Students use prior knowledge to explain what influences the growth of organisms.
Students view pictures of identical twins and ask questions about the phenomenon.
Students gather data that will serve as evidence for what factors affect plant growth.
Students graph class plant growth data from a data table and use evidence from the graph to draw conclusions about the factors that affect plant growth.
Students use prior knowledge to explain what influences the growth of organisms.
Students view pictures of identical twins and ask questions about the phenomenon.
Students gather data that will serve as evidence for what factors affect plant growth.
Students graph class plant growth data from a data table and use evidence from the graph to draw conclusions about the factors that affect plant growth.
Students read text and watch videos about the factors that influence the growth and development of organisms.
Students read text and watch videos about the factors that influence the growth and development of organisms.
Students use a card set to learn about specific examples of epigenetics.
Students complete a scaffolded Claim-Evidence-
Reasoning.
Students use a card set to learn about specific examples of epigenetics.
Students complete a scaffolded Claim-Evidence-
Reasoning.
Students complete a formative assessment, including the evaluation of two arguments about the factors that influence the growth of organisms.
Students read an article about Sarah Elgin and her contribution to epigenetics and St. Louis science education.
Students will read an article about the Dutch Hunger Winter and the effects of starvation through epigenetics.
In this Concept, students analyze data from their plant growth investigations in order to figure out that genes are not the only factor responsible for organism traits - the environment can alter the physical appearance and behaviors of organisms.
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