A science-based inquiry into intelligence, learning, and brain plasticity.
This digital lesson introduces students to the Claim–Evidence–Reasoning (CER) framework while examining scientific evidence related to intelligence and learning. Students evaluate whether evidence better supports a fixed mindset or a growth mindset, and justify their conclusions using structured reasoning.
Students work with a set of curated evidence examples and:
determine whether each example supports a fixed or growth interpretation
select multiple evidence cases to analyze
write claims supported by evidence and reasoning
explain how environmental factors and experience influence learning outcomes
The lesson is designed so that students make decisions based on evidence rather than personal belief. The focus remains on evaluating data and constructing explanations, not on motivational messaging alone.
Students are supported through:
structured CER prompts
differentiated evidence choices
opportunities to select cases that match their readiness level
This lesson is designed to support:
early instruction in CER and scientific argumentation
evaluation of evidence and competing explanations
discussion of how biology and environment interact
establishment of academic norms for evidence-based thinking
It functions well as a beginning-of-year activity, a bridge into scientific reasoning, or part of a science literacy sequence. The digital format allows for low-prep implementation while maintaining analytical rigor.
Grade & Course Recommendation:
Middle School:Grades 8 — suitable for advisory, psychology, or STEM-readiness units focused on scientific habits of mind.
High School:Grades 9–11 Biology or General Science — excellent as an early-year activity reinforcing scientific inquiry, persistence, and analysis.
To preview this lesson, click here.
Cross-Curricular Connections:
ELA Integration: Students evaluate written claims and construct responses, supporting argumentation skills.
Psychology / Social Studies Integration: Connects to neuroscience, motivation, and human development.
Health & Wellness Integration: Reinforces emotional regulation and self-efficacy concepts.
NGSS (Next Generation Science Standards)
MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (connection: introduces neural mechanisms that support learning and memory)
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (connection: applies when discussing how neurons and brain structures interact to support cognitive processes)
HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (connection: neural feedback in brain adaptation and recovery)
Science & Engineering Practices: Obtaining, evaluating, and communicating information; Engaging in argument from evidence; Constructing explanations.
Crosscutting Concepts: Cause and effect; Systems and system models; Structure and function.
Common Core Standards
Middle & High School (Grades 8–12)
CCSS.ELA-LITERACY.RST.8.1 / RST.9-10.1 / RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts. (connection: analyzing neuroscience research and media articles to evaluate mindset claims)
CCSS.ELA-LITERACY.RST.8.8 / RST.9-10.8 / RST.11-12.8: Assess the validity of reasoning and relevance of evidence in scientific texts. (connection: evaluating claims about brain plasticity and intelligence)
CCSS.ELA-LITERACY.RST.9-10.7 / RST.11-12.7: Integrate quantitative or technical information expressed in words with visual or multimedia sources (videos, abstracts, and articles).
CCSS.ELA-LITERACY.WHST.9-10.1 / WHST.11-12.1: Write arguments focused on discipline-specific content. (connection: constructing evidence-based responses on growth mindset and neuroplasticity)
CCSS.ELA-LITERACY.SL.9-10.1 / SL.11-12.1: Participate effectively in collaborative discussions on scientific and ethical implications of research findings.
A science-based inquiry into intelligence, learning, and brain plasticity.
This digital lesson introduces students to the Claim–Evidence–Reasoning (CER) framework while examining scientific evidence related to intelligence and learning. Students evaluate whether evidence better supports a fixed mindset or a growth mindset, and justify their conclusions using structured reasoning.
Students work with a set of curated evidence examples and:
determine whether each example supports a fixed or growth interpretation
select multiple evidence cases to analyze
write claims supported by evidence and reasoning
explain how environmental factors and experience influence learning outcomes
The lesson is designed so that students make decisions based on evidence rather than personal belief. The focus remains on evaluating data and constructing explanations, not on motivational messaging alone.
Students are supported through:
structured CER prompts
differentiated evidence choices
opportunities to select cases that match their readiness level
This lesson is designed to support:
early instruction in CER and scientific argumentation
evaluation of evidence and competing explanations
discussion of how biology and environment interact
establishment of academic norms for evidence-based thinking
It functions well as a beginning-of-year activity, a bridge into scientific reasoning, or part of a science literacy sequence. The digital format allows for low-prep implementation while maintaining analytical rigor.
Grade & Course Recommendation:
Middle School:Grades 8 — suitable for advisory, psychology, or STEM-readiness units focused on scientific habits of mind.
High School:Grades 9–11 Biology or General Science — excellent as an early-year activity reinforcing scientific inquiry, persistence, and analysis.
To preview this lesson, click here.
Cross-Curricular Connections:
ELA Integration: Students evaluate written claims and construct responses, supporting argumentation skills.
Psychology / Social Studies Integration: Connects to neuroscience, motivation, and human development.
Health & Wellness Integration: Reinforces emotional regulation and self-efficacy concepts.
NGSS (Next Generation Science Standards)
MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (connection: introduces neural mechanisms that support learning and memory)
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (connection: applies when discussing how neurons and brain structures interact to support cognitive processes)
HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (connection: neural feedback in brain adaptation and recovery)
Science & Engineering Practices: Obtaining, evaluating, and communicating information; Engaging in argument from evidence; Constructing explanations.
Crosscutting Concepts: Cause and effect; Systems and system models; Structure and function.
Common Core Standards
Middle & High School (Grades 8–12)
CCSS.ELA-LITERACY.RST.8.1 / RST.9-10.1 / RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts. (connection: analyzing neuroscience research and media articles to evaluate mindset claims)
CCSS.ELA-LITERACY.RST.8.8 / RST.9-10.8 / RST.11-12.8: Assess the validity of reasoning and relevance of evidence in scientific texts. (connection: evaluating claims about brain plasticity and intelligence)
CCSS.ELA-LITERACY.RST.9-10.7 / RST.11-12.7: Integrate quantitative or technical information expressed in words with visual or multimedia sources (videos, abstracts, and articles).
CCSS.ELA-LITERACY.WHST.9-10.1 / WHST.11-12.1: Write arguments focused on discipline-specific content. (connection: constructing evidence-based responses on growth mindset and neuroplasticity)
CCSS.ELA-LITERACY.SL.9-10.1 / SL.11-12.1: Participate effectively in collaborative discussions on scientific and ethical implications of research findings.
