Teaching evolution in schools provides no benefits for students.

Thanks to my opponent for an entertaining debate. Firstly, I would like to point out my opponent is shifting the goalposts, as in round two his question was "Has there ever been a situation, in your life, where a basic understanding of evolution would have helped you out?". I replied Yes to this question. Instead of rebutting my argument my opponent ignored my claim in his closing argument and instead changed the question too "Now, when you're voting, I want you to take a moment and think about this. In your adult life, have you ever needed what you were taught in school about evolution? think about your friends too. Do any of them require a need for evolution, as taught in our grade schools? " This is shifting of the goalposts and requires you to disregard scientific facts on the basis that you may know one person in the world who has not benefited from knowledge of evolution. My opponent has also made the fallacious argument that no transitional forms exist. In my round 3 argument I provided multiple sources for transitional fossils. But here let me give a list of three transitional fossils from those cited sources that should without a doubt put the argument of transitional fossils to rest. Archaeopteryx The transition between feathered dinosaurs and bird.(1)Tiktaalik The transition between fish and four legged animals.(2)Eupodophis The transition between lizard and snake.(3) When my opponent says "Dog breeding stretches back thousands of years before evolution came on the scene." and "As for your bananas, That technology is also thousands of years old." he is unfortunately showing that molecular evolution (descent with modification) is true. As such my opponent has conceded the natural selection (adaptation) argument for molecular evolution, thereby showing that molecular evolution is important and should be taught.However, if I may add here molecular evolution is a far more difficult subject to understand than general evolutionary theory. As schooling deals with the basics, you first need to understand the general theory before you can delve further into the more advanced proofs i.e. molecular evolution. Finally my opponent asserts that in school evolution is been taught as the theory that "'goo to you' theory of evolution. This is what is taught in schools. It teaches that life began from lifeless chemicals that eventually formed the first living cell. This process continued for billions of years and is responsible for all life, as we know it." My opponent has asserted this, which I have shown to be a wrong definition of evolution. Additionally, my opponent has shown no sources to verify that this is what is been taught in schools. However in a previous round I showed this is false by reference to the National Board of Education position on evolution.(4) As such my opponent statement is again nullified as this is not what gets taught in school. I would also like to point out that my opponent has dropped the argument for further education and earning potential of students.My opponent has also dropped my contention that if we are to not teach evolution based on the Appeal to Ignorance, then surely we should also drop teaching other scientific theories like the theory of gravity. Evolution is a critical and unifying theory in biology, no matter what creationist website my opponent may link too. My opponent even claimed I made a fallacious argument by saying it is not a unifying theory in biology, yet this flies in the face of the Academy of Science and other professional organizations. These organizations are not full of only evolutionary biologists (out to destroy creationism) as my opponent would have you believe but physicists, chemists, engineers, doctors etc. In this debate my opponent has dropped multiple points and unintentionally conceded some, such as the molecular evolution concept. For this reason I believe my opponent has failed in their burden of proof. Again thanks to my opponent, and now I hand the debate over to the voters. (1) http://www.ucmp.berkeley.edu...(2) http://tiktaalik.uchicago.edu...(3) http://news.bbc.co.uk...(4) http://www.nsta.org...