Lesson 1.6 Guide

Lesson 1.6Making Sense of Variation

Inheritance and TraitsLesson Guides

Lesson 1.6

© The Regents of the University of California

1

Students read sections of Handbook of Traits, participate in a structured peer-to-peer discussion, and model their ideasby using a digital app. Students use the text features of the reference book, Handbook of Traits, to help them locateinformation about traits that have variation within a species. Pairs choose organisms to read about and then recordevidence about trait variation in their notebooks. Next, students participate in the Word Relationships routine in whichthey create sentences by using the vocabulary they have learned so far. At the end of the lesson, pairs work together tomodel variation in different traits by using the Inheritance and Traits Modeling Tool, an app that allows students torepresent their ideas about the traits of various organisms over the course of the unit. The purpose of this lesson is forstudents to construct an understanding of how organisms in a species have many similar traits, but for each trait therecan be variation within a species.

Unit Anchor Phenomenon: Wolf 44 appears different from the rest of the wolves in its pack.Chapter-level Anchor Phenomenon: Wolf 44 has a different fur color from the rest of its pack.

Students learn:

Overview

• Text features in a reference book can help readers locate specific information.

• Organisms in a species have many of the same traits, but for some traits there can be variation.

• Evidence is information that supports an answer to a question.

Lesson 1.6Inheritance and Traits

Lesson Guides


2

Lesson at a Glance

ACTIVITY

1

Reading: Handbook of Traits (20 min)Students return to Handbook of Traits for a specific purpose: to gather

information about how traits vary within a species. The information students

read in the reference book will help them construct explanations of how

traits vary within a species.

READING

2Word Relationships (20 min)Students are introduced to the Word Relationships routine and use it to

discuss and reflect on what they have learned.STUDENT-TO-

STUDENTDISCUSSION

3Modeling Trait Variation (20 min)Students use the Inheritance and Traits Modeling Tool to apply their

understanding about variation in a species to a new species—cats. Partners

work together to create a model that represents variation in different traits

among a group of cats.

MODELINGTOOL


Lesson 1.6


3

VOCABULARY

• organism

• species

• trait

• variation

UNPLUGGED?

Digital Devices Required

Digital devices are required for thislesson.

DIGITAL RESOURCES

Inheritance and Traits InvestigationNotebook, pages 14–17

Eliciting and Leveraging Students’Prior Knowledge, PersonalExperiences, and CulturalBackgrounds

Materials

For the Classroom Wall

For the Class

For Each Group of Four Students

For Each Pair of Students

For Each Student

*teacher provided

Preparation

Before the Day of the Lesson

Materials & Preparation

• key concept: Organisms in a species have many similar traits, but foreach trait there can be variation.

• Partner Reading Guidelines

• Word Relationships Cards: Set 1

• paper clips*

• masking tape*

• 1 set of Word Relationships Cards: Set 1, clipped together (4 cards/set)

• 1 copy of Handbook of Traits

• 1 digital device*

• Inheritance and Traits Investigation Notebook (pages 14–17)

1. Gather the following item for the classroom wall:

• key concept: Organisms in a species have many similar traits, but for each trait there can be variation.

Lesson 1.6 BriefInheritance and Traits

Lesson Guides


4

https://learning.amplify.com/m/24ae2b07fec9774a/original/IAT_Investigation_Notebook_Pages_14-17_NA.pdf

https://learning.amplify.com/m/24ae2b07fec9774a/original/IAT_Investigation_Notebook_Pages_14-17_NA.pdf

https://learning.amplify.com/m/2b549768591b471d/original/IAT_Resource_Eliciting_and_Leveraging_Prior_Knowledge_LA.pdf




Immediately Before the Lesson

2. Locate (in your Inheritance and Traits kit) the Word Relationships Cards: Set 1. You will also need to providepaper clips. Each group of four students will receive one set of cards. There are four cards/set. Clip togethereach set.

3. Preview the Inheritance and Traits Modeling Tool and the activity used in this lesson. Go to the Student AppsPage and select the unit. In the Science Practice Tools section, select Box 1, 1.6 Trait Variation Model. InActivity 3, students will create a model that shows variation in different traits in a group of cats. SelectINSTRUCTIONS at the top left of the screen. Familiarize yourself with the tool’s drag-and-drop functionality bymoving cats from the bottom of the screen to the columns of the table.

• In all activities in which students work with the Science Practice Tools, check the Possible Responses tabto read what a proficient student response will show as well as to see screenshots of possible responses.

• For more information about the Inheritance and Traits Modeling Tool, see Apps in This Unit (underTeacher References at the unit level).

4. Prepare digital devices. You will need to type in the URL for the Student Apps Page on each digital device. Wesuggest that you bookmark this so students can access it easily.

5. Review the Eliciting and Leveraging Students’ Prior Knowledge, Personal Experiences, and CulturalBackgrounds guide. Review this guide (found in Digital Resources). In Activity 2, you will lead a discussionhelping students leverage as resources for student learning the prior knowledge and experiences they haveshared earlier. This guide will help you prepare for this discussion and provides some examples of howstudents may leverage particular funds of knowledge in this unit.

6. Review the Eliciting and Leveraging Students’ Prior Knowledge, Personal Experiences, and CulturalBackgrounds guide. Review this guide (found in Digital Resources). In Activity 2, you will lead a discussionhelping students leverage as resources for student learning the prior knowledge and experiences they haveshared earlier. This guide will help you prepare for this discussion and provides some examples of howstudents may leverage particular funds of knowledge in this unit.

1. On the board, write the Investigation Question. If you erased it, rewrite “How can we describe the traits oforganisms in a species?”

2. Have on hand the following materials:

• item for the classroom wall

• sets of Word Relationships Cards: Set 1

• copies of Handbook of Traits

• digital devices


Lesson 1.6 Brief


5

http://apps.learning.amplify.com/elementary



At the End of the Day

Embedded Supports for Diverse Learners

Discourse routine. In the Word Relationships routine, partners create sentences stating what they have learned, usingfocus vocabulary words that are printed on cards. The discussions that students have during this activity help themclarify their understanding of key terms and review central concepts. This routine helps students reflect on their ideasat this point in the unit and prepares them to make explanations at the end of the chapter.

Use of the Inheritance and Traits Modeling Tool. The Inheritance and Traits Modeling Tool allows students to expresstheir understanding visually by identifying the traits of cats and demonstrating how cats can vary even within a species.This type of activity may be especially helpful for students who need more support with the language demands of theunit. Another goal of having students work with this app is to prompt rich discussion about the ideas through providingthem with an engaging way to apply what they have been learning about traits to a new organism.

Model searching for and recording information. In this lesson, you will model using the reference book, Handbook ofTraits, to search for information about the traits of organisms, as well as how to record the traits that have variation.This helps students understand how to use the reference book to find information and will help them be moresuccessful when reading and recording information with a partner.

Potential Challenges in This Lesson

Partner work with a digital device. It may be difficult for students to negotiate sharing digital devices with partners. Inaddition, some students may be unfamiliar with using computers or tablets. Taking additional time to project anddiscuss the Guidelines for Using Apps, and adding any guidelines that you may have already established for your class,may be helpful.

Transfer of ideas from one context to another. At the end of this lesson, students will have the opportunity todemonstrate their understanding of similarity and variation in traits within a species by using the Inheritance andVariation Modeling Tool. Students sort cats into groups based on their traits. Throughout the chapter, students havehad experience observing similar and different traits in a variety of organisms, but if you have noticed that this transferto new organisms has been challenging for some students, you may wish to consider how to support them as they usethe Modeling Tool in this lesson.

• masking tape

• Inheritance and Traits Investigation Notebook (pages 14–17)

1. Set aside the Word Relationships Cards: Set 1. You will not be reusing these cards for the duration of the unit.

Differentiation


Lesson Guides


6

Specific Differentiation Strategies for English Learners

Previewing. In the Word Relationships routine (Activity 2), students work in groups to create sentences by using at leasttwo of the vocabulary words in each sentence. You could meet with students who will benefit from a preview of thevocabulary words (organism, species, trait, and variation) before they need to share their ideas in a group. Be sure thatstudents have a working idea of what these words mean and gain some practice using them in a sentence before theyhave the opportunity to work in their groups. At the end of Activity 2, students are asked to present the sentences theycreate. To ensure that English learners are prepared to participate fully, circulate and visit students who might benefitfrom additional linguistic support while they are working with their partners to give them a chance to practice what theywill say.

Specific Differentiation Strategies for Students Who Need More Support

Revisit the text. For students who need more support in reading, give them more time to read by having them completethe table on page 16, Evidence About Trait Variation, in the notebook for just one plant and one animal. You can also setaside some time for students to revisit the text and read additional entries they are interested in without therequirement of recording information from the text.

Specific Differentiation Strategies for Students Who Need More Challenge

Additional reading in the reference book. For students who need more challenge or who finish quickly, Handbook ofTraits provides many opportunities to read about additional organisms. Encourage students to make comparisonsacross different species.

Key

Practices Disciplinary Core Ideas Crosscutting ConceptsStandards

3-D Statement

Students use a digital modeling tool to create a model of their ideas about variation of traits within a group of similarorganisms (patterns).

Louisiana Student Standards for Science

Science & Engineering Practices

• PPrracticactice 2:e 2: Developing and using models

• PPrracticactice 4:e 4: Analyzing and interpreting data

• PPrracticactice 6:e 6: Constructing explanations and designing solutions

• PPrracticactice 7e 7:: Engaging in argument from evidence

• PPrracticactice 8:e 8: Obtaining, evaluating, and communicating information


Lesson 1.6 Brief


7

Crosscutting Concepts

• 1:1: Patterns

Disciplinary Core Ideas

• LLS3S3.B: V.B: Variation oariation of Tf Trraitaits:s: Different organisms vary in how they look and function because they have differentinherited information. (UE.LS3B.a)

• LLS2.D: SS2.D: Social Intocial Intereractions and Gractions and Group Boup Behaehavior:vior: Being part of a group helps animals obtain food, defendthemselves, and cope with changes. Groups may serve different functions and vary dramatically in size.(UE.LS2D.a)

• LLS1.B: GrS1.B: Groowwth and Dth and Deevvelopment oelopment of Of Orrgganisms:anisms: Reproduction is essential to the continued existence of every kindof organism. Plants and animals have unique and diverse life cycles. (UE.LS1B.a)

Louisiana Student Standards for English Language Arts

• L.3L.3..6:6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific wordsand phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we wentlooking for them).

• RI.3RI.3.5:.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to agiven topic efficiently.

• SSL.3L.3.1:.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) withdiverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

• SSL.3L.3.1.a:.1.a: Come to discussions prepared, having read or studied required material; explicitly draw on thatpreparation and other information known about the topic to explore ideas under discussion.

• SSL.3L.3.1.b:.1.b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others withcare, speaking one at a time about the topics and texts under discussion).

• SSL.3L.3.1..1.d:d: Explain their own ideas and understanding in light of the discussion.

Louisiana Student Standards for Mathematics

Standards for Mathematical Practice

• 1:1: Make sense of problems and persevere in solving them.

• 5:5: Use appropriate tools strategically.


Lesson Guides


8

Students read about organisms in Handbook of Traits in order to gather moreinformation about variation of traits within a species.

Instructional Guide1. Remind students of the Investigation Question.

Ask students to think about the Class Traits Poster Walk from the previous lesson and describe the traits they observedin the organisms in their class—the human species. Make sure students point out a few examples of ways in which thetraits of humans vary even though they are the same species.

2. Ask students to think about traits in other species.

Accept all responses.

3. Hold up Handbook of Traits. Remind students that the last time they read this book they were not as familiar withtraits. This time, they will read to find out more about how traits can vary.

4. Introduce evidence.

1READING

Reading: Handbook ofTraits

2 3

Reading: Handbook of Traits20

MIN

How can we describe the traits of organisms in a species?

The data we gathered on the traits in our class was evidence that traits can vary within humans. What do youthink about other species? Do you think traits vary within other species, too?

Many of you think that traits vary within species in organisms other than humans. Let’s read about some otherorganisms in Handbook of Traits to get more evidence for this idea.

Evidence is information that supports an answer to a question. In this case, we want to see if we have moreevidence to support the answer that traits vary within many species, not just humans.


Lesson 1.6Activity 1


9

5. Project and introduce notebook page. Have students turn to page 16, Evidence About Trait Variation, in theirnotebooks. Review the directions. Explain that students will read about one plant and one animal and then write notesabout the traits for those organisms that have variation.

6. Model recording on the projected notebook page. Read aloud pages 6–7 in Handbook of Traits.

In the first box of the projected notebook page, write “Bottlenose dolphins.” Then, write “size, color, beak size, fin size,and whistle.”

7. Distribute copies of Handbook of Traits. Distribute one copy of the book to each pair of students.

8. Pairs select organisms and complete the notebook page. Circulate around the room asking questions about traitsand variation. Remind students to read about both plants and animals.

9. Students share evidence from the book. Have a few volunteers share the evidence they gathered from the referencebook. Encourage students to refer to specific page numbers and points in the text as they share.

10. Discuss the evidence. Lead a discussion of the evidence for trait variation within a species. As a class, determinewhether the evidence from the book supports the idea that traits of organisms in many species can have variation.

11. Collect books.

Teacher SupportInstructional Suggestion

Providing More Experience: Today’s Daily Written ReflectionWhat did you notice about the traits in your class? Was there a lot of variation? How do you know? This prompt (onpage 14 in the Investigation Notebook) asks students to reflect on the idea of variation within their class. Encouragingstudents to respond to this prompt can help them begin to think about how organisms of the same species—in thiscase, humans—have variation in their traits. It can also serve as an anticipatory activity for reading about variation inorganisms in Handbook of Traits.

Instructional Suggestion

Literacy Note: Using a Reference BookStudents have been introduced to the idea that reference books are not intended to be read cover to cover. Rather,people search for the information they need and then read the relevant sections carefully. In this lesson, responsibilityfor using the reference book is released to students. However, students may still require some guidance and assistance.

When I read the section about variation, I see that dolphins can have variation in size, color, beak size, fin size,and their whistles. I will record this in my notebook.

Use the book to see if there is evidence to support the idea that traits can vary within many different species.Remember that organisms include plants and animals, so make sure you read about both.




10

You may need to remind students of the location and use of the table of contents and index, and it may be helpful toremind them which organisms they should search for. Reading reference materials in this way is authentic to howscientists and engineers use reference materials, and it encourages students to read complex text both purposefullyand carefully.

Rationale

Literacy Note: Student Choice in the Reference BookAll the organisms in Handbook of Traits contain information about traits and their variation; this activity is structured sostudents can choose what they read. Hopefully, this will help motivate students to read the reference book and searchfor information about organisms they find interesting. It is, however, important for students to remember that variationalso exists in species of plants, so remind students to choose both plants and animals to read about.

Background

Science Practices: About EvidenceThe concept of evidence and the idea that scientists must base their thinking on evidence are absolutely central to thisunit—and to science itself. In science, evidence takes the form of data recorded from observations or measurements orof ideas drawn from texts that are trusted, often because they have their own roots in empirical data. In science, newideas are only accepted if they can be supported by evidence. As appropriate, take every possible opportunity toreinforce this idea with your students and encourage them to ground their discussions—both in science inquiry lessonsand during reading of informational text—in available evidence. Make sure students know that they can support theirstatements with evidence they observe directly with their senses or evidence they derive from books they have read.Various forms of the question What is your evidence? should become a regular refrain in the classroom.

Possible Responses

Investigation NotebookEvidence About Trait Variation (page 16)

Answers will vary. Examples:

Ladybug: color and spotsTomato: color, size, lumpiness, stripes




11

Students are introduced to the Word Relationships routine and use it to reflecton what they have learned so far.

Instructional Guide1. Emphasize use of scientific language. Remind students that scientists use specialized language to discuss their ideas.Refer to the Vocabulary and Key Concepts sections of the classroom wall to help students see that they have learnedmany new words in this unit that will help them describe the traits of organisms in a species.

2. Introduce Word Relationships routine. Let students know that they’ll be using the Word Relationships routine ingroups of four. They will think about the ideas they’re learning and will use some important science words to constructsentences about what they’ve learned so far. Review the routine.

3. Introduce notebook page and review the words. Have students turn to page 17, Word Relationships, in theirnotebooks. Read aloud each word from the list and briefly review the meanings, as needed.

4. Model creating a sentence. Hold up two cards from the set: organism and trait. Using the two cards, explain yourthinking as you make a sentence about what you’ve learned about traits of organisms.

1

2STUDENT-TO-STUDENTDISCUSSION

Word Relationships

3

Word Relationships20

MIN

• Each group gets one set of cards. On each card is a word that students have been using during theirinvestigations about traits.

• Groups work together to create as many sentences as they can, using at least two word cards in each sentence.The sentences should explain what students have done or learned in the unit.

• Groups agree on a few sentences to record. All students record the sentences in their notebooks.

• Groups share one sentence with the class. All group members should agree on a favorite sentence to present tothe class.

I looked at the posted vocabulary words and key concepts, and I wondered how I could use these two words totell you about traits of organisms in a species. This is the sentence I came up with: Organisms can have differenttraits.




12

Emphasize that students should use at least two of the words in each sentence, but they don’t have to use all the wordsin each sentence.

5. Organize groups and distribute card sets. Distribute one set of Word Relationships Cards: Set 1 to each group.

6. Groups create sentences. Give groups about five minutes to create sentences, using the word cards. Circulate asgroups work. Remind groups to record a few of their favorite sentences and choose one to share with the class.

7. Explain presentations. Regain students’ attention and explain that each group will now present one of their sentencesto the class. Let students know that as each group presents, one group member will read aloud the sentence while theother group members hold up the word cards. Have groups choose which group members will speak and have thosestudents practice what they will say.

8. Groups present statements. Call on groups, one at a time. Remind students that one group member should stand upand speak while the other group members hold up the word cards they used in the sentence for the rest of the class tosee.

9. Refer back to the Investigation Question and leverage prior knowledge and experiences. (See the Eliciting andLeveraging Students’ Prior Knowledge, Personal Experiences, and Cultural Backgrounds guide for more information.)

Accept all responses.

If possible, connect student responses back to the Our Experiences and What We Think We Know charts. Ask studentsto:

10. Introduce and post the new key concept. Read aloud the key concept.

11. Collect card sets. Have students clip together their card sets.

Does anyone have any new ideas about how we can describe the traits in a species?

• connect what they have learned to experiences they shared.

• point out ideas they had before that are related to what they have learned.

• point out ideas that have changed, now that they have investigated and learned new things.

Organisms in a species have many similar traits, but for each trait there can be variation.

What is our evidence that supports the idea that organisms in a species have many similar traits. but variationcan also exist?

If we said this for all organisms, we might say: Organisms in a species have many similar traits, but for each traitthere can be variation.




13

https://dam.amplify.com/m/2b549768591b471d/original/IAT_Resource_Eliciting_and_Leveraging_Prior_Knowledge_LA.pdf

https://dam.amplify.com/m/2b549768591b471d/original/IAT_Resource_Eliciting_and_Leveraging_Prior_Knowledge_LA.pdf

Teacher SupportRationale

Discourse Routine: Word RelationshipsThe Word Relationships routine supports students in thinking deeply about science concepts through interacting withwords they’ve been learning. In this routine, groups work with key science words (printed on cards) to make sentences.Groups discuss what they’ve learned and then share their ideas with the class. This routine allows students tocommunicate what they know about science words in their own way and to receive feedback from the teacher and theirpeers. In this lesson, students use the Word Relationships routine to think about how to describe the traits of organismsin a species.

Possible Responses

Investigation NotebookWord Relationships (page 17)

Answers will vary. Examples:

1. Organisms have variation in their traits.

2. There is variation in traits even in a species.

3. Different species have different traits.

4. There is variation in different species of bears.

5. Fur color is a trait that some organisms have.




14

Students use a digital app to create a model of variation, based on theirunderstanding of trait variation within a species.

Instructional Guide1. Introduce the Inheritance and Traits Modeling Tool.

2. Project Guidelines for Using Apps. Review each guideline with students. Feel free to add your own guidelines asneeded.

3. Project the Inheritance and Traits Modeling Tool and demonstrate the activity. Go to the Student Apps Page. Showstudents how to select the unit and then Box 1, 1.6 Trait Variation Model.

1 2

3MODELING TOOL

Modeling Trait Variation

Modeling Trait Variation20

MIN

You’re going to use what you’ve learned about variation in humans, wolves, and the organisms you read about inthe reference book to create a model that shows variation in different traits in a new type of organism—thedomestic cat. You’ll be using a digital app to create your models.

• Select INSTRUCTIONS at the top left of the screen and read aloud the instructions.




15


4. Designate pairs, distribute digital devices, and have students begin working. After a few minutes, provide a signal forstudents to switch “drivers” so both partners in each pair get a chance to work with the app.

5. Students work. Partners work together to identify cats that show variation for different traits. Circulate and observestudents as they work.

6. Discuss variations as a class. Project the Trait Variation Model as students share their ideas about trait variationwithin cats.

7. Collect digital devices. Remind students to turn off their devices.

8. Conclude the lesson. Point out that students now understand that in a species, organisms can have many traits thatare similar as well as traits that have variation. Let students know that in the next lesson, they will explain to students atGraystone Elementary School why wolves can look different from one another even though they are all the samespecies.

Teacher SupportInstructional Suggestion

Technology Note: Sharing Digital DevicesThroughout this unit, pairs share digital devices. We recommend that instead of working individually, students workwith partners so they can engage with and talk to each other while modeling their thinking. Establish clear expectationsfor the use, handling, and storage of digital devices in order to decrease transition time between activities as well asminimize any potential conflict that could arise from sharing a limited number of devices.

Rationale

Pedagogical Goals: Science Practice ToolsThe purpose of science practice tools in the Amplify Science Elementary curriculum is to allow students to engage withkey science practices such as modeling, collecting and analyzing data, and making observations. The use of digitalapps affords students a flexible space in which to demonstrate their thinking and talk about what they are learning.Students create models by using provided elements in order to guide them toward thinking about key unit concepts.Students’ discussions around their models are key, as they explain the choices they made and why they made them.This can reveal students’ understanding about the science ideas they have been learning.

• Model pressing CHOOSE A TRAIT from one of the buttons in the top row and selecting one of the six possibletraits. Point out that the selected trait becomes the column header.

• Explain that students should drag cats that show variation in that trait from the bottom of the screen to thatcolumn.

• Model dragging a cat to the appropriate column.




16

Rationale

Pedagogical Goals: Purpose of the Inheritance and Traits Modeling ToolThe Inheritance and Traits Modeling Tool is an app that allows students to model their understanding of conceptsthroughout the unit. In this lesson, students work with the Trait Variation Model to show their ideas about variation oftraits. Classifying organisms is a practice of life science and also allows students to reflect on the ideas they have beenlearning, thereby deepening their understanding of these concepts. This type of app will probably be new to students.Students will most likely be more familiar with apps that respond to their actions—games that show if they are right orwrong. It can be helpful to explain to students that this app is different. Students will use this app to share their ideas,but none of the activities will react to them or tell them if they are right or wrong.

Background

Science Note: About the Inheritance and Traits Modeling ToolThe Inheritance and Traits Modeling Tool will be used in five lessons in this unit to allow students to model their ideasabout trait variation and how traits can result from inheritance as well as interactions with the environment. TheModeling Tool engages students in the Louisiana Student Standards for Science (LSSS) Science and EngineeringPractices of Developing and Using Models; Analyzing and Interpreting Data; and Obtaining, Evaluating, andCommunicating Information. Students will create each model after they have had multiple opportunities to developtheir understanding of the concepts being represented in the model. In this lesson, students create the Trait VariationModel, in which they describe variation for a given trait in a species. This experience, together with the Class TraitsPoster Walk (from the previous lesson) and reading Handbook of Traits, forms a multimodal set of experiences withmultiple access points for different types of learners to make sense of the foundational concept of trait variation.

Background

Science Practices: About Models in ScienceA model is a representation of a phenomenon in the natural world that scientists make to help them figure out how orwhy the phenomenon happens. These representations often include things that are not directly observable, such asimages of molecules that are individually too tiny to see. A model may be a diagram, a physical setup, mathematicalequations, or a computer program. Models are a regular part of students’ investigation and learning in the AmplifyScience curriculum. In this unit, students will work with digital models and a physical model that help themconceptualize the factors that determine the traits of organisms.

Possible Responses

Inheritance and Traits Modeling Tool1.6 Trait Variation Model

A proficient response will show:

• A different trait selected for each column, indicating understanding of the possible traits that can varyamong the cats depicted in the model.




17

• Cats placed within each column that represent the full range of variation for the labeled trait.




18

Lesson 1.6 Guide

Documents

Transcript of Lesson 1.6 Guide