Grade 10 · Week 28 · U6
Essential question: How can population-level genetic composition change over generations?
Open monday Deep Lesson · Model, Worked Example & Practice
Allele frequencies shift in a simulated population under different conditions.
Build an initial model and explanation for: How can population-level genetic composition change over generations?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: allele frequency; selection; drift; gene flow; mutation.
Open tuesday Deep Lesson · Model, Worked Example & Practice
Study and explain the week's core ideas: allele frequency; selection; drift; gene flow; mutation
Open population-genetics introduction.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
Open wednesday Deep Lesson · Model, Worked Example & Practice
Calculate simple allele frequencies and changes over time.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: How can population-level genetic composition change over generations?
Open thursday Deep Lesson · Model, Worked Example & Practice
Allele-frequency simulation with cards/spreadsheet.
Use the course safety charter. If supervision, facilities, materials, or conditions are not appropriate, use the supplied-data/simulation alternative rather than improvising hazardous procedures.
Record variables or design constraints, procedure/model, observations/data, and one revision you would make after reviewing the evidence.
Open friday Deep Lesson · Model, Worked Example & Practice
Answer the essential question: How can population-level genetic composition change over generations?
Submit a claim, at least two specific pieces of evidence, reasoning that connects them, one limitation/counterclaim, and a correction note for any essential concept below 80%.
Select one artifact from this week and explain why it is trustworthy evidence of growth.