OpenSciEd Unit 8.5 · Lesson 12 · 12.A
Look for students' answers to list evidence that the ge…
From Teacher Edition
Facilitation guidance from the lesson plan — what to notice in student thinking and how to respond while teaching.
Building towards
12.A.2 Plan and carry out an investigation to produce data to serve as the basis for evidence that plants have genetic material inside their cells that can be visualized (scale).
What to look / listen for
Look for students' answers to list evidence that the genetic material was isolated from all types of cells (egg cells, muscle cells, and plant cells), but not from any nonliving things (water or protein drink) and that the material in all samples had similar properties. Students should also reason that they know most of what makes up eggs is genetic material (from Lesson 5), so if the substance isolated from all the other samples looks the same it must also be genetic material, further supported by the fact that we did not get this material when we used the protocol on the protein drink. Students' answers should also demonstrate that they must break open and collect genetic material from many cells in order to visualize it because the genetic material from only one cell would be much too small to see.
What to do
As students are working on their responses to part 4 of Lab v1: Extracting Genetic Material, circulate to look for students making a claim and connecting evidence they collected from today’s investigation. If students are having trouble listing evidence, ask them to think about what data they collected today and what pieces of that data would serve as evidence to support their ideas. There are two versions of this handout. If there are students with diverse levels of development with regard to using cause and effect you may choose to give some students Lab v1: Extracting Genetic Material and others Lab v2: Extracting Genetic Material which includes more scaffolding. In this case, you may choose to not show slide P to give students using version A a chance to demonstrate the ability to use cause and effect without the extra scaffolds.
Universal Design for Learning
Students have been using sentence starters to help them express their ability to use cause and effect to explain how data they collect serve as evidence to support a claim. There are two versions of this handout. If there are students with diverse levels of development with regard to using cause and effect, you may choose to give some students Lab v1: Extracting Genetic Material and others Lab v2: Extracting Genetic Material (which includes more scaffolding). In this case, you may choose to not show slide P to give students who are using version A a chance to express their ability to use cause and effect without the extra scaffolds.