Professional Documents
Culture Documents
Lesson Sequence:
Thursday:
M&M
Survival
Activity:
Split
students
into
groups
of
2-3.
Tell
students:
o Your
group
needs
to
collect
100
M&Ms
from
the
main
bag
(and
put
them
in
a
bowl).
Were
going
to
count
the
different
phenotypes
(colors)
in
this
population
of
M&Ms
and
record
our
data
on
a
Google
document
so
that
we
have
numbers
for
the
whole
class.
(5-7
min)
o Now
that
we
have
some
stats
for
this
population
of
M&Ms,
we
will
place
them
in
a
particular
environment.
Roll
out
a
large
red
paper
on
the
floor.
We
will
be
tossing
the
M&Ms
on
top
of
this
paper
to
place
the
population
of
M&Ms
in
its
environment.
Once
the
M&Ms
are
placed
on
the
paper,
one
of
the
group
members
will
be
a
bird,
and
his
or
her
index
finger
and
thumb
will
form
a
beak.
Using
one
hand,
you
will
try
to
hunt/collect
as
many
M&Ms
as
you
can
in
two
minutes
(and
put
them
in
bowls).
I
will
time
you.
(3
min)
o After
you
have
done
this,
you
will
go
back
to
the
Google
doc
with
your
group,
another
group
member
will
count
how
many
M&Ms
you
hunted/collected
(for
each
color),
and
input
the
data
on
the
document.
Then
another
group
member
will
do
the
same
for
the
M&Ms
that
survived
(they
will
gather
a
portion
of
the
M&Ms
left
on
the
paper)
and
input
the
data
on
the
Google
doc.
(5-7
min)
o The
percent
of
the
original
that
survived
will
populate
in
the
appropriate
box
on
the
spreadsheet
so
students
can
see
which
parts
of
their
population
were
more
successful
at
surviving.
Likewise,
the
percent
of
the
original
that
were
hunted
will
populate.
Reflection:
o Have
students
complete
numbers
one
through
three
on
the
M&M
Survival
Activity
sheet.
Students
may
work
individually
or
in
pairs.
(5
min)
o Discuss
student
responses
as
a
class
and
write
abbreviated
versions
of
their
answers
on
the
board.
As
they
suggest
answers,
put
the
abbreviated
answers
in
one
of
four
categories
(with
no
title):
population
potential,
genetic
variability,
finite
resources
and
environmental
selection.
(5
min)
1.
Students
should
respond
that
the
red
M&Ms
(secondarily
the
orange)
survived
best,
because
they
blended
in
with
the
paper
(they
were
harder
to
see).
! 2.
Students
should
say
something
like:
having
6
different
phenotypes
or
colors
allowed
the
species
to
survive
better
than
if
it
only
had
two
colors,
because
there
were
more
chances
for
the
species
to
blend
in.
! 3.
Students
should
say
something
along
the
lines
of:
most
of
the
following
generations
would
be
red
and
orange.
Some
might
say
this
is
because
red
and
orange
M&Ms
are
more
likely
to
have
offspring
that
are
red
and
orange,
and
some
might
say
that
its
because
the
birds
would
continue
to
eat
primarily
the
M&Ms
that
are
other
colors.
o Have
students
complete
numbers
four
through
six
on
the
M&M
Survival
Activity
sheet.
Students
may
work
individually
or
in
pairs.
(5
min)
o Discuss
student
responses
as
a
class.
Continue
to
add
to
the
four
unlabeled
categories.
(5
min)
! 4.
Students
should
be
able
to
guess
that
the
bird
population
would
grow
a
lot.
! 5.
Students
might
say
that
theres
not
enough
space
for
them
to
keep
growing
to
infinity.
They
would
run
out
of
spaces
on
branches
or
ground
to
lay
their
nests.
If
they
dont
think
about
it
on
their
own,
ask,
What
would
happen
to
the
food
supply
(the
M&Ms)?
Students
should
then
be
able
to
infer
that
the
food
supply
would
run
low
and
some
of
the
birds
would
starve.
Ask
them,
So
what
would
happen
to
the
growth
of
the
population
at
this
point?
Students
should
then
be
able
to
infer
that
the
population
growth
would
level
off.
! 6.
Students
should
say
that
there
wont
be
as
many
bears
as
birds,
since
birds
reproduce
better
(they
have
more
offspring).
You
could
take
this
even
farther
and
ask
students
what
would
happen
if
a
small
area
of
the
forest
burned
down,
and
3
bears
and
3
birds
died
in
the
fire:
How
come,
even
though
the
numbers
are
the
same,
this
fire
would
affect
the
bear
population
much
more
than
the
bird
population?
o After
the
ideas
are
on
the
board,
arranged
in
their
respective
categories,
add
the
titles:
population
potential,
genetic
variability,
finite
resources
and
environmental
selection.
Suggest
to
the
students
that
they
should
write
this
down
somewhere
for
future
reference.
Explain,
When
organisms
are
more
successful
at
reproducing,
that
has
to
do
with
the
potential
of
a
population
to
grow.
When
organisms
are
more
successful
because
they
have
different
types
of
phenotypes
(different
physical
traits),
this
is
called
genetic
variability.
When
resources
in
an
environment
limit
the
potential
growth
of
a
population,
this
is
called
finite
resources
(the
opposite
of
infinite
resources).
And
when
an
environment
causes
selection
of
a
certain
subset
of
species
(species
with
specific
physical
traits),
this
is
called
environmental
selection.
These
four
factors
are
what
drive
evolution.
Write
Contributing
Factors
of
Evolution
at
the
top
of
the
board.
(3
minutes)
Closure
of
the
Lesson:
Ask
students,
What
questions
do
you
have
about
the
four
factors
that
drive
evolution?
(5
min)
If
time
remains,
ask
students,
Why
do
you
think
it
was
important
to
gather
so
much
data?
To
what
extent
does
the
data
tell
you
the
answers?
Students
will
probably
say
that
more
data
helps
you
get
more
accurate
results.
They
might
think
that
data
tells
you
a
lot.
If
they
say
this,
you
can
respond,
What
does
data
NOT
tell
you?
And
they
should
be
able
to
say
that
data
doesnt
tell
you
much
about
the
nature
of
things.
Data
is
analyzed
by
people,
and
that
is
how
we
draw
conclusions
about
nature.
Hand
out
the
article
about
Darwin
from
The
Science
Behind
the
Story.
Put
students
into
groups
of
four,
tell
them
to
number
themselves
from
1
to
4
and
to
read
the
section
of
the
article
that
correlates
to
their
number.
Include
the
strip
of
paper
with
additional
instructions
and
give
students
a
chance
to
glance
over
it.
This
will
be
their
homework
for
tomorrow.
Tell
them
that
for
the
question
regarding
how
the
four
contributing
factors
show
up
in
the
story,
they
must
use
the
terms
in
complete
sentences,
paying
attention
to
syntax.
Give
them
an
example
of
this.
Check(s)
for
understanding
and
scaffolding
of
student
learning
As
students
work
individually
or
in
pairs
on
the
worksheet,
I
will
walk
around
and
listen
in
on
student
conversations
and
spur
on
their
thinking
through
questioning
strategies.
Some
assessment
of
student
understanding
will
come
during
the
whole
class
discussion.
I
will
check
students
worksheets
before
they
leave
the
class.
Bridge
to
next
lesson
Students
will
complete
the
reading
assignment
for:
Darwin:
A
Gentle
Revolutionary,
a
modified
article
from
The
Story
Behind
The
Science,
that
will
prepare
them
to
discuss
the
history
surrounding
evolution
during
tomorrows
lesson.
!