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I really enjoyed today's lessons on fast plants.    Beginning  the class with a discussion of disease to capture student interest is a good idea.  Although I see the value in allowing us to come up with the goal of the lab at the college level.   In my classroom I would want to determine (with the students) the overarching goal before we would go to the lab.  In this case, the goal would be to collect data in order to determine which traits were:  not genetically linked, 100% genetically linked or both genetically or environmentally linked.  I think we would collectively brainstorm characteristics for everyone to record into their data tables.  At that point I would set them loose on the procedures:)

I liked the way Wil stopped throughout the lesson and said "Are you guys okay with that language?"  It was kind of a backdoor approach to integrating the ever-important content within a context. 

When we reconvene, we would compile the data on the board.  Students would individually journal their interpretation of the data.  After "think, pair, share" we would discuss results as a class then take the opportunity to engage into inquiry.  I would ask students where they would like to go from there and get out of their way.  I would remain a facilitator who would help them formulate an answerable question, find relevant sources and encourage them to ask questions along the way.