This book was published by NSTA and was written by Rodger Bybee. It gives a brief introduction to the Framework and the Next Generation Science Standards and describes examples of how to translate these into instruction in the classroom in elementary, middle and high school. I will focus on Chapter 6 in this review since it discusses a unit for teaching biological evolution to middle school. The chapter begins with how to link the performance expectations at the middle school to what students should learn in K-5 about evolution. The instructional sequence is built on the 5E model and includes an assessment. A description of a typical classroom with teacher questions and student responses as well as activities carried out forms the main text of the chapter. Students examine brachiopod fossils, observe and graph their variation in size and then hypothesize how these differences developed. Background information on fossils is provided by the teacher. Other similarities and differences in fully formed organisms and from embryos are identified from pictures and, after research, students construct explanations backed by evidence of common ancestry. As a part of their study students analyze patterns of data, construct explanations, and explain how the fossil evidence shows how living things have evolved over time. Crosscutting concepts such as stability and change, and cause and effect are also incorporated into instruction. In the assessment students are asked to construct an explanation based on evidence about how speed in cheetahs evolved and to use mathematical representations to explain how specific traits evolve in populations over time. A table with a summary of the three dimensions in the integrated instructional sequence completes the chapter.
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