February 26th-March 1st

monday-1.jpg February 26th 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.

Tuesday-1.jpg February 27th Natural Selection Lesson 4.2/4.3
1: Warm-Up (10 min.)

Students practice combining evidence to support a claim.

2: Using the Reasoning Tool (10 min.)

Students use the Reasoning Tool to make their reasoning about the Science Seminar evidence clear.

3: Preparing to Write (10 min.)

Students prepare to use their completed Reasoning Tools to write a scientific argument.

4: Writing a Scientific Argument (15 min.)

Students apply their knowledge of natural selection as they write a convincing scientific argument that explains why the stickleback population has less armor and has become faster compared to the sticklebacks 13 generations ago. Student writing represents an opportunity for students to demonstrate understanding through a three-dimensional performance. Student writing can be scored by referencing the provided rubric in the Natural Selection Rubrics for Final Written Argument (in Digital Resources).

5: Homework

Students engage in an important part of the writing process by reviewing and revising their written arguments.

6: 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.

Wednesday-1.jpg February 28th Louisiana Companion Lesson

 This lesson builds on and reinforces students’ understanding that an organism’s genes lead to their traits; students consider how environmental factors also contribute to an organism’s traits. In this lesson, students read the article “Growing Giant Pumpkins.” After the teacher models Active Reading, students read and annotate the article and then reflect on their annotations in partner and whole-class discussions. Students then revisit the article to learn more about factors that affect an organism’s growth. The purpose of this lesson is for students to learn that both genetics and environmental factors influence
an organism’s growth.  Students will also complete a blooket to review for assessment. 

thursday-1.jpg February 29th Natural Selection End of Unit Assessment  Students complete an End-of-Unit Assessment on Pear Assessment. The End-of-Unit Assessment indicates where students fall along the levels of the Progress Build after instruction by measuring their mastery of the specific ideas, both unit-specific science concepts and crosscutting concepts, that comprise each level of the Progress Build. The End-of-Unit Assessment also measures students’ understanding of important supporting content not explicitly included in the Progress Build. When analyzed with the Pre-Unit Assessment and Critical Juncture, the End-of-Unit Assessment results indicate students’ progress over the course of the unit.
friday-1.jpg March 1st Pre-Unit Assessment Evolutionary History/Vocabulary Students complete a pre-unit assessment. The pre-unit assessment is diagnostic and designed to reveal students’ understanding of the unit’s core content—including unit-specific science concepts and crosscutting concepts—prior to instruction by indicating, for formative purposes, where students initially fall along the levels of the Progress Build (PB). The pre-unit assessment also measures students’ understanding of important supporting content not explicitly included in the PB. As such, the pre-unit assessment offers a baseline from which to measure growth of understanding over the course of the unit. Students will also complete vocabulary worksheets for evolutionary history to turn in for bonus points.