Reflection: Discourse and Questioning Lego Cladograms - Section 2: Activity


To get the most out of this activity, it is essential that you move about the room and use questions to get the students thinking more deeply about what this model is showing them.  For example, when a population splits due to a mountain or river but maintains the exact same structure (no mutation took place), have students infer what this means about the ecosystem/predators on either side of the river (it is likely the same) and state why they are making that inference (because the model organism is exactly the same).  

Students will not naturally take the time to really think about what this model is showing them; they will flip cards and create replicas but without prompting they will not stop to think about what it all means.  Asking guiding questions and asking students to make and defend inferences in ways that forces them to use the model helps them recognize the purpose of making the model and directs their thinking to deeper meaning.  The more students gain practice with this, the more likely it is they will begin thinking this way on their own.

  Getting the Most Out of the Activity
  Discourse and Questioning: Getting the Most Out of the Activity
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Lego Cladograms

Unit 6: Evidence of Common Ancestry
Lesson 4 of 12

Objective: SWBAT explain how species evolve from common ancestors.

Big Idea: Students create their own cladogram model that demonstrates how life evolves from a common ancestor.

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primate cladogram
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