CHAPTER 4 SCIENCE SEMINARchucklumio.com/Amplify Lesson PDF/Natural_Selection... · NS 4.2.1 WARM-UP...

CHAPTER 4 – SCIENCE SEMINAR

NS 4.2.1 WARM-UPRevisiting the Evidence

Organize your thoughts and decide which evidence cards offer the strongest support for each

claim.

You will utilize student sheets and evidence cards collected at the end of Lesson

4.1 to complete the Warm-Up.

Through individual and partner work, you will strengthen your arguments in preparation for

the Science Seminar. (15 min)

You will be participating in a

student-led, whole-class

discussion called a Science

Seminar.

You will share your claims and

evidence as you work together

to answer the Chapter 4

Question.

NS 4.2.2 STUDENT DISCUSSION

What caused the stickleback population to have less

armor and become faster?

You can refer to these sentence

starters to connect your ideas

and articulate your sentences

more clearly.

When scientists are speaking,

they use these types of questions

and statements to explain their

thinking, make their arguments

more convincing, and respectfully

agree and disagree.


It is acceptable to change your minds. As you discuss the evidence, you might be

convinced by your partner’s argument. you may change your minds about which claim

is the most convincing. This is fine; scientists often change their minds as well.

You will prepare for the whole-class discussion by first sharing your ideas with your partners.

You will take turns sharing your ideas as well as listening to your partners' ideas.


4.2.3 SCIENCE SEMINAR

Science Seminar Expectations.

A Science Seminar is a scientific

discussion in which ideas are

shared and students can

question and challenge one

another.

The purpose of the Science

Seminar is to use everyone’s

knowledge to come to a deeper

understanding of something.

Today’s Science Seminar is specifically about why the sticklebacks now have less armor and

more speed.

4.2.3 SCIENCE SEMINARThe group of students in the

outer semicircle will listen and

take notes.

The group in the inner

semicircle will share and discuss

their ideas about the evidence.

Halfway through, students will

switch positions and switch

roles.

Students who were in the outer

semicircle will now be in the

inner semicircle and will share

and discuss.


The group of students in the

outer semicircle will listen and

take notes.

The group in the inner semicircle

will share and discuss their ideas

about the evidence.

Halfway through, students will

switch positions and switch roles.

Students who were in the outer

semicircle will now be in the

inner semicircle and will share

and discuss.


When you are

sitting in the outer

semicircle, you will

use this sheet to

take notes as you

listen to the

discussion.

4.2.3 SCIENCE SEMINARTeacher role in the Science Seminar.

I’ll start the conversation and offer prompts when

needed, but, otherwise, I’ll just be observing and taking

notes.

As much as possible, I want you to run the discussion.

It’s okay if things are quiet for a few minutes while we

think about our ideas.

This is your time to come together as a team of student

biologists and build the best explanation for why a

change in environment would cause the stickleback

population to change.


Remember to refer to the question and claims as you participate in the Science Seminar.

You should also use the language of scientific argumentation.

You and your classmates are responsible for presenting ideas and evidence, discussing one

another’s ideas, and asking questions.


Take your seats in the

semicircles.

- Group 1: Discussions

- Group 2: Observations

Bring your folders:

- Argument Organizer

sheets,

- Stickleback Evidence Cards,

- Science Seminar

Observations sheets, and

- a pencil or pen

Remember to take notes on

Observation Sheets


What does Evidence Card C show and why does this evidence matters? Look at

your Argument Organizer sheets to see which claim Evidence Card C supports.

What caused the stickleback population to have less armor and become faster?

Claim 1: The sticklebacks have less

armor so that they can escape predators.

Claim 2: The sticklebacks have less armor

so that they can catch prey.


Take your seats in the

semicircles.

- Group 1: Observations

- Group 2: Discussions

Bring your folders:

- Argument Organizer

sheets,

- Stickleback Evidence Cards,

- Science Seminar

Observations sheets, and

- a pencil or penRemember to take notes on

Observation Sheets


What this evidence card can tell them about the stickleback prey in their current and

previous environments.












Concluding the Science Seminar

Congratulations on your work today. Participating in the Science Seminar will help you build a

more complete explanation to send to Dr. Alex Young.

Like scientists, we did not all agree on the claims presented in the Science Seminar. However,

listening to one another’s ideas about the evidence that supports the claims helped us deepen

our understanding. Disagreements help us explain our thinking and consider new ideas. This

kind of discussion helps us to construct better explanations for scientific questions.

4.2.4 HOMEWORK

Reflecting on the Science Seminar: You will reflect on how the

Science Seminar affected your thinking about the claims.

Now that the Science Seminar is over, think back on the claim you selected. After

participating in the discussion, you may have changed your mind about which claim is

best. Describe your current thinking by answering the questions below.


CHAPTER 4 SCIENCE SEMINARchucklumio.com/Amplify Lesson PDF/Natural_Selection... · NS 4.2.1 WARM-UP...

Documents

Transcript of CHAPTER 4 SCIENCE SEMINARchucklumio.com/Amplify Lesson PDF/Natural_Selection... · NS 4.2.1 WARM-UP...