Reflection: Adjustments to Practice Teddy Grahams and Natural Selection: A Tasty Simulation - Section 4: The Classroom Flow: Following Up

 

One of the areas of teaching biology I have struggled with is graphing skills.  Every time my team and I discuss this skill, every single teacher expresses frustration that students aren't creating graphs intentionally, with time and care.  

For me this year, I found that I have been getting consistently great graphs and I believe the main reason for that shift may be the amount of time we spent on graphing at the beginning of the year; instead of a one day lesson and occasional practice, our class worked through three intensive introductory lessons on graphing and have used graphs in a variety of ways throughout our year in addition to graphing more of our own data.   Looking forward to next year, I'd like to build upon what I've seen this year by adding in more opportunities to view, analyze, assess, and create graphs.  I'd also like to see what will  happen when I began to gradually take out explicit directions about the type of graph to be used or specific reminders about labeling, keys, and titles.  I am seeing that with more substantive introductory activities and a consistent follow up throughout the year using graphs as a starting point for data trend discussions and predictions, I can begin to expect more of my students in all areas related to graphing.  

  Circling Back to Graphing
  Adjustments to Practice: Circling Back to Graphing
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Teddy Grahams and Natural Selection: A Tasty Simulation

Unit 8: Unit 8: Evolution & Biological Diversity
Lesson 3 of 11

Objective: SWBAT describe the process of natural selection in relation to evolution.

Big Idea: Use Teddy Grahams with your students to investigate natural selection over multiple generations in this fun simulation!

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