February 5th-February 9th

monday-1.jpg February 5th Natural Selection Lesson 2.1
1: Warm-Up (10 min.)

Students read a new Sherman's Story that introduces them to the idea of how parents might influence whether adaptive traits are passed to their offspring.

2: Reproduction in the Sim (15 min.)

Students gather evidence in the Sim to refute the alternate conception that reproduction always produces offspring with adaptive traits.

3: Traits Over Generations (20 min.)

Students participate in an activity that demonstrates how offspring have traits that are like their parents' traits.

4: Reading "Glowing Jellies" (20 min.)

Students engage in a quick version of Active Reading, reading a short article about the protein molecule that causes crystal jellies to glow.

5: Reflection (10 min.)

Students answer the Investigation Question: How do individuals in a population get their traits?

Tuesday-1.jpg February 6th Natural Selection Lesson 2.2


1: Warm-Up (5 min.)

Students examine spider parents and offspring and explain how the offspring got their traits.

(Teacher Only) Observing Genes, Protein Molecules and Traits (15 min.)

Students observe a model of reproduction in the Traits and Reproduction Sim in order to get a more in depth view of how genes are instructions for making protein molecules and how protein molecules lead to traits.

2: Observing Reproduction in the Sim (20 min.)

Students use the Sim to investigate how reproduction and adaptive traits are related.

3: Responding to Sherman (20 min.)

Students create a model and write a response to Sherman's alternate conceptions about reproduction.

(Teacher Only) Introducing Homework (5 min.)

The teacher introduces the homework.

4: Homework

Students make connections between natural selection and other topics they have studied in science.

Wednesday-1.jpg February 7th Natural Selection Lesson 2.3


1: Warm-Up (10 min.)

Students activate their prior knowledge about how natural selection changes populations over time, considering whether organisms with adaptive traits have longer lifespans.

2: Active Reading: “The Deadly Dare” (25 min.)

Students learn about the process of natural selection as they read about how poison works as an adaptive trait in rough-skinned newts and other organisms. This activity provides an opportunity for an On-the-Fly Assessment of students' ability to engage with scientific texts and to make deeper connections.

3: Discussing Annotations (10 min.)

Students discuss their thinking about the reading in order to share important insights and surface alternate conceptions. Students' annotations provide an opportunity for an On-the-Fly Assessment of students' annotation skills, reading comprehension, and content understanding.

4: Homework

Students have an opportunity to read about about the diverse history of science and how the theory of natural selection gained traction and prominence.

thursday-1.jpg February 8th Natural Selection Lesson 2.4
1: Warm-Up (5 min.)

Students revisit a visual representation from "The Deadly Dare" to consider alternate ways of explaining natural selection.

2: Rereading “The Deadly Dare” (20 min.)

Students read with a new purpose: to look for information about how reproduction is a part of natural selection. The teacher uses this activity as an On-the-Fly assessment of students' understanding of the role of reproduction in changes to trait distributions.

3: Reasoning About the Rough-Skinned Newts (18 min.)

Students prepare to write a scientific argument by using the Reasoning Tool to make explicit connections between pieces of evidence and one of the claims.

(Teacher Only) Introducing the Homework (2 min.)

The teacher reminds students how to write a scientific argument, which they will be doing for homework.

4: Homework

Students use the work they have done in the Reasoning Tool to craft a scientific argument for Alex Young that explains the changes in the newt population.

friday-1.jpg February 9th Natural Selection Critical Juncture

Students complete a Critical Juncture Assessment. The CJ is designed to reveal students’ current levels of understanding of the unit’s core content, and the results are used to place each student at a particular level on the Progress Build (PB). These assessment results indicate students’ progress from the beginning of the unit and are used to group students for differentiated instruction in the next lesson. As with the Pre-Unit Assessment, the CJ includes content beyond what a student is expected to have mastered. Therefore, the CJ is not intended to be used for summative purposes.