Variation SCALE

Exploring Variation
and Natural Selection

with Fast Plants
DRAFT
June 2006
7th Grade Immersion Unit
Exploring Variation and
Natural Selection with Fast Plants
Please note the following is an overview of a 7th grade
Variation and Natural Selection Immersion Unit (extended
investigation in science). This unit was developed in
partnership with the Los Angeles Unified School District
and is being tested and revised by teachers, scientists, and
curriculum developers associated with the NSF-funded
Math/Science Partnership, System-wide Change for All
Learners and Educators (SCALE) and the DOE-funded
Quality Educator Development (QED) project at the
California State University Dominguez Hills.
Table of Contents 3
Table of Contents
Navigating the Unit ..................................................................................................7
Unit Overview ...........................................................................................................9
Unit Overarching Concepts ........................................................................................9
Unit Supporting Concepts ..........................................................................................9
Evidence of Student Understanding ..........................................................................9
Unit Preview ...............................................................................................................10
Unit Standards ...........................................................................................................11
Unit Timeline..............................................................................................................12
Unit Level Graphic Organizer .................................................................................18
Support Materials ......................................................................................................19
Step 1 Overview .....................................................................................................23
Step 1 Lesson 1 Snapshot: How Fast are Fast Plants? ...........................................25
Advance Preparation .............................................................................................27
Teacher Background Information .........................................................................28
Implementation Guide .........................................................................................29
Student Page 1.1A: Fast Plants Planting Protocol ................................................33
Student Page 1.1B: Petri Dish Germination Protocol ...........................................35
Teacher Page 1.1a: Preparing for Students to Plant Wisconsin Fast Plants ..........37
Step 1 Lesson 2 Snapshot: Scientic versus Casual Observations ........................41
Implementation Guide ..........................................................................................43
Step 1 Lesson 3 Snapshot: Science Notebooks: Communicating and Recording 45
Student Page 1.3A: Sample Science Notebook Pages ..........................................51
Student Page 1.3A: Sample Science Notebook Pages (continued) .......................53
Student Page 1.3A: Sample Science Notebook Pages (continued) .......................55
Step 1 Lesson 4 Snapshot: Science Notebooks: Peer Review ................................57
Student Page 1.4A: Science Notebook Rubric .....................................................61
4 Exploring Variation and Natural Selection with Fast Plants
Step 1 Lesson 5 Snapshot: Scientic Explanation: How Fast are Fast Plants? ...63
Advance Preparation ............................................................................................65
Teacher Page 1.5a: Fast Plant Data .......................................................................69
Student Page 1.5A: How Fast are Fast Plants Compared with Other Plants?.......71
Student Page 1.5B: The Development of Fast Plants ...........................................73
Student Page 1.5B: The Development of Fast Plants (continued) ........................75
Student Page 1.5B: The Development of Fast Plants (continued) ........................77
Step 2 Overview .....................................................................................................79
Step 2 Lesson 1 Snapshot: Using Evidence to Explore
Similarities and Differences ......................................................................................81
Student Page 2.1A: What Happened? ...................................................................87
Student Page 2.1B: Pauls Growing Protocol for Population A ............................89
Student Page 2.1B: Pauls Growing Protocol for Population B ............................91
Student Page 2.1C: Observing Differences and Similarities ................................93
Student Page 2.1D: Pauls Data Pressed Plants .................................................95
Student Page 2.1D: Pauls Data Pressed Plants (continued) ..............................97
Student Page 2.1D: Pauls Data Pressed Plants (continued) ..............................99
Student Page 2.1E: Pauls Data Graphical Data ..............................................101
Student Page 2.1E: Pauls Data Graphical Data (continued) ...........................103
Student Page 2.1F: Pauls Data Data Tables ....................................................105
Step 2 Lesson 2 Snapshot: Investigating Variation: Environmental Factors
and Heritable Traits ................................................................................................107
Advance Preparation ..........................................................................................109
Implementation Guide ........................................................................................110
Student Page 2.2A: Venn Diagram of Traits .......................................................113
Student Page 2.2B: Experimental Sequence .......................................................115
Teacher Page 2.2c: Unit Level Graphic Organizer .............................................117
Teacher Page 2.2d: Fast Plants Pollination Protocol...........................................119
Teacher Page 2.2e: Leaess Experiment Calendar .............................................121
Step 2 Lesson 3 Snapshot: Describing Populations ..............................................123
Teacher Background Information .......................................................................125
Advance Preparation ...........................................................................................125
Student Page 2.3A: Individual Plant and Plant Population Observations ...........129
Student Page 2.3B: Frayer Model on Population................................................131
Table of Contents 5
Step 2 Lesson 4 Snapshot Investigating Environmental Stress and Variation ...133
Student Page 2.4A: Experimenting with the Effects of an
Environmental Factor ...................................................................................139
Student Page 2.4B: Planning an Experiment to Answer a Question...................141
Student Page 2.4C: Investigation Rubric ............................................................143
Step 3 Overview ...................................................................................................145
Step 3 Lesson 1 Snapshot: Investigation: Flowers and Pollination .....................147
Student Page 3.1A: Understanding Flowers .......................................................153
Student Page 3.1A: Understanding Flowers (continued) ...............................155
Student Page 3.1A: Understanding Flowers (continued) ...............................157
Student Page 3.1B: Pollination Worksheet .........................................................159
Student Page 3.1C: Fast Plants Pollination Protocol ..........................................161
Teacher Page 3.1a: Understanding Flowers ........................................................163
Teacher Page 3.1b: Pollination Worksheet ..........................................................165
Step 4 Overview ...................................................................................................167
Step 4 Lesson 1 Snapshot: Selection Simulation...................................................169
Student Page 4.1A: SimulationThe Disease Strikes .......................................175
Student Page 4.1A: SimulationThe Disease Strikes (continued) ....................177
Student Page 4.1A: SimulationThe Disease Strikes (continued) ....................179
Student Page 4.1B: Using a Simulation to Develop a Scientic Explanation ....181
Step 4 Lesson 2 Snapshot: Selection Simulation Analysis ...................................183
Student Page 4.2A: What, No Fries? ..................................................................189
Student Page 4.2A: What, No Fries? (continued) ...............................................191
Student Page 4.2A: What, No Fries? (continued) ...............................................193
Step 4 Lesson 3 Snapshot: Articial and Natural Selection ................................195
Student Page 4.3A: What History Could Explain This Mystery? .......................199
Student Page 4.3A: What History Could Explain This Mystery? .......................201
Student Page 4.3B: Articial and Natural Selection ...........................................203
Student Page 4.3B: Articial and Natural Selection (continued) .......................205
Student Page 4.3B: Articial and Natural Selection (continued) .......................207
Step 5 Overview ..................................................................................................209
Step 5 Lesson 1 Snapshot: Building Evidence-based Explanations ....................211
Student Page 5.1A: Building Scientic Explanations.........................................217
Student Page 5.1A: Building Scientic Explanations (continued) .....................219
Step 5 Lesson 2 Snapshot: Investigation Explanation ..........................................225
Student Page 5.2A: Building Scientic Explanations.........................................229
Student Page 5.2B: Investigation Rubric ............................................................237
Teacher Page 5.2b: Investigation Rubric ............................................................239
Step 6 Overview ...................................................................................................241
Step 6 Lesson 1 Snapshot: Explaining Reproductive Success .............................243
Student Page 6.1A: Reproductive Success Frayer Model ...................................247
Teacher Page 6.1a: Reproductive Success Frayer Model ...................................249
Step 6 Lesson 2 Snapshot: Explaining Variation and Natural Selection ............251
Student Page 6.2A: EvaluatePatterns in Variation ..........................................255
Student Page 6.2A: EvaluatePatterns in Variation (continued) .......................257
Unit Overview 7
Navigating the Unit
This Immersion Unit provides a coherent series of
lessons designed to guide students in developing
deep conceptual understanding that is aligned
with the standards, key science concepts, and
essential features of classroom inquiry (as defined
by the National Science Education Standards). In
Immersion Units, students learn academic content
by working like scientists: making observations,
asking questions, doing further investigations
to explore and explain natural phenomena,
and communicating results based on evidence.
Immersion Units are intended to support teachers
in building a learning culture in their classrooms
to sustain students enthusiasm for engaging
in scientific habits of thinking while learning
rigorous science content.
This Immersion Unit is comprised of several steps;
each step contains between one and four lessons.
The unit begins with the Unit Overview, which
includes a description of the key concepts, evidence
for student understanding, assessment strategies
and other relevant implementation information. The
Unit Overview outlines the conceptual flow and
rationale for the structure of the unit.
Each step in the unit begins with an overview,
which describes the individual goals and activities
of the specific step, and its relationship to the
previous and following steps. The title and
approximate length of time needed for each lesson
is also shown. Within the step, each lesson contains:
Snapshot
Background Information
Implementation Guide
Student Pages
Teacher Pages
Snapshots are printed on a single page and provide
key information for implementing the lesson. Each
snapshot includes the key concept(s), evidence
of student understanding, list of materials,
procedures for lesson implementation, key words
and REAPSa strategy for assessing student
learning. This page is designed to have on hand
while you implement the lesson.
The Background Information and Implementation
Guide sections provide learning experiences
such as investigations, reading research, or other
engaging supporting strategies designed to teach
a specific concept(s). They include instructions
for any advance preparation required, explain
the design of the lesson, include strategies for
assessing student learning, and provide teacher
background information on relevant science
content. The Implementation Guide for each
lesson addresses teaching methodology, including
specific examples and information related to
effective teacher implementation. If research
identifies common misconceptions related to
the content, a detailed explanation of common
misconceptions is provided with suggestions for
addressing them.
Student pages may include readings, guides,
handouts, maps or instructions to engage students
during the lesson. These pages assist you as
you guide students through the lesson, and are
intended to be readily adapted to suit a variety of
classrooms with diverse student populations.
Teacher pages may include overheads, maps,
data charts and other materials that can help you
implement the lesson.
Snapshot Page
The information on the Snapshot page includes the following:
Lesson Title Materials
Key Concept Key Words
Time Needed REAPS Questions
(continued on following page)
This Immersion Unit contains a variety of
opportunities for modifying content and
methodology based on your students needs and
your classroom situation. The basic structure of
the unit is designed to support you in anticipating
the particular needs of your students to foster
understanding of inquiry, nurture classroom
communities of science learners, and engage
students in learning key science concepts.
Unit Overview 9
Unit Overarching Concepts
Naturally occurring variations of traits
in a population are influenced by genetic
and environmental factors and evolve over
generations by selective processes.
Science knowledge advances through
inquiry.
Unit Supporting Concepts
The variation of organisms within a spe-
cies increases the likelihood that at least
some members of the species will survive
under changed environmental conditions.
Individual organisms with certain traits are
more likely than others to survive and have
offspring. Changes in environmental con-
ditions can affect the survival of individual
organisms and entire species.
Some variation in heritable characteristics
exists within every species. One of these
characteristics gives individuals an advan-
tage over others in surviving and reproduc-
ing, and the advantaged offspring, in turn,
are more likely than others to survive and
reproduce.
New varieties of cultivated plants and do-
mestic animals have resulted from selec-
tive breeding for particular traits.
Scientists differ greatly in what
phenomena they study and how they go
about their work. Although there is no
fixed set of steps that all scientists follow,
scientific investigations usually involve
the collection of relevant evidence, the use
of logical reasoning, and the application
of imagination in devising hypotheses
and explanations to make sense of the
collected evidence.
Important contributions to the advance-
ment of science, mathematics, and
technology have been made by different
kinds of people, in different cultures, at
different times.
Evidence of Student
Understanding
Use experimental evidence to support an
explanation for how reproductive suc-
cess, variation, environmental stress, and
adaptations relate to the process of natural
selection.
Interpret illustrations of populations to
create a fictional, yet plausible, explana-
tion for how genetic variation and environ-
mental factors are causes of evolution and
diversity of organisms and, in some cases,
extinction.
Identify and engage in all aspects of scien-
tific inquiry and the process of keeping a
detailed science notebook.
Explain how studying natural phenomena
through scientific inquiry advances
knowledge.
Identify and interpret relationships among
variables within data sets and explain how
graphing data is useful for seeking pat-
terns in evidence that can lead to scientific
explanations.
Design and conduct an investigation
using Fast Plants to collect evidence
appropriate for exploring the relationships
among environmental stress, inheritance,
variation, and reproductive success.
Apply their knowledge of reproductive
success, adaptations, variation, and natural
selection to develop an evidence-based
explanation for the results of a simulation
that is based on multiple sources of evi-
dence (experimental observations, written
materials, and audio visual resources).
Unit Preview
This Immersion Unit engages students in an
inquiry and a wide variety of supporting activities
to explore variation and natural selection.
The unit is designed to build deep conceptual
understanding of how environmental conditions
combined with inheritance influence the
distribution of variation for particular traits within
a population of organisms over many generations.
Students investigate:
how variation within a population is
influenced by environmental factors
how environmental factors influence
reproductive success in a population
In this unit, evidence from several student
investigations using Wisconsin Fast Plants is
combined with evidence from a simulation,
information from readings, and videotaped
interviews with the scientist who developed
Fast Plants to support students understanding
of artificial and natural selection. Students learn
that natural selection is a gradual process that
can cause changes in the distribution of variation
within a population over many generations.
There are six steps in this unit, each with an
overarching outcome designed to support students
to learn the units key concepts. Each step is
divided into lessons that were developed for
one or two 50-minute class periods. Because
several investigations involve students in growing
plants to gather evidence, some lessons guide
the class to design and begin an experiment, then
students continue on with other lessons, spending
10 minutes periodically to make and record
observations of their plants; then, a later lesson
guides the class to analyze results and develop
scientific explanations for their investigations.
Fast Plants are easy to grow and have a short life
cycle (seed to flower in 14 days; seed to seed in
40 days), so they are particularly well suited to the
experiments in this unit.
Step 1 immediately engages students in growing
and getting familiar with Fast Plants, and it also
guides the class to establish expectations for
making and recording scientific observations in a
science notebook. Step 2 develops both the inquiry
process skills and science content knowledge that
students need to ask a question and design an
investigation to explore how environmental factors
can influence variation in traits and reproductive
success in a population of Fast Plants. Step 3
focuses on reproduction in flowering plants, which
is foundational for students to effectively pollinate
and tend their experimental plants as well as to
understand what constitutes reproductive success in
seed-bearing plants. During Step 4, students Fast
Plants continue to grow while the lessons feature
simulations, readings, and activities designed
to build content knowledge that is necessary for
analyzing investigation results in Step 5.
Lesson 1 in Step 5 provides an opportunity for the
teacher to model how to develop a scientifically-
oriented explanation. Then, in Lesson 2 of Step
5, students analyze the results of the central
Fast Plants investigation conducted in the unit
and develop an evidence-based explanation for
the variation they observe in their Fast Plants.
Students complete Step 5 by communicating and
evaluating their explanations, using their scientific
inquiry skills and abilities.
Step 6 is divided into two lessons that both
provide opportunities for students to apply and
demonstrate their understanding of the units key
concepts. These lessons include activities that
involve both small group and individual work with
a variety ways for students to reflect on and use
what they learned throughout the unit.
Unit Overview 11
Unit Standards
Evolution
3. Biological evolution accounts for the diversity of species
developed through gradual processes over many generations. As
a basis for understanding this concept:
a. Students know both genetic variation and environmental
factors are causes of evolution and diversity of organisms.
b. Students know the reasoning used by Charles Darwin
in reaching his conclusion that natural selection is the
mechanism of evolution.
e. Students know that extinction of a species occurs when the
environment changes and that the adaptive characteristics
of a species are insufficient for its survival.
Genetics
2. A typical cell of any organism contains genetic instructions that
specify its traits. Those traits may be modified by environmental
influences. As a basis for understanding this concept:
b. Students know sexual reproduction produces offspring that
inherit half their genes from each parent.
Structure and Function of Living Systems
5. The Anatomy and physiology of plants and animals illustrate
the complementary nature of structure and function. As a basis
for understanding this concept:
5f. Students know that the structures and processes by which
flowering plants generate pollen, ovules, seeds, and fruit.
Investigation and Experimentation Strand
7. Scientific progress is made by asking meaningful questions
and conducting careful investigations. As for a basis for
understanding this concept and addressing the content in the
other three strands, students should develop their own questions
and perform investigations. Students will:
7a. Select and use appropriate tools and technology (including
calculators, computers, balances, spring scales, microscopes, and
binoculars) to perform tasks, collect data, and display data.
7b. Use a variety of print and electronic resources (including the
World Wide Web) to collect information and evidence as part of
a research project.
7c. Communicate the logical connections among hypotheses,
science concepts, tests conducted, data collected, and
conclusions drawn from scientific evidence.
Unit Timeline
Step Lesson Class Time Key Concepts
Step 1

Step 1 Lesson 1
How fast are Fast
Plants?
50 minutes Fast Plants are a special kind of plant that a
creative scientist developed by doing science
to produce a plant that grows quickly in
artificial conditions.
Step 1 Lesson 2
Scientific versus
Casual Observations
50 minutes Scientists explanations about what happens
in the world come partly from what they
observe, partly from what they think.
What people expect to observe often affects
what they actually do observe. Strong beliefs
about what should happen in particular
circumstances can prevent them from
detecting other results.
Step 1 Lesson 3
Science Notebooks:
Communicating and
Recording
50 minutes Clear communication and accurate record
keeping is an essential part of doing science.
Step 1 Lesson 4
Science Notebooks:
Peer Review
50 minutes Clear communication and accurate record
keeping is an essential part of doing science.
Results of scientific investigations are seldom
exactly the same, but if the differences are
large, it is important to try to figure out why.
Step 1 Lesson 5
Scientific
Explanation: How
Fast are Fast Plants?
50 minutes Communicate the logical connection
among hypotheses, science concepts, tests
conducted, data collected, and conclusions
drawn from the scientific evidence.
Seeds are the structure from which flowering
plants produce new plants.
Unit Overview 13
Step 2 Step 2 Lesson 1
Using Evidence to
Explore Similarities
and Differences
100 minutes Environmental factors are causes of diversity
among organisms such as plants
Scientific explanations are different
than description; they include explicit
references to causes for effects and establish
relationships based on evidence and logical
argument.
Various forms of display for data sets,
including box-and-whisker plot (high-low
graph), are useful forms to display a single
set of data or to compare two sets of data.
Step 2 Lesson 2
Investigating
Variation:
Environmental
Factors and Heritable
Traits
50 minutes
to begin the
investigation;
2426 days
evidence until
offspring is
collected
Environmental factors are not the only causes
of diversity among organisms such as plants;
some traits are inherited and others result
from interactions with the environment.
Every organism requires a set of instructions
for specifying its traits. Heredity is the
passage of these instructions from one
generation to another.
Scientific investigations may take many
different forms; including observing what
things are like or what is happening and
doing experiments.
Step 2 Lesson 3
Describing
Populations
50 minutes Individuals can be described by their
characteristics, or traits.
Populations can be described by numerical
data describing the traits that exist in the
population.
Scientific observations include both things
that can be measured and things that cannot.
Step 2 Lesson 4
Investigating
Environmental Stress
and Variation
50 minutes
to develop
question &
experiment
50 minutes to
design & set
up experiment
Environmental factors influence the traits
observed in individuals and populations.
Scientific progress is made by asking
meaningful questions and conducting careful
investigations.
Investigation:
Flowers and
Pollination
100 minutes The flowering plant life cycle includes
pollination, which leads to seed production.
Reproductive success in Flowering Plants
is when a plant produces flowers that are
successfully pollinated and produce seeds
that grow into new plants.
Experimental data and observations need
to be systematically collected and carefully
organized so that they can provide evidence
to support claims that can answer the
question being investigated.
Selection Simulation
50 minutes Individual organisms with certain traits are
more likely than others to survive and have
offspring.
Simulations can be used in science to
simplify a natural phenomenon to make it
possible to test and understand.
Step 4 Lesson 2
Analysis
90 minutes Individual organisms with certain heritable
traits are more likely than others to survive
and have offspring, and they influence
the traits in future generations more than
those that do not survive or produce many
offspring.
Scientists use appropriate tools and
techniques to gather, analyze, and interpret
data.
Step 4 Lesson 3
Artificial and Natural
Selection
50 minutes Genetic variation provides a population with
the potential to reproduce under changing
environmental conditions.
Changes in environmental conditions can
affect the survival of individual organisms
and entire species.
Without variation in a population, changes
in environmental conditions can lead to
extinction.
Unit Overview 15
Building Evidence-
based Explanations
50 minutes Acquired traits, like the leafless condition
acquired by the plant in Step 2, Lesson 2, are
not inherited.
Experimental evidence and credible scientific
information can be used to support claims
that can be logically linked to form scientific
explanations.
When fact and opinion are intermingled
in a claim, or an explanation does not
follow logically from the given evidence,
the explanation and/or conclusion is not
considered scientific.
Step 5 Lesson 2
Investigation
Explanation
100 minutes Naturally occurring variations of traits
in a population are influenced by genetic
and environmental factors and evolve over
generations by selective processes.
Experimental evidence and credible scientific
information can be used to support claims
that can be logically linked to form scientific
explanations.
When fact and opinion are intermingled
in a claim, or an explanation does not
follow logically from the given evidence,
the explanation and/or conclusion is not
considered scientific.
Explaining
Reproductive success
50 minutes Reproductive success occurs when individual
organisms pass their genetic information to
fertile offspring, influencing the percentage
of individuals with similar traits in the next
generation.
Step 6 Lesson 2
Explaining Variation
and Natural Selection
50 minutes Individual organisms that have certain traits
are more likely to survive and have offspring.
Changes in environmental conditions can
affect the survival of individual organisms
and entire species.
Small differences between parents and
offspring can accumulate in successive
generations so that descendants are very
different from their ancestors.
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Unit Overview 17
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Getting Started with
Fast Plants
Wisconsin Fast Plants (Rapid-
cycling Brassica rapa) are
a result of 30 years of plant breeding at the
University of WisconsinMadison. Selected to
grow, develop, and reproduce quickly for research,
these plants have unique properties that make
them ideally suited to short semesters, small
spaces, and youthful impatience:
Rapid growth (40 days seed planting to
seed harvest)
Petite size (15 cm tall and able to grow
in 2 cm2 of soil)
Wide variety of easily recognizable
genetic traits
Fast Plants need only water, 24-hour fluorescent
lighting, and fertilizer. Today these easy-to-care-
for plants are used at all grade levels in classrooms
worldwide. For additional information visit the
Wisconsin Fast Plants Program website at www.
fastplants.org.
Unit Level Graphic
Organizer
Many lines of evidence work together to explain
the effects of variation and natural selection on
populations. This unit uses a graphic organizer
to help students visualize how all this evidence
fits together. In the final step, students use this
graphic organizer to gather their learning to
explain the effects of the cabbage butterfly on
the reproductive success and variation seen in a
population of Fast Plants, a situation the students
have not previously discussed. The Unit Level
Graphic Organizer is used throughout the unit,
and evolves as students gather more evidence that
supports understanding features and processes of
natural selection. The headings for the Unit Level
Graphic Organizer are listed in the following chart
(including sample entries for the lesson when it is
introduced). Additional sample entries for the chart
are provided in the Implementation Guides for the
lessons where reference to the chart is made.
What we did What we know How we know it
Grew Fast Plants from seed
and recorded observations to
determine how fast they are.
Analyzed our observations and
measurements from growing Fast
Plants
Fast plants emerge from their
seeds and grow more quickly
than most plants.
We have data from the class
experiment.
We calculated the mean
for the number of days to
emergence in our class.
We read in the article how
many days to emergence Paul
reports that Fast Plants take.
Unit Overview 19
Support Materials
Immersion Unit CD
This Immersion Unit comes with a data CD
containing multimedia files for use at various
points throughout the unit. The CD also includes
files for the unit, including the student and teacher
pages.
Immersion Unit Toolbox
The Immersion Unit Toolbox is central to
this curriculum. It is a separate guidebook
thatdiscusses the concepts inherent in teaching
science through immersion units. These
concepts include engaging in scientifically
oriented questions, giving priority to evidence
in responding to questions, and formulating
explanations from evidence.
The Toolbox also describes several pedagogical
approaches (Think-Aloud strategies, for example)
that are key to how these units work. Most of the
strategies in the Immersion Unit Toolbox support
student engagement in scientific inquiry based on
the Five Essential Features of Classroom Inquiry
(NRC, 2000).
Before starting to teach Exploring Variation
and Natural Selection with Fast Plants, it is
recommended to read and become familiar with
the essential features of inquiry and teaching
strategies explained in the Immersion Unit
Toolbox.
The following is a brief overview of some of the
strategies frequently referenced in this unit.
Cooperative Student Groups
In this unit, students often work in groups. When
working as a team in a group, the ideal is to have
groups no larger than four students. Whatever the
group size is, all students in the team need to have
a job to do so they are individually accountable
for focusing on the current science lesson. When
assigning groups, keep in mind that the students
will remain in the same groups for the duration
of their Fast Plant investigation throughout the
unit. More information and suggestions for
choosing groups is provided in specific lesson
implementation guides.
Science Notebooks
One way that scientists keep a record of their
observations, data, explanations, and ideas is by
recording them in a notebook. The use of science
notebooks for each student is explicitly taught
in Step 1 and strongly encouraged for this Unit.
Where appropriate, directions are given in the
implementation guide to include the use of science
notebooks in various activities. Science notebooks
can serve not only as an organizing tool, but
also as a valuable source of formative feedback
throughout the Unit.
Think-Aloud Strategies
Variation and Natural Selection refers to the Think
Aloud strategy throughout the unit. The Think
Aloud is a teaching strategy whereby the teacher
makes important thinking and reasoning processes
explicitly clear for learners by describing aloud
the thinking process involved in a certain activity.
Example Think Aloud dialogs are included in
most of the lessons where they are referenced.
Think-Pair-Share
Think-Pair-Share is a cooperative learning
technique that allows students to think before they
respond to a prompt, to test their response on their
partner, and then to share their response (possibly
revised) with a larger group. Specific instructions
for implementing the Think-Pair-Share strategy
are discussed in the Immersion Unit Toolbox.
Exploring Variation and Natural Selection with
Fast Plants uses this technique throughout the unit.
REAPS Questions
REAPS is a method of formative assessment
that combines the time-tested ideas of Blooms
Taxonomy with new research on student
assessment. The level of thinking increases from
basic recall to complex analysis and predictions.
On each Lesson Snapshot page is a series of
REAPS prompts. This series of prompts is a
simple tool that can be used throughout or at the
end of each lesson. They can be used individually,
in pairs or in groups to review what students know
and are able to do. This provides an opportunity
for the teacher to modify instruction as necessary
based on student responses. Here are the types of
prompts included in the REAPS.
R Recall new knowledge: Determines whether
the student has learned the basic knowledge that is
related to and supports the key concept including
lists, drawings, diagrams, definitions.
E Extend new knowledge: Determines whether
the student can organize the basic knowledge
related to the key concept such as compare,
contrast, classify.
A Analyze knowledge: Encourages the student
to apply or interpret what they have learned
including developing questions, designing
investigations, interpreting data.
P Predict something related to new knowledge:
Engages the student in thinking about probable
outcomes based on observations and to engage
them in a new topic that builds on prior
knowledge.
S Self/Peer Assess: Encourages students to take
responsibility for their own learning. Includes
methods and/or activities for students to assess
their own learning and/or that of their peers.
The prompts increase in cognitive difficulty with
Recall as the easiest and Predict as usually the
most advanced. Students most likely demonstrate
confidence and ability when responding to the
first few prompts, while demonstrating continuous
improvement in responding to the Analyze and
Predict prompts. Students are not expected to
master all of the skills, but are encouraged to
extend their thinking. Suggested responses are
included in roman type after the boldface prompts.
More detailed responses are included in the
implementation guides for each lesson. While
these are good responses, other responses may be
valid with supportive evidence and reasoning.
The worksheets included in the lessons also
provide many opportunities for informal
assessment as the students work through the key
concepts of the Unit. The worksheets are designed
to be collected, reviewed, and used as benchmarks
for student understanding.
Two summative assessments occur in Step 6 of
this Immersion Unit. In this step students apply
their knowledge from the unit to explain a scenario
in which the results of natural selection can be
inferred from provided data.
Science Inquiry Map
The Science Inquiry Map on the following page
illustrates the Five Essential Features of Inquiry.
You can use this map in your classroom when you
introduce Immersion Units to your students. The
science inquiry process is dynamic and does not
necessarily follow a linear order. For example, a
student may develop an explanation that leads to a
new scientific question, or that student may revisit
evidence in light of alternative explanations.
On some occasions multiple features of an
explanation may overlap, or, depending on the type
of lesson, some features may have more emphasis
than others. These variations allow learners the
freedom to inquire, experience, and understand
scientific knowledge. The Five Essential Features
of Inquiry describe how engaging in science
inquiry unfolds in the classroom.

Unit Overview 21
Step 1 Overview 23
Overview
In this step, students practice the skills they will need to work as scientists
later in the unit when they design and conduct their own investigations on
variation in a population of Fast Plants. The opening question, How Fast
are Fast Plants? provides an opportunity for students to gain experience
asking a scientific question, making methodical observations, making and
organizing notebook entries, and analyzing data as well as building and
communicating evidence-based explanations.
From the opening of lesson one, students are introduced to Paul Williams,
a creative scientist whose work with Fast Plants provides the students with
background information on the development of the plant. Throughout the
unit, students are able to use examples set by Paul Williams as a model to
help them conduct their own investigations.
The students and teacher set up the experiment to test How Fast are Fast
Plants? during one class period and start the investigation over the next
day. Then students make observations and complete the first investigation
during the first week. Students will continue to make observations and
notebook entries on the Fast Plants as they continue to grow and develop in
the following weeks as the class progresses through the unit.
S T E P
1
Step 1 Lesson 1 How Fast are Fast Plants? 25
Step 1 Lesson 1 Snapshot
Key Concept
Fast Plants are a special kind of plant that a
creative scientist developed by doing science to
produce a plant that grows quickly in artificial
conditions.
Evidence of Student
Understanding
The student will be able to:
explain the origins of Wisconsin Fast Plants
plant Fast Plants according to the Fast Plants
Planting Protocol
Time Needed
50 minutes
Materials
For each student
1 copy of Student Page 1.1A Fast Plants
Planting Protocol
1 copy of Student Page 1.1B Petri Dish
Germination Protocol
2 note cards (optional: 2 different colors)
For each of 4 students
one growing quad
10 Fast Plant seeds (2 for each quad cell and
2 for the Petri dish)
potting mix
lighting
watering system
fertilizer pellets
1 Petri dish
paper towel circles cut to fit Petri dish
For the class
68 quads for the teacher to plant without
fertilizer
1 copy of Teacher Page 1.1a Preparing for
Students to Plant Wisconsin Fast Plants
34 Petri dishes with paper towel and seeds
that will not be moistened (to use in Lesson 2)
How Fast are Fast
Plants?
1. To introduce and build enthusiasm for
the unit, explain that in this unit students
will be working like scientists to understand
how important variation is in a population,
even designing and conducting their own
investigation using Fast Plants. Begin a quick
whole-class discussion, posing questions like:
What kind of variation do we see
among the individuals in our class?
That is the kind of thing we are going
to study for in this unit!
Why do you suppose the plants we are
going to study are called Fast plants?
What do you think of when you think
of a plant being fast?
2. Remind students that they are going to work
like scientists during this unit. Ask the students
What do Scientists do? Chart responses.
Be sure to add or emphasize that scientists
communicate with one another to explain their
work based on evidence.
3. Briefly explain that throughout this unit
the class will hear from the actual scientist
who developed Fast Plants. To begin to learn
what students already know, have students
individually write one sentence on a note card
answering:
How can a scientist develop a new
type of plant like a Fast Plant?
Ask a few volunteers to read their statements.
Collect the note cards for use in Step 2 (include
students names on cards).
4. Show the video introducing The Father of
Fast Plants, Paul Williams.
After the video, pose the question: Just
How Fast are Fast Plants? Have students
record their predictions on a note card
(include names) and collect for use later in
Step 1.
Explain that the class will grow their first
crop of plants to learn the answer to that
question and to get good at growing the
plants for their later investigations.
5. Remind students about how Paul Williams
selected for Fast Plants to grow under special
conditions that would be handy for his work.
Brainstorm plants needs for growth
and development and how Paul met those
needs for selected Fast Plants.
Emphasize the importance of following
the same planting/growing procedures
so that the classs plants are all growing
under the same conditions.
6. Display the materials for planting and have
students review Student Page 1.1A Fast Plants
Planting Protocol. Allow students to ask questions
about the protocol and highlight key points from
the planting procedure.
7. Explain to the class that to see what happens to
Fast Plants before they emerge from the planting
mix, some will be placed on moist paper towel in
Petri dishes. Provide a quick demo, and tell each
group set up one Petri dish when planting their
Fast Plants in planting mix.
Distribute Student Page 1.1B Petri Dish
Germination Protocol.
8. Have groups of four students plant seeds in
1 quad according to the Planting Protocol and
prepare 1 Petri dish as previously described.
Note: Resist the temptation to provide
students with guidance for recording notes
or observations until the next lesson.
See Advanced Preparation section for notes
about the different protocol for seeds planted
by the teacher.
9. Use the REAPS questions throughout the lesson
where appropriate.
REAPS Questions
R What do Fast Plants need to grow and develop well?
Fast Plants do best when they are grown as described in
the Growing Protocol with planting mix, fertilizer, water,
and light.
E Compare the growing environment of Fast Plants to
another plant you are familiar withhow are they
similar and different? Look for similarities like: they
both need fertilizer, light, water; and look for differences
like: Fast Plants grow indoors, do best with 24 hour light,
and use very little soil.
A Students will analyze their understanding in later lessons.
P What do you think will be the first change in the Fast
Plant seeds? Use student responses to informally assess
their understanding of germination and plant growth.
S What did you do today that was like what a scientist
does? Look for responses like, I used a protocol, I
wondered about how a plant grows, I made a prediction.
Advance Preparation
Remember to start the unit on a Monday
so the plants will be ready for student
investigations on weekdays when students
are in school.
NOTE: On the same day that students plant
their Fast Plant seeds, you will need to plant
68 quads of Fast Plants yourself using
the Fast Plants Planting Protocol with one
exception: DO NOT ADD FERTILIZER.
Keep these quads on a separate water
reservoir so that they receive no traces
of fertilizer. In Step 2 Lesson 1, the class
will investigate what may have happened
to cause these plants to grow and develop
differently than the students plants. After
910 days, the plants without fertilizer will
be significantly different; for example, they
will be shorter, have paler leaf color, and yet
will have similarly-timed life cycle stages.
If you have never planted Fast Plants before,
preparing these 68 quads will help you to
prepare for assisting students as they plant,
so we recommend doing this in advance.
Plan the following in advance:
1. Decide how you will group students.
2. Set up video introducing Paul Williams
and Fast Plants.
3. Prepare for planting:
set up florescent lights
organize the materials students
need for planting (see Teacher Page
1.1a Preparing for Students to Plant
Wisconsin Fast Plants)
4. Set out materials needed to grow seeds in
Petri Dishes for the first week:
Petri dishes
Fast Plant seeds
paper towels (you may wish to cut
Petri dish-sized circles of paper
towels in advance to save time)
waterproof markers
5. Make copies of Student Page 1.1A Fast
Plants Planting Protocol.
6. Set up materials to demonstrate key
planting procedures: 1 quad, planting mix,
water, fertilizer pellets, Fast Plant seeds.
7. Plant 68 quads of Fast Plants yourself
without fertilizer (see special NOTE earlier
in the Advance Preparation section).
8. Set up materials to demonstrate placing
seeds in a Petri dish to germinate: 1 Petri
dish, 1 paper towel, 5 Fast Plant seeds, a dish
to place the Petri dishes in to wick moisture
(see the Petri Dish Germination Protocol).
9. Prepare 34 Petri dishes that will not
be moistened to use in Lesson 2 so that
students can directly observe how the seeds
change over night.
NOTE: The seeds in Petri dishes are
intended to be observed only until the seeds
emerge from the planting mix in the quads. If
some students have poor germination in their
quads, seedlings from the Petri dishes can be
carefully transplanted into empty cells.
Teacher Background
Information
The plants used throughout this unit are Wisconsin
Fast Plants, chosen because of the ease with
which they can be grown in the classroom and
their quick life cycle. Fast Plants (scientific name:
Brassica rapa) are rapid-cycling brassicas. They
are members of the crucifer family of plants,
closely related to cabbage, turnips, broccoli and
other cruciferous vegetables. Bred for over 30
years at the University of WisconsinMadison
by Professor Paul H. Williams, Fast Plants today
require little more attention than continuous
fluorescent light, water, and fertilizer. The
seeds that you grow in your classroom can be
immediately planted or stored for up to 10 years in
a refrigerator.
The video segment included with this step
features Paul Williams. By providing videotaped
descriptions of his work developing Wisconsin
Fast Plants, this unit takes advantage of this
opportunity for students to understand science as
an ongoing and dynamic quest to understand the
natural world.
Planting Fast Plants on this first day of the unit
is designed to accomplish several important and
necessary outcomes:
1. Students (and teachers) are immediately
introduced to the organism they will be working
with throughout the unit.
NOTE: In this lesson, the
teacher is instructed to secretly
plant 8 quads of Fast Plants
WITHOUT any fertilizer. In
Step 2, a question about why the
teachers plants are different
will be posed to students, and the
teacher will provide a situation
where students must use
experimental data to develop an
explanation for what happened.
2. Students learn the planting protocol and practice
growing Fast Plants so they are better prepared
when they design their own experiments.
3. The Fast Plants needed for Step 2 are planted
with sufficient time to grow to the necessary size.
Additional information about Wisconsin Fast
Plantsgrowing options, tending tips, research,
and activitiesis freely available at www.
fastplants.org.
This unit involves a great deal of interaction
among students and between students and the
teacher. So you may want to:
Set up the classroom so students can
quickly and easily shift from working
alone to working in groups of four.
Point out to students that a big part of
working as scientists is communicating
with other scientists. Scientists are
constantly talking with each other and
sharing information and learning from
each other. Prepare students to expect
an interactive unitone where they will
need to communicate with each other
to work through their investigations.
As scientists, they will attempt to do
problem-solving with other students
rather than the teacher.
1. Quickly engage students in understanding that
during this unit they will work as scientists to
conduct their own investigations with a cool plant
known as Fast Plants.
They will also learn about variation. Begin a quick
whole-class discussion, posing questions like:
What kind of variation do we see among
the individuals in our class? That is the
kind of thing we are going to study for in
this unit!
Encourage students to look around the classroom
at the many different heights of their classmates,
the many different hair colors, hair curliness or
straightness. These are variations of traits. Briefly
mention to students that they will design their own
investigation to look at the variation of traits in
Fast Plants. Ask the class:
Why do you suppose the plants we are
going to study are called Fast plants?
What do you think of when you think of a
plant being fast?
2. Remind students that they are going to work
like scientists during this unit. Ask the students
What do Scientists do? Chart responses. In
order to begin to set the tone for how this unit will
be executed in the classroom add or emphasize
that scientists communicate with one another to
explain their work based on evidence. In addition,
mention that the students are the ones who will
be discussing the work and the teacher is the
facilitator of the discussions. Post the chart paper
on the wall for the duration of the unit. Refer to
and add to the list as necessary.
3. Explain to students that they will have an
opportunity to hear from the actual scientist who
developed the Fast Plantsthe plants they are
using in their investigations. To begin to learn what
students already know, have students individually
write one sentence on a note card answering:
How can a scientist develop a new type
of plant like a Fast Plant?
Collect the note cards for use in Step 2 (include
students names on cards).
Ask a few volunteers to read their statements.
As students offer explanations, resist the
temptation to explore their ideas at this time.
This is only intended to assess students current
understandings. Encourage students to keep what
they wrote in mind as they watch the video and
investigate Fast Plants.
4. Show the class the video introducing The Father
of Fast Plants, Paul Williams. In his last words
on the video, Paul begins to talk about how short
the life cycle is for Fast Plants. After the video,
give each student another note card and pose this
question to the class:
Just How Fast Are Fast Plants?
Then have students write a one-sentence
prediction on the note card and put their
name on the card.
Collect and keep these cards for use later
in Step 1, Lesson 3, when students will
add them to their science notebooks and
then refer back to them in Lesson 5.
Explain to students that it is now time to plant
their first crop of Fast Plants. They will use
them to answer the question, How Fast Are Fast
Plants? and to get practice growing these plants,
because later they will be using them in their own
investigations.
5. Bring students back to the idea that Paul
Williams mentioned in the video. Remind students
that when he developed his line of Fast Plants,
he selected plants that would grow under special
conditions that would be useful for his work.
Facilitate a discussion to help students explore
how he met the needs of Fast Plants in his
laboratory and compare it to how plants typically
get their needs met in nature.
Brainstorm with students about what plants need to survive. Draw a three-column table and work with
the whole class to fill in the table. For example:
Environmental needs of plants How the natural environment
meets needs of wild type
Fast Plants
How the artificial environment
in Paul Williams lab meets the
needs of Fast Plants
sunlight sunlight florescent light/commercial light
soil soil commercial planting mix
water rainfall, groundwater, etc. water from faucet
nutrients nutrients in soil fertilizer
air air air
There is a layer of planting mix between
the fertilizer pellets and seeds so that
young roots do not get burned by the fresh
fertilizer.
Cover seeds lightly with a thin layer of
planting mix.
7. Explain that to see what happens to the Fast
Plant seeds before they emerge from the planting
mix, some will be placed on moist paper towel in
Petri dishes.
Direct each group of four students to start seeds
in one Petri dish after they plant their seeds in
potting mix (one quad per group). Provide a
quick demonstration of how to set up the Petri
dish. Distribute Student Page 1.1B Petri Dish
Germination Protocol.
These will be used only during the first
week of the unit. However, seedlings
can be carefully transplanted from the
Petri dishes into quads late in the week if
needed.
8. Have students in groups of four plant seeds in
1 quad according to the Planting Protocol and
prepare one Petri dish with seeds to germinate.
As students plant, travel from group to group to
ensure students are following the details of the
protocol. Direct students to label their plants and
place the quads under the florescent lights.
Explain that students will use the same protocol
that Paul Williams used to grow Fast Plants so
that their specific needs are met. A protocol is a
detailed plan for how to perform a task.
Emphasize the importance of following the same
planting/growing procedures so that the classs
plants are all growing under the same conditions.
This way we will know that any differences
we see among plants probably are not due to
differences in how the plants were raised.
6. Display the materials for planting in the front
of the classroom, and distribute copies of Student
Page 1.1A Fast Plants Planting Protocol. Have
students read the instructions and talk with a
neighbor about any questions they have.
With the class, highlight these key points in the
planting procedure:
Make sure that the wick extends enough
to make contact with the mat on the water
reservoir. The wick also needs to be
saturated with water.
DO NOT pack the planting mix. Sprinkle
the mix in place; it will settle when it is
watered.
Notice that the fertilizer pellets look like
seeds; however, Fast Plant seeds are much
smaller.
Resist temptation to provide students with
guidance for recording notes or observations
until the next lesson. During the next lesson, they
discover for themselves why keeping a detailed
and accurate science notebook is critical.
where appropriate.
On the same day, plant 68 quads yourself
using the same Fast Plant Planting
Protocol with one exception: add NO
fertilizer. In Step 2 Lesson 1, the class will
investigate what may have happened to cause
these plants to grow and develop differently
than the students plants. See the Advance
Preparation section for more details.
Student Page 1.1A: Fast Plants Planting Protocol 33
1. Label each cell as your
teacher directs so that every
student will know which plant is
hers or his.
2. Drop one wet wick into each
cell so that the tip extends 2 cm
out of the hole in the bottom.
3. Fill each cell halfway with
slightly moistened planting mix.
4. Add 3 pellets of fertilizer to
each cell.
5. Fill each cell nearly to the top
with planting mix.
6. Drop 3 seeds on top of the
planting mix.
Fill to the top of each cell
with mix to just cover the
seeds.
7. Water very gently with a
pipette or dropper.
8. Put your groups quad on a
water reservoir as your teacher
directs.
The class quads (on their
reservoirs) will all be placed
under fluorescent lights that
are on 24 hours/day and kept
510 cm from the top of the
plants.
9. Use tweezers or scissors to
thin to one plant per cell when
your plants have just pushed
through the planting mix.
Student Page 1.1A: Fast Plants Planting Protocol
Student Page 1.1B: Petri Dish Germination Protocol 35
Student Page 1.1B: Petri Dish Germination Protocol
1. From a
paper
towel
or a
piece
of filter paper, cut a circle 8.5 cm in diameter
to fit in the cover (larger half) of a Petri dish.
2. Fold the paper towel circle in half. Use a
pencil to draw a straight line where you folded
the circle in half.
4. Moisten the paper circle
in the Petri dish
with an eyedropper.
6. Place
the
Petri
dish
at a
steep angle
(80 90) in shallow water in a tray so that the
bottom two centimeters of the paper is below
the waters surface.
7. Set the experiment in a warm location
(optimum temperature: 6580F). Check the
water level each day to be sure the paper circle
stays wet.
3. With a pencil,
label the
bottom of
the paper
circle with
your name,
the date and
the time.
5. Place five Wisconsin Fast Plants
seeds on the paper circle
along the middle
line that you drew,
and cover with the
bottom (smaller
half) of the Petri
dish.
8. Over the next
34 days observe
the germinating seed
and seedlings using a
magnifying lens.
note: Germinated seedlings can be carefully transplanted into quads at Day 5
and grown to maturity. This may slow the developmental cycle by a few days.
Teacher Page 1.1a: Preparing for Students to Plant Wisconsin Fast Plants 37
Teacher Page 1.1a: Preparing for Students to Plant Wisconsin Fast Plants
Materials for planting and growing Wisconsin Fast Plants using
The Wisconsin Fast Plants Growing System
The growing system components and lighting
are ordered from Carolina Biological Supply
Company, and include everything you need to
successfully grow Fast Plants. Unless otherwise
specified, Classroom Kits are designed for use by
up to 32 students working in pairs. Planting and
growing instructions for the Wisconsin Fast Plants
Kits are provided with purchase.
The following materials are included in the
growing system:
Wisconsin Fast Plants seeds, rapid-cycling
Brassica rapa (Rbr). (Seeds are small and
need to be handled with care.)
quads4-celled planting units in which
you will grow one plant to maturity in
each cell
planting mix (NOT planting soil)
diamond wicksconduct water from
water mat to planting mix in cell of quad
water matconducts water from reservoir
to wicks
fertilizer pelletsslow-release source
of nitrogen (N), phosphorus (P) and
potassium (K). Pellets are larger than the
seeds.
plant labelsto record student name,
planting date and experiment (note: see
comments in #6 of Advance Preparation
Table)
pipettes or droppersto water cells from
above when necessary
dried honeybeesto make beesticks for
pollinating
algae-squares (tinged blue)contain
copper sulfate to prevent algae growth in
reservoir
water reservoir
wooden stakes and plastic support rings
to support the plants if necessary (use at
the very first sign of plants leaning)
Teacher Page 1.1a: Preparing for Students to Plant Wisconsin Fast Plants 39
Advance Preparations for Planting
1. Obtain seeds and growing
system materials:
23 seeds per student
1 quad for each group of
four students
4 wet wicks for every quad
1 water reservoir for every 8
quads
2. Assemble lighting system if
necessary.
Determine how you will adjust
the distance from the light to the
plants.
You must either raise/lower
the water system with quads
or raise/lower the lights.
Teacher Page 1.1a: Preparing for Students to Plant Wisconsin Fast Plants
(continued)
3. Prepare water reservoirs:
Fill with
water
and
drop
in algae-
control
squares.
Saturate
the water mat
and lay it on the reservoir
lid with one end of the mat
extending into the water
through
the slot
cut in
the lid.
6. Determine how students will
label the quads
so that they
know which
plant is
theirs.
This is
important
for making accurate
observations and building
interest in tracking their own
plant. Recommended:
Wrap the quad in masking
tape several times so it stays
in place when wet, and
have students write initials
on the masking tape with
permanent marker or pencil.
(This is easy to
remove later
to re-use the
quad.)
4. Pre-moisten a large
container of planting
mix for use during
planting.
Planting mix
needs to be just
moist enough to
feel wet and not
clump together.
Prepare to give each group
of four students a Pipette or
dropper to water their cells
gently after planting.
5. Determine how
you will dispense
seeds to students
to minimize loss
and waste.
You may
wish to
hand
seeds out
individually
to students just as they are
ready to place seeds in the
quads during planting.
Also, plan for distributing
fertilizer pellets and making
it very clear to students
that the fertilizer
pellets are
NOT the seeds
(they may look
like seed to a
novice).
Step 1 Lesson 2 Scientic versus Casual Observations 41
Key Concepts
Scientists' explanations about
what happens in the world come
partly from what they observe,
partly from what they think.
What people expect to observe
often affects what they actually
do observe. Strong beliefs
about what should happen in
particular circumstances can
prevent them from detecting
other results.
Evidence of Student
Understanding
explain the difference between
making scientific and casual
observations
Time Needed
50 minutes
Materials
For each group of 4 students
1 planted quad (labeled) from
the previous lesson
1 Petri dish with seeds (labeled)
from the previous lesson
For each student
1 note card
For the class
34 Petri dishes with paper
towel and seeds that were not
moistened (to look as they did
in Lesson 1)
Scientific versus Casual
Observations
1. Remind students that in the previous lesson they started
exploring questions such as:
How can a scientist develop a new type of plant
like a Fast Plant?
Just How Fast are Fast Plants?
2. Encourage curiosity about what has happened to the
seeds planted yesterday. On a note card, have students
individually write one sentence about what they think has
happened to the seeds from the previous lesson.
Reinforce that the class is growing this first crop
of plants to learn the answer to the question
Just How Fast are Fast Plants? and to improve
their skills at growing the plants for their later
investigations.
3. Allow student groups 46 minutes to observe and
discuss the changes in the quads and Petri dishes. Refrain
from giving directions about recording data or being
systematic about observations.
4. Remove the quads and Petri dishes so they cannot be
seen, and ask the class a series of probing questions that
will be difficult to answer without carefully made and
recorded observations today and during the previous
lesson. Ask questions like:
How have the seeds changed since yesterday
(color, size, position, moistness)? How do you
know?
5. Ask students what would have made it easier to make
reliable observations of what changed during the past day.
Have students provide specific examples of difficulties
they had trying to respond to the questions you posed
based on their current observations.
6. Use a Think-Pair-Share strategy to develop a
class list of criteria for making and recording good
observations. Guide the discussion to include
criteria such as:
some observations need to be repeated
every time for comparison
drawings made to record scientific
observations are realistic and made to
scale
(see the Implementation Guide for more
suggestions)
7. Hand the plant materials back out to groups so
they can make observations to more accurately
answer the questions, How have the seeds
changed since yesterday (color, size, position,
moistness)? How do you know? Circulate among
groups and check for accuracy and improved
observing.
8. Use the REAPS questions either as a written
exercise or oral discussion, and guide students to
compare their own experience with observations
to what scientists experience.
REAPS Questions
R What is growing from the Fast Plant seeds? Newly
developing plants are growing from the seeds.
E Compare what happens when scientists make
observations and they already have a strong idea
what they are looking for to when they dont have
any idea what will happen? When scientists make
observations when they have strong ideas what to look
for, those ideas may influence what they see, and their
interpretations may be wrong because of that. Scientists
try to be aware of their preconceived notions so that
they can make observations without be influenced by
their prior ideas.
A Look at the sentence that you wrote before making
any observations that described what you expected
would have happened to the seeds. How did what
you expected influence what you observed? Students
may realize that their ideas about what was likely to
happen during germination may have influenced what
they observed.
P What difference do you expect to see between the
seeds growing in planting mix and the seeds growing
on paper towel? Students may predict whatever they
think with a reason.
S How do you work differently when you make careful
observations compared to when you make casual
observations? Look for responses such as, I used a
protocol, I wondered about how a plant grows, I made a
prediction, I take notes in my science notebooks, I draw
things to scale and the right colors, I measure things.)
Step 1 Lesson 2 Scientic versus Casual Observations 43
In the first part of the lesson, students are directed
to make observations of the Fast Plants and
seeds in Petri dishes; however, they are not given
instructions about how to make observations or to
make notebook entries. After making observations,
they are given questions that are likely to be
difficult to answer from casual observations.
The goal of this experience is to make a strong
case for setting standards for how observations are
made and recorded. The class will then develop
criteria for observations, setting expectations for
how observations will be made throughout the
unit. Using these criteria, the students will repeat
the observation and questions.
1. Bring students back to where they left off by
raising two questions that were posed the previous
day:
How can a scientist develop a new type of
plant?
Just how fast are fast plants?
Remind students to keep these questions in mind
as they continue.
2. Raise the students curiosity about how the Fast
Plants may have changed since they were planted
the previous day, by holding up one of the Petri
dishes and asking, What do you expect to see
when you look at the seeds today?
Pass out note cards and direct students to
write one sentence about what they think
happened during the past 24 hours.
As students write, travel around the room
and read over the shoulder of students to
see if you can get an indication of what stu-
dents understand about seed germination.
Resist the temptation to tell students
what they ought to expect to see, and
do not validate incorrect responses.
Rather, acknowledge that this is just
a prediction and may or may not be
supported by what is observed.
Make a mental note if some students
need additional instruction about how
plants emerge from seeds. It will be
important to support their learning this
so that they can grasp in this unit how
the environment influences growth
and development for individual and
populations of plants.
Instruct students to keep their note cards
for now because they will use them again
in a few minutes.
Reinforce that the class is growing this
first crop of plants to learn the answer
to the question Just How Fast are Fast
Plants? and to improve their skills
at growing the plants for their later
investigations.
3. Pass out the quads and Petri dishes to the
groups and instruct students to make observations.
Remember: Allow students to make and record
observations however they choose; later you
will instruct them on how to make systematic
observations.
Allow 35 minutes for students in groups
to observe and discuss their observations.
4. Next, remove the quads and Petri dishes from the
students sight and ask students a series of probing
questions that would be challenging to answer
without making methodical observations and
records. The purpose of this is to allow students to
experience the difficulty of remembering details
accurately when making casual observations. This
experience is intended to build awareness of the
value and importance of scientifically oriented
observations. Ask the questions:
How have the seeds changed since
yesterday (color, size, position,
moistness)? How do you know?
Have students write their answers to these
questions on the opposite side of the note card
they wrote on earlier.
Students need to keep these note cards
for students to revise in #7 below, and
in Lesson 3, they will add them to their
science notebooks.
5. Ask students what would have made it easier
to make accurate statement about what changed
during the past day.
During the discussion, have students refer
to specific examples of challenges they
faced trying to recall details.
Make sure that students understand that
it would have been easier to make a
comparison of the seeds on the two days
if they had careful observations from both
days to compare.
Explain that you have several Petri dishes with
seeds and no water added from yesterday that the
students could use to repeat their observations
after the class establishes criteria for making
observations.
6. Use the Think-Pair-Share strategy for students
to develop a class list of criteria for good
observations. Prompt students to think about
what makes a good observation by asking such
questions as How can you make and record
observations so that days or weeks later you will
still remember what you saw? Guide the class
discussion about what makes an observation
reliable so it includes such criteria as:
Observations are made and recorded the
same way each time so students know
that any differences are not due to how
observations were made.
Measurable traits, such as height and
weight are measured using the same
guidelines every time. For example, how
do you measure the height of plant? From
the planting mix to the top of the plant? Or
from the roots up to the top of the plant?
Traits that cannot be measured, such as the
hardness of a seed, are compared to the
same standard. For example, the hardness
of seeds can be compared to the hardness
of the same dry seeds every time. This
way, differences probably are not due to
inconsistent comparisons.
Notes include comments about whether an
observation is casual or methodical.
Notes include comments on whether
something is described from an actual
observation or is an inference.
Save the class-generated criteria for making and
recording high quality scientific observations as a
reference.
Evidence in science is gathered directly when
we make observations of the natural world
using any or all of our five senses. Evidence
can also come from credible accounts of direct
observations that were made and recorded by
others. When evidence is gathered directly,
it is considered primary source evidence.
When evidence is collected and reported by
someone else, it has then gone through their
interpretation and is no longer considered
primary source evidence.
An Inference is an interpretation of evidence.
We make inferences by comparing and
judging evidence against our past experiences.
7. Pass out Fast Plant Petri dishes and Fast Plant
growing quads again to their respective groups
for students to practice methodical observing
to answer the questions, How have the seeds
changed since yesterday (color, size, position,
moistness)? How do you know? Circulate around
the room and check for improved observation
techniques.
8. Use the REAPS questions either as a written
exercise or an oral discussion and guide students
to compare their own experience with observations
to what scientists experience.
Step 1 Lesson 3 Science Notebooks: Communicating and Recording 45
Key Concepts
Clear communication and
accurate record keeping is
an essential part of doing
science
Evidence of Student
Understanding
make science notebook
entries using the class criteria
effectively
Time Needed
50 minutes
Materials
For each group of 4
students
their 1 quad of growing Fast
Plants
their Petri dish with growing
Fast Plants
For each student
science notebook
1 copy of Student Page 1.3A
Sample Science Notebook
Pages
Science Notebooks:
Communicating and Recording
1. Explain to students that in this lesson the class will explore
how scientists use scientific notebooks and focus on the
question, Why is a science notebook such an important tool
that nearly every scientist uses one?
2. Use a Think-Pair-Share strategy to learn what prior
experiences students have had with keeping a notebook for
science.
Have students individually write three things that are
important to include in a science notebook.
3. Explain that nearly all scientists keep a science notebook.
Share the sample notebook pages on Student Pages 1.3A:
Sample Science Notebook Pages for students to observe
individually.
4. Have students brainstorm a list of similarities and
differences among the three notebook samples. Discuss why
they might have similarities.
5. Remind the class how they have videos from The Father
of Fast Plants, Paul Williams, and one is about his science
notebook. Show the video.
After the video, pose the question: How does Paul
Williams science notebook help him do his scientific
work?
6. As a class, reflect back on the brainstorm list about
similarities among the science notebooks, and compare that list
to what Paul Williams said in the video to look for similarities
that could be the start of class criteria for notebook entries.
7. Remind the class that they are working like scientists to
answer the question, How fast are Fast Plants? and explain
how they will benefit from having an agreed upon criteria for
notebook entries so that entries are similar enough to make
sharing observations and evidence more effective.
Hold a discussion to add to the brainstorm list
everything the class can think of that is important to
include in a science notebook.
As appropriate, refine the class list to the
most important factors to include, and
have students further explain how each
factor will look if it is done well.
8. Have each student begin a notebook, and tape
the note cards and observations from previous
lessons into the book.
Add dates as appropriate and place entries
in chronological order.
9. Have students make Fast Plant observations,
and record them in their science notebooks using
the class-established criteria for entries.
10. Use the REAPS questions throughout the
lesson where appropriate.
REAPS Questions
R Draw in your notebook how your seeds have changed
since you placed them on the paper towel to germinate.
Look for students to be able to accurately represent both
growth and development of a Fast Plant from seed.
E Compare a seed to a flowering plant. How are they
related? The seed is the offspring or baby of the fully-
grown plant.
A Explain how a TV guide or artists sketchbook is similar
to a science notebook. How are they different? A TV
guide, like a science notebook, gives specific times when
things happen, includes short descriptions, and organizes
information so that it is easy to retrieve. An artists
sketchbook is a record of ideas and work that is usually
organized so the artist knows when sketches were made,
and it may include labels and/or short descriptions. A TV
guide does not document the study of natural phenomenon,
and an artist can record anything he or she imagines; it
does not focus on evidence.
P Predict if you will see more variations or differences in
the speed of growth when Fast Plants are in planting
mix or in a Petri dish. Explain your prediction. Look
for recognition by students that there are probably more
variables in the potting mix environment that might affect
the rate of germination (depth of planting, amount of water,
how hard the mix was packed, etc.).
S What will be most difficult about keeping a science
notebook that meets the criteria we established in
class today? What strategies do you think might help
you with that? Help students recognize that a systematic
approachalways taking out the science notebook at
the start of class and recording notes neatly and with
organization are two key strategies for using this tool well.
Teacher Background
Information
What are Science Notebooks?
One way that scientists keep a record of their
observations, data, explanations, and ideas is
by recording them in a notebook. Using science
notebooks is a standard practice in all science
disciplines. Whether in a university, government,
or private industry research laboratory or in the
field, scientists use notebooks to record their
questions, observations, data, explanations,
and predictions about whatever phenomenon
they are studying. These notebooks are then
used to compare new and old data; formulate
explanations, models, or theories; and develop
presentations to communicate results to others.
Using Science Notebooks
Research on how people learn and the use of
science notebooks in the classroom provides
good reasons for using science notebooks
in the classroom. These include substantial
improvements in student learning and writing
skills. They also provide students with an
organizing tool for the unit and are a valuable
source of feedback for teachers about students
understandings.
The use of science notebooks for each student
is strongly encouraged for all science lessons,
particularly those throughout this unit. Specific
opportunities for using science notebooks in this
unit are explicitly described where appropriate.
A bound notebook works well for a science
notebook because its pages cannot easily be torn
out or replaced, handouts and other loose pieces of
paper can easily be taped in, and it is inexpensive.
Key features for science notebook entries that
other teachers recommend to both help the
learner stay organized and make reading/
assessing student-notebooks manageable
include:
students name on the outside cover of the
notebookall students names in the same
location so it is easy to locate any one
notebook in a stack
a title for each new entry (you may want
to have students begin a new page for
each new lesson and/or use a highlighter
to highlight the titles where new lessons
begin to make navigation easier)
the date (placed in an agreed upon
location, such as the left hand margin, so it
is easy to find)
captions and/or titles for observations
drawings, written descriptions, tables with
data
location (if not in the classroom)
written responses to all REAPS questions
assigned to be recorded
class notes from discussions and mini-
lectures
all mathematical computations (not just
the answers)
partners names when working in small
groups
Additional items:
empty space to write additional notes later
(in some cases teachers use a strategy in
which one type of record is kept on the
right page and a different type of record,
such as notes taken during class, are kept
on the left page)
environmental/weather conditions
specific types of descriptive words
units of measure and/or references about
relative size
drawings that are accurate representations
with colors and labels
There is additional information about using
science notebooks in the Immersion Unit
Toolbox.
Advance Preparation
This lesson includes a video
segment featuring Paul Williams
talking about keeping a science
notebook; plan in advance, how
you will project this for your
class (computer/projector, TV/
player). Also, make a sufficient
number of copies of Student
Page 1.3A Sample Science
Notebook Pages for your class.
1. Explain to students that in this lesson the
class will explore how scientists use scientific
notebooks, focusing on the question, Why is a
science notebook such an important tool that
nearly every scientist uses one?
Share with the class that because in this unit
students work like scientists, they will need to
keep science notebooks, too. At this time you
could mention how observations up until now
havent been as well organized as they would be if
they were in a science notebook.
2. Use a Think-Pair-Share strategy to help students
reflect on their previous experiences keeping
notebooks for science.
Have students individually write three
things that are important to include in a
science notebook.
3. Explain that one way to learn more about what
is important to include in a high quality science
notebook is to look at examples from successful
scientists. Distribute Student Page 1.3A Sample
Science Notebook Pages to each student, and
instruct students to spend a few minutes looking
at the notebook pages. There are examples from
Jane Goodalls observations during her early
studies, a page from Paul Williams notebook,
and a page from an entomologists field notebook,
studying insects. Encourage students to imagine
what each scientist was looking at when he or she
wrote the entries.
4. Organize students in groups of four and
have them brainstorm a list of similarities and
differences between the scientists notebook
pages. Have one volunteer from each group share
with the class their observations about similarities
and differences among the notebooks. Encourage
questions and speculations from students about
why scientists keep their records the way they do.
Guide the discussion to draw students attention to
two science notebook features:
There is more than one way for scientists
to organize their science notebooks and
record their observations.
Entries include dates, observations,
comments, and other basic kinds of
information that provide both context and
detail.
5. Let students know that you also have
information on video about how Paul Williams
uses his science notebook. After viewing the
video, pose the question:
How does the way Paul Williams
organizes the information in his science
notebook help him do his scientific work?
6. As a class, reflect back on the brainstorm list
about similarities among the science notebook
pages, and compare that list to what Paul Williams
said in the video to start a discussion about the
classs criteria for notebook entries.
Point out to students that, even though the three
scientists were investigating gathering very
different data, they all recorded their observations
and comments regularly and organized their
notebooks so that it is easy to read and useful.
7. Bring students back to thinking about what their
own science notebooks will look like. Explain that
as a class you will work together to describe the
criteria for what makes a good science notebook
and then use that criteria. Point out how having the
same criteria for making science notebooks will
make it easier for students to communicate with
one another and you by sharing observations and
evidence.
Hold a discussion to add to the brainstorm
list everything the class can think of that is
important to include in a science notebook.
As appropriate, refine the class list to the
most important factors to include, and have
students further explain how each factor
needs to be completed for highest quality.
If necessary, provide some guidance by asking
questions such as:
What kinds of entries will we make in a
science notebook?
What needs to be in each entry?
What would make our science notebooks
useable for us? For others?
Possible criteria include:
For investigations:
name of the investigation
procedure for investigation
observations and measurements
comments about observations, thoughts,
the process
how measurements are taken each time
when entries are made (day, month, year,
and time)
where investigation is performed
General criteria:
new lesson or project always starts on a
new page
entries are readable
entries are objective observations, unless
specified as thoughts and speculations,
opinions.
use a pen (or pencil) and draw line through
changes instead of erasing or crossing
them out.
organized
calculations included
explanations include reasoning
8. Explain to students that they will now begin
their own science notebooks using the criteria
the class established. Have students start their
notebooks by taping the notes and note cards they
collected in the first two lessons.
Add dates as appropriate and place entries
in chronological order.
NOTE: Save the class-generated criteria
for science notebook entries. Before the
next lesson, use this list to revise the
rubric provided on the Unit CD so that
it reflects your class criteria to use in the
science notebook peer review (and future
assessments you conduct).
the class-established criteria for entries. What
students include in the science notebooks and how
they include it will provide valuable information
that can be used to assess student understanding.
Travel around the room and reinforce students
who are following the criteria carefully and in
detail. Clarify any criteria established by the class
that seem to be challenging for students as they set
up their notebooks.
Student Page 1.3A: Sample Science Notebook Pages 51
Student Page 1.3A: Sample Science Notebook Pages
Student Page 1.3A: Sample Science Notebook Pages (continued)
Student Page 1.3A: Sample Science Notebook Pages (continued)
Step 1 Lesson 4 Science Notebooks: Peer Review 57
Key Concepts
Clear communication and
accurate record keeping is an
essential part of doing science
Results of scientific
investigations are seldom
exactly the same, but if the
differences are large, it is
important to try to figure out
why.
Evidence of Student
Understanding
evaluate a peers science
notebook entries using the
class criteria effectively.
Time Needed
50 minutes
Materials
For each group of 4
students
their 1 quad of growing Fast
Plants
their Petri dish with growing
Fast Plants
For each student
science notebook
Science Notebook Rubric
Science Notebooks: Peer Review
1. Explain to students that if everyone is doing a good job with
their science notebooks they will be able to trade notebooks
and understand the entries. Pose two questions to the class and
discuss briefly,
What is probably the easiest part of your science
notebook for someone else to read and understand?
What is probably the most difficult part of your
science notebook for someone else to read and
understand?
2. Distribute and explain Student Page 1.4A Science Notebook
Rubric to remind students about the class expectations for
science notebook entries.
REAPS Questions
R What is one reason for scientists to create science
notebooks that others can read and understand?
There are many reasons including, so others can
repeat your investigation and check the accuracy, so
others can understand your thinking process and the
evidence you based your explanations on.
E What evidence would you have to demonstrate
that you have done a good job on your science
notebook? Other students would be able to read and
understand the entries.
A How can you tell if others will be able to
understand what you did when they read your
science notebook? Students can apply the Science
Notebook Evaluation Rubric to determine how
easy it is for others to understand entries in your
notebook.
P Predict: Which features of science notebook
entries are the most difficult things for others to
understand? Predictions will vary. The important
part of student predictions is the logic that students
use to make their predictions.
S After receiving feedback from others about your
science notebook, how have you made it stronger?
3. Explain that after the observations today are
recorded, classmates will exchange notebooks as
you direct and read entries to give feedback about
improving how they are written.
the class-established criteria for entries.
5. Direct students to exchange notebooks
according to your plan.
Have students apply the notebook entry
rubric on the number of entries determined
in advance. Travel around the room as
students review notebooks, and assist with
applying the rubric and giving feedback.
Use this as an opportunity to informally
assess students work.
Provide time for the reviewers to give
feedback to the science notebook authors.
Allow students additional time to make
improvements before collecting the
notebooks yourself to read and assess.
where appropriate.
Step 1 Lesson 4 Science Notebooks: Peer Review 59
Teacher Background
Information
This lesson features a peer review to help students
improve the quality of their science notebooks.
Teachers using science notebooks often report
that students respond particularly well to knowing
that their peers will be trying to understand what
they record in their notebooks. In addition, the
experience of trying to understand someone elses
notebook entries can clarify for students the
amount of detail and organization that is necessary
to include in their own entries.
This peer evaluation is intended only to be used
as an informal assessment. Do not have students
assign grades; it defeats the purpose of the lesson
to provide informal feedback. One goal for having
students engage in the thoughtful development
of criteria and a common approach to keeping
science notebooks is to encourage collaboration in
a way similar to how scientists work together.
Advance Preparation
NOTE: Before this lesson, use the classs criteria for
science notebook entries to revise the rubric provided on
the Unit CD so that it reflects your class criteria to use in
the science notebook peer review (and future assessments
you conduct). A Word file for the rubric is available on the
Units CD to be customized for your class.
Decide in advance on a strategy for having students exchange
science notebooks. Rather than having students choose whom
to trade with, it is suggested that you make the exchange more
random and consider having students generally be seated
away from each other so that the notebook must speak for
itself (not have its author nearby to interpret).
One method for exchange is to walk a path through your
classroom collecting all the notebooks into a stack in your
arms, then repeat the same path handing out notebooks so that
the last one collected is the first one handed out. If you use
this technique, keep in mind that near the middle of the path
you will need to either shuffle the notebooks a little or change
your path slightly so that students dont receive either their
own or a near-neighbors notebook.
1. Invite students to imagine that years from
now, a scientist will find their Fast Plant science
notebooks. Ask the class, could someone figure
out what you did in your investigation, just by
reading your science notebook?
Explain that students dont need to wait for years
to see if someone else can understand their science
notebook entries. If they are doing a good job
with their science notebooks, they will be able to
trade notebooks with someone else and understand
each others entries. Ask students to reflect on
what it would be like for someone else to read
the notebook entries they made the previous day.
Discuss the following questions briefly:
What is probably the easiest part of your
science notebook for someone else to read
and understand?
What is probably the most difficult part of
your science notebook for someone else to
read and understand?
Emphasize that one of the main goals in keeping
a science notebook is to document your work so
that others can evaluate and even try to duplicate it
if needed. In addition, it is important that students
communicate sufficiently with their teacher what
they are doing and learning so that it can be
accurately assessed (and sometimes graded).
2. Explain to students that later in this lesson
they will use a rubric to evaluate each others
notebooks for giving feedback to help improve
entries. Distribute and explain Student Page 1.4A
Science Notebook Rubric to remind students about
the class expectations for science notebook entries
(discussed and outlined in Lesson 3).
Provide an overview of the work to be completed
today. In this lesson, students will do three things:
a. record their observations of Fast Plants in
their science notebooks.
b. exchange notebooks with a classmate
according to directions.
c. read each others notebook entries and
give feedback about how the entries can be
improved.
Be sure that students understand that the goal of
the notebook exchange is for students to help each
other improve their notebook entries. Do not have
students grade their peers notebooks.
4. Have students make their daily observations of
Fast Plants and record observations in their science
notebooks according to the criteria discussed and
established in class during Lesson 2.
5. Direct students to exchange notebooks
according to the process decided upon before
class. Explain to students that when looking at
their neighbors notebook, they will:
evaluate how well the entries meet the
criteria for good science notebook entries.
make recommendations for how entries
can be improved.
Have students apply the notebook entry rubric to
today and yesterdays science notebook entries.
Explain how a rubric can be used to point out
where improvements can be made.
Have students give feedback to each
other by using a highlighter to highlight
descriptions on the rubric that align
with the quality of work shown in the
science notebook being reviewed. In
addition, feedback can be given by writing
comments on the rubric.
Travel around the room as students review
notebooks, and assist students with
applying the rubric and giving feedback.
Use this as an opportunity to informally
assess students work.
When students finish their peer evaluations, have
students return the notebooks to their owners.
Then allow the notebook authors additional time
to revise their notebook organization before the
notebooks are collected for teachers to review.
where appropriate.
Student Page 1.4A: Science Notebook Rubric 61
Performance Criteria Attribute Exemplary
5
Learning
3
Beginner
1
The science notebook is
organized and includes the
headings, labels and dates
that reader needs to follow.
Name of investigation on
each page
Dates next to each entry
or group of entries
New lessons and projects
start at the top of a page
Entries are in the
order observations or
comments were made
(chronological order)
Breadth
Completeness
Science notebook
is well organized.
Includes
headings, dates,
and labeling
needed to follow
organization
of notebook; it
is easy for the
reader to open the
notebook to any
page and figure
out what was
done.
Science notebook
shows some
features of being
well organized.
Is missing some
of the headings,
dates, and
labeling that
is needed for
reader to fully
understand what
was done.
Science notebook
not organized.
Does not
include all of the
headings, dates,
and labeling
needed to be
organized so
that it is difficult
or not possible
for a reader to
understand what
was done.
Entries in the science
notebook are accurate.
Author makes clear
which entries are
observations and
which are comments or
thoughts of author
Measurements are in
appropriate units
Measurements are
reasonable and/or
explained
Statements are accurate:
not overstated
Accuracy Notebook entries
are accurate and
use appropriate
units
Measurements
are reasonable
or explanations
are suggested for
unusual data
Statements are
accurate/ not
overstated
Notebook entries
are complete and
generally accurate
and include units

Measurements are
reasonable
Statements are
brief but accurate/
not overstated
Notebook entries
are incomplete or
not accurate, may
incorrectly use or
not include units
Measurements are
not reasonable or
insufficient for
the task
Statements are
overly brief or
not accurate or
reasonable
The science notebook
communicates information
clearly.
entries are readable and
make sense
handwriting is easy to
read
Clarity Information in
the notebook is
extremely clear
in at least 90% of
the entries
Information in the
notebook is clear
in substantially
more than 50% of
the entries
Information in the
notebook is not
communicated
clearly in 50%
or more of the
entries
Rubric format based on rubric design by Tierney, Robin & Marielle Simon (2004). Whats still wrong with
rubrics: focusing on the consistency of performance criteria across scale levels. Practical Assessment,
Research & Evaluation, 9(2). Retrieved May 13, 2006 from http://PAREonline.net/getvn.asp?v=9&n=2
Student Page 1.4A: Science Notebook Rubric
Step 1 Lesson 5 Scientic Explanation: How Fast are Fast Plants? 63
Key Concept
Communicate the logical
connection among
hypotheses, science
concepts, tests conducted,
data collected, and
conclusions drawn from the
scientific evidence.
Seeds are the structure from
which flowering plants
produce new plants.
Evidence of Student
Understanding
develop an explanation
for how fast Fast Plants
are, based on experimental
observations and evidence
from a written resource.
reflect on their own learning
and accuracy of their
original prediction in light of
evidence.
draw a diagram showing
how new plants emerge from
seeds.
Time Needed
80100 minutes
Materials
For each student
How Fast are Fast Plants
compared with Other Plants
1 copy of Student Page 1.5B
The Development of Fast
Plants
For the class
2 transparencies of Teacher
Page 1.5A Fast Plant Data
Scientific Explanation: How Fast
are Fast Plants?
1. Take 510 minutes before starting this lesson for students to
conduct their daily observations and record notebook entries on
Fast Plants.
2. Explain to students that they are working like scientists by
deciding how to analyze how fast Fast Plants are. At this point,
they have conducted an entire investigation to answer the
question about how fast these plants are.
3. Remind students that the original question they asked before
planting their plants was How Fast are Fast Plants? Ask
students to explain their current ideas about how to respond to
this question. Record students responses on the board.
Be sure that students include evidence for their ideas.
Instruct students to identify if they are describing
individual plants or a population.
NOTE: Several plants in the same quad or all the
quads on the same water reservoir are considered a
population.
4. Conduct a whole class discussion to define what the question
How Fast are Fast Plants? means. Instruct students to:
Make a list of possible criteria for what fast could mean.
5. Explain to students that, as a class, they will develop an expla-
nation for how fast Fast Plants are according to two sets of criteria:
when the first plant FIRST appears above the soil surface.
a second set of criteria selected by the class
Guide students to work together as a class to select the second
criteria from their list of possible criteria.
6. Have students work in pairs to review their own records to see
if they have the evidence they need to describe when their Fast
Plants first emerged above ground. They will need to calculate
how many days based on the date they planted the Fast Plants
and the date they emerged.
Record the number of days it took each plant to emerge
from each team on a transparency of Teacher Page 1.5A
Fast Plant DataDays to Emerge
Ask students to look for patterns in the
class data.
7. Use a Think-Pair-Share strategy to find out how
students would calculate the mean number of
days until the classs plants emerged from the
soil.
8. Repeat sections 6 and 7 with the second criteria
the class chose to determine how fast Fast Plants
are.
9. Introduce students to Student Page 1.5A How
Fast are Fast Plants Compared with Other Plants.
Have individual students add Fast Plants to
the graph.
Invite students to describe how fast the
Fast Plants are compared to other plants.
10. An article, Student Page 1.5B The
Development of Fast Plants, provides information
from Paul Williams about his work developing and
analyzing data about how fast Fast Plants are, and
that can be used as additional evidence.
After students read The Development of
Fast Plants, hold a whole-class discussion
to see how evidence from that article could
be used to strengthen their explanation.
11. Have students reflect back on their original
predictions for how fast they thought Fast Plants
would be and explain how it compares to what
they now know.
Highlight how scientists revisit their
original predictions throughout their
investigations.
Direct students to review the Unit Level
Graphic Organizer and contribute new
concepts they learned by conducting this
investigation.
REAPS Questions
R Draw and label a diagram showing what happens when a flowering plant makes seeds
and its seeds are planted. This drawing ought to show understanding that a flower produces
seeds and a new plant emerges from a seed.
E Looking at your teams plants, explain if they look like all their needs were met or not.
If not, what do you need to do differently to meet their needs when you grow Fast Plants
again? Answers will vary. Use this question to help students recognize if they planted correctly
and tended their emerging plants well (right number of seeds, good depth of soil, plenty of
moisture throughout, thinned to one plant/cell etc.).
A Why is it useful to calculate the mean number of days until the classs plants emerged
from the soil? The mean is more valuable to know when analyzing traits in a population.
P Give at least three examples of other types of plants you might expect scientists to be
working with to develop faster growing types. Explain your list. Work to breed trees
that grow quickly for shade or wind protection, grasses that grow quickly to cover disturbed
ground, all kinds of fruits and vegetables to produce early crops, and flowers that grow quickly
to provide early blooms are all examples.
S Look at the first note card you wrote in Lesson 1, and compare your response to the
question, How can a scientist develop a new type of plant like a Fast Plant? to your
current understanding of how a scientist like Paul Williams can do this. How has your
thinking changed so far? At this point, students need to be developing an understanding of
the idea that variation in plants can be influenced by the environment and selected for by a
plant breeder (or nature).
Advance Preparation
Lesson 1.5 is particularly important
for setting the expectations in this
unit and in your class for evidence-
based explanations. It is important
that students experience in this
lesson how to decide what evidence
is important, analyze experimental
results for patterns, and use logic and
reasoning to develop an explanation
for those results. Additional resources
for preparing to teach these inquiry
skills and abilities to students can be
found in the Immersion Unit Toolbox.
1. Have students conduct their daily observations
of Fast Plants and make notebook entries before
the lesson.
2. Explain to students that they are working like
scientists by deciding how to analyze how fast
Fast Plants are. At this point, they have conducted
an entire investigation to answer the question
about how fast these plants are.
3. Remind students that the original question
they asked before planting their plants was How
Fast are Fast Plants? Ask students to explain
their current ideas about how to respond to this
question. Record students responses on the board.
Be sure that students include evidence for
their ideas. Consider asking questions like
What makes you say that? and How
do you know that? when a student makes
a claim without sharing the evidence that
supports their claim. Also, encourage
students to question each other about the
evidence on which they are basing their
claims.
Use this opportunity to have students start
recognizing when they are describing
individual plants or a population.
Throughout this unit, students will need
to distinguish when they are talking about
individuals and when they are talking
about populations.
4. Ask students if they think the question, How
Fast are Fast Plants? is a scientific investigation
question. Prompt them to recognize that the
question does not make it clear what is meant by
fast. Point out that scientists are extremely careful
to write questions that clearly indicate what
they are asking. Ask the class to work together
to define what the question How Fast are Fast
Plants? really means. To guide this discussion,
suggest making a list of criteria that would help
explain what they mean by fast. For example,
Does fast refer to the number of days until the
plant:
grows the first root?
develops the first flower?
first cotyledon opens?
germinates?
breaks through the soil?
flowers?
5. Explain to students that, as a class, they will
develop an explanation for how fast Fast Plants are
according to two sets of criteria:
when the plants first appear above the soil
surface
a second criterion that class selects from
their list
Guide students to work together as a class to select
the second criterion from their list of possible
criteria (the list that was generated by the class
in #4). Explain that the class will use these two
pieces of evidence to begin to explain just how
fast Fast Plants really are.
6. Have students work in pairs to review their own
records to see if they have the evidence they need
to describe when their Fast Plants first emerged
above ground. They will need to calculate how
many days based on the date they planted the Fast
Plants and the date they emerged.
Next, have one student from each quad
group share the number of days it took for
each of their Fast Plants to emerge from
the soil. Allow other group members to
agree or disagree with the calculation.
Once the team has agreed upon the correct
number of days for each plant, record the
number of days for each of their plants on
a transparency of Teacher Page 1.5A Fast
Plant Data. In the blank at the bottom of
the Teacher Page, record emerged from
the soil and title the graph appropriately.
Explain that whenever scientists have
data one of the first things they do with
the data is begin to look for patterns, and
since they are developing a scientific
explanation for just how fast Fast Plants
are, looking for patterns is a logical next
step. Prompt students to study the patterns
with questions like:
Do all Fast Plants emerge after the
same number of days?
Do you see any patterns in the
differences in the data among groups?
Does any data seem to be extremely
different from the rest of the data?
7. Explain to students that scientists that work
with lots of data (like their graph displays) often
use math to summarize the data. This is especially
useful when they are talking about populations,
instead of individuals. Share that instead of trying
to talk about the number of days that each plant
took to germinate, the class can summarize the
data by calculating the mean number of days
that the classs Fast Plants take to emerge from
the soil. Use Think-Pair-Share for students to
calculate the mean number of days until the classs
plants emerged from the soil.
Have students first individually think
about how they would go about calculating
the mean, and then individually calculate
the mean.
Then, allow students to work in pairs to
discuss how they calculated the mean and
compare their answers.
Conduct a class discussion to formalize
the correct way to calculate a mean.
Determine the correct mean number of
days that the classs Fast Plants took to
emerge from the soil.
8. Repeat sections 6 and 7 with the second criteria
the class chose to determine how fast Fast Plants
are. Students will need to review their science
notebook records to calculate the number of
days each plant took to reach the criteria and
then provide data for the second transparency of
Teacher Page 1.5A Fast Plant Data. In the blank
at the bottom of the Teacher Page, record the
criteria and title the graph appropriately. Finally,
they will need to calculate the mean number of
days for the classs Fast Plants for that criterion.
NOTE: If students decide the second criterion
ought to be number of days to flowering or some
other factor that has not yet occurred, repeating
sections 6 and 7 can be delayed until after the
data is collected.
9. Explain to students that based on these two lines
of evidence they have developed an initial idea
for explaining how fast Fast Plants are. Remind
students that evidence is key to making a strong
scientific explanation. Explain that you have
another piece of evidence that might help them
with their explanation about how fast Fast Plants
are. Introduce students to Student Page 1.5A How
Fast are Fast Plants Compared with Other Plants.
Have individual students add Fast Plants
to the graph, which shows the number of
days different plants take to emerge.
Invite students to describe to their
neighbor how fast the Fast Plants emerge
compared to how fast the four other plants
emerge.
10. Explain that since they now have three solid
pieces of evidence to help them explain how fast
Fast Plants are, there explanation is stronger.
Describe that when scientists are developing
explanations they often turn to the work of
other scientists to see how it fits with their own
explanation.
Share that you have an article about the work of
a scientist, Student Page 1.5B The Development
of Fast Plants that the class can use as additional
evidence. It provides information from Paul
Williams about his work developing and analyzing
data about how fast Fast Plants are.
Use an appropriate reading strategy for
your students to understand the story.
After students read The Development of Fast
Plants, discuss the story, and emphasize the points
in the story that define, explain, or refer to the
following key concepts:
Flowering plants reproduce by developing
seeds, which develop into new plants.
Reproductive success is defined by the
number of offspring that a parent produces.
Note: To truly be successful the offspring
must be able to reproduce and continue to
pass down the parents genetic code.
Selection is a process (natural or artificial)
in which some plants are allowed to
survive and reproduce based on their traits.
Environmental stresses are conditions that
challenge the health and well-being of
individuals living in the environment with
those conditions.
Next, guide the discussion to use all the evidence
that the class has gathered (from the reading as
well as the experiment) to develop a well-formed
logical explanation for how fast Fast Plants are.
Remind students that they will be
developing explanations that use this same
type of structure when they conduct their
own experiments in the next weeks.
11. Have students reflect back on their original
predictions for how fast they thought Fast Plants
would be and explain how it compares to what
they now know.
Highlight how scientists revisit their
original predictions throughout their
investigations.
Direct students to review the Unit Level
Graphic Organizer and contribute new
concepts they learned by conducting this
investigation.
A sample entry for the Graphic Organizer is
shown below.
lesson where appropriate. The Self reflection
question asks students to compare their response
to one of the first questions asked in Lesson 1,
How can a scientist develop a new type of plant
like a Fast Plant? to their current understanding.
At this point, students need to be
developing an understanding of the idea
that variation in plants can be influenced
by the environment and selected for by a
plant breeder (or nature).
Grew Fast Plants from seed
determine how fast they are.
measurements from growing
Fast Plants.
Fast plants emerge from their
seeds and grow more quickly
than most plants.
experiment.
We calculated the mean
for the number of days to
emergence in our class.
We read in the article how
many days to emergence
Paul reports that Fast Plants
take.
Teacher Page 1.5a: Fast Plant Data 69
Teacher Page 1.5a: Fast Plant Data
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Student Page 1.5A: How Fast are Fast Plants Compared with Other Plants? 71
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Student Page 1.5B: The Development of Fast Plants 73
Student Page 1.5B: The Development of Fast Plants
The story of the Fast Plants begins many many years ago in the kingdom of Nepal. High up on a
rugged mountainside of the Himalayas, a farmer walked out to check his newly planted field of barley.
It was late in the spring. The snow had recently melted and the ground was becoming warm again.
The barley grass he had planted a week ago would grow and provide grain for cereal, and for the fried
bread that he liked to eat. The farmer was intending to just check the field, as farmers do. He didnt
expect to see any plants yet.
Imagine his surprise when he spotted patches of weedy looking
Brassica plants, growing sturdily in the early spring sunlight. These
weeds must have sprouted very fast. The farmer thought for a bit. It
had been a long winter and a long time since his family had had any
fresh vegetables to eat. It would also be three months before the barley
he had just planted could be harvested. So instead of pulling up the
weedy plants and throwing them away, he took some home for a salad
for the familys supper.
In a few days, the farmer went back to his field. By this time, the little
plants were flowering. The bright yellow flowers looked like sunshine
on the mountainside. Each time he visited the field, the farmer took a
few plants home for his family to eat. The remaining plants attracted many hungry honeybees. The
honeybees spread pollen from one flower to the next, and that is how flowering plants reproduce.
Soon the bright yellow flowers produced pods with plump seeds. The farmer and his wife pressed
some of the seeds for oil that they could use in cooking. The farmer wisely kept the rest of the seeds
to plant the following year. He knew that new plants come from seeds.
The next spring he scattered his field with two kinds of seeds, the Brassicas and the barley. Both
of the crops grew fairly quickly, but the weedy Brassica plants came up first and were already
flowering while the barley was still spreading its shoots across the ground. These little plants had
high reproductive success because they produced many healthy offspring. The farmer harvested the
Brassicas before the barley was tall enough to shade them from the sun. He was able to produce two
crops on one piece of land, providing enough food for his family, and for the farm animals, the yaks.
Year after year, the farmer saved and replanted some of the Brassica seeds. The little weedy Brassica
was an easy plant to grow, and required no special fertilizer. It was well-adapted to survive there on
the mountainside.
Time passed. Soon, the farmers grandchildren were farming the same crops on the terraced mountain
field. And so it continued, generation after generation.
One day early in the twentieth century an American plant explorer visited the mountainside farm in
Nepal. When she saw the field of weedy little plants, she recognized them as a kind of Brassica. She
knew about the family of plants called Brassicas. Many common vegetables such as broccoli and
cabbage are members of this family. Other Brassicas are mustard and canola oil plants.
The little Brassicas on the Nepalese farm had been grown for hundreds of years in the same location.
Because of their isolation, they represented a unique plant stock. That is, these plants had genetic
information that was different from other Brassica plants anywhere else. The scientist considered
them a new plant variety. The explorer knew the importance of saving this different plant type. It is
important because different varieties of plants might have the genetic code for variations in traits that
can survive environmental stresses. She collected some of the seed of this Brassica variety to take
home to the US. The seed was stored in the United States Department of Agricultures Brassica seed
bank at Iowa State University in Ames. The seed was stored in the collection for
many years, though no one seemed particularly interested in it.
However, in the late 1980s a plant scientist at the University of Wisconsin
was seeking new genetic material for his research on Brassicas. He was
trying to discover how to breed vegetable Brassicas like cabbage, broccoli,
and turnips so that they wouldnt get particular diseases. Plants in the
Brassica family can get diseases with names like black leg, soft rot,
and yellows. These diseases are caused by fungi, bacteria, and viruses.
Plants that dont get these diseases are called disease resistant.
The scientist heard about the Brassica seed collection in Iowa and wrote to
the curator, asking for samples of different kinds of Brassica seed varieties.
When the seeds arrived, he
planted them outside in a field called a research
plot. There, in the middle of the research plot,
appeared the little, weedy Brassica from the
mountains of Nepal. That scientist was Paul
Williams.
Paul noticed the little Brassica right away
because it flowered much more quickly than any
other Brassicas. Some Brassica plants are slow
to flower, and dont grow very quickly. This
means that if a scientist is trying to crossbreed
different plants with one another, the research
can take a long time. For example, it can take a
year to crossbreed cabbages. But this Brassica
grew very quickly, and from this, Paul got an
idea. What if he could use this plant in his
research to develop a really fast flowering plant
that he could use to test for disease resistance?
He knew he would have to change the plants
environment to discover how quickly he could
make the plant grow. Paul saved the seeds
of these first plants, then planted those in a
Student Page 1.5B: The Development of Fast Plants (continued)
Student Page 1.5B: The Development of Fast Plants (continued)
greenhouse. He grew the new plants under constant light, and with only a small amount of soil.
Changing the amount of light and soil introduced an environmental stress. For some of the plants
with particular traits, these conditions encouraged plants to grow quickly.
Paul selected from everything he grew the plants that were shortest and sturdiest, that flowered the
fastest, and that produced the most seed. He saved seeds from those plants. He was selecting plants
with the greatest reproductive success. Then he planted those seeds, and grew more plants.
Paul continued to grow generations of Brassica plants until he created a model plant that he could
use to crossbreed with disease-resistant Brassicas, and test his results quickly. He called his model
plants Fast Plants. After thirty years of selecting and breeding Fast Plants, Paul developed a new type
of plant that germinates in just one to two days. His plants produced flowers in just fourteen days!
In the same way that he had learned about Brassicas from the work of
other people who came before him (the Nepalese farmer, and the plant
collector), this scientist passed on the knowledge of Fast Plants to other
scientists. These other scientists discovered different uses for the plants
in their research. Today, scientists, students, and teachers are all working
with Fast Plants. They are studying how plants grow, and how they
produce new generations of plants. Thus the weedy little Brassica from
Nepal became the great, greatgrandmother of the Fast Plants.
Some students will go on to become plant geneticists, molecular
biologists, and plant breeders, and they will write the next chapter in the
story of Fast Plants.
How do you think it will end?
Step 2 Overview 79
S T E P
2
Overview
All four lessons in this step focus attention on investigating variation and its
relationship to environmental factors and heritable traits in a population of Fast
Plants. In the first lesson, students work to unravel an explanation for why the
teachers plants that were started in Lesson 1.1 are very different than the students
plants started at the same time. This leads to investigation of various types of data
collected by Paul Williams in an experiment about the affect that different amounts of
fertilizer had on Fast Plants growth and development.
In the second lesson, the class designs an investigation to find out if environmental
factors change heritable traits. This lesson both introduces students to the difference
between inherited and acquired traits and sets the class expectations for experimental
design. Students analyze the results of this investigation in Step 5.
In the third lesson, students begin to recognize that the influence of environmental
factors has a different type of significance for individuals than for populations of Fast
Plants. Understanding the implication of this concept is foundational for students
to design an investigation into how an environmental stress could affect variation in
reproductive success and future generations of a Fast Plants population.
Lesson 2.4 supports students to pull together everything they have learned in the unit
so far to work in small groups and design investigations to test the influence of an
environmental factor on the variation of traits in Fast Plants. Students then make and
record observations as their plant populations grow over the next two weeks. In Step
5, Lesson 2, they will analyze experimental results and develop explanations for these
investigations.
Step 2 Lesson 1 Using Evidence to Explore Similarities and Differences 81
Key Concepts
Environmental factors are causes of
diversity among organisms such as
plants
Scientific explanations are different
than description; they include explicit
references to causes for effects and
establish relationships based on evidence
and logical argument.
Various forms of display for data sets,
including box-and-whisker plot (high-
low graph), are useful forms to display a
single set of data or to compare two sets
of data.
Evidence of Student
Understanding
compare and contrast similarities and
differences among variations of a Fast
Plant trait and suggest plausible causes.
use a variety of resources to collect
information and evidence to develop an
explanation for why the teachers plants
are smaller and appear less healthy than
the students plants.
identify and interpret relationships
among variables within data sets.
Time Needed
100 minutes
Materials
1 quad of Fast Plants grown by the
teacher without fertilizer
their 1 quad of growing Fast Plants
For each pair of students
1 copy of Student Page 2.1A What
Happened?
Using Evidence to
Explore Similarities and
Differences
1. Place quads of student and teacher plants out to
be observed, and remind the class of any instances
in which students wondered why these plants
are different. Pose the question to the class and
discuss as a class, What do you think caused the
differences in some of the traits that we see in my
plants and yours?
2. Have students work in pairs to complete Student
Page 2.1A What Happened?
REAPS Questions
R What is a trait? A distinguishing
feature that can be observed.
E/A Note: Graphic organizers on the
student pages support students to
extend, apply, and analyze their work
in this lesson.
P What would happen to a species
if an environmental stress was
introduced that was so severe that
NO individuals in the population
could produce offspring (seeds or
babies)? The population would go
extinct if the stress continued for more
than a generation.
S What did you do during this lesson
that helped you to understand how
the environment affects the plants
growing in that environment? Look
for students to recognize some aspect
of the lesson that helped their learning.
Use this information to use the best
strategies in future lessons.
1 copy of Student Page 2.1C Observing
Differences and Similarities
For each student
1 copy of Student Page 2.1B Pauls
Growing Protocols for Populations A
and B
1 copy of Student Page 2.1D Pauls
Data: Pressed Plants
1 copy of Student Page 2.1E Pauls
Data: Graphical Data
1 copy of Student Page 2.1F Pauls
Data: Data Tables
(continued from previous page)
3. Review the question the class is addressing.
Collect students brainstormed ideas and questions.
Organize the ideas while recording them
on the board during the brainstorm so that
questions, observations, and possible
causes are kept as separate lists.
4. In the list of observations, point out that what
the class is observing are differences between the
students and teachers plant populations.
During this discussion, check for students
understanding of the terms trait and
variation.
Circle on the board any observations that
are examples of variation.
5. Guide the whole class to identify those
suggested causes that are environmental factors.
Emphasize that the amount of fertilizer
available in the planting mix is an
environmental factor, and wonder aloud if
you forgot the fertilizer.
6. Explain how more evidence would strengthen
any explanation that the class suggested, and offer
data from an experiment that Paul did.
Comparing Pauls data with a known
environmental stress may help.
Hand out Student Page 2.1C Pauls
Growing Protocols for Populations A and
B, and have students find and discuss the
experimental variable.
7. Introduce each of the 3 sets of data from Pauls
experience. Guide pairs of students to analyze and
compare it to class observations.
Page 2.1C Observing Differences and Similarities
based on the classs and Pauls data.
9. Summarize the status of the classs explanation
for what happened to the teachers plants, and
emphasize the importance of evidence and
reasoning to make it as strong as possible.
Teacher Background
Information
This lesson is built on letting students compare the
class experiment that you began in Step 1, Lesson
1 (without disclosing what you were doing) to a
similar experiment conducted by Paul Williams.
By allowing students to unravel the mystery about
the difference between your plants and theirs,
this lesson allows for important practice with
using evidence and many different types of data
to support a hypothesis (about what happened to
cause the difference).
In Pauls experiment, two crops of Fast Plants
were grown. Population B was grown under an
optimal growth environment for Fast Plants.
In Population A, Paul introduced a single
environmental variable by providing no nutrients
(fertilizer).
In his experimental procedure, individual plants
in each population of 12 plants were numbered
and observed, and selected traits representing
growth (height), development (# of leaves, # of
hairs) and reproduction (# of flowers pollinated
and # of seeds produced) were measured and
recorded. After summarizing and graphing the
data collected, Paul was able to determine the
degree that the various parts of the growing plant
are affected by the nutrient deprived environment.
Advance Preparation
There are six types of student
pages for this activity that need
to be photocopied in advance. If
possible, Student Page 2.1D Pauls
Data: Pressed Plants and Student
Page 2.1E Pauls Data: Graphical
Data are best viewed in color. You
may want to make and laminate a
class set of color copies so they can
be used repeatedly.
Note: You have a chance to do some acting in this
lesson when you pretend not to know why the
Fast Plants that you planted two weeks ago look
different from the students plants.
Allow 510 minutes for students to make
observations and notebook entries.
1. Prompt students to notice differences between
Fast Plants by placing all 8 quads of the teacher
and students Fast Plants next to each other. By
now, the students Fast Plants will be considerably
taller and more robust than the teachers plants,
which did not receive fertilizer.
Pose the question: What do you think caused the
differences in some of the traits that we see in
my plants and yours? Allow a few minutes for
students to comment on and raise questions about
the differences between the two groups of plants.
Collect student responses but resist going further
with discussing causes for now.
Page 2.1 What Happened? Circulate around the
room, and observe what students write to confirm
that all students understand what the mystery or
question is.
3. Repeat the question and have students
brainstorm ideas and questions: What do you
think caused the differences we see between my
plants and yours?
Organize student responses into three separate
categories on the board: Keep the three categories
separate:
questions
observations
possible causes of differences
Collect and record students brainstormed ideas
and questions under the appropriate headings.
For example: under possible causes: write too
little water. Under observations, write one plant
is taller than the other? Under questions, write
why is my plant taller than the teachers plant?
4. During this discussion, check for students
understanding of the terms trait and variation.
Trait: A distinguishing feature that can be
observed; discuss when differences can be
called variations.
Variation: A difference in two or more
versions of a particular trait.
Explain to students that the differences in height
between the teachers and students Fast Plants are
examples of variation. Point out how the different
variation of heights within a population of plants
is much like the variation of heights between the
students in the class,
Have students point out and circle examples of
variation listed under observations.
Note: Many students may be familiar with the
term diversity. You may want to use a Think-Pair-
Share for students to come up with explanations
of how the meaning of variation differs from
diversity and differences.
Diversity is being made of many different
elements, forms, kinds, or individuals
Difference is to be unlike or dissimilar
Variation is the presence of two or more
versions of the same trait such as different
versions of height.
(Population will be defined later in the unit when
it is a more central focus.)
5. Guide students to look at the list of possible
causes and highlight those that are environmental
factors.
Tell students that you wish you had kept notes
during the first day you planted the Fast Plants
seeds so you would know what environmental
factor influenced how your plants developed.
Wonder aloud if you left out an environmental
factor such as fertilizer. Point out that fertilizer
is both an environmental factor and an
environmental stress because by using it or leaving
it out, we influence how plants grow and develop.
6. Explain how more evidence would strengthen
any explanation that the class suggested, and
offer data from an experiment that Paul did to
investigate an environmental variable and its affect
on Fast Plants growth and development.
Explain how comparing Pauls data with
a known environmental stress may help.
NOTE: Let students figure out what
the environmental stress in Pauls
experiment was to help prepare them
to design their own single-variable
experiment.
Point out that one way scientists extend
their data, is to compare data with data that
other scientists collected when doing the
same investigation. Explain that, similarly,
Paul Williams data can be a source for
extending the classs data.
Hand out Student Page 2.1C Pauls
Growing Protocols for Populations A and
B, and have students find and discuss the
experimental variable.
Students will quickly find that the variable
was whether the populations received
fertilizer or not. The environmental
stress tested was the absence of nutrients
(fertilizer).
7. Explain to students that they will compare their
Fast Plant records with the actual records that Paul
Williams kept when he investigated Fast Plants.
Introduce students to the three kinds of evidence
that Paul Williams used to analyze the evidence he
collected.
Press plants: photo copies of the plants he
grew in the investigation.
Raw data: the data that Paul Williams
recorded in his notebook during the
investigation.
Graphs special graphs called box-and-
whisker (high-low) graphs that show the
variation of a trait among the plants in
each population.
Explain that students will compare their records
with each kind of evidence Paul Williams used.
Organize students in pairs, and work as a class to
compare one type of data at a time so that students
are not overwhelmed.
Compare Paul Williams pressed plants;
then compare Paul Williams raw data
Pass out copies of the data set (first pressed
plants, then raw data) to each student. Explain
to students that these are photocopies of the two
populations of plants that Paul Williams used
in his investigation. Then follow these steps to
compare data:
Direct individual students to analyze and
compare Paul Williams pressed plants
with observations from their own Fast
Plants.
Have individual students write down one
key observation and one question in their
notebooks.
Next, have students discuss their
observations and questions with their
partners.
Engage the entire class in a discussion
of similarities and differences between
students plants and Paul Williams pressed
plants.
Practice linking evidence to inferences
with sound reasoning to consider if Pauls
data supports any of the explanations that
were brainstormed about why the teachers
and class plants are different.
Compare Paul Williams graphed data
Pass out copies of Paul Williams graphs to each
student. Then, use a Think Aloud to help students
interpret Paul Williams whisker graphs.
Explain that you want to be sure that you
understand what a whisker graph is and
how Paul Williams plotted his data on
the graphs. Otherwise you may not know
where to plot your own data.
Talk about what Paul Williams whisker
graph is showingthe range of heights
of his plants. This means that each short
horizontal line represents the height of one
or more of his plants. And the dark line is
the mean height. That means that half of
all of his plants were this height or taller
and half were this height or shorter than
this height.
Explain that you wonder how you can use
his graph to compare your plants with his.
You wonder if you could add your plants
to the same graph to see how the points
compare. You decide to indicate the height
of each of your plants next to the same
height marker on the graph, so you show
the measurements for the teachers plant
heights and mark a line on the graph for
each plant.
Next, you wonder what you will compare.
Maybe you could compare different
features, such as whose plants have the
greatest difference between the tallest and
shortest plants. Or which has the highest
and which has the lowest mean.
After the Think Aloud:
Instruct individual students to use colored
pens, pencils or markers to add their data
into Paul Williams graphs.
Have individual students analyze and
compare the pattern of plants on Paul
Williams graphs with their own Fast
Plants data.
Have individual students write down one
key observation and one question in their
notebooks.
Next, have students discuss their
observations and questions with their
partners.
Engage the entire class in a discussion
of similarities and differences between
students plants and Paul Williams pressed
plants.
Practice linking evidence to inferences
with sound reasoning to consider if Pauls
data supports any of the explanations that
were brainstormed for why the teachers
and classs plants are different.
8. Have students work in pairs to complete
Student Page 2.1 C. Observing Differences and
Similarities based on the classs and Pauls data.
9. Summarize the status of the class explanation
for what happened to the teachers plants, and
emphasize the importance of evidence and
reasoning to make it as strong as possible. Have
students explain whether they have the evidence
they need to support an explanation.
Explain that the class cannot be certain of what
happened to the teachers plants unless a chemical
analysis is done to see if there is any fertilizer
in the soil the teachers plants are growing in.
However, there is still strong evidence to support
the explanation that the teacher left out fertilizer
because these observations and Paul Williams
observations of Fast Plants raised without fertilizer
are similar.
10. Use REAPS questions throughout the lesson
where appropriate.
Student Page 2.1A: What Happened? 87
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Student Page 2.1B: Pauls Growing Protocols for Populations A and B 89
Student Page 2.1B: Pauls Growing Protocol for Population A
Student Page 2.1B: Pauls Growing Protocols for Populations A and B 91
Student Page 2.1B: Pauls Growing Protocol for Population B
Student Page 2.1C: Observing Differences and Similarities 93
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Student Page 2.1D: Pauls Data Pressed Plants 95
Population A
7 days old
Standard Fast Plants, Rapid Cycling Brassica rapa
Population B
7 days old
Student Page 2.1D: Pauls Data Pressed Plants
Population A
13 days old
Population B
13 days old
Student Page 2.1D: Pauls Data Pressed Plants (continued)
Population B
22 days old
Standard Fast Plants, Rapid
Cycling Brassica rapa
Population A
22 days old
Standard Fast Plants, Rapid
Cycling Brassica rapa
Student Page 2.1D: Pauls Data Pressed Plants (continued)
Student Page 2.1E: Pauls Data Graphical Data 101
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Student Page 2.1E: Pauls Data Graphical Data 103
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Step 2 Lesson 2 Investigating Variation: Environmental Factors and Heritable Traits 107
Key Concepts
Environmental factors are not the
only causes of diversity among
organisms such as plants; some
traits are inherited and others
result from interactions with the
environment.
Every organism requires a set of
instructions for specifying its traits.
Heredity is the passage of these
instructions from one generation to
another.
Scientific investigations may take
many different forms, including
observing what things are like
or what is happening and doing
experiments.
Evidence of Student
Understanding
complete a sequence of events
chart to describe the experimental
process and purpose.
explain a Venn diagram depicting
how heredity and environmental
factors together cause the traits we
observe in organisms.
Time Needed
50 minutes to begin the investigation;
2426 days until evidence from
offspring is collected (see Unit
Timeline)
Materials
For the class
overhead transparency or large
chart of Teacher Page 2.2c Unit
Level Graphic Organizer
Investigating Variation:
Environmental Factors and
Heritable Traits
1. Introduce the Unit Level Graphic Organizer. Explain
to students that in Lesson 2, they will:
work together as a class to plan a well-designed
scientific investigation about a Fast Plant trait
and inheritance.
2. Pose the question from Lesson 2.1 to the class: Other
than environmental factors, what determines how an
organism such as a plant or human looks?
Guide a class discussion to focus students
attention on both environment and heredity as
factors that determine traits
Check for students understanding that a trait is
a distinguishing feature that can be observed.
3. Have students work in pairs to complete Student Page
2.2A Venn Diagram of Traits.
Use student diagrams to reemphasize that both
heredity and environment influence the traits we
see.
REAPS Questions
R What is an inherited trait? A distinguishing,
observable feature.
E/A/P Note: Graphic organizers on the student
pages support students to extend, apply, and
analyze their work in this lesson as well as to
predict the experimental outcome.
S What did you do during this lesson that
was like what a scientist does? Look for
students to recognize that asking questions,
designing experiments, using logic and
reasoning, and organizing their ideas are all
work like scientists do.
1 copy of Teacher Page 2.2d Fast
Plants Pollination Protocol
1 copy of Teacher Page 2.2e
Leafless Experiment Calendar
two quads of growing Fast Plants
scissors
For each pair of students
1 copy of Student Page 2.2A Venn
Diagram of Traits
For each student
Experimental Sequence
4. Ask students: If we made a new trait
leaflessnessby clipping the leaves from Fast
Plants, would the plants offspring inherit the
leafless trait?
Focus both on the question AND on
discussing how a scientific experiment can
be designed to answer this question.
5. Use Think-Pair-Share strategy for students
to fill out Student Page 2.2B Experimental
Sequence to guide students to think, discuss and
record the thinking processes involved in asking
a scientifically-oriented question, predicting the
answer, and designing an experiment to gather
evidence.
Remind students that they will design
their own experiments soon so they need
to understand how the class designs this
experiment.
6. Use a Think Aloud strategy to highlight the key
points to consider when designing an experiment.
Emphasize the logic and reasoning that go into
planning and carrying out an experiment.
Engage the students as a whole class
throughout the Think Aloud to help you
design the investigation to answer the
question about inheriting leaflessness, If
we made a new traitleaflessnessby
clipping the leaves off of a Fast Plant,
would the leafless plants offspring inherit
the leaflessness trait?
Have students work in pairs to complete
Student Page 2.2B Planning an
Experiment to Answer a Question as
needed.
7. Conduct the experiment as designed by the
class as a demonstration. Finish up by assigning
students in pairs to work every-other-day to tend
to the experimental and control plants (see the
Implementation Guide).
where appropriate.
Advance Preparation
Teacher Page 2.2e Leafless Experiment Calendar provides a timeline for
the simple procedures you will need to either complete yourself or assign
students to complete during a few minutes of class time periodically (when
you will model how to develop an evidence-based explanation for the results
from this investigation).
Keep in mind that the plants in this investigation need to produce seeds, so it
will be necessary to pollinate them. The procedure for pollinating Fast Plants
is included in the Teacher Page 2.2d Fast Plants Pollination Protocol.
For this lesson, also prepare materials and a simple outline of key reasoning
that you will model during the Think Aloud to teach students about high
quality scientific experimental design. This will prepare students to design
their own experiment, investigating the affect of an environmental stress on
variation in reproductive success (flowering/seed production) in Fast Plants.
Also, consider looking for insights into what students are already thinking
about how heredity and environmental factors influence how traits are
expressed by reading what students wrote on Student Page 2.1C Observing
Differences and Similarities. Prepare instruction accordingly.
In this lesson, you have the option to have students work on a Venn Diagram
on chart paper, an overhead transparency, or individual copies for students
to keep in their science notebooks (or a combination). Students will use
graphic organizers from this point on to develop a visual understanding of
natural selection. In this lesson, students will use a graphic organizer (Venn
Diagram) to view how
traits are determined by genetics or environmental stresses or both
acquired traits are not inherited
1. Introduce students to the Unit Level Graphic
Organizer and compare it to how scientists use
graphs, tables and other visual tools to help them
visualize what is happening. Instruct students to
keep the Unit Level Graphic Organizer in the back
of their notebooks, where they can pull it out each
time they need it.
Tell students that in this lesson, they will:
work together as a class to plan a well-
designed scientific investigation about a
Fast Plant trait and inheritance.
Bring the class back to thinking about variation
in different traits by asking students to point out
examples of variation in traits of living things they
see around the classroom and from Paul Williams
investigations. List the examples on the board.
Then invite students to work together to reflect on:
what they already know about variation.
questions students may have about
variations in traits.
The Unit Level Graphic Organizer entry at this
point may look something like the chart below.
2. Pose the question: Other than environmental
factors, what determines how any organism,
such as a plant or human, looks? Make sure that
students understand the terms:
environmental factor any living
or nonliving feature of an organisms
surroundings and experiences, such
as diet and air temperature. This can
include anything from the fertilizer that
the students added to the soil to the
temperature of the soil.
environmental stresses All
environmental stresses are environmental
factors, but not all environmental factors
are environmental stresses. Environmental
stresses and other environmental factors
are also possible causes for the variation
between plants.
trait A distinguishing feature that can be
observed.
Allow a few minutes for students to engage in a
discussion about what determines the traits we
observe (appearance). Encourage students to apply
the question to specific traits, such as Other than
environmental factors, what determines how tall a
person is, or the color of a flower?
As students propose answers, ask them for
evidence supporting their suggestion. Ask
questions such as How do you know that? As
the discussion progresses, guide the class to focus
on how both environment and heredity determine
the traits we see.
3. Direct students to work in pairs to complete
Student Page 2.2A Venn Diagram of Traits. Have
students choose traits from the classs and Pauls
experiments to fill in the diagram.
What We Did What We Know How We Know It
We used Pauls data and our
own observations to try to
figure out why the teachers and
students plants are so different.
We know that plants like those
in Pauls experiment that dont
receive any fertilizer look
similar to the teachers plants.
The teacher might have
forgotten to add fertilizer.
We compared all of Pauls
experimental observations
and graphs to our classs
observations, and our evidence
aligns.
The teacher said that because we
didnt keep a science notebook
on the first day, there is no
record that fertilizer was added
for sure.
When they finish the diagrams, ask students to
share traits listed in the overlapping parts of their
diagrams.
Point out to students that by listing traits
in the overlapping part of the diagram,
they are suggesting that both heredity and
environment influence these traits.
4. Ask students: If we made a new trait
leaflessnessby clipping the leaves off of a Fast
Plant, would the leafless plants offspring inherit
the leaflessness trait? Allow a few minutes to
clarify and discuss the question. Accept student
responses, but resist the temptation to reach
an answer; an explanation can be made about
the question after the experimental evidence is
gathered.
If students seem sure that the leafless trait
cannot be inherited, ask, How do you
know? Emphasize the need for evidence
when answering scientifically.
Focus discussion on both the question AND
on discussing how a scientific experiment
can be designed to answer this question.
5. Use a Think-Pair-Share strategy for students
to complete the first two entries (question and
prediction) in Student Page 2.2B Experimental
Sequence. The goal of this step is to guide students
to think about and record the thinking processes
involved in
asking a scientifically-oriented question,
predicting the answer.
Remind students that they will design their own
experiments in one of the next lessons so they
need to understand how the class designs this
experiment to know what will be expected.
See the Immersion Unit Toolbox section,
Giving Priority to EvidenceWhen there is
an Experiment for general information about
designing an investigation.
6. Use the Think Aloud strategy to highlight the
key points of designing an experiment.
Emphasize the logic and reasoning that
goes into planning and carrying out an
experiment.
After the Think Aloud is completed,
provide time for students to record
their ideas in the Student Page 2.2B
Experimental Sequence.
The following paragraphs provide an example
of how a Think Aloud may look in this specific
investigation.
I am wondering if I could develop a Fast
Plant that grows without leaves. How
could I set up an investigation to try? If
clipping the leaves off of Fast Plants,
the leaflessness trait? To test this idea
I was thinking that I could create two
leafless plants by cutting their leaves off,
then breed them to see if their offspring
would or would not have leaves.
I think that this experiment could work
because the only factor I would change
in this experiment is whether I do or
do not cut off leaves. When designing
an experiment it is always important to
know that if a difference occurs in an
investigation, the investigator will know
what caused it. As much as possible,
scientists keep their experiments simple,
which makes it easier to make strong
evidence-based explanations.
The results I am looking for are also
simple. The offspring will either be leafless
or have leaves. To design the experiment,
I need to plan the procedurehow I will
conduct this investigation. Sometimes its
easiest if I try to imagine what each step
will look like. I know that I need to:
cut the leaves off of two parent plants,
breed the parent plants with each other,
then take the seed that develop from
the parent plants
and plant them to see if their offspring
would or would not have leaves.
I also need to plan for a control in my
experiment. Does anyone know what is
meant by a control? In this case, I need
to have plants that I do not perform our
experimental procedure onI need to
have two plants that dont get their leaves
snipped off and are pollinated and grown
to produce seed just like those that we are
experimenting with. What else will I need
to keep the same between the experimental
and control plants during the procedure?
Im thinking that I want to be sure that the
environmental conditions are just the same
as I dry, harvest, and plant seeds for the
next generation. If there was a difference
in the environment, then that could be the
cause of any differences I might observe
between the offspring. I want to be as sure
as I can that any differences I see in the
offspring are caused by having snipped the
leaves off the experimental plants.
Now that I have a design for my
experiment, there are several things I need
to do before getting started. I need to write
down my experimental procedure so that
I can follow it carefully and plan what
materials I need. Then I need to gather
them. I also need to set up a schedule
for when I will do each step in the
investigation.
See the Immersion Unit Toolbox section,
Supporting Student Inquiry: The Think Aloud
Strategy section for general information and a
description of the characteristics of the Think
Aloud strategy.
Engage the students as a whole class
throughout the Think Aloud to help you
design the investigation to answer the
question about inheriting leaflessness, If
clipping the leaves off of a Fast Plant,
the leaflessness trait?
7. Conduct the experiment as designed by the
class (as a demonstration), while you continue
explaining your thought processes using the Think
Aloud strategy.
Explain that during the next five weeks the two
leafless experimental plants and the two plants
with leaves that are the control will flower, be
pollinated, produce seed, and then the seed will be
harvested and planted.
Finish up by assigning students in pairs to work
every other day to tend to the experimental and
control plants. Refer to Teacher Page 2.2e Leafless
Experiment Calendar for approximate dates for
the following procedures.
NOTE: After Step 3, when students learn about
flowers and pollination, only these experimental
plants and the controls will continue to be grown.
The others will be discarded to make room for the
students investigations.
Taking measurements and recording
observations (every other day for a few
minutes from this point forward)
Pollinating the plants
Taking the plants off water to let the seed
pods dry
Harvesting the seeds
Planting the next generation (one quad
with seeds from the experimental parent
plants and one from the control parent
plants)
Taking measurements and recording
observations of the next generation (the
investigation ends in Step 5, Lesson 1,
when the class develops an explanation for
the results)
where appropriate.
Student Page 2.2A: Venn Diagram of Traits 113
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Student Page 2.2B: Experimental Sequence 115
Planing an Experiment to Answer a Question
Question we hope to answer with evidence from this experiment:
First Step: What key decisions need to be made to plan the experiment?
What do you think the explanation for what will happen is? Why do you think that?
Second Step: What careful steps need to be taken to set up the experiment?
What are the next key steps that will take place?
What are results are we looking for?
Student Page 2.2B: Experimental Sequence
Planning an Experiment to Answer a Question
Teacher Page 2.2c: Unit Level Graphic Organizer 117
Teacher Page 2.2c: Unit Level Graphic Organizer
Teacher Page 2.2d: Fast Plants Polllination Protocol 119
Wisconsin Fast Plant Pollination Protocol
On Days 512, Tend the plants
Refill water reservoirs.
Adjust the lights every other day so the top of the plants is about 10 cm from the light.
On Day 13, Make beesticks
Insert the end of the toothpick with the glue into the spot on the thorax were the head was located.
On Days 1517, Pollinate flowers
Roll the beesticks over the flowers (anthers) to pick up and deliver the pollen to the stigma.
Transfer pollen back and forth among several plants. (Fast Plants do not self-pollinate.)
Pollinate the flowers for 23 days.
Teacher Page 2.2d: Fast Plants Pollination Protocol
Teacher Page 2.2e: Leaess Experiment Calendar 121
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1
Step 2 Lesson 3 Describing Populations 123
Key Concepts
Individuals can be described by
their characteristics, or traits.
Populations can be described by
numerical data describing the traits
that exist in the population.
Scientific observations include both
things that can be measured and
things that cannot.
Evidence of Student
Understanding
explain the differences and
similarities between effectively
describing a single plant and a
population of plants.
Time Needed
50 minutes
Materials
For each student
copy of Pauls Experimental Data
from Step 2, Lesson 1
copy of Student Page 2.3A
Individual Plant and Plant
Population Observations
copy of Student Page 2.3B Frayer
Model on Population (can be on
chart paper)
quad of Fast Plants
Describing Populations
1. Ask the whole class to think of examples over the
last two weeks in which the observations focused on
individual plants. Collect examples.
2. Next, ask the class for examples in which the observa-
tions focused on a group of plants. Collect examples.
3. Use a Think-Pair-Share strategy to have students
explain to the best of their knowledge when a group of
plants would be called a population.
After gathering their ideas, acknowledge
similarities with the scientific definition for
a population in ecology and provide that
definition. Population: a group of individuals
of the same species living in together in the
same habitat
REAPS Questions
R What is a population? A population is a group
of individuals of the same species that are able
to interact in a particular area.
E How is observing and describing a population
different from observing and describing an
individual? Individuals are typically described
by their specific traits. Populations, on the
other hand, are typically described by the mean
occurrence of specific traits.
A Which of the two Fast Plant populations
showed the most differences among
individuals? Based on the Paul Williams data,
the population grown with fertilizer showed the
most variation among individuals.
P Would you predict that there would be more
or less difference among individuals in a
population if all environmental conditions
were good than if one condition was poor?
Explain your reasoning. Answers will vary,
and the important part of this response is the
explanationpush students to use logic and
sound reasoning to support their prediction.
Continue the discussion to help students
think of characteristics for a population.
4. Have students work individually or in pairs to
complete the Student Page 2.3A Individual Plant
and Plant Population Observations.
5. Direct students to share their responses with at
least one other pair of students to look for patterns
in how individual plants were described and plant
populations were described.
6. Hold a whole-class discussion about patterns
in the descriptions. Emphasize the usefulness of
describing populations with means, particularly
when there are many individuals in the population.
7. Remind students that at the beginning of the
lesson you defined what a population is and how
during the rest of this unit most of the focus will
be on how populations change over generations.
For that reason, it is important for all students
to help each other be clear what is meant by
population.
Group students in pairs or threes, and have
each group complete a population Frayer
Model.
8. Discuss as a class, group responses to each of
the quadrants and chart one Frayer Model for the
whole class. Post and refer to class Frayer Model
throughout the rest of the unit.
9. Turn students attention to the Unit Level
Graphic Organizer, and use a Think-Pair-Share
strategy to complete a row, summarizing what was
learned in this lesson.
Teacher Background
Information
In this lesson, students will be working to define
what a population is. One tool they will be
using is a graphic organizer known as a Frayer
Model. This graphic organizer is divided into
four quadrants and assists students in building
a working definition for a term, in this case
population that they are beginning to become
familiar with. (See Student Page 2.3B). For more
information on the use of Frayer Models, see the
Immersion Unit Toolbox.
Advance Preparation
Make copies of:
Student Page 2.3A Individual
Plant and Plant Population
Observations (one per student
or one for every two students
depending on the class)
Student Page 2.3B Population
Frayer Model (one for every
three students)
1. Stimulate students to think about whether
scientific investigations focus on the traits of
individuals or populations by having students
compare the two.
Ask the whole class to think of examples
over the past two weeks when their
observations were focused on individual
plants. Make a list of responses on the
board.
Ask the class to list times when their
observations were focused on a group
of plants. Collect examples in a second
column on the board.
Ask students what they can learn about
how fast Fast Plants grow by observing an
individual plant as compared to a group
of Fast Plants.
3. Use a Think-Pair-Share strategy to have
students explain when a group of plants would
be called a population. Circulate around the
room during the Think-Pair-Share and listen for
misconceptions that need to be addressed for the
entire class.
After gathering the students ideas,
acknowledge similarities with the
scientific definition for a population
in ecology and provide that definition.
Population: a group of individuals of
the same species living in together in the
same habitat.
Continue the discussion as a class to help
students think of the characteristics of a
population. See the Frayer Model in #7
for sample characteristics that may be
discussed.
4. Have students work individually or in pairs to
complete the Student Page 2.3A Individual Plant
and Plant Population Observations.
5. Direct students to share their responses with at
least one other pair of students to look for patterns
in how individual plants were described and plant
populations were described.
6. Hold a whole-class discussion about patterns
in the descriptions. Emphasize the usefulness of
describing populations with means, particularly
when there are many individuals in the population.
7. Remind students that at the beginning of the
lesson you defined what a population is and how
during the rest of this unit most of the focus will
be on how populations change over generations.
For that reason, it is important for all students
to help each other be clear what is meant by
population.
Group students in pairs or groups of three
Pass out one population Frayer Model
sheet to each group and explain to the
students the meaning of each of the four
quadrants. With the whole class, facilitate
filling in one response. For example:
Simply defineda group of individuals
of the same species living in together in
the same habitat.
Instruct each group to complete a
population Frayer Model
The following Frayer Model is an example of
potential student responses.
Population
Simply defined . . .
A group of organisms of the same
species living in the same area
Examples . . .
the people living in Los Angeles
deer living in the same woods
people of a town
orchids on a hillside
people living in the United States
Nonexamples. . .
One person
a Fast Plant, a cactus and a tree
all kinds of plants around a pond
eagles and bluebirds in same woods

Characteristics . . .
one species living in the same location
a group that lives in same area or habitat
Adapted from the Frayer Model of Concept Learning
Dr. Dorothy A. Frayer
As student pairs fill in their Frayer models,
circulate around the room to determine if students
understand what a population is and identify
where students may need more guidance to clarify
their ideas.
8. Discuss as a class group responses to each of
the quadrants and chart one Frayer Model for the
whole class. Post and refer to the class Frayer
Model throughout the rest of the unit.
We described individual plants
and populations of plants
All individual plants are
different, and populations of
plants have traits that can be
measured and observed.
Scientists use different kinds of
descriptions for individuals than
they use for populations.
Individuals can be described by
specifics about their traits.
Populations are best described
by the means for their traits.
We have observations for
both individual plants and a
population of plants that are
in the same quad or on the
same water reservoir.
We can calculate the mean for
how many plants in our class
have a particular trait.
Pauls data that we looked
at earlier described both
individual plants and
populations.
9. Turn students attention to the Unit Level
Graphic Organizer, and use a Think-Pair-Share
strategy to complete a row, summarizing what was
learned in this lesson.
lesson where appropriate
Student Page 2.3A: Individual Plant and Plant Population Observations 129
Student Page 2.3A: Individual Plant and Plant Population Observations
1. Use the observations that you made when you raised Fast Plants and the observations from
Pauls Fast Plant experiments to complete the following table.
Trait Data for One Plant Data for One Population
# of Leaves on Stem
Hairs on 1st Leaf
Flowers Pollinated
Seeds Produced
2. Describe what is similar and what is different about how you described one plant compared
to how you described a population of plants.

Student Page 2.3B: Frayer Model on Population 131
Student Page 2.3B: Frayer Model on Population
Population
Simply defined . . . Examples . . .
Nonexamples. . . Characteristics . . .
Adapted from the Frayer Model of Concept Learning
Dr. Dorothy A. Frayer
Step 2 Lesson 4 Investigating Environmental Stress and Variation 133
Key Concepts
Environmental factors influence
the traits observed in individuals
and populations.
Scientific progress is made by
asking meaningful questions and
conducting careful investigations.
Evidence of Student
Understanding
develop a testable question about
how an environmental stress
that could be found in nature
may influence variation in the
production of seeds in Fast Plants.
design a scientific experiment
that aligns appropriately with
the student has chosen testable
question.
Time Needed
50 minutes to develop question and
develop experiment
50 minutes to design and set up
experiment
Materials
For each student
copy of Student Page 1.1A Fast
Plant Growing Protocol (same as
from Step 1, Lesson 1)
Experimenting with the Effects of
an Environmental Factor
copy of Student Page 2.4B
Planning an Experiment to
Answer a Question
copy of Student Page 2.4C
Investigation Rubric
Investigating Environmental
Stress and Variation
1. Facilitate a class discussion to review the key ideas
learned so far in this unit by reviewing the Unit Level
Graphic Organizer.
2. Remind students about how Paul Williams changed
environmental conditions to develop Wisconsin Fast
Plants, and play the video segment where he describes
more specifically what he did to develop these special
plants.
3. Have students compare what they learned from Paul
Williams with what students recorded on the Unit Level
Graphic Organizer about how environmental factors
influence variation among individuals in a population.
Emphasize the connection between an
environmental factor and seed production
(successful reproduction that results in the next
generation).
4. Have students in groups of three or four develop a
testable question about how an environmental stress that
could occur in nature might affect individual Fast Plants
and a populations ability to reproduce successfully
(develop flowers and healthy seed).
Hand out copies of Student Page 2.4A
Experimenting with the Effects of an
Environmental Factor to guide groups planning.
5. Facilitate a class discussion about developing testable
questions. Work with students to develop a list of criteria
for deciding which questions are scientifically testable.
6. After checking each groups question to be sure it fits
your criteria for being feasible and sound as the basis
for an investigation, direct students to write individual
predictions for the results of an investigation into that
question.
7. Have student groups use the Fast Plants Planting
Protocol that was used in Step 1 to design their own
investigation to answer their question.
2 growing quads
16 Fast Plant seeds
planting materials
lighting space
watering system
fertilizer pellets
various other materials as needed
for experiments
For the class
video of Paul Williams describing
how he changed the environment
and selected for plants with
the traits he desired to develop
Wisconsin Fast Plants
Hand out copies of Student Page 2.4B Planning an
Experiment to Answer a Question to help student
groups plan controlled experiments.
Pass out one copy of Student Page 2.4C
Investigation Rubric for each student, and
facilitate a discussion about the expectations for
exemplary work.
8. Conduct a peer review for the groups experimental
designs and procedures. During this time, review each
groups plan and approve it or direct groups to make
revisions.
9. During the next class period, set out materials that
students need to set up their investigations. Direct students
to set up their investigations.
10. Use the REAPS questions throughout the lesson where
appropriate
REAPS Questions
R What was the environmental stress in Pauls investigation that caused one
population to be more successful at producing offspring? The stress was
lack of fertilizer.
E Explain three characteristics of a testable question. Look for responses that
align with the class criteria.
A What other environmental stresses might influence how successful the
parent plants are at producing offspring? Answers will vary and should
include factors such as temperature, hours of light, color of light, intensity of
light, amount of water, and amount of carbon dioxide.
P What observable traits would be useful to record in an investigation of
how an environmental stress affects variation in a population? How would
you best record these observations? Answers will vary and should include
traits such as plant height, number of flowers, age at flowering, and number of
seeds produced. (Note: From the data provided, the number of leaves did not
vary significantly, so, unless your class data for some reason showed variation
in that trait, it would be good to ask any student suggesting this trait to give
evidence why. This could begin a rich discussion about experimental design
and planning for data collection. Look for discussion about how to record the
suggested data in ways that support both collection and analysis, such as in
data tables.)
S What is different about scientifically oriented questions and most every-
day questions we ask? Look for responses that identify key feature of scientific
questions like testability, ability to secure materials, and limiting variables.
Teacher Background Information
See the Immersion Unit ToolboxEngaging in Scientifically-Oriented Questions for more background
on developing scientific questions.
Advance Preparation
Gather planting materials needed for the groups of four students to begin
their own investigations. Provide the basic growing materials, a variety of
materials that will allow students to change (and measure) the environment,
and other miscellaneous lab equipment. Some suggested materials for
altering the environment include:
ability to grow plants in warmer or cooler environments (insulated box
with heating pad or heat lamp / refrigerator with a light hung in it)
colored gels to change the light color
different soil types
vinegar, salt, baking soda to change the pH or composition of the
water or planting mix
different sized planting containers to change planting mix volume
extra seeds for planting different densities
Students may develop questions and investigations that require additional
materials. If these are appropriate for testing an environmental stress
that could occur in nature, with your approval, students could bring
these materials in during the second-class period of this lesson, when the
experiments are initiated.
Make copies of
Student Page 2.4A Experimenting with the Effects of an
Environmental Factor
Student Page 2.4B Planning an Experiment to Answer a Question to
help student groups plan controlled experiments
Student Page 2.4C Investigation Rubric for each student
1. Begin lesson by engaging students in a
discussion to review the key ideas learned so far
in this unit by reviewing the Unit Level Graphic
Organizer.
Explain to students that in Lesson 4 they
will develop their own scientific questions
investigating how environmental factors
influence the traits observed in individuals
and populations.
2. Remind students about how Paul Williams
changed environmental conditions to develop
Wisconsin Fast Plants (refer to the chart paper
from Step 1, Lesson 1), and play the video
segment where he describes more specifically
what he did to develop these special plants.
3. Engage students in a discussion about what they
can add to the Unit Level Graphic Organizer after
watching Paul Williams video. Have students
focus on how environmental factors influence
variation among individuals in a population.
Encourage students to think of
environmental factors that may influence
seed production.
Point out that seed production (producing
seeds) is an important trait in plants
because it results in a next generation of
plants. Emphasize that without producing
seeds, a plants genes are not passed on to
future generations.
4. Point out to students that they are at a very
important stage in the investigation processwhere
they will develop their own scientific questions.
Note that scientists such as Paul Williams are
extremely careful about how they develop
questions, because a scientific question affects:
what is investigated
how it is investigated
how the evidence is analyzed
how the evidence is explained
Organize students in groups of three or four.
Have groups develop a testable question about
how an environmental stress that could occur in
nature might affect individual Fast Plants and a
populations ability to reproduce successfully
Hand out copies of Student Page 2.4A
Experimenting with the Effects of an
Environmental Factor to guide groups
planning.
Note: see the Immersion Unit ToolboxEngaging
in Scientifically Oriented Questions for additional
teacher resources on developing testable
questions.
5. Facilitate a class discussion about developing
testable questions. Work with students to develop
a list of criteria for deciding which questions are
scientifically testable.
Have students volunteer ideas for criteria.
Record responses on the board. Then, with
the whole class, do a quick evaluation of
which responses to include in a rubric.
Refine the list and add into a student
rubric. Be sure that criteria include:
a. The question is testable. The question
can be tested using scientific
observations and/or experimentation.
Point out that some questions are not
testable, such as questions about belief
or opinion.
b. The question is directed toward
gathering evidence that can be
described, explained or predicted by
scientific investigation.
c. The question is scientifically oriented.
(clarify)
d. The question is stated clearly.
Explain that for their student investigation,
they will have one more criterion:
The question needs to focus on the
idea they have been covering in
the unit so far: the influence that
an environmental factor may have
on a trait that can be passed to the
next generation. In this case, how
an environmental stress that could
occur in nature might the ability of
individual and populations of Fast
Plants to reproduce successfully
6. Check each groups question to be sure it
fits the criteria for a testable question, which is
feasible for the students to investigate. Then direct
students to write their individual predictions for
the results of their investigations.
7. Have student groups use the Fast Plants
Planting Protocol that was used in Step 1 to design
their own investigation to answer their question.
Hand out copies of Student Page 2.4B
Planning an Experiment to Answer a
Question to help student groups plan
controlled experiments.
Provide one copy of Student Page 2.4C
Investigation Rubric for each student.
Use Think-Pair-Share for students to read
and understand any expectations for their
investigation design. The student rubric
includes only the Exemplary column to
encourage students and to avoid confusing
students with a broader grading rubric.
8. Have students conduct a peer review for the
groups experimental designs and procedures.
During this time, review each groups plan and
approve it or direct groups to make revisions.
If students want to design experiments
that require materials they can bring from
home, check for appropriateness and tell
students they must remember to bring in
any needed materials the next day so that
planting is not delayed.
9. Directs students to set up their experiments
according to their description in their science
notebooks.
Student Page 2.4A: Experimenting with the Effects of an Environmental Factor 139
Student Page 2.4A: Experimenting with the Effects of an Environmental Factor
Experimenting with the Effects of an Environmental Factor
Environmental Factors we are planning to keep the same
1 experimental Environmental Factor we will change
Why we think this Environmental Factor
might affect the variation in one or more
traits in the population.
How we think this Environmental Factor
might affect the reproductive success of
individuals in the population.
Student Page 2.4B: Planning an Experiment to Answer a Question 141
Student Page 2.4B: Planning an Experiment to Answer a Question
Planning an Experiment to Answer a Question
First Step: What key decisions need to be made to plan the experiment?
What do you think the explanation for what will happen is? Why do you think that?
Second Step: What careful steps need to be taken to set up the experiment?
What are the next key steps that will take place?
What are results are we looking for?
Student Page 2.4C: Investigation Rubric 143
Student Page 2.4C: Investigation Rubric
Criteria Exemplary
Scientific Question:
Is testable through
scientific investigation
The question is stated clearly.
The question is scientifically testable.
There is a way someone can test the question by using scientific
observations and/or experimentation.
The question is not about belief or opinion which cannot be tested.
The question does not start with why.
The question is scientifically-oriented.
The question centers on objects, organisms, and events in the natural
world. (Same as 1st testable definition.)
The question indicates that it can and will be answered by gathering
data that will be used to develop an explanation.
For this lesson:
Question about the impact that an environmental stress might have on seed
production (reproductive success) in a population of Fast Plants.
Prediction or Hypothesis
Prediction and/or hypothesis are clearly stated
Prediction and/or hypothesis include explanations.
Experimental Design/
plan/ procedure?
The experimental plan is appropriate for the question being asked.
The plan indicates how information that is clearly related to the chosen
scientifically oriented question will be collected.
Investigation design includes:
Procedures (and protocols) for how to make observations, and accurate
measurements.
Explanation for how to identify and control variables.
The tools and techniques described are appropriate for the question
being asked.
Explanation:
Is based on evidence
The explanation is stated clearly.
The explanation is focused on answering the question.
The explanation addresses the hypothesis or prediction.
The explanation is based on evidence:
Explanation is based on both experimental evidence and scientific
information from reliable sources.
The explanation and the evidence are linked logically.
For this lesson:
The explanation uses evidence to explain the relationship observed between
environmental influences and the variation of the trait (seed production).
Step 3 Overview 145
S T E P
3
Overview
Step 3 focuses on reproduction in flowering plants. In this step, students
observe their flowering Fast Plants closely and learn about flower
structures and their functions and pollination. After dissecting one Fast
Plant flower, students make and use bee sticks to pollinate their flowers.
Understanding how reproduction must occur for parents to influence the
next generation with their genetic code is foundational for students to
later be able to explain if their experimental environmental stress could
impact future generations.
Step 3 Lesson 1 Investigation: Flowers and Pollination 147
Key Concepts
The flowering plant life cycle
includes pollination, which leads to
seed production.
Reproductive success in flowering
plants is when a plant produces
flowers that are successfully
pollinated and produce seeds that
grow into new plants.
Experimental data and observations
need to be systematically collected
and carefully organized so that they
can provide evidence to support
claims that can answer the question
being investigated.
Evidence of Student
Understanding
successfully cross-pollinate the
classs Fast Plants.
accurately explain how flowers
and pollination are integral to
reproductive success in flowering
plants
Time Needed
100 minutes
Materials
For each student
1 copy of Student Pages 3.1A
Understanding Flowers
Pollination Worksheet
1 copy of Student Page 3.1C Fast
Plants Pollination Protocol
1 bee stick (from the Fast Plants
growing kit or assembled from
a dead, dried bee glued to a
toothpick)
Investigation: Flowers and
Pollination
1. Introduce students to Step 3 by providing perspective
on the importance of what the students do next. Explain
that they will influence whether or not their plants
genes are passed on to the next generation of plants.
Explain that in Step 3, they will pollinate their plants by
using the same method that bees use.
Briefly revisit the Unit Level Graphic Organizer
to show how flowers and reproduction have not
yet been studied before this lesson.
Explain how understanding reproduction is an
important part of understanding variation in a
population because much of the variation comes
from the genetic code that is passed down from
parents to offspring.
2. Review the parts of a flower with students by
conducting the flower dissection outlined in Student
Page 3.1A Understanding Flowers.
Distribute Student Pages 3.1A Understanding
Flowers to guide students through the dissection
steps.
Because Fast Plant flowers are small, have
students work individually so that they can clearly
see the reproductive structures in the flower.
Provide hand lenses to help students see the
structures.
3. Provide students with a copy of Student Page 3.1b
Pollination Worksheet and have them work in pairs
to complete the activity. After students complete the
Pollination Worksheet, hold a discussion that focuses on
key points, including how:
pollination is an important example of the
interdependence between plants and animals
flowers and pollination are essential for
reproductive success in flowering plants
1 Fast Plant flower for
Understanding Flowers dissection
exercise
hand lens, scissors, tweezers, and
tape
flowering Fast Plants from the
investigations
For the teacher
1 copy of Teacher Page 3.1a
Understanding Flowers
1 copy of Teacher Page 3.1b
Pollination Worksheet Key
pollination can be a variable in an experiment
if one outcome that is being measured is the
number of seeds produced
4. Group students in pairs within their experimental
groups. Provide each pair of students with a copy of
Student Page 3.1C Fast Plants Pollination Protocol.
Direct students to read the instructions for
making and using a bee stick before constructing
their own bee sticks.
5. If they are flowering, have students pollinate their
Fast Plants according to the procedures in the Fast Plants
Pollination Protocol.
Plan for all students to pollinate their Fast Plants
at least once when the flowers have first opened.
6. Direct students attention to the Unit Level Graphic
Organizer, and have them complete another row.
appropriate.
REAPS Questions
R Where do you find the genetic code that is passed on to
offspring by flowering plants? It is in the pollen and eggs.
E What is reproductive success in Flowering Plants?
Reproductive success in Flowering Plants is when a plant
produces flowers that are successfully pollinated and
produce seeds that grow into new plants.
A What would be the measure of reproductive success for
a male frog? The number of eggs produced by all females
whose eggs were fertilized with the males sperm would be
the measure of his reproductive success.
P With the observations and data you have collected
so far, do you think the environmental stress in your
experiment will affect your Fast Plants reproductive
success? Explain your prediction. Answers will vary,
depending on whether students can see differences between
their experimental and control populations that might affect
flower production.
S What do you know now about reproduction in
flowering plants that you did not know before? Answers
will depend on students prior knowledge.
Teacher Background
Information
What is a Flower?
What is a flower? In human eyes, it is something
to enjoy, with colorful petals and fragrance.
However, for many plants, the critical part of
the flower is not the dramatic blossom. Within
that blossom are the organs of reproduction that
allow the plant to reproduce sexually and create
offspring slightly different from itself.
Many plants can arise directly from an existing
plant through asexual reproduction. However,
when a leaf cutting sprouts new roots or an iris
plant is divided, this asexual reproduction gives
rise to offspring that are genetically identical to
the parent plant. Hence, asexual reproduction
will not generate the variation necessary to allow
the species to slowly adapt to the environmental
changes that will inevitably occur.
Sexual reproduction requires the union of two
gametes, a male sperm and female egg, to form
a zygote (fertilized egg). Uniting eggs and sperm
from different plants provides a challenge.
Plants, which are largely immobile, have evolved
strategies to move their male gametes long
distances to fertilize the female gametes. One
common strategy involves employing animals,
often insects, to carry pollen (male gametes) to the
pistil (female reproductive organ).
In order to attract the insects into such service,
the plants provide food, in the form of nectar or
pollen. However, the plant must first attract the
insects. This attraction must happen when the
reproductive organs within a flower are ready to
provide and receive pollen. Plants have evolved
a constellation of intriguing features by which
they can advertise the availability of pollen and
nectar to the pollinators. These advertisements
include familiar flower characteristics such as
dramatic colors and color patterns, distinctive
fragrances, and large or complex shapes. The
flower advertises the availability of nectar, which
lures the pollinators into service.
Therefore, the answer to the question What is
a flower? is a matter of the perspective of the
viewer. For an insect, the flower is an essential
source of sugar-rich nectar and protein-rich
pollen. To humans, it is a delightful gift of beauty.
However, for plants, the flower is the means by
which they are able to generate, through sexual
reproduction, the variation necessary for evolution
and survival of their species.
Inside the Flower
Flowers are the reproductive organs for flowering
plants, containing both the male and female
gametes. Most flowers have the same basic parts,
though they are often arranged in different ways.
Each of the four main parts of a flower, the sepals,
petals, stamens, and pistil serve particular functions
in flowering and sexual reproduction. The sepals
are the green leaf like structures that enclose and
protect the developing flower. The petals are the
colored leaf like structures that lie within the ring
of sepals and frequently serve to attract pollinators.
The stamen consists of the filament, a slender
stalk upon which is borne the anther. Within the
anther are the pollen grains, which contain the
male gametes or sperm cells.
The pistil usually has three parts, the stigma
(which traps the pollen), the carpel (ovary), and
the style (the neck between the two). Basic (Fast
Plants) flowers have two carpels fused together
and separated by a thin membrane. The carpels
house the ovules, each of which contains the
female gametes.
In Brassicas and many other species that need
to attract specific pollinators, nectaries are also
present. These nectaries, strategically located in
the flower, secrete sugar-rich nectar. Their location
ensures that nectar-gathering insects and other
animals will receive pollen from anthers and
transmit it to its stigmas as they forage.
For bees and other nectar-gathering insects,
flowers are a source of food. As a bee drives its
head deep into the Fast Plant flower to reach the
sweet nectar, it brushes against the anthers and
stigma. Pollen is trapped in the bees body hairs.
As the bee moves from plant to plant, cross-
pollination occurs and genetic information is
widely transferred.
In the classroom or laboratory, the action of bees
is mimicked using a bee stick constructed from
the body of a bee. When pollinating Fast Plants,
collect pollen on the bee stick by rolling the bee
thorax over anthers of open flowers, and check
for yellow pollen collecting on hair. Deposit
pollen collected on the bee stick to the stigmas
of other flowers on other plants by touching or
rolling the bee stick over stigmas. It is important
to repeat this process while moving from plant
to plant because Fast Plants are normally self-
incompatible. That is, each stigma prevents
germination of its own pollen, but not the pollen
of another plant.
Throughout this lesson, emphasize the concept
that reproductive success in Fast Plants
occurs when a plant produces flowers that are
successfully pollinated, produce seeds, and the
seeds are viable (able to germinate and grow into
plants that can also reproduce).
1. Introduce students to Step 3 by providing
perspective on the importance of what the students
do next. Explain that they will influence whether
or not their plants genes are passed on to the
next generation of plants. Explain that in Step 3,
they will pollinate their plants by using the same
method that bees use.
Briefly revisit the Unit Level Graphic
Organizer to show how flowers and
reproduction have not yet been studied
before this lesson.
Review what students have covered in their Unit
Level Graphic Organizers by asking them to high-
light ideas related to reproduction from the lists
under What we know and How we know it.
Ask what is known about how Fast Plants
reproduce.
Ask how the number of flowers on Fast
Plants may or may not influence the
number of offspring from each plant (its
reproductive success). Use the students
response to assess the students prior
knowledge about flowers, reproduction
and the meaning of reproductive success.
Explain to students that if their
experimental Fast Plants are beginning to
flower, they need to be pollinated.
Throughout this lesson, help students make
a connection between a doing a good job
of pollinating (successful pollination) and
the number of seeds a plant produces (seed
production), as well as how seed production
is a measure of reproductive success. As the
unit progresses, students need to understand
how reproductive success results in parents
successfully passing their genetic code to the
next generation so that they can explain natural
selection.
2. Review the parts of a flower with students
by conducting the flower dissection outlined in
Student Page 3.1A Understanding Flowers.
Distribute Student Pages 3.1A
Understanding Flowers to guide students
through the dissection steps.
Because Fast Plant flowers are small, have
students work individually so that they can
clearly see the reproductive structures in
the flower.
You may wish to make an overhead
transparency of the page showing
flower structures to use to clarify
what structures students see during
their dissection and emphasize their
functions.
Provide hand lenses to help students
see the structures.
3. Engage students in thinking about why and how
they will pollinate their plants by having them
work in pairs to complete the Student Page 3.1b
Pollination Worksheet. The Pollination Worksheet
is used in this step to guide students to understand
the flower structures associated with seed
production and the pollination process.
You may want to have students write a short
story from the perspective of a bee that visits a
flowering Fast Plant and describe what flower
parts the bee encounters. Ask the students to
explain what happens when the bee moves from
one flower to another. These stories can provide
a formative assessment opportunity which you
can use to determine if students understand that
seeds develop from pollinated flowers. You can
also look for evidence in the stories that students
understand that the offspring that grow from seeds
have inherited half their genetic information from
each parent plant.
After students complete the Pollination Worksheet,
use a class discussion to continue focusing
students attention on such key points as:
how pollination is an important example
of the interdependence between plants
and animals (animals depend on plants for
food/energy and plants depend on animals
to assist in pollination)
how flowers and pollination are essential
for reproductive success in flowering
plants. Without successful flower
pollination, seeds are not produced and a
plants genes are not passed on to the next
generation of plants.
how pollination can be a variable in an
experiment if one outcome that is being
measured is the number of seeds produced.
(Seed production depends on careful
pollination; no pollination means no seeds
produced.)
how reproductive success depends on
flowers, successful pollination, seed
production, seed germination and growth
and development of the new plant
4. Group students in pairs within their
experimental groups. Provide each pair of students
with a copy of Student Page 3.1C Fast Plants
Pollination Protocol.
Direct students to read the instructions
for making and using a bee stick before
constructing their own bee sticks.
5. Before students pollinate their flowers, you may
want to demonstrate how to pollinate flowers so
you can emphasize how to take care of the plants
during the process. Remind students that the
reproductive success of their plants depends on
how well they pollinate the plants. The number of
flowers can indicate reproductive success, only if
the flowers are successfully pollinated and seeds
are produced. In fact, seed production is a more
meaningful indicator of reproductive success.
Direct students to pollinate their plants. For
fun and to encourage students to engage
more in the process, you can play the music
Flight of the Bumblebee or suggest that
everyone buzz during pollination.
Plan for all students to pollinate their Fast
Plants at least once when the flowers have
first opened to have the experience, even if
the last data being collected is the number
of flowers produced (and not amount of
seed produced).
6. Direct students attention to the Unit Level
Graphic Organizer, and have them complete at
least one additional row. For example, see the
chart below.
where appropriate. You may wish to check yourself
and/or use a peer review again to check students
science notebooks at this point for the quality of
data collection that students are recording to be
certain they have accurate evidence to use when
developing explanations later.
Looked really closely at Fast
Plant Flowers
Pollinated our Fast Plants
Fast Plants produce seeds that
grow into the next generation of
plants.
Flowers that are pollinated
develop into seedpods that
contain seeds.
Reproductive success in Fast
Plants means that a plant
produced flowers that produced
seeds and grew into offspring.
We see our Fast Plants are
flowering, and their flowers
contain pollen.
We dissected flowers and
compared the structures we
saw to pictures that named
them, and we talked about
how flowers develop into
seeds.
Our Fast Plants grew from
seeds.
Student Page 3.1A: Understanding Flowers 153
Flower Dissection Strip
3. Using a hand lens, carefully
examine the brassica (Fast
Plants) flower. Compare your
flower to the work-sheet of the
brassica flower.
5. A toothpick or tweezers will
help to separate the flower parts.
9. The pistil is the female part of
the flower, and it collects pollen
on its sticky top, the stigma. The
carpel inside the base of the
pistil contains the eggs (ovules).
10. Working with a tweezers,
remove the flower parts and lay
them in order on the sticky tape.
Remove the flower parts in order:
the four sepals, the four petals,
the six stamens (see illustration
below).
12. Take the complete flower
strip off of your work surface and
place it, sticky side down, onto a
clean piece of paper. Now you
have a "record" of your flower.
Label the parts.
1. Make a flower dissection
strip as a permanent record of
the flower. Tear off a 15 cm
strip of clear tape and place it
on your work surface sticky
side up. Secure it at each end
with a small strip of tape.
6. Sepals are usually green,
looking like modified leaves.
Sepals protect the flower in the
bud stage.
sepals sepals
8. Inside the flower are the male
flower parts, stamens thread-
like stalks (filaments) with
pollen-carrying knobs called
anthers on top. Count the
number of stamens and notice
how they are arranged around
the pistil.
stamens
stamens
4. Identify the primary parts
(sepals,
stamens,
petals,
and pistil)
of your
flower.
11. Finally, you are left with just
the pistil attached to the
stem at the
receptacle.
With a
hand lens,
observe
the necta-
ries around
the bottom of the ovary. Touch a
nectary with a toothpick and
then touch the toothpick to your
tongue. Can you taste the sugar?
Then, stick the pistil at the end
of your flower strip.
carpels
(ovaries)
pistil
style
stigma
petals
petals
7. Notice the arrangement of
the petals. The petals attract
insects with their bright
colors.
Student Page 3.1A: Understanding Flowers
Flower Dissection Strip
2. Identify the
primary parts
(sepals, stamens,
petals, pistil) of
your flower.
1. Using a hand lens, carefully examine the
brassica (Fast Plants) flower. Compare your
flower to the worksheet
of the brassica flower.
5. Inside the flower are the tall male flower
parts, stamens with knobs called anthers
on top. Pollen is carried on the anthers.
Count the number of stamens.
Flowering Observational Exercise
6. The pistil is the female part of the flower,
and it collects pollen on its sticky top, the
stigma. The carpels inside the pistil contain
the eggs or ovules.
style
stigma
carpels
(ovaries)
pistil
stamens
stamens
3. Sepals are usually
green, looking like
modified leaves.
Sepals protect the
flower before it
opens.
sepals
sepals
4. The petals attract insects with their
bright colors.
petals
7. Make your own drawing of what you see.
Label all the parts.
petals
Student Page 3.1A: Understanding Flowers (continued)
Flower Observational Exercise
The Brassica Flower
Use these words:
anther
carpel
filament
nectary
ovule
petal
pistil
receptacle
sepal
stamen
stigma
style
Student Page 3.1A: Understanding Flowers (continued)

Name _____________________________________________
Date ______________________________________________
Flower Worksheet
Student Page 3.1B: Pollination Worksheet 159
Number the sentences from 1-7
to show what happens when
pollination takes place.
The pollen on the stigma grows a tube to an ovule and fertilization
takes place.
A bee seeks nectar from a flower.
The fertilized ovule develops into a seed.
The bee moves to another flower on another plant.
While gathering nectar from the nectaries the bee brushes against the
anthers.
Pollen from the anthers stick to the bee's hairy body.
While the bee gathers nectar some pollen from the first plant is rubbed
onto the stigma of the new plant.
Pollination
Student Page 3.1B: Pollination Worksheet
Name _____________________________________________
Date ______________________________________________
Student Page 3.1C: Fast Plants Pollination Protocol 161
Student Page 3.1C: Fast Plants Pollination Protocol
On Days 512, Tend the plants
Refill water reservoirs.
Adjust the lights every other day so the top of the plants is about 10 cm from the light.
On Day 13, Make beesticks
Insert the end of the toothpick with the glue into the spot on the thorax were the head was located.
On Days 1517, Pollinate flowers
Roll the beesticks over the flowers (anthers) to pick up and deliver the pollen to the stigma.
Transfer pollen back and forth among several plants (Fast Plants do not selfpollinate)
Pollinate the flowers for 23 days
Teacher Page 3.1a: Understanding Flowers 163
The Brassica Flower (Key)
Use these words:
anther
carpel
filament
nectary
ovule
petal
pistil
receptacle
sepal
stamen
stigma
style
stigma
pistil style
carpel (ovary)
anther
filament
petal
ovule
sepal
nectary
stigma
anther
sepal
petal
receptacle
stamen
Flower Worksheet
Teacher Page 3.1a: Understanding Flowers
Teacher Page 3.1b: Pollination Worksheet 165
The pollen on the stigma grows a tube to an ovule and fertilization
takes place.
A bee seeks nectar from a flower.
The fertilized ovule develops into a seed.
The bee moves to another flower on another plant.
While gathering nectar from the nectaries the bee brushes against the
anthers.
Pollen from the anthers stick to the bee's hairy body.
While the bee gathers nectar some pollen from the first plant is rubbed
onto the stigma of the new plant.
Number the sentences from 1-7
to show what happens when
pollination takes place.
6
1
7
4
2
3
5
Pollination
(Key)
Teacher Page 3.1b: Pollination Worksheet
Step 4 Overview 167
S T E P
4
Overview
The three lessons in this step, together, provide an opportunity for students
to build an understanding of artificial selection as a mechanism for rapid
change and natural selection as a mechanism for gradual change in a
population over time.
In the first lesson, students engage in a natural selection simulation that
models how disease affects a population of plants with an equal number
of disease resistant and disease susceptible plants. In the second lesson,
students analyze and explain the data, noting that after three generations of
disease, an environmental stress (disease) has influenced the variation of a
trait (disease resistance or susceptibility) within the plant population. The
simulation shows by example how selective pressure affects the variation
that occurs in successive generations.
The third lesson provides students with the opportunity to apply what they
have learned about natural selection to develop logical explanations for two
fictional scenarios, after reading about more examples of both artificial and
natural selection.
Step 4 Lesson 1 Selection Simulation 169
Key Concepts
Individual organisms with certain
traits are more likely than others
to survive and have offspring.
Simulations can be used in
science to simplify a natural
phenomenon to make it possible
to test and understand.
Evidence of Student
Understanding
explain how the simulation is like
a situation that could be found in
nature in which some individuals
are more likely than others to
survive an environmental stress
and have offspring.
explain why a simulation is
a useful tool for studying a
situation that would take many
generations to occur in nature.
Time Needed
50 minutes
Materials
For each student
SimulationThe Disease Strikes
copy of Student Page 4.1B
Using a Simulation to Develop a
Scientific Explanation
50 1/4" non-locking washers to
represent susceptible plants (each
with a painted dot on one side)
100 1/4" non-locking washers
(without a painted dot) to
represent resistant plants
1. Explain to the class that the first lesson in this Step is a
simulation that is in some ways like playing a game with
specific rules.
Introduce how a simulation is a tool in science
like how an experiment is a tool for learning more
about something that occurs in nature.
Make it clear that the entire simulation needs to be
completed during a single science period because
it would be difficult to set it back up again part
way through the simulation.
2. Read the following question as a class, then have
students record their thoughts or answers in their science
notebooks.
If a disease is present in a population of plants
for three generations, what will happen to the
average number of plants that are resistant to
the disease?
3. Read the following overview with the class to explain
how this simulation will work. Have students explain the
roles and key terms in their own words to check for
understanding.
In this simulation, washers will represent
plants living in a particular environment. The
environment is your lab table.
Some of the washers have a red dot painted on
one side. The red dot on some of the washers
represents an inherited trait that makes the plant
susceptible to disease.
Washers without a dot represent plants that are
resistant. Resistant plants DO NOT BECOME
infected by disease.
In this simulation, three team members in
each group of four students will play the role
of Disease Vectors. They will infect and kill
susceptible plants during periods of infection that
are controlled by the Plant Pathologist.
The fourth person in each group will play
the role of Plant Pathologist, a scientist
who studies plants and their responses to
diseases.
Disease Vectors: Stand with your backs
to the plant population until the Plant
Pathologist tells you to start infecting
plants.
Plant Pathologists: You control the time
when the disease vectors can infect the
plant population. You must also spread
and mix the plant population in the
environment (your lab table) while the
disease vectors have their backs turned.
4. Divide the class into groups of four. Give each
student a copy of Student Page 4.1A Simulation:
The Disease Strikes, and review the key points of
the procedure one more time as a class.
5. Have student groups conduct the simulation and
record what happened in their science notebooks.
Circulate among groups to check for accuracy in
data collection.
6. After the simulation materials are cleaned
up, give each student a copy of Student Page
4.1B Using a Simulation to Develop a Scientific
Explanation, and either assign students to
complete as homework or in class the first half
of the page (through the RESULTS section)
Have students explain in their own words what
happened in the simulation.
where appropriate.
REAPS Questions
R What was the environmental stress in the simulation? The stress
was the disease.
E Was there variation among individual plants in the simulation
population? Yes, there was variation in the trait that determined
resistance or susceptibility to the disease.
A What other environmental stresses might influence how
successful the parent plants are at producing offspring?
Answers will vary and ought to include factors such as temperature,
availability of water, soil quality.
P What do you think would have happened to the number? How
would you best record these observations? Answers will vary
and ought to include traits such as plant height, number of flowers,
age at flowering, and number of seeds produced. (Note: From the
data provided, the number of leaves did not vary significantly, so,
unless your class data for some reason showed variation in that trait,
it would be good to ask any student suggesting this trait to give
evidence why. This could begin a rich discussion about experimental
design and planning for data collection. Look for discussion
about how to record the suggested data in ways that support both
collection and analysis, such as in data tables.)
S What about the simulation helped your learning most?
Advance
Preparation
Decide how you will organize
students into groups and
assign their roles. Place dots
on 50 washers in each set
of 150 washers then place
washers in zip lock bags to
hand out to student groups.
Make copies of Student Pages.
Note: Allow 510 minutes every day or other
day for students to make observations and
notebook entries. You may want to schedule these
observations for the beginning of each class to
ensure that records are kept.
1. Explain to the class that in this lesson the
students will participate in a simulation used to
represent something that happens in real life.
Some simulations are like playing games with
specific rules.
Explain that scientists use simulations as
tools to model how something occurs in
nature, just as experiments. Simulations
can be used to simplify something that
occurs in nature to understand and test it.
Explain to the class that the first lesson
in this Step is a simulation that is in some
ways like playing a game with specific
rules.
Make it clear that the entire simulation
must be completed during a single science
period.
2. Ask student: If a disease is present in a
population of plants for three generations, what
will happen to the average number of plants
that are resistant to the disease? Then have
students record their thoughts or answers in their
science notebooks.
Explain to students that in this simulation they
will imagine that a population of plants is infected
with a disease for three generations. Point out that
before the students start the simulation, half of
the plants are resistant to the disease and half are
susceptible. Have students predict how the average
number of plants resistant to disease will change
after three generations.
Encourage students to discuss the question and
why they chose the predictions they did, then
have students record their ideas in their science
notebooks.
3. Read the following overview with the class
to explain how this simulation will work. Have
students explain the roles and key terms in their
own words to check for understanding.
Divide the class into groups of four. Give each
student a copy of Student Page 4.1A Simulation:
The Disease Strikes, and review it with the
class. In this simulation, washers will represent
environment is your lab table.
Some of the washers have a red dot
painted on one side. The red dot on some
of the washers represents an inherited
trait that makes the plant susceptible to
disease. A plant that is susceptible WILL
BECOME infected by disease in this
simulation. A disease vector will carry the
disease. A disease vector is an organism
that carries disease-causing agents to other
organisms.
Washers without a dot represent plants that
are resistant. Resistant plants DO NOT
BECOME infected by disease.
4. Explain that three students in each group
will play the role of Disease Vectors. They will
infect and kill susceptible plants during periods
of infection that are controlled by the Plant
Pathologist. The fourth student in each group will
play the role of Plant Pathologist, a scientist who
studies plants and their responses to diseases.
Explain vectors and how pathologists will infect
plants:
Disease Vectors: will listen carefully to
the Plant Pathologist for directions. You
must stand with your backs to the plant
population until the Plant Pathologist tells
you to start infecting plants.
Plant Pathologists: controls the time
when the disease vectors can infect the
plant population. You must also spread
and mix the plant population in the
environment (your lab table) while the
5. Have student groups conduct the simulation.
Circulate among groups to determine if students
understand the simulation and to check for
accuracy in data collection.
6. After the simulation, have students put materials
away. Then give each student a copy of Student
Page 4.1B Using a Simulation to Develop a
Scientific Explanation. Decide ahead of time
whether students will fill in part of the student
page in class and all or part of the assignment as
homework. Have students use their own words to
explain what happened in the simulation.
where appropriate.
Student Page 4.1A: SimulationThe Disease Strikes 175
Student Page 4.1A: SimulationThe Disease Strikes
In this simulation, washers will represent
environment is your lab table. Some of the
washers have a red dot painted on one side.
The red dot on some of the washers represents an
inherited trait that makes the plant susceptible to
disease. A plant that is susceptible will become
infected by disease in this simulation. A disease
vector will carry the disease. A disease vector is
an organism that carries disease-causing agents to
other organisms
Washers without a dot represent plants that
are resistant. Resistant plants do not become
infected by disease.
In this simulation, three team members will play
the role of Disease Vectors. They will infect and
kill susceptible plants during periods of infection
that are controlled by the team member playing
the role of Plant Pathologist, a scientist who
studies plants and their responses to diseases.
Disease Vectors: Listen carefully to the Plant
Pathologist for directions. You must stand with
your backs to the plant population until the Plant
Pathologist tells you to start infecting plants.
Plant Pathologists: You control the time when the
disease vectors can infect the plant population.
You must also spread and mix the plant population
in the environment (your lab table) while the
Infection 1
Plant Pathologist: Tell the Disease Vectors to turn their backs.
Spread and mix the starting plant population in the environment.
The starting population is made up of 25 susceptible and 25 resistant plants. Be sure that no red
dots are showing.
When you are ready, say start for the Disease Vectors to turn around and begin.
Disease Vectors should pick up one washer at a time, using only one hand, for 20 seconds.
If a Disease Vector picks up a washer with a dot, it becomes infected and dies. Remove it from
the environment to a separate pile
If a Disease Vector picks up a washer with no dot, the washer remains in the environment.
Say stop after 20 seconds, and make sure all vectors quit infecting plants at that time.
At the end of Infection 1, work as a team to carefully count and record the number of surviving
plants. Note separately how many surviving plants are resistant plants and how many are
susceptible plants.
Record this information on your data sheet.
Student Page 4.1A: SimulationThe Disease Strikes (continued)
Add the Second Generation
Work as a team to prepare the next generation of plants as follows.
Simulate reproduction in the plant population by adding the following offspring:
For every surviving resistant plant, add one more resistant plant (plain washer with no red
dot).
For every surviving susceptible plant, add one more susceptible plant (washer with a dot).
On your team data sheet, record the numbers of resistant and susceptible plants in this new
starting population.
Infection 1 (continued from following page)
Infection 2
Repeat the procedure used in the first infection.
At the end of Infection 2, work as a team to carefully count and record the number of surviving
plants. Note separately how many are resistant plants and how many are susceptible.
Record this information on your data sheet.
Calculate the Third Generation
You will calculate and record the size of the next starting population, but you will not need
the washers.
Simulate reproduction in the plant population by calculating the following numbers of
offspring to add to the number of survivors to determine what the third-generation starting
population would be:
For every surviving resistant plant, add one more resistant plant.
For every surviving susceptible plant, add one more susceptible plant.
On your team data sheet, record the total numbers of resistant and susceptible plants that
would be in the third-generation starting population.
There will not be a third infection.
Student Page 4.1A: SimulationThe Disease Strikes (continued)
GENERATION 1
Disease Resistant Plants Disease Susceptible Plants
Number of Plants in the Population
to Start this Generation
Number of Plants Killed by Disease
in this Generation
Number of Plants Living at the End
of this Generation
Number of Offspring to Add before
the Next Generation
Number of Plants to Start the Next
Generation
GENERATION 2
Number of Plants Killed by Disease
in this Generation
Number of Plants Living at the End
of this Generation
Number of Offspring to Add before
the Next Generation
Number of Plants to Start the Next
Generation
GENERATION 3

Student Page 4.1B: Using a Simulation to Develop a Scientic Explanation 181
Student Page 4.1B: Using a Simulation to Develop a Scientific Explanation
Using a Simulation to Develop a Scientific Explanation
Describe a situation in nature something like the simulation and how it could happen:
What parts of the simulation are
MOST like the natural world?
RESULTS: Describe in your own words what happened to the population in the simulation.
What parts of the simulation are
LEAST like the natural world?
COMPARE: How do other groups' results and explanations compare to your group's?
EXPLANATION: Explain why your group got the results that you did.
Explain 2 reasons why the simulation is a useful tool for studying how an
environmental factor could effect a population.
Step 4 Lesson 2 Selection Simulation Analysis 183
Key Concepts
Individual organisms with certain
heritable traits are more likely
than others to survive and have
offspring, and they influence the
traits in future generations more
than those that do not survive or
produce many offspring.
Scientists use appropriate
tools and techniques to gather,
analyze, and interpret data.
Evidence of Student
Understanding
construct and analyze a graph
showing how the percentage of
individuals who are resistant and
susceptible in the population
changes over generations when
the disease is present in the
environment.
explain how graphing data
is useful for seeking patterns
in evidence that can lead to
scientific explanations.
Time Needed
90 minutes
Materials
For each student
1 sheet of graph paper
1 set of colored pencils with
at least two colors (same two
colors for the class)
Using a Simulation to Develop a
Scientific Explanation (from the
previous lesson)
What, No Fries?
Selection Simulation Analysis
1. Review with the whole class what took place in the
simulation and their responses to the first few prompts on
the Student Page 4.1B Using a Simulation to Develop a
Scientific Explanation.
2. Explain to students that representing results as
graphs provides another way to look for patterns in the
data collected during the simulation. Show students a
histogram (bar graph).
Explain to students that each group will put its
simulation results on a histogram (bar graph), and
that it will be important for all of the graphs to
be on a similar scale and use the same format so
the class can look for patterns among all groups
results.
3. Discuss and decide on the graphing format all students
will use (see Implementation Guide).
Point out the data that will be included in
students histograms:
Generation 1s starting populations of both
susceptible and resistant plants.
4. In their science notebooks, direct all students to apply
the class formatting and make histograms (bar graph)
from their groups simulation data.
Also have each group make one large graph
(poster-sized) so that it will be visible for the
whole class.
Have groups post their large graphs so they are
visible to the whole class.
5. Using their histograms, hold a discussion, and have
students identify patterns in the data and propose
explanations. Discuss why and how the population
changed from the first to the third generation.
6. Have students review their copies of Student
Scientific Explanation, and either assign students
to complete the remaining sections as homework
or work in class.
Use this Student Page as a way to assess
students understandings of the simulation
key points.
7. Assign as homework or provide time in class
for students to read Student Page 4.2A What, No
Fries?
Choose an appropriate reading strategy to
break up the reading if completed in class.
Use a Think-Pair-Share strategy for
students to consider prompts like:
How does the story of the Lumper potato
compare and contrast to what happened in
the simulation?
What might a plant pathologist (like Paul
Williams) who works on potatoes have
done to help Irish farmers in the 1840s?
8. Direct the classs attention to review the key
ideas learned so far in this unit by reviewing the
Unit Level Graphic Organizer.
9. In their science notebooks, assign students
to write a two-paragraph explanation for the
overall class results observed in the plant-disease
simulation. (See Implementation Guide for
suggested terms to include.)
REAPS Questions
R Which role in the simulation had the greatest variation in how it affected
the results among the groups in your class? If the Plant Pathologists follow
the instructions correctly, the vectors play the role that shows the most variation
in how quickly they infect the population.
E What was the largest difference among results that student groups
reported from the simulation? What explains that difference? Responses
will depend on the class results. Look for students to explain logically whether
the difference in results was because of differences in how the simulation was
conducted or because of chance in vectors success at eliminating susceptible
plants.
A How would your results have been different if the simulation rules were
changed so that each surviving plant had two offspring instead of one? The
starting population for the second would have been twice what it was, and that
would have changed what the vectors had to choose from, making the starting
population of the third generation different (and still larger because there would
still have been more plants to begin with).
P Where would you look for plant populations in real-life situations today
that have traits that make some individuals susceptible to disease while
others are resistant? Answers will vary and could include any natural
environment where plants grow.
S What did you do in this lesson that was like what a scientist does?
Responses may include such things as developing and analyzing graphs,
looking for patterns in data, developing evidence-based explanations, using a
simulation to study a natural phenomenon.
Advance
Preparation
Decide in advance how you will have
students generate their graphs. This
lesson is written so every student
makes a graph of the simulation
results in their science notebook, and
then each group produces a poster-
sized graph of their groups and their
classs data analyses. Even though
fewer graphs could make the point,
having each student draw her or his
own graph ensures that all students
understand the process.
Note: Allow 510 minutes for students to make
observations and notebook entries.
1. Have students describe how they simulated
what happens when a disease affects a plant
population for three generations.
Have students share their responses to
the first few prompts on the Student Page
4.1B Using a Simulation to Develop a
Scientific Explanation. Use their response
to assess whether students understand the
key concept: Individual organisms with
certain heritable traits are more likely
than others to survive and have offspring,
and they influence the traits in future
generations more than those that do not
survive or produce many offspring.
2. Explain to students that representing results as
graphs provides another way to look for patterns
in the data collected during the simulation. Show
students a histogram (bar graph).
Explain to students that each group will
put its simulation results on a histogram
(bar graph), and that it will be important
for all of the graphs to be on a similar
scale and use the same format so the class
can look for patterns among all groups
results.
Prompt students to think about how they will
compare their simulation results, by reminding
students how they compared their investigation
results with Paul Williams results by using
graphs back in Step 1. Again, reinforce the idea
that graphs are another way to visualize results.
Encourage student to imagine how they can put
their results from the simulation on a graph.
3. Discuss and decide on the graphing format all
students will use.
Point out the data that will be included in
students histograms:
Generation 1s starting populations of
both susceptible and resistant plants.
both susceptible and resistant plants.
both susceptible and resistant plants
Show students a histogram (bar graph).
Explain that in the histograms that they
will draw, separate bars represent the
resistant and susceptible plants.
Facilitate a class discussion to determine a
set of standards for how the graphs will be
formatted and the scale that will be used.
Explain that using the same standards
makes it is easier to compare results from
the different groups. Have class decide on:
Which color bar will represent
susceptible plants
Which color bar will represent
resistant plants
What scale (on the Y axis) will be used
to show the number of plants
4. In their science notebooks, direct all students to
apply the class formatting and make histograms
(bar graph) from their groups simulation data (In
this way, all students will work with the data and
make graphs, though only one graph from each
group will be shared with the whole class).
Also, have each group make one large
graph (poster-sized) so that it will be
visible for the whole class. Be sure these
larger graphs are also the same scale so
they can be compared and analyzed for
patterns.
Have groups post their large graphs so
they are visible to the whole class.
5. Using their histograms, hold a discussion, and
have students identify patterns in the data and
propose explanations. Discuss why and how the
population changed from the first to the third
generation.
The key concept supported by the simulation
data is that when there is an environmental stress
(such as disease) that is ongoing, it can change
the percentage of individuals in a population who
have traits that make them better able to survive
and reproduce under those conditions. The graphs
show this shift towards fewer individuals who are
susceptible, though, in most cases, the variation
remainsa few individuals remain in the disease-
stressed environment.
The following graphs are similar to what your
class is likely to develop:
Ask if the simulation helps students picture how
disease might change the makeup of a population
of plants (such as the percentage of susceptible
plants in a population). Reinforce the idea that one
benefit of simulations, models, and graphs is that
they can make it easier for investigators to imagine
and represent what is happening in the real world.
6. Have students review their copies of Student
Scientific Explanation, and either assign students
to complete the remaining sections in class or
to do as homework. Use this Student Page as a
way to assess students understandings of the
simulation key points.
7. Assign as homework or provide time in class
for students to read Student Page 4.2A What, No
Fries?
It is recommended that a reading strategy and
class time be used to help students comprehend
the important points in this reading.
When students complete the reading, use a Think-
Pair-Share strategy for students to consider:
How does the story of the Lumper potato
compare and contrast to what happened
in the simulation you did when you
pretended to infect a plant population with
disease?
If a plant pathologist, like Paul Williams,
were around in the 1840s, what could he
or she have done to help Irish farmers?
8. Direct the class attention to review the key
Unit Level Graphic Organizer. In their science
notebooks, assign students to write a two-paragraph
explanation for the overall class results observed in
the plant-disease simulation.
9. Assign students to write in their science
notebooks a two-paragraph explanation for the
overall class results observed in the plant-disease
simulation. Students can use the following terms
in the paragraphs:
natural selection
population
trait
resistance
variation
inherited
stress
susceptible
generation
environment
This is practice for a similar question that
students will be asked to answer in the summative
assessment.
Student Page 4.2A: What, No Fries? 189
Imagine riding to your favorite fast-food
restaurant. Your stomach is growling for a
sandwich and fries. You rush in the door, and get
in line to order. Finally, you place your order
one chicken sandwich and a large order of French
fries. The worker replies, Sorry, no fries. And
everywhere you go, it is the same answer: No
more fries. How could that ever happen?
What would you think if you were told that
there were no fries because all of the potato
crops died from disease? Would your life be
different without potatoes? For some people,
life without potatoes means life without
enough food. For example, in the 1800s,
people in Ireland ate potatoes for nearly every
meal. These families cooked potatoes in many
different ways. Irish farmers grew potatoes both to
feed their families and to sell. They depended on
potatoes for food and money. Then, suddenly the
potato crops began to die from disease. Imagine
how scared the Irish farmers and their families
were when their potatoes began dying in the field.
Why Potatoes?
Why are potatoes so popular? Potatoes are grown
all over the world. Potatoes are a valuable food
because they taste good and are nutritious. They
are an important source of nutrients, including
vitamins and minerals. Potatoes
can also be stored for a long
time without refrigeration.
Being able to store
potatoes easily through the
winter is important.
Potatoes were originally
grown in South America,
probably in Bolivia,
Chile, and Peru. More
than 400 years ago, the
Inca Indians in those
countries grew potatoes
in their mountain valleys.
They made a light flour-like
Student Page 4.2A: What, No Fries?
mixture from potatoes, which they used to bake
bread. The word potato comes from the Haitian
name, batata, for sweet potato.
Potatoes Travel to Europe
Spanish explorers ate potatoes for the first time
when they traveled to South America. Both
Spanish and English explorers brought potatoes
from South America back to Europe and England
in the 1500s. Then, potatoes became popular in
Europe. They grew well in the cold climate of
Ireland where most other crops would not.
Irish farmers grew potatoes and stored them in pits
dug into the ground. All winter, potatoes stored
in these pits could be dug up and cooked to feed
families. When Ireland grew and there were more
people to feed, they grew more potatoes. New
potato plants were started each year by cutting out
potatoes eyes
and planting the
chunks in the
ground.
Growing new
plants from eyes
is another way
that plants can
produce offspring.
It is different from producing offspring from seed.
The new potato plants that grew from eyes
were identical to the previous generation. That is
different from new generations grown from seed
because offspring grown from seed have a mix of
inherited traits from their parents.
Irish farmers growing potatoes noticed that their
plants were not exactly alike. There was variation
in the way that the plants grew and the way the
potatoes developed. One kind of potato plant grew
particularly well in the cool Irish environment.
The farmers planted more of that kind. They
named it the Lumper potato. Each year, the
Irish potato farmers planted a new crop of Lumper
potatoes. After many years, Lumper potatoes
became nearly the only variety of potato grown in
Ireland.
Disease and Starvation
Can you think of a reason why it might be a bad
thing for all farmers to grow the same potato
variety? It did not seem like a problem at the time
it was happening in Ireland. However, it turned out
to be a serious problem. Lumper potato plants grow
in very similar ways, and that is good. They also get
diseases in very similar ways, and that is bad.
In 1845, a fungus that attacks some potato plants
arrived in Ireland from South America. This
fungus was able to easily live and reproduce in
the Irish environment. The fungus was a new
environmental stress introduced to Irish farms
from South America.
Unfortunately, the Lumper potato was not resistant
to this new fungus. Lumper plants infected by the
fungus developed the disease known as
potato late blight. The Lumper
potato was susceptible to, or
likely to get, the disease caused
by the fungus. Because this
fungus lived easily in the Lumper
potatos environment, it had a perfect
opportunity to attack the Lumper potato
plants. Because most of the potato plants in
Ireland were these susceptible ones, the fungus
quickly spread across the whole country.
This fungus caused the potatoes to get the disease,
potato late blight. Those potatoes that survived
with the disease would not keep through the
winter. They rotted during storage. Even worse,
the fungus lived through the winter to infect the
next potatoes that farmers planted.
Potato late blight can strip all the leaves from every
plant in a whole field of potatoes in just days.
Eventually, it also rots the potatoes. In Ireland in
1845 to 1848, the environmental stress caused
by the fungus seriously endangered families
food supplies. Acres and acres of potatoes were
destroyed by the disease. Irish farmers found their
winter food rotting in their cellars.
The blight did not completely destroy Irish potato
crops the first year. The next spring, farmers
planted eyes from whatever potatoes they had
left that were not rotten. The potatoes seemed
all right, but the fungus was still on them. When
spring rains began, the fungus became active,
and the blight began again. Within weeks all the
farmers potato plants died. In just three years, the
Lumpers were nearly extinct.
All those Irish families who relied on potatoes for
food had to find something else to eat. Hungry
people who ate the rotten potatoes got sick.
Villages suffered with diseases
such as cholera and
typhus. More
than
Student Page 4.2A: What, No Fries? (continued)
a million Irish peopleabout one of every
ninedied in the Great Potato Famine of the
1840s. About 1.25 million left Ireland to find new
environments that did not have the stress of the
fungus. The starvation caused by the fungus and
the disease it carried was terrible.
Threats Today
Potato crops worldwide are still threatened by
the same fungus that caused the Great Potato
Famine. In 2001, Russia was close to a large-scale
potato crisis. Each year, Russia loses 4 million
tons of potatoes because of potato late blight.
Summer rains and humidity make some Russian
environments ideal for the fungus to grow. This
threat of blight affects millions of people still today.
More recently, science and technology are helping
to control the fungus that causes potato late blight.
In addition, in research labs around the world and
at meetings such as the Collaborative Research
on Potato Late Blight workshop, scientists are
working together to fight against future outbreaks
that could again cause widespread destruction
of potato crops. Scientists are also working to
develop and select new potato varieties that are
resistant to infection from the fungus.
Student Page 4.2A: What, No Fries? (continued)
Summary
When the number of people living in Ireland kept
growing, farmers needed to produce more food
to feed them. Potatoes were a good food to grow
more of because they could be stored through the
winter without refrigeration. To increase potato
production, Irish farmers selected and produced the
one variety of potatoes that did best, the Lumper.
They did not know that it could be dangerous to
eliminate the variation in their potato fields. When
a new fungus moved into Ireland, it turned out to
be an environmental stress that the Lumper potato
could not survive. All of the Lumper potato plants
were susceptible, and a disease caused by the
fungus killed farmers crops. More than a million
people starved to death because they depended on
potatoes to feed their families.
Now we know that variation in traits that are coded
for by genetic information is very important.
Variation among individuals makes it possible for
a population to survive when a new environmental
stress occurs. Now that we understand how
important variation is, we can make better
decisions about keeping variation in our crops
and appreciate its strength in any population.
Step 4 Lesson 3 Articial and Natural Selection 195
Key Concepts
Genetic variation provides a
population with the potential
to reproduce under changing
environmental conditions.
Changes in environmental
conditions can affect the survival
of individual organisms and entire
species.
Without variation in a population,
changes in environmental
conditions can lead to extinction.
Evidence of Student
Understanding
choose and justify a logical
explanation for why one trait in a
fictional population of organisms
could have increased in the
percentage of individuals who
display the trait after thousands of
generations.
explain a logical explanation for
how a fictional population of
organisms could become extinct.
Time Needed
50 minutes
Materials
For each student
What history could explain this
mystery?
Artificial and Natural Selection
Artificial and Natural Selection
1. Hold a whole-class discussion to review the key ideas
learned so far in this unit by reviewing the Unit Level
Graphic Organizer.
Have volunteers review big ideas learned from
the simulation, emphasizing how it modeled an
explanation for how the percentage of individuals
with a particular version of a trait could change in
future generations.
2. Give every student a copy of Student Page 4.3A What
history could explain this mystery?
Explain that students will work as you direct
(individually or in pairs) to study the images
and invent a logical explanation that is like how
scientists might explain similar evidence about
real populations of organisms.
Explain that students will use evidence from
their experiences in the unit (refer to the Unit
Level Graphic Organizer) and evidence from a
reading they are about to receive to create their
explanation for what happened to the populations
shown in the Student Page.
3. Use an appropriate reading strategy for your class, and
assign the reading on Student Page 4.3B Artificial and
Natural Selection.
4. After students complete the reading, work as a class
to add evidence to the Unit Level Graphic Orgnizer
in preparation for writing their explanations about the
fictional populations.
5. Assign students to complete 1 copy of Student Page
4.3A What history could explain this mystery?
Review students explanations and provide
feedback.
appropriate.
REAPS Questions
R Recall what the change was in the population of plants that was simulated
by washers in the previous lesson. The population of plants in the simulation
changed over three generations to have a higher percentage of individuals with
the disease resistant trait.
E Classify the following as either a possible environmental stress or a possible
adaptation. Be prepared to explain the criteria you used to make your
decisions.
cold winters poisonous bite
disease predators with a poisonous bite
extra eyelid that blocks sand ability to walk upright on two legs
frequent cloudy days drought (lack of rain)
Look for responses such as:
Possible Environmental Stresses:
cold winters
disease
predators with a poisonous bite
frequent cloudy days
drought (lack of rain)
Possible Adaptations:
poisonous bite
extra eyelid that blocks sand
ability to walk upright on two legs
A Use natural selection as the process, and suggest an explanation like a
scientist could propose for why Earths dinosaurs no longer exist. Look
for answers to include application of the last lessons key ideas that if an
environmental stress was introduced to the dinosaurs habitat, and if the dinosaur
populations did not have sufficient variation among their traits to have any
survivors, then their populations would go extinct.
P How has your prediction changed about the effect of the environmental
stress you are testing in your groups experiment? Answers will vary,
depending on whether students can use evidence from the last several lessons to
broaden or revise their initial experimental predictions.
S What have you done in this unit that helped you the most to understand
why variation is important in a population for it to survive environmental
changes?
Step 4 Lesson 3 Articial and Natural Selection 197
1. Hold a whole-class discussion to review the key
Unit Level Graphic Organizer.
Have volunteers review big ideas learned
from the simulation, emphasizing how
it modeled an explanation for how the
percentage of individuals with a particular
version of a trait could change in future
generations.
Ask: What change in the plant population
was simulated by washers in the previous
lesson? The percentage of plants with the
disease resistant strain increased.
2. Give every student a copy of Student Page 4.3A
What history could explain this mystery?
Explain that students will work as you
direct (individually or in pairs) to study the
images and invent a logical explanation
that is like how scientists might explain
similar evidence about real populations of
organisms.
Explain that students will use evidence
from their experiences in the unit (refer
to the Unit Level Graphic Organizer) and
evidence from a reading they are about to
receive to create their explanation for what
happened to the populations shown in the
Student Page.
3. Use an appropriate reading strategy for your
class, and assign the reading on Student Page 4.3B
Artificial and Natural Selection. You may want
to organize students into groups of 23 students
and use collaborative annotation for this reading.
Circulate around the class while reading and
listening to the students comments to assess their
understanding of the material. Have a whole class
discussion about artificial and natural selection
and ask:
Can you think of any reason why changing
the cabbage population by selecting only
for red cabbage might be a problem?
Because there is less variation in the
traits (genetic make up) in a population
of red cabbages, there is a greater risk
that the entire population of red cabbage
could be destroyed by an environmental
factor, such as a disease that red cabbage
are not resistant against. If the students
dont mention similarity between the red
cabbage story and what happened to the
Lumper potatoes in the previous story, you
may want to bring it up.
Can you explain why natural selection is
a slower process than artificial selection?
Why does natural selection generally take
many generations while artificial selection
can occur within a few generations?
Because in artificial selection, the breeder
breeds only those individuals with the
selected trait, eliminating all individuals
without the selected trait. However, in
natural selection, environmental stresses
usually do not eliminate all individuals
without the select trait at once. Some
individuals with variations of the trait
are more likely to survive with natural
selection.
4. After students complete the reading, work
as a class to add evidence to the Unit Level
Graphic Organizer in preparation for writing their
explanations about the fictional populations. You
may want to use a think-pair-share strategy to help
students prepare to write.
5. Assign students to complete 1 copy of Student
Pages 4.3A What history could explain this
mystery?
Use peer review or presentations to
review students explanations and provide
feedback.
Look for responses to the questions on Student
Pages 4.3A What history could explain this
mystery? similar to those that follow:
Population Y
1. When Generation c lived here, it was dry
like a desert. The only plants were cacti and
it was very dry. When Generation t lived
here, it was very different. It looks more like
a wetland now than a desert, because there
is a river and two ponds. The plants are also
different. There are flowers, water plants, and
leafy trees that Generation t has.
In the desert not much water, the heat,
and the lack of shade could all possibly be
environmental stresses. In the wetland, too
much water, cooler temperatures, and the
wrong kinds of plants could possibly be
environmental stresses.
2. One trait is the shape of the critters feet.
Most of them have feet with toes, but three of
them have webs for feet.
The variation among the individuals in
Generation c was influenced by their genetics.
Each critter has its own set of genes that
determine what it looks like. The variation
is also influenced by the environment.
Environments can influence variation because
some variations dont survive as well. For
example, maybe critters with webbed feet
cant run as fast, so their feet get burned on the
hot sand and they get infections and die. Then,
only the critters with toes are able to live and
reproduce. The environment helped determine
which critters ended up living. So, it also
determined which variation of the feet trait we
would see.
3. There are both kinds of feet in both
Generations. In Generation c, 3 critters have
webs and 13 have toes. In Generation t, it is
just the opposite. 15 have webs, and only 3
have toes.
4. Reproductive success and natural selection
explain the difference in the variation be-
tween Generation c and Generation t, because
they have to do with who lives and gets to
reproduce.
In the desert, webbed feet were a variation.
There werent many critters with webbed feet,
but there were some. When the environment
got wetter, the critters without the webbed feet
didnt have as good of a foot adaptation. Their
toes didnt work as well as the webbed feet in
the water. The webbed feet ended up being an
adaptation for the new habitat.
Then, maybe the webbed foot critters got more
food, and then could have more babies. They
had more reproductive success than the critters
with the toes.
In 20,000 generations, there would end up
being a lot more critters with webbed feet,
because they had lots more babies along the
way. Natural selection is what you call it when
one adaptation has more reproductive success
than another, so the critters with that trait live
and make babies with that trait and the other
ones dont.
Population Z
1. When the habitat got wetter, Population z
disappeared. They might have all died or they
might have had to move away.
The explanation for my answer is that there is
less variation in Population Z than there was
in Population Y. There arent any critters with
long ears, spiky hair, or webs for feet. Those
individuals with some of the variations in
Population Y had more reproductive success
in the new wetland habitat. The extra water
was an environmental stress and none of the
critters in Population Z had the variations that
were adaptations for it.
Since population Z didnt have those
variations they would have all died and
become extinct unless they all just moved
away to some place where it was still dry.
where appropriate.
Student Page 4.3A: What History Could Explain This Mystery? 199
1. Describe how the environment that Generation t lives in has changed since Generation c lived there.
List at least one possible environmental stress in each of the two environments.
2. Choose one trait in Generation c. What influences the variation in that trait among the individuals?
3. For the same trait that you selected in #2, describe the differences in the variation of that trait between
Generation c and Generation t.
4. How could reproductive success and natural selection explain the differences in variation between
Generation c and Generation t that you described in #3.
Student Page 4.3A: What History Could Explain This Mystery?
Student Page 4.3A: What History Could Explain This Mystery? 201
1. Generation c of Population Z lived at the same time Generation c of Population Y. Once the habitat
changed, Population Z met a very different fate. What happened to Population Z?
Explain your answer using the following terms: environmental stress, reproductive success,
adaptation, and variation.
Student Page 4.3A: What History Could Explain This Mystery?
(continued)
Student Page 4.3B: Articial and Natural Selection 203
Have you ever heard the expression, Variety is
the spice of life? In other words, wouldnt life
be dull without variety? Imagine a world where
all humans looked and acted identically. Wouldnt
that quickly become boring? Not only might it be
boring, it also could be dangerous. Consider this:
if everyone were identical, everyone would be at
the same risk any time an infectious disease was
introduced. For example, if one person from your
identical class became ill with a stomach flu virus,
everyone in your class (and your neighborhood,
and your community) likely would get ill because
their immune systems would be identical.
However, because we are all unique individuals,
our bodies respond differently to diseases and
other environmental factors.
When individuals in a population express a trait
or characteristic in different ways, we call that
variation. For example, having fingerprints is a
human trait. Fingerprints are different for every
human. There are many fingerprint variations.
Other traits have variations, too, such as hair
color, length of toes, and how fast you grow. The
question is where does this variation come from?
Variation begins when reproduction involves the
joining of genetic information from two individuals.
One example is when a human mother and father
have a baby. Genetic information is carried in
reproductive cells. In humans, sperm and eggs
carry this information in a code called DNA. In
flowering plants, the DNA is carried in pollen and
eggs. The code determines what traits can develop
in an individual. Because half of the code comes
from each parent, the offsprings code is unique.
Genetic information determines what traits are
possible to develop, but the environment in which
you live also influences what you see in the
mirror. Your physical traits are the result of the
interactions between the genetic information you
inherited from your parents and the environment
in which you live. Consider, for example, a child
born with genetic information that could make it
Student Page 4.3B: Artificial and Natural Selection
possible for her to grow six feet tall. If that child
doesnt get enough nutritious food, she may only
grow to be five feet tall. Can you think of other
examples where the environment interacts with
genetic information to determine how traits are
expressed? The Fast Plants that didnt get enough
fertilizer are another example. The plants had
the genetic code to grow tall, but they were short
because their environment lacked nutrients.
Natural Selection
Look around your class or any group of humans
and you will see certain traits that are much
more common than others. For example, look at
your classmates hands. Nearly everyone is born
with the genetic code to develop four fingers
and a thumb. Why is there so little variation in
the number of fingers? Did the ancient human
ancestors also have four fingers and a thumb?
That is one type of question that humans are often
curious to answer.
Scientists develop explanations
for questions by gathering as
much evidence as they can
and using that evidence to
draw logical conclusions. In
the1800s, two scientists named
Charles Darwin and Alfred
Wallace became very curious about how to
explain variations they observed. Darwin was a
naturalist sailing to islands across the oceans. His
job was to record observations and learn about
as many organisms as he could at every place
the ship stopped. He began to notice patterns in
the traits and variations he observed, and it made
him wonder why. After many years studying his
and other scientists observations and ideas, he
presented a logical explanation for why some
populations have different kinds of variation than
others. Wallace reached the same conclusion and
published his explanation at about the same time
as Darwin.
Charles Darwin and Alfred Wallace concluded
that some variation in traits improve survival,
depending on the environment. They reasoned that
if a trait increased the chance that an individual
would survive long enough to reproduce, the
trait could be passed on to offspring (through the
parents genetic information). If many individuals
passed on this trait then future generations of the
population would have a greater percentage of
individuals with that trait. It took a long time for
Darwin and Wallace to figure out this explanation
for the patterns they saw in their observations.
Think through this example. Imagine a large
rabbit population living in the snowy Alaskan
countryside. Rabbits have furthat is a trait
they all share. Consider how there would be
variations in fur color shown by rabbits
in that large (imaginary) population.
Imagine that most of the rabbits have
all white fur. Now imagine that a small
percent have light brown fur. We might
ask the question, Why dont half the rabbits have
brown fur?
Darwin would likely ask us to think
about whether the white fur trait
gives those white-furred individuals
a survival advantage. Would white
rabbits in Alaska be better able to
survive? Think about whether it
would be easier to escape from a
wolf or other predator if you
were a rabbit with white fur running on snowy
ground. If you were harder to see, it would be
easier to escape. If the white rabbits are not eaten
as much, they are more likely to live long enough
to reproduce and raise a litter of offspring. What
color would you expect their offspring to be? If
the parents are white-furred, and if fur color is a
trait that is passed through genetic information to
the offspring, the bunnies will likely be white.
What about the rabbits with brown fur? If more
brown-furred rabbits are caught by predators and
eaten because they are easier to see, they will

Student Page 4.3B: Artificial and Natural Selection (continued)
not survive to become parents. If they cannot
pass down their genetic information for brown
fur to the next generation, then fewer rabbits in
the future population will have brown fur. Even
though some brown-furred rabbits will likely
survive and become parents, there likely will be
fewer and fewer in future generations.
However, what would happen to a population of
these rabbits living in a California desert? Perhaps
the white-furred rabbits would be easiest for the
coyotes and owls to see and capture. How might
that influence the percentage of rabbits
with white fur in future generations? In the
California deserts, future generations would
probably have few white-furred rabbits and
many brown-furred rabbits.
Where a population livesin Alaska,
California, or wherever on Earththe
environment and environmental stresses
essentially select certain characteristics
of plants and animals for survival and
reproduction. Those characteristics or traits that
are passed down to future generations through
inherited genetic information may become more
or less common in a population, depending on
whether they are beneficial or not. If an inherited
trait gives an individual a better chance to survive
and reproduce in a particular environment,
biologists call that trait an adaptation. Which traits
are adaptations depends on the environment and
the population. It takes many, many generations
for a population to gradually change to have
a greater percentage of individuals showing a
particular adaptation. The process by which
this happens is called natural selection. Darwin
developed the term natural selection for the
explanation he reasoned and supported with
observations and evidence.
Artificial Selection
One of the pieces of evidence that Darwin used
in developing his explanation came from farms.
He could clearly see that farmers selected plants
with certain traits that were beneficial and
planted only those seeds. Experience showed that
by doing this, farmers could generate crops of
plants in which the beneficial trait became more
common in future generations. For example,
wheat farmers selected seeds to plant the next
year from the plants that produced the greatest
amount of wheat. They learned that future
crops would produce greater
and greater wheat
harvests
if they
chose to
plant seeds
from the highest
production plants. This process is called artificial
selection because the farmer chooses which plant
will have the greatest reproductive success and
influence the next generation.
Another example of artificial selection can be seen
in dog-breeding programs. Think of the many
different dog breeds, all with distinct variations
that are characteristic to the breed. For example,
Border collies have been selectively bred to
have behavioral and physical traits that are well
suited for herding sheep. In each generation,
breeders selected the dogs with the best trait for
successful sheepherding. Those were the dogs
they chose to breed to produce
puppies. Then the following
generations had higher
percentages of puppies with
the desired herding traits. In
this way, breeders artificially
selected which dogs would
be most successful at
reproducing and passing
down their traits.
Farmers and ranchers
during Darwins time
had been using artificial selection to increase the
quality of their crops, also. However, they did not
know what scientists now know about genetics, so

Student Page 4.3B: Artificial and Natural Selection (continued)
they lacked key understanding about inheritance.
Still, Darwin observed patterns and used evidence
from artificial selection to support his ideas about
how natural factors could play a role in selecting
which traits would become more common in a
population over time.
Artificial selection is used to refine a population to
better suit human needs. Plant and animal breeders
often see changes in only a few generations.
Natural selection is generally a much slower
process. Think about what is different between
artificial and natural selection that might cause
natural selection to be a slower process. Imagine
that you are a farmer, and you raise cabbage.
Suppose that red cabbage sells for a lot more
money than green cabbage. So, the more red
cabbage you raise, the more money you make.
Would you save seeds from any green cabbage to
plant next year? You might select exclusively for
red cabbage. The shift towards more red color in
future cabbage generations could happen relatively
quickly if ONLY seed from red cabbage was
kept. Can you think of any reason why changing
the cabbage population by selecting only for red
cabbage might be a problem?
Today, artificial selection has influenced nearly ev-
erything you eat. Strawberries are larger than ever,
chickens lay more eggs than before, and dairy cat-
tle produce far more milk than their wild ancestors
did. Examples of artificial selections influence are
easy to find. Examples of natural selection can be
found, too, but they take many more generations
to unfold. Can you explain why natural selection
is a slower process than artificial selection?
Individual organisms with certain heritable
traits are more likely than others to survive
and have offspring, and they influence
the traits in future generations more than
those that do not survive or produce many
offspring.
Scientists use appropriate tools and tech-
niques to gather, analyze, and interpret data.
Step 5 Overview 209
Overview
In this two-part step, students first explain that the acquired trait
of leaflessness is not passed on to offspring based on evidence
from the leafless plant investigation conducted by the class. In
the second lesson, students describe how environmental factors
can influence the variation of traits and reproductive success in a
population based on evidence from their own investigations.
Previously, in Step 2, Lesson 2, the whole class was guided to
design one investigation to test if leaflessnessa trait created
by cutting leaves off of Fast Plantswould be passed on to
offspring. Here in Step 5, Lesson 1, the teacher models for the
students how to analyze experimental results and develop a
scientific explanation. Students will use this analysis model to
analyze their own results and develop scientific explanations for
their variation investigations in the next Step 5, Lesson 2.
S T E P
5
Step 5 Lesson 1 Building Evidence-based Explanations 211
Key Concepts
Acquired traits, like the leafless
condition acquired by the plant
in Step 2, Lesson 2, are not
inherited.
Experimental evidence and
credible scientific information
can be used to support claims that
can be logically linked to form
When fact and opinion are
intermingled in a claim, or an
explanation does not follow
logically from the given evidence,
the explanation and/or conclusion
is not considered scientific.
Evidence of Student
Understanding
explain if the classs experiment
with leafless plants supported
or did not support their original
prediction about the question:
If we made a new trait
leaflessnessby clipping the
leaves from a Fast Plant, would
the plants offspring inherit that
trait?
develop an evidence-based
explanation for the leafless
plant experimental results and
recognize the key components of
that explanation.
species acquire many of their
unique characteristics through
biological adaptation, which
involves the selection of
naturally occurring variations in
populations.
Building Evidence-based
Explanations
1. Remind the class that in Step 2.2, you worked together
to develop an investigation to answer the question, Will
the trait of being leafless, which was brought about by
cutting the leaves off of two parent plants, be inherited
by the parents offspring? Explain that in this step,
you will use evidence to support an explanation which
answers this question.
2. Make it clear to students that they will be going through
this same process to develop an explanation on their own
for their variation investigation in the next step, so it is
important to pay close attention.
3. Have students take out and read their Student Page
2.2B Experimental Sequence to review their initial
predictions and expectations for how the experiment
would unfold.
4. Hold a whole-class discussion about one or two results
from the experiment to clarify what is meant by results
and evidence before students use the Student Page 5.1A to
summarize and analyze the experimental results.
5. Assign students to work in pairs to complete the first
two pages of Student Page 5.1A Building Scientific
Explanations. Travel around the class to clarify directions
and determine what students find most challenging.
6. Call together a whole-class discussion to complete a set
of example entries, including the explanation on page 3 of
Student Page 5.1A Building Scientific Explanations.
Display a copy of the student pages on an
overhead, chart paper, or white/black board while
giving examples.
Use a Think Aloud strategy to model how to
develop a logical explanation for the results, using
evidence to support the reasoning.
As you model the explanation development,
demonstrate how the process is underpinned
by the question: How should we organize the
evidence to present the strongest explanation?
(NRC, 1996)
Complete the Think Aloud by modeling how to
reflect on the initial prediction and compare it
to the resulting explanation by using the Venn
diagram on page 4 of Student Page 5.1A Building
Scientific Explanations.
7. After the class discussion in which you model how to
develop a scientific explanation, have students apply what
they learned by completing the last two pages of Student
Page 5.1A Building Scientific Explanations.
8. Conclude with a whole class discussion about
adaptations and how inherited versus acquired traits
influence reproductive success and so the next generation.
9. Record key ideas learned from the experiment and
explanation development on the Unit Level Graphic
Organizer, and use the REAPS questions throughout the
Time Needed
50 minutes
Materials
For each student:
Building Scientific Explanations
written record of observations
from the Leafless Fast Plant
experiment (Started in Step 2,
Lesson 2)
For the class:
1 overhead transparency of
Student 5.1a Building Scientific
Explanations
REAPS Questions
R What is a heritable trait? A heritable trait is a characteristic that is passed from parent to
offspring through the genetic code. What is the difference between inherited and acquired
traits? Inherited traits can be passed from parent to offspring, but acquired traits are not coded
for in the genetic code and so cannot be passed to the next generation through reproduction.
E What are the key things to remember to include in an evidence-based explanation?
Why are those things important for a scientific explanation? Strong scientifically oriented
explanations include claims or reasons that are linked with evidence using good logic.
A Explain how acquired traits affect the next generation of a population of plants.
Acquired traits cannot affect the next generation of plants. Note: In humans and some other
organisms, an acquired trait such as something learned can affect the next generation through
teaching; however, the genetic code cannot be affected by an acquired trait. Explain why an
acquired trait can be an adaptation or not. Because an adaptation is an inherited trait (so that it
influences future generations) that makes an organism better able to survive in its environment
and reproduce successfully to pass along that trait, an acquired trait cannot be an adaptation.
P What similarities and differences do you think there will be between writing the
explanation for this experiment and writing the explanation for your own experiment?
This Predict question sets the stage for students to transfer their experience in this lesson (and
others) to their own experimental results.
S What new questions do you have now about inherited and acquired traits? Use this
question to check for students understanding of these key concepts.
Teacher Background
Information
This lesson is a culminating experience for
the investigation into how leaflessness caused
by clipping two Fast Plants leaves off before
flowering will be passed to the next generation.
When students analyze the results, informally
assess their understandings of acquired versus
inherited traits as well as the term adaptation.
Project 2061 notes the following research
points to keep in mind about students common
misconceptions regarding adaptation:
Middle-school and high-school students may
have difficulties with the various uses of the word
adaptation (Clough & Wood-Robinson, 1985a;
Lucas, 1971; Brumby, 1979). In everyday usage,
individuals adapt deliberately. But in the theory of
natural selection, populations change or adapt
over generations, inadvertently. Students of all
ages often believe that adaptations result from
some overall purpose or design, or they describe
adaptation as a conscious process to fulfill some
need or want. Elementary- and middle-school
students also tend to confuse non-inherited
adaptations acquired during an individuals
lifetime with adaptive features that are inherited in
a population (Kargbo et al., 1980).
This lesson is also intended to provide an
opportunity to support students learning about
and preparing to develop scientific explanations.
The Immersion Unit Toolbox is an additional
source for information about developing evidence-
based explanations.
Advance Preparation
Seeds from the experimentally
treated parent plants must be
allowed to mature, be planted,
and grow to a size where
leaves are clearly visible
(approximately 45 days)
before beginning this lesson.
In addition, students need
one or two opportunities to
make observations during the
experiment.
Allow 510 minutes for students to make observa-
tions and notebook entries before or after lesson.
1. Explain to students that in Step 5 they will:
revisit the investigation question and
experimental results from Step 2 Lesson 2:
Will the trait of being leafless, caused by
cutting the leaves off of two parent plants,
be inherited by their offspring?
review and analyze the results
use evidence to support an explanation,
which answers the question from Step 2
Lesson 2.
2. Prompt students to pay close attention to how
the class uses evidence to develop an explanation
by explaining that they will go through this
same process on their own in the next step. (See
Immersion Unit ToolboxFormulating Evidence
from Explanations) Direct students to pay
attention to:
What observations they made and why
What results or evidence they need to
build an explanation
How the evidence relates to the question
3. Organize students in the same groups they
were in when they worked on Step 2 Lesson 2.
Have students in each group take out and read
their Student Page 2.2B Experimental Sequence
to review their initial predictions and expectations
for how the experiment would unfold.
4. Engage students in a discussion about what is
meant by results and evidence by holding a whole-
class discussion about results from the experiment.
While discussing the experiment, have students
describe the difference between the terms:
Result something that is the outcome of
testing
Evidence data that can be used to
explain something
Then ask students how they would describe
the information collected in the leafless plant
investigation.
5. Assign students to work in pairs to complete
the first two pages of Student Page 5.1A Building
Scientific Explanations. Travel around the class to
clarify directions and determine what students find
most challenging.
6. Call together a whole-class discussion to
complete a set of example entries, including
the explanation on page 3 of Student Page 5.1A
Building Scientific Explanations. Display copies
of the student pages on an overhead, chart paper,
or white/black board while giving examples.
Use a Think Aloud strategy to model how to
develop a logical explanation for the results, using
evidence to support the reasoning. As you model
the explanation development, demonstrate how
the process is underpinned by the question: How
should we organize the evidence to present the
strongest explanation? (NRC, 1996)
Review Question Before I start looking
at evidence, I want to look at the question
again, to make sure that the explanation
answers the question. One of the
challenges of doing experiments is making
sure that the evidence were collecting
addresses the exact question that is being
asked. Answering something other than
the question may seem odd, but its a
common mistake.
Decide on What Kind of Result You are
Looking For to Explain the Question.
The question: If we made a new trait
leaflessnessby clipping the leaves off
of a Fast Plant, would the leafless plants
offspring inherit the leafless trait? The
question tells us that the result we want
to see is if the offspring do or do not have
leaves.
Compare Your Prediction with What
Actually Happened. I see from the
Investigation Sheet 2.2 that I predicted
that the offspring from the leafless plants
would have leaves. Im glad that I wrote
down why I predicted this, because I
can compare what I was thinking then
with what I know now. I wrote down
why I made this prediction. I based my
prediction on my personal experiences
observing the offspring of plants, animals
and humans. I can think of many examples
of environmental factors changing a trait,
such as people cutting or dying their hair.
But, from experience, I know that even if
both parents dyed their hair purple or cut
their hair off these environmental factors
would not change the color or length
childrens hair. These environmental
factors would not directly change the
inherited traits.
Review Evidence to See if it Matches
or Refutes Your Prediction. I can see
from the investigation notebook records
and by looking at the plants, that all of
the offspring of the leafless plantshave
leaves. It looks like my prediction was
right.
Look for other Forms of Evidence
that will Support or Refute Your
Explanation. Its tempting to go ahead
and create an explanation now, but since
we are acting as scientists, we need to
do one more thing that scientists do. As
scientists, we would look for any other
evidence connected to the question. It is
always important to include all evidence,
even if it suggests a different answer or
explanation from your own results. Where
would we look for more evidence? From
our own data and from investigations
done by other scientists. When we do
the next investigation, students will be
able to compare their evidence between
themselves just as scientists do.
Continue the Think Aloud by modeling how to
reflect on the initial prediction and compare it to
the resulting explanation by using Student Page
5.1A Building Scientific Explanations.
Once we have all of the evidence together,
we need to summarize the information.
Our investigation was designed to look
for two possible outcomes; the offspring
plants would either have or not have
leaves. All of the offspring from the
investigation had leaves
Use Evidence to Develop an
Explanation. My next step is to use the
evidence from the investigation to build
an explanation of what happened. I need
to determine the best order and way to
present this evidence and the reasoning to
make the strongest explanation. Having
leaves is an inherited trait, just as having
brown hair, being tall, or having long
fingers are inherited traits. But in this
case, being leafless is not an inherited
trait; it was caused it by an environmental
factorpeople cutting off leaves. So
far, our evidence supports the idea that
this environmental factor, cutting off the
leaves, does not change inherited traits.
7. After the class discussion in which you model
how to develop a scientific explanation, have
students apply what they learned by completing
the last two pages of Student Page 5.1A Building
Scientific Explanations.
8. Conclude with a whole class discussion to
introduce adaptations and how inherited versus
acquired traits can influence both reproductive
success and which genetic material is passed on to
the next generation.
Provide a definition for adaptation: an
inherited trait that makes an organism
better able to survive and reproduce in a
particular environment.
9. Record key ideas learned from the experiment and explanation development on the Unit Level Graphic
Organizer, and use the REAPS questions throughout the lesson where appropriate.
Clipped leaves from two Fast
Plants that we grew from seed
determine if they would pass
that trait to their offspring.
measurements from the leafless
investigation.
Leaflessness is an acquired
trait, and acquired physical
traits cannot be passed to the
next generation.
experiment.
We learned from a
discussion our teacher led
about adaptations.
Student Page 5.1A: Building Scientic Explanations 217
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Step 5 Lesson 2 Investigation Explanation 225
Key Concepts
Naturally occurring variations
of traits in a population are
influenced by genetic and
environmental factors and evolve
over generations by selective
processes.
Experimental evidence and
credible scientific information
can be used to support claims that
can be logically linked to form
When fact and opinion are
intermingled in a claim, or an
explanation does not follow
logically from the given evidence,
the explanation and/or conclusion
is not considered scientific.
Evidence of Student
Understanding
explain if their groups
experiment with Fast Plants
supported or did not support their
original prediction about their
question regarding the influence
of an environmental factor on
variation in reproductive success
within the population.
explain how their work
developing explanations is like
what scientists do as they seek
to answer questions about the
natural world.
Time Needed
100 minutes
Investigation Explanation
1. Start the lesson by focusing student attention on the Unit
Level Graphic Organizer to discuss what students know now
about how the traits of populations can change over time.
From evidence that the class has accumulated, high-
light evidence that could be used to explain change
of traits in individuals and populations over time.
2. Explain that in this lesson, students will pull together
all they have learned in this unit plus the data collected
from their investigations to explain their experimental
results and answer their original question, How might an
environmental stress affect variation and reproductive
success in Fast Plants?
Remind students that the data they collected in
the investigation is not their only evidence. Other
investigations, readings (such as The Development
of Fast Plants, and the Fast Plants Growing
Protocol) and other observations they have looked
at in this unit provide additional evidence.
3. Hand out to each student a copy of Student Page 5.1A
Building Scientific Explanations, and have them complete
it individually while talking with their investigation group
members.
Revisit with students the Investigation Rubric that
was given out when they began this investigation
in Lesson 2.4, and explain your expectations for
developing scientific explanations to conclude the
environmental stress and variation investigations.
Remind students that this will be completed
as the one used in the last lesson to develop an
explanation for their experiments.
4. Explain to the class how you will have students present
their explanations. Give guidelines for the way their
presentations will be evaluated:
the criteria for an exemplary presentation
the amount of time each group will be allotted
the expectation of individual participation among
the group members during the presentation
the essential presentation components:
question asked
prediction
procedure
experimental results
explanation for results and response to the
question asked
additional questions raised
5. Before students complete their explanations, conduct
the REAPS discussion to check for understanding.
6. Have students present their explanations as directed.
During and after the presentations, summarize the key
points in the investigations that were evidence for the
following:
how variation within a population is influenced by
environmental factors
how environmental factors can influence
Materials
For each student:
Building Scientific Explanations
Investigation Rubric (same as
used in Step 2, Lesson 4)
1 copy of Teacher Page 5.2b
Investigation Rubric
science notebooks with data
and observations from the
environmental stress and
variation experiment
presentation materials as needed
(overhead transparencies, etc.)
REAPS Questions
R What traits did you observe in this investigation? Answers will vary, depending on
what students observed in their experiments.
E What claims can be supported by the experimental evidence collected by you or your
classmates? Answers will vary, depending on students experimental results.
A What claims can be supported by readings and other scientific information that
relate to the question asked in your investigation? Answers will vary, depending on
students claims. Evidence that is linked to claims with explicit logic and sound reasoning
is key to whatever scientific explanation students develop for their investigation.
P How do you predict the environmental factor that you investigated will affect seed
production? Why is that an important question when studying natural selection?
Seed production is a strong indicator for reproductive success. It is reasonable to infer
that those plants that produce more seeds in a population are also more likely to have
adaptations that will influence future generations.
S How is what you did in this lesson like what a scientist does? Scientists use logic and
reasoning to link evidence to claims when they develop explanations and seek to
answer questions about the natural world.
Step 5 Lesson 2 Investigation Explanation 227
1. In Step 5 Lesson 2, students will build
explanations for the question, How might an
environmental stress affect the variation of
traits and reproductive success in Fast Plants?
using evidence from the investigation, reading
and other sources, as well as from what they have
learned in this unit.
2. To remind students about the importance of how
changes occur in populations, start the lesson by
using the Unit Level Graphic Organizer. Use the
graphic organizer to guide a student discussion
about what the students know about how
populations can change over time.
From the evidence the students have
collected, highlight any evidence that can
be used to describe or explain changes in
traits of individuals or populations over
time.
Explain to students that in this lesson
they will gather and analyze all they have
learned in this unit, including the evidence
to develop an explanation for the question
asked at the beginning of the unit.
Remind students that the data they collected
in the investigation is not their only
evidence. Other investigations, readings
(such as The Development of Fast Plants,
and the Fast Plants Growing Protocol) and
other observations they have looked at in
this unit provide additional evidence.
3. Hand out to each student a copy of Student
Page 5.2A Building Scientific Explanations, and
have students complete it individually while
discussing it with group members.
Explain to students that they will use the
same method they used in Student Page
5.2A Building Scientific Explanations
when they develop explanations for
the environmental stress and variation
investigation question.
Revisit with students the Investigation
Rubric that was given out when they began
this investigation in Lesson 2.4.
Remind students that this will be
completed as the one used in the last
lesson to develop an explanation for their
experiments.
4. Explain to the class how you will have students
present their explanations. Give guidelines for the
way their presentations will be evaluated.
the amount of time each group will be
allotted
the expectation of individual participation
among the group members during the
presentation
the essential presentation components:
question asked
prediction
procedure
experimental results
explanation for results and response to
the question asked
additional questions raised
5. Before students complete their explanations,
conduct the REAPS discussion to assess the
students understanding.
6. Have students present their explanations as
directed. Use this opportunity to assess student
understanding of the key points. During and after
the presentations, summarize the following key
points:
how the variation of traits within a
population is influenced by environmental
factors
how environmental factors can influence
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Student Page 5.2B: Investigation Rubric 237
Student Page 5.2B: Investigation Rubric
Criteria Exemplary
Scientifically Oriented
Questioning:
Investigating a testable question
about how environmental factors
affect variation and reproductive
success in Fast Plants
Experiment is based on an interesting and scientifically testable
question about the impact that an environmental stress might
have on seed production (reproductive success) in a population
of Fast Plants.
Chosen question is directed toward finding out information
that can be described, explained, or predicted by scientific
investigation.
Initial prediction is clearly stated and includes explanations for
both why it was predicted and whether or not it was supported
by the experimental evidence.
Experimental DesignVariation,
reproductive success, and
environmental factors:
Shows ability to design and conduct
a scientific investigation
Experimental procedure sets the stage for gathering information
that is clearly related to the chosen scientifically oriented
question.
Investigation design includes procedures for systematic
observation, making accurate measurements, and identifying
and controlling variables.
Mathematics, tools, and techniques chosen are appropriate to the
question asked.
Explanation:
Claims are logically linked to
evidence to support a strong
explanation about how an
environmental stress affects
variation and reproductive success
in Fast Plants
Explanation clearly shows critical thinking about evidence.
Explanation is based on claims that are supported by both
experimental evidence and scientific information from reliable
sources.
Explanation is built from claims and evidence that are logically
linked.
Explanation is stated in terms of the relationship between two or
more variables.
Explanation clearly refers to the question and to the hypothesis
or prediction.
Teacher Page 5.2b: Investigation Rubric 239
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Step 6 Overview 241
S T E P
6
Overview
There are two lessons in the concluding step for this Immersion
Unit. The first lesson serves as a review and formative assessment in
which students revisit the concept that reproductive success is defined
by an individual organisms ability to produce fertile offspring. To
understand natural selection, one must understand that reproductive
success differs among a populations individuals largely because their
traits vary.
The second lesson in Step 6 guides students to analyze data from
an imaginary population of Fast Plants grown in conditions with an
environmental stress, then to identify a trait that appears to increase
individual reproductive success. Finally, students are asked to infer
how that traits frequency might change in future generations if
the environmental stress remains constant. In this way, the teacher
and students together evaluate each students understanding of the
role that environmental pressures and natural selection play in the
variation of traits in a population.
Step 6 Lesson 1 Explaining Reproductive Success 243
Key Concept
Reproductive success occurs
when individual organisms
pass their genetic information
to fertile offspring, influencing
the percentage of individuals
with similar traits in the next
generation.
Evidence of Student
Understanding
define, characterize, and explain
reproductive success.
Time Needed
50 minutes
Materials
For each group of 23
students
Student Page 6.1A Reproductive
Success Frayer Model to be
copied on to a piece of chart-
sized paper or a similar-sized
space at a black- or whiteboard
(optional: To expedite the lesson,
Frayer model posters can be
made in advance for student
groups.)
1 marker for the paper or
presentation board
For the class
1 copy of Teacher Page 6.1a
Reproductive Success Frayer
Model for suggested student
responses
Explaining Reproductive
Success
1. Individually, have students do a 2-minute Quickwrite
using the following prompt:
What is reproductive success?
Do not collect the Quickwrites at this time.
However, explain that this lesson will be a review
about reproductive success because this is such an
important idea to know if students are going to be
able to explain the process of natural selection.
2. Assign students to groups of two or three. Provide each
group with a Frayer Model chart focused on reproductive
success.
Either draw the Frayer Model charts in advance or
use one example chart/overhead transparency to
show students how to make their own.
3. Circulate among groups as they fill in their charts, to
check for understanding.
Note which groups have solid entries in the four
quadrants so they can be called upon to explain
that quadrant to the class after the Frayer Models
are completed.
4. Select several groups to report to the whole class.
Have each group explain only one quadrant from
the Frayer Model chart to help keep students
engaged in hearing the presentations.
Ask the reporting groups to summarize their
definition of reproductive success.
appropriate.
REAPS Questions
R Give an example of reproductive success in a
particular organism. Ask students to name a
particular plant or animal. Whatever the organism is,
reproductive success is defined by that organisms
ability to produce a relatively large number of
healthy offspring who can also reproduce.
E How can a trait that makes a plant less edible
improve reproductive success when the plants
are being exposed to an herbivore? Those plants
that are less edible will be more likely to survive
and reproduce and therefore to have reproductive
success.
A What is the connection between reproductive
success and natural selection? Natural selection
explains why those organisms that have a particular
adaptation will likely have the greatest reproductive
success and so cause future generations to have
more individuals with the adaptation.
P What would you expect to see happen over
many generations to a population that has a few
individual members that have an adaptation?
Explain.
S What do you find most challenging to
understand about how reproductive success
influences future generations? Check this
question before going on to Lesson 6.2 to be certain
students have a solid grasp of the implications that
different degrees of reproductive success have on
future generations before needing to apply that
concept in the units summative assessment.
Step 6 Lesson 1 Explaining Reproductive Success 245
Advance Preparation
To make this lesson move more quickly,
the Reproductive Success Frayer Model
charts (enlarged charts as shown in
Teacher Page 6.1a Reproductive Success
Frayer Model) can be made on butcher
or other chart paper in advance. The
lesson calls for one Frayer Model for
every 23 students so that all students
are actively engaged throughout the
process of writing responses. Larger-
sized groups in field trials tended to have
members who became disengaged and
disrupted the class.
1. Individually, have students do a 2-minute
Quickwrite using the following prompt:
What is reproductive success?
Do not collect the Quickwrites at this
time. However, explain that this lesson
will focus on reproductive success because
this is such an important idea to know if
students are going to be able to explain
the process of natural selection. If students
are not clear about what reproductive
success is and how it influences future
generations, they will not be able to apply
that notion to interpret the scenarios in the
units summative assessment that occurs in
Lesson 6.1.
2. Assign students to groups of two or three.
Provide each group with a Frayer Model chart
focused on reproductive success.
Either draw the Frayer Model charts
in advance or use one example chart/
overhead transparency to show students
how to make their own.
3. Circulate among groups as they fill in their
charts, to check for understanding.
Note which groups have solid entries in
the four quadrants so they can be called
upon to explain that quadrant to the class
after the Frayer Models are completed.
4. Select several groups to report to the whole
class. At this stage, students should be able to
say that if one plant has more offspring (that are
healthy and able to reproduce) than another plant,
it has greater reproductive success. Individuals
who exhibit a trait that is an adaptationa trait
that allows it to survive under local conditions
typically have greater reproductive success
than those individuals who do not exhibit the
adaptation.
Remind students that an adaptation is a trait that
an organism already has that allows it survive and
reproduce successfully under local conditions. It
is NOT a change. Organisms that do not have the
trait may not survive and pass on their genes to the
next generation.
Have each group explain only one
quadrant from the Frayer Model chart to
help keep students engaged in hearing the
presentations.
Ask the reporting groups to summarize
their definition of reproductive success.
where appropriate.

Student Page 6.1A: Reproductive Success Frayer Model 247
Student Page 6.1A: Reproductive Success Frayer Model
Reproductive
Success
simply defined characteristics
examples non-examples
Teacher Page 6.1a: Reproductive Success Frayer Model 249
Teacher Page 6.1a: Reproductive Success Frayer Model
Reproductive
Success
simply defined characteristics
examples non-examples
Successful organisms live long
enough to reproduce, and produce
offspring that live.
In Fast Plants:
- Lots of seeds
- Seedlings that are alive and healthy
- Seedlings that grow well and produce
flowers that are pollinated
- Parent plants that produce seeds quickly
In Birds:
- Several eggs
- Parents that can find a lot of food to
bring back to the nest
- Baby birds that survive to leave the nest
- Offspring that live long enough to mate,
and that lay fertile eggs
Individual becomes a "parent"
Parents have lots of offspring
Offspring survive and can also
reproduce
Because of some trait that is an
advantage, the individual who has
that trait has more offspring than
most others in the population,
In Fast Plants:
- Few seeds
- Seeds that do not germinate
- Plants that die before they make seeds
- Seedlings that cannot grow well and
reproduce
- Flowers that are not pollinated (or that
for other reasons produce no seeds)
In birds:
- Empty nest or broken eggs
- Baby birds that are weak or starving
- Birds that die before ever building a
nest
(sample possible student responses)
Step 6 Lesson 2 Explaining Variation and Natural Selection 251
Key Concepts
Individual organisms that have
certain traits are more likely to
survive and have offspring.
Changes in environmental
conditions can affect the survival
of individual organisms and
entire species.
Small differences between
parents and offspring can
accumulate in successive
generations so that descendants
are very different from their
ancestors.
Evidence of Student
Understanding
analyze data from a population
of Fast Plants grown in
conditions with an environmental
stress and identify a trait that
appears to increase individual
reproductive success;
infer how the trait identified
as an adaptation might occur
with greater frequency in future
generations if the environmental
stress remains constant.
Time Needed
50 minutes
Materials
For each student:
EvaluatePatterns in Variation
Explaining Variation and
Natural Selection
1. Explain to students that this final lesson in the
Immersion Unit is a time for them to show all they
understand about variation and natural selection.
2. Hand out Student Page 6.2A EvaluatePatterns in
Variation, and review the information that is given.
The x-axis is the number of hairs on individual
plants (on the leaf margins), and the y-axis is the
number of plants in the population.
3. Tell students to use the graph (on Student Page 6.2A
EvaluatePatterns in Variation) to answer the questions.
Remind them to give specific numbers as evidence to
support their explanations.
For example, in Population B the trend is an
increasing hairiness, as shown by the shift from a
mean of 8 to a mean of 37.
4. Collect and assess students responses, then discuss as
a whole class.
5. Reflect on what the class has learned through this
Immersion Unit experience.
REAPS Questions
This summative assessment provides an
opportunity for students to demonstrate their
understanding of the key concepts for this unit.
The assessment questions are embedded in the
student page.
Step 6 Lesson 2 Explaining Variation and Natural Selection 253
Teacher Background
Information
In this lesson, students will have an opportunity
to apply and show what they understand about
the connection between reproductive success and
natural selection. In order to do this, students
are given data for multiple generations of one
population of Fast Plants grown under conditions
of environmental stress (exposure to a herbivore,
the cabbage white butterfly) and of another,
control population with no stress (no butterflies).
Students will follow the progression of a heritable
trait (leaf hairs) that confers reproductive
advantage in the presence of the environmental
stress of an herbivore (butterfly). If plants with
lots of leaf hairs have greater reproductive
success than variants with few hairs (when around
butterflies), then we will see a shift toward plants
with lots of leaf hairs in subsequent generations.
Students see data for the number of leaf hairs per
plant in each generation.
Students will look for a positive correlation
between reproductive success and a particular
heritable trait, the number of leaf hairs. The
control situation is to look at the number of hairs
in the absence of the environmental stress (that is,
in an absence of butterflies). The number of hairs
should be stable from generation to generation
in the control population. Students should see an
increase in the relative number of plants with lots
of hairs in later generations of the test population
(exposed to the herbivore).
Advance Preparation
For this lesson, copy enough
student pages for each student to
have their own. Make one overhead
transparency or use another strategy
for displaying the graphs to the
class just long enough to clarify
what is meant by the labels on the
axes. The x-axis is the number of
hairs on individual plants (on the
leaf margins), and the y-axis is the
number of plants in the population.
1. Explain to students that this final lesson in the
Immersion Unit is a time for them to show all they
understand about variation and natural selection.
2. Hand out Student Page 6.2A Evaluate
Patterns in Variation, and review the information
that is given.
The cabbage white butterfly larvae eat the
Fast Plants.
The x-axis is the number of hairs on
individual plants (on the leaf margins), and
the y-axis is the number of plants in the
population.
3. Tell students to use the graph (on Student Page
6.2A EvaluatePatterns in Variation) to answer
the questions. Remind them to give specific
numbers as evidence to support their explanations.
a. For example, in Population B the trend is
an increase in hairiness, as shown by the
graph.
4. Collect and assess students responses, then
discuss as a whole class. What you are looking
for is evidence that the students understand that
if there is a constant environmental stress, traits
identified as adaptations might occur in a greater
percentage of the population in future generations.
To understand this idea, students need to
understand reproductive success, natural selection,
and adaptation.
5. Reflect on what the class has learned through
this Immersion Unit experience.
Student Page 6.2A: EvaluatePatterns in Variation 255
Student Page 6.2A: EvaluatePatterns in Variation
Student Page 6.2A: EvaluatePatterns in Variation 257
Student Page 6.2A: EvaluatePatterns in Variation (continued)
1. Look at the graphs showing data from a study
of two populations of Fast Plants that were
observed for five generations.
Population A was grown without
butterflies.
Population B was grown with an
environmental stress: cabbage white
butterflies.
Plants within each population vary in the number
of hairs on their leaves. This is a heritable trait.
2. Explain these experimental results by answering
the following questions about the graphs for
Populations A and B.
Be sure to include the following terms in your
answers:
variation
reproduce
natural selection
generation
environment
adaptation
3. Explain what happened to the number of
hairs in Population A from the first to the fifth
generation.
4. How do the data and graph for Population B
change from the first to the fifth generation?
5. What can you infer about which plants in
Population B had the greatest reproductive
success?
Explain why this is a logical, scientific
explanation for the evidence given in the
graphs.
6. If Population B continued to live and grow
in the environment with the cabbage white
butterfly, explain what you expect would happen
to the average number of hairs on plants in the
population.

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Exploring Variation

and Natural Selection

Student Page 3.1A: Understanding Flowers (continued)

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