Relevant information: Texts 1-‐6 vary in the amount and explicitness of information relevant to this question. The relevant information is more explicit in texts 1-‐3 than in 4-‐6. If students are stuck, it might be helpful to point them back to texts 1-‐3.
Purpose: The goal of the Think-‐Write is activating/sharing of schema as a beginning point for an investigation. Elicit many voices and many ideas. Great opportunity for formative assessment about student schema and disposition toward evolution.