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Science lesson plan · 6th grade (Year 7 in England) · 45 minutes

Continuous and discontinuous variation

Cells, genetics and evolution

CCSS NGSS.MS-LS3-2CCSS NGSS.SEP 4England: KS3 Biology: Inheritance, chromosomes, DNA and genes

Objective and success criteria

Students will: Continuous and discontinuous variation.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Inherited and environmental characteristics

Leads to: Use twins and clones to separate genes from environment

Materials: Microscope images or slides, Cell diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Inherited and environmental characteristics). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this characteristic inherited or environmental: blood group? (inherited (from parents) / environmental (from life)) → inherited (from parents)Prompt: Were you born with it, or did it happen during life?
  2. Why do puppies look like their parents but not exactly the same? (All dogs are identical. / They get a mix of characteristics from both parents. / They eat the same food. / They copy their parents on purpose.) → They get a mix of characteristics from both parents.Prompt: Each parent passes on half of the genes.
  3. Inheritance: which statement is true? (Children are always exact copies of one parent. / If a parent loses a finger, its babies are born without that finger. / Characteristics are passed on in genes. / The language you speak is inherited.) → Characteristics are passed on in genes.Prompt: Which things can be passed on in genes?

Hook · 5 min

  • Show a microscope image of cells and ask what students think they are looking at.
  • Share the objective: Continuous and discontinuous variation. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this continuous or discontinuous variation: height?
  • Step 1: Continuous variation can take any value in a range, so it is measured.
  • Step 2: So the answer is: continuous
  • Answer: continuous
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this continuous or discontinuous variation: ABO blood group? (continuous / discontinuous) → discontinuousPrompt: Can it have any value, or only a few set categories?
  2. Five students measured their heights in cm: 153, 161, 171, 146, 183. What is the range of their heights, in cm? → 37 cmPrompt: The range shows how spread out the data are.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Is this continuous or discontinuous variation: leaf length? (continuous / discontinuous) → continuousPrompt: Can it have any value, or only a few set categories?
  2. Five students measured their heights in cm: 163, 174, 157, 180, 146. What is the range of their heights, in cm? → 34 cmPrompt: The range shows how spread out the data are.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Inherited and environmental characteristics.
  • Use concrete materials: microscope images or slides.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Use twins and clones to separate genes from environment.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Continuous and discontinuous variation

Name

Date

Score/ 8

  1. Question 1

    Height data for a large group of adults usually form which shape when plotted?

    • A. a straight rising line
    • B. two separate bars
    • C. a bell-shaped curve (normal distribution)
    • D. a flat line

  2. Question 2

    Five students measured their heights in cm: 175, 183, 147, 166, 151. What is the range of their heights, in cm?

    Answercm

  3. Question 3

    Is this continuous or discontinuous variation: Rhesus blood type (positive or negative)?

    • A. continuous
    • B. discontinuous

  4. Question 4

    Which of these is an example of discontinuous variation?

    • A. arm length
    • B. body mass
    • C. heart rate
    • D. ABO blood group

  5. Question 5

    Five students measured their heights in cm: 179, 157, 169, 164, 147. What is the range of their heights, in cm?

    Answercm

  6. Question 6

    Is this continuous or discontinuous variation: pea flower colour (purple or white)?

    • A. continuous
    • B. discontinuous

  7. Question 7

    Five students measured their heights in cm: 169, 165, 152, 185, 146. What is the range of their heights, in cm?

    Answercm

  8. Question 8

    Is this continuous or discontinuous variation: pea seed shape (round or wrinkled)?

    • A. continuous
    • B. discontinuous

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Answer key: Continuous and discontinuous variation

  1. 1. C. a bell-shaped curve (normal distribution)

  2. 2. 36 cm

  3. 3. B. discontinuous

  4. 4. D. ABO blood group

  5. 5. 32 cm

  6. 6. B. discontinuous

  7. 7. 39 cm

  8. 8. B. discontinuous