February 19th-February 23rd

monday-1.jpg February 19th Natural Selection Lesson 3.1
1: Warm-Up (7 min.)

Students receive new population data from the past that motivates the Investigation Question: How do new traits appear in populations?

2: Active Reading: Mutations (25 min.)

Students continue to develop their Active Reading skills, focusing on making connections. In this article set, students read about different examples of populations that have had mutations. This activity provides an On-the-Fly Assessment of students' abilities to engage with scientific texts and to make deeper connections.

3: Discussing Annotations (10 min.)

Students have time to discuss their thinking about the reading they did in order to share important insights and/or correct alternate conceptions. Students have a chance to share what they read with another student who read a different article from the choice set. Students' annotations provide an opportunity for an On-the-Fly Assessment of students' annotation skills, reading comprehension, and content understanding.

(Teacher Only) Introducing the Homework (3 min.)

The teacher introduces students to mutations in the Sim for homework.

4: Homework

Students explore mutations in the Natural Selection Simulation.

Tuesday-1.jpg February 20th Natural Selection Lesson 3.2
1: Warm-Up (5 min.)

Students check their understanding about mutations and mutant traits.

2: Rereading Mutations (20 min.)

Students reread the choice article they read in the last lesson with a new purpose: looking for information about what causes mutant traits to become more common over time. The teacher uses this as an On-the-Fly Assessment of students' understanding of the crosscutting concept of Cause and Effect.

3: Investigating Mutant Fur Traits in the Sim (15 min.)

Students discover that new traits introduced by mutations only become more common if they are adaptive in a particular environment.

4: Reflection (5 min.)

Students have an opportunity to consider what they have learned about mutations.

5: Homework

Students correct a common alternate conception about mutations and natural selection in the last of the Sherman’s Stories for the unit. Students also read about artificial selection and genetic engineering.

Wednesday-1.jpg February 21th Natural Selection Lesson 3.3
1: Warm-Up (5 min.)

Students review the last of Sherman's Stories for more evidence that shows organisms don't acquire adaptive traits just because they want them.

2: Write and Share: Discussing Mutations (20 min.)

Students use the Write and Share routine to compare how the distribution of traits changes in populations when three different mutations are introduced. This allows them to demonstrate what they have learned about why some mutated traits become common and others do not. The teacher uses this activity as an On-the-Fly assessment of students' understanding of how mutations affect the distribution of traits in a population.

3: Preparing a Final Model (20 min.)

Students apply what they have learned in the unit to model their full understanding of how the distribution of poison traits changed in the newt population over time.

4: Homework

Students will read the article “The Stickleback Fish in Its Environment” and annotate it with their questions and connections.

5: Self-Assessment (Optional)

Students check their understanding of important content in the unit, and are given a chance to reflect on additional questions they have about natural selection in the newt population.

thursday-1.jpg February 22nd

Louisiana Companion Lesson

Reading about plant and animal reproduction

This lesson builds on and reinforces students’ understanding that individuals with adaptive traits are more likely to have offspring. Students learn about the particular traits, including behaviors, that help plants and animals reproduce. They read two short articles. “Why the Corpse Flower Smells So Bad” describes one plant’s adaptations for reproduction, including a reliance on specific animals for pollination. “Apartments Built by Birds” describes sociable weavers’ behaviors—including nest building, group living, and courtship displays—that help them survive and reproduce. After the teacher models Active Reading, students read and annotate the articles and then reflect on their annotations in partner and whole-class discussions. Students then revisit the articles to learn more about traits and behaviors that help organisms reproduce. The purpose of this lesson is for students to learn about traits that help plants and animals reproduce successfully and about how group behaviors can help animals survive.  
friday-1.jpg February 23rd Natural Selection Lesson 4.1
1: Warm-Up (5 min.)

Students annotate a passage from "The Stickleback Fish in Its Environment" article they read for homework. They begin thinking about factors in the stickleback environment that could determine whether its armor is an adaptive trait.

2: Introducing Sticklebacks (10 min.)

The teacher uses a slideshow to introduce students to the stickleback mystery and provides background information about how the stickleback population has changed over time.

3: Examining Evidence About Sticklebacks (20 min.)

Students carefully read and analyze the evidence they will use in the Science Seminar.

4: Discussing Evidence and Claims (20 min.)

In preparation for the Science Seminar, students sort, coordinate, and discuss pieces of evidence in order to determine how the evidence relates to the claims.