Teacher Monitoring Guide
Grade 7 · Cycle 1 · Week 6 — Mutations &
Genetic Variation
Learning Goal
Students will explain how mutations cause genetic variation and evaluate
evidence for how natural selection acts on heritable variation to produce
evolutionary change over time.
Station Checkpoints
Station 1 — Hook & Phenomenon
Look for: Students connecting the phenomenon to prior knowledge and
generating testable questions
Common misconception: Mutations are always harmful — show beneficial
mutations (sickle cell heterozygotes and malaria resistance) as
counter-examples
Station 2 — Investigation / Data Collection
Look for: Accurate data recording and identification of emerging
patterns in the evidence
Common misconception: Organisms mutate on purpose to survive — redirect
to random, undirected mutation and selection acting after the fact
Station 3 — Sense-Making
Look for: Students revising their model based on evidence collected
during investigation
Common misconception: Large changes require many generations — discuss
punctuated equilibrium and rapid adaptation in bacteria and viruses
Exit Ticket Monitoring
| Score Range |
Interpretation |
Next Step |
| 18–23 pts |
Meeting target |
Extend with synthesis question |
| 10–17 pts |
Developing |
Small group re-teach at day start |
| 0–9 pts |
Needs support |
1:1 intervention before next station |
MTSS Tier 2 Supports
For students scoring below 10 pts on the exit ticket: use the sentence
frames below during the next class's hook.
- "I notice that _____ because _____."
- "The evidence shows _____, which means _____."