It is proper, even necessary, for the teacher to identify the two competing explanations of origins and to outline the fundamental assumptions of each perspective. This prepares students to make their own personal examinations of the controversy. All basic biological designs and systems are the products of purely spontaneous materialistic processes, devoid of any intelligently directed plan, purpose or goal. All species living and extinct are related by common descent from one or a few original simple organisms. All basic biological designs and systems are, indeed, the products of intelligent, purposeful design and special creation.
Biological variation is limited within the boundaries of the originally created kinds.
This simply identifies the two alternative views in a rational way so that students can then pursue the controversy by further personal study, if they so desire. It also lays a proper groundwork for any classroom discussion of scientific evidence related to that controversy. And, finally, it gives students a correct basis for understanding that both perspectives involve certain faith propositions. This, in turn, helps engender in the students mutual respect for others with whom they may have very fundamental disagreements on matters both scientific and philosophical. Since this Science Framework mandates a science curriculum which is empirical and encompasses a sequence of intermediate objectives and final objectives which stand related in a hierarchy of dependent facts, concepts and theories, it is in accord with the historical and logical process by which scientific knowledge has advanced.