Seeds, rocks, bones and a question nobody watched. Here's the whole unit in one place, and a sorting job to finish.
Not started yet.
Bring the four Unit 6 lessons together, check which parts hold and which need a second read, and finish by writing out what was found and what each account claims, in the student's own words.
The review keeps the rule of the unit. Findings are stated as findings, and the claim about where living things and people came from is stated as a claim, with both accounts in their own words: common descent, and creation.
No question has a side for its right answer. The notebook work asks the student to say what each claims, and never which one to hold.
Every question here is tied to one of the four lessons and the hint says which one, so a wrong answer is directions to the right page and not a mark against the student.
The key idea is the sort. A measurement and an interpretation can sit on the same page, and an honest student can tell them apart.
π¨ Treating a finding as if it settled the origin question. A fossil in a layer is a finding. What it says about ancestors is the part the two accounts answer differently.
Treating natural selection and common descent as the same thing. The first has been watched, in the finches. The second is the claim about the distant past.
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Before You Start
The words this lesson uses. Tap a card to see what it means, then come back to them whenever a question uses one.
Part One
Questions about the story you just read. Pick your answer straight off, or press Find it in the story if you would rather hunt for the sentence first.
Part Two
The word cards are at the top of this page. Look back at them as often as you need, then answer.