
2. In groups, students will develop a list of things they do not know, would like to know, or unsure about.
3. Individually, each student will research the topic. Each student is to record important facts and information they find appropriate to use on their website. Students should also download any images and/or videos they would like to use on their website.
4. Students will rejoin their group and will collaboratively decide which information and images and/or videos to use on their website.
5. Each group will sign-up for Wix and select their template.
6. Students will design their website according to the website requirements.
7. Once finished, groups will publish their website and will write their website’s URL at the top of the rubric hand-out with all their names and hand it in to their teacher.
Below is a list of resources that students are to use to complete their website. Students may use other resources, but they need to be approved by the teacher. Students are only to use resources available on-line for this activity.
University of California Museum of Paleontology: http://www.ucmp.berkeley.edu/exhibits/historyoflife.php
PBS – Evolution: http://www.pbs.org/wgbh/evolution/
The TalkOrigins Archive: http://www.talkorigins.org/
Human Evolution: The fossil evidence in 3D: http://www.anth.ucsb.edu/projects/human/
On the Origin of Species by Means of Natural Selection by Charles Darwin: http://www.talkorigins.org/faqs/origin.html
Evolution and Fossil record: http://www.agiweb.org/news/evolution/examplesofevolution.html
Tip: Please see student hand-out entitled “Designing an Evolution Website”
This activity will be used as an assessment of learning tool at the end of the evolution unit in the SBI3U course. Students will be graded according to the “Designing an Evolution Website Rubric” hand-out.
Next Steps and Extensions for this Tech Tool
This activity can be extended to have students create their own YouTube video on evolution where they have to dramatize key features of the Theory of Evolution. Once finished, students can upload their video onto YouTube and embed it on to their website.