Reflection: Complex Tasks Natural Selection - Survival of the Fittest - Section 5: Evaluate


In science, identifying evidence is a key skill that requires frequent practice. Following this is the need to develop students' ability to express the reasoning - the reason why they "know" this. We are asking them to make the connection to their evidence. And then finally the claim.

You may have noticed that I've gone "backwards" in defining the steps. Shouldn't students start with a claim? As scientists, yes. But students aren't scientists (yet - let's hope). Many students find that identifying evidence and working from their supports them in defining the claim.

To support students in this, a graphic organizer is helpful in guiding students to organize and clarify their thinking. There are many CER organizers available freely, but the one you should choose is the one that meets your students' needs. 

  Writing Evidence-based Arguments
  Complex Tasks: Writing Evidence-based Arguments
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Natural Selection - Survival of the Fittest

Unit 7: Biological Evolution: Unity and Diversity
Lesson 2 of 15

Objective: SWBAT to explain the true meaning of the phrase "Survival of the Fittest"

Big Idea: Students explore the process of natural selection.

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