Must have Lessons for Threshold 5

 Jason Manning I do two activities that I adapted from their original online versions and that help students visualize the concepts of natural selection and DNA structure. For natural selection I get two types of candies that I place in equal numbers inside a bowl and pass it around for students to choose while we are covering the lesson. The tastier ones will be picked up first representing their reduced adaptability to survive in that environment. The least tasteful will survive the competition of predators. After two rounds of candies I look at the bowl, count the candies, and reflect upon the results.

For DNA my students build a DNA sequence pairing bases or nucleotides using twizzlers, gummies, and toothpicks. It also contributes to enhance the concept of scale and contextualization by zooming into the process. In my pedagogical sequence I do it after we read the article Crick, Watson, and Franklin, also including Rosalind Franklin story with this video. 

This looks like so much fun! I always show the gummy bear example up on the board, but have never actually done this. I am pretty well paced this year and have left time for fun lessons like this. How long did this lesson take you to do Laura Massa ? We have a little over 40ish minute classes in my building. My fear has always been being able to set this up and finish in time- but I think I can probably do a scaled version of this lesson. 

Adriane Musacchio 40 minutes is enough for students to do it. I recommend to set up the materials before to save time. This is what I do:

• I distribute a copy of the activity including the names of the students for each strand 
• I write on the board the colors of the gummies that correspond to each base or nucleotide (also included in the activity)
• I set up a table with twizzlers, toothpicks, and gummies (I cut them in half to have plenty and because it is easy to manipulate)
• I give each student 2 twizzlers and seven toothpicks
• Students grab the gummies they need to complete the DNA sequence

Adriane Musacchio 40 minutes is enough for students to do it. I recommend to set up the materials before to save time. This is what I do:

• I distribute a copy of the activity including the names of the students for each strand 
• I write on the board the colors of the gummies that correspond to each base or nucleotide (also included in the activity)
• I set up a table with twizzlers, toothpicks, and gummies (I cut them in half to have plenty and because it is easy to manipulate)
• I give each student 2 twizzlers and seven toothpicks
• Students grab the gummies they need to complete the DNA sequence

Thank you for linking your lesson Laura Massa ! I hope to give this a try in my classroom! Cutting the candy in half is a great idea. I have about 95 BHP students total and 7 groups per class, so this would be helpful in my case. 

I know you mentioned doing this after the Crick, Watson and Franklin lesson. What typically comes after this lesson for you? I love fun lessons like these (I tend to call them BHP Labs), but I do feel as though I can do a better job reminding them why we did our "BHP Labs" the next day. Trying to make clearer connections this year! 

 Adriane Musacchio this ativity will conclude the topic of DNA. After this lesson this is the pedagogical sequence I follow:

• Life in all its forms (video)
• The Biosphere of Life (lecture)
• How do Earth and Life Interact? (video) and lecture with mindmap
• I assign the Evolutionary Epic video for homework. I ask students to take notes and we will debrief them in class
• Development of life on Earth: eight stages with extinction events (article)
• Is evolution evolving? (article)
• Unit test
• Surviving an Extinction Event (group project)

Thank you so much for sharing these resources, Laura Massa ! This sounds like a fantastic follow up to this lesson and reinforces the content taught during the fun gummy bear activity.