e.g. I am wondering how to...
Tue, 02/26/2013 - 05:49
I like that idea, Dan. How narrow do you think you would go? My students liked the idea of one bacteria having 4 chances to survive while the other had 3. We ran out of time to test it though...
Mon, 03/04/2013 - 21:54
How many days did it finally take for your ELL students to understand the instructions, graph and discuss the results of the activity? Do you think it will require the extra time with a larger class of 25?
Mon, 03/04/2013 - 22:32
I rewrote instructions and replotted tables a bit to get things moving faster, but the task was pretty straightforward so we really only needed 2 class periods to complete Microevolution. I did assign kids to answer questions as homework on the middle night even though they hadn't done all the dice throws. We did the final throw and graphed the second day, then went over the students' answers to the discussion questions.
Mon, 02/25/2013 - 16:29
Anne, I did this activity today (2/25/13) as we rehearsed at UH. I just wrote in my lesson reflection that next time, I would narrow the difference in survivability of the two strains. One of the ideas I want to get across to my students is that even a very small advantage can, over generations, lead to the dominance of organisms with the trait that provided that advantage.