The Twisting Tale of DNA: THINK Questions



Author: Alicia Oelfke, Howard County Public SchoolsBackground InformationSubject:Identify the course the unit will be implemented in.BiologyGrade Band:Identify the appropriate grade band for the lesson.9-12Duration:Identify the time frame for the unit.Eight to ten 50-minute lessonsOverview:Provide a concise summary of what students will learn in the lesson. It explains the unit’s focus, connection to content, and real world connection.Students will engage in the study of inheritance by drawing real-world connections to genetics concepts and the work performed by STEM professionals. Students will interpret pedigrees for phenotypic and genotypic information, predict heredity patterns, and develop lessons to teach each other key concepts of genetics and heredity.Background Information:Identify information or resources that will help teachers understand and facilitate the challenge.Students will require a basic introduction to genetics, including an understanding of the terms dominant, recessive, heterozygous, and homozygous. They should have some experience in describing physical and personal traits as the result of genes.This should be mainly a review of the basic genetics of inheritance learned in middle school.STEM Specialist Connection:Describe how a STEM Specialist may be used to enhance the learning experience. STEM Specialist may be found at : A STEM Specialist who specializes in genetics can be used to engage students in hands-on learning experiences that focus on the inheritance and variation of traits. STEM Specialists may be contacted at .Enduring Understanding:Identify discrete facts or skills to focus on larger concepts, principles, or processes. They are transferable - applicable to new situations within or beyond the subject.The instructions for forming species’ characteristics are carried in DNA.Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA.The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. Essential Questions:Identify several open-ended questions to provoke inquiry about the core ideas for the lesson. They are grade-level appropriate questions that prompt intellectual exploration of a topic.How are characteristics of one generation passed to the next?How can individuals of the same species and even siblings have different characteristics?How are the characteristics of one generation related to the previous generation?Why do individuals of the same species vary in how they look, function, and behave?Student Outcomes:Identify the transferable knowledge and skills that students should understand and be able to do when the lesson is completed. Outcomes must align with but not limited to Maryland State Curriculum and/or national standards.Students will be able to:interpret a pedigree chart.predict heredity patterns.describe physical and functional characteristics of DNA and chromosomes.explain independent assortment of heritable traits.Product, Process, Action, Performance, etc.:Identify what students will produce to demonstrate that they have met the challenge, learned content, and employed 21st century skills. Additionally, identify the audience they will present what they have produced to.Students will develop 5E lessons on selected sub-topicsAudience:?Peers ?Experts / Practitioners ?Teacher(s)?School Community?Online Community?Other______Standards Addressed in the Unit:Identify the Maryland State Curriculum Standards addressed in the unit.Next Generation Science Standards:HS-LS3 HEREDITY: INHERITANCE AND VARIATION OF TRAITSDisciplinary Core Ideas:LS3.A: Inheritance of TraitsIn all organisms the genetic instructions for forming species characteristics are carried in the chromosomes. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species characteristics are carried in DNA.LS3.B: Variation of TraitsThe information passed from parents to offspring is coded in the DNA molecules that form the chromosomes. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation.Maryland Science Core Learning Goals:Expectation 3.3 The student will analyze how traits are inherited and passed on from one generation to another.Indicator 3.3.1 The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring.Indicator 3.3.2 The student will illustrate and explain how expressed traits are passed from parent to mon Core Reading in Science and Technical Subjects:RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when mon Core Writing in Science and Technical Subjects:WHST.9-12.1 Write arguments focused on discipline-specific content.Suggested Materials and Resources:Identify materials needed to complete the unit. This includes but is not limited to websites, equipment, PowerPoints, rubrics, worksheets, and answer keys.Equipment:Technology to show a video and/or project presentation to the whole classComputer, Internet, and possible printer accessPrint reference materials, including but not limited to textbooksWebsites*:ed.lessons/the-twisting-tale-of-dna-judith-hauck - watchPhysical Features of a Chromosome (academy/lesson/physical-features-of-a-chromosome.html)Random Assortment of Chromosomes (academy/lesson/random-assortment-of-chromosomes-definition-lesson-quiz.html)DNA Packaging and Chromosome Condensation (academy/lesson/dna-packaging-and-chromosome-condensation.html)Overview of Genetics (academy/lesson/overview-of-genetics.html)media.biointeractive/activities/sicklecell/ SickleCell_Genetics_Student.pdfThroughout the lesson, there are links to online resources to enhance instruction. The sites have been chosen for their content and grade-level appropriateness. Teachers should preview all websites before introducing the activities/links to students and adhere to their school system’s policy for internet use.People, Facilities:Virtual or personal access to STEM Specialist(s). STEM Specialists may be found at (rubrics, worksheets, PowerPoints, answer keys, etc.):Royal Deaths and Diseases, Episode 4: Royal Diseases from Tainted Blood videoUnderstanding Pedigrees worksheetUnderstanding Pedigrees answer keyThe Twisting Tale of DNA Thinking QuestionsThe Twisting Tale of DNA Answer KeySTEM Specialist Student Note SheetTeaching PlanTeaching Plan Evaluation RubricLearning Experience5E ComponentIdentify the 5E component addressed for the learning experience. The 5E model is not linear.DetailsScience and Engineering Practices?Engagement?Exploration?Explanation?Extension?EvaluationMaterials:Royal Deaths and Diseases, Episode 4: Royal Diseases from Tainted Blood videoPreparation: 5 minutesPost the Essential Questions in the room. How are characteristics of one generation passed to the next?How can individuals of the same species and even siblings have different characteristics?How are the characteristics of one generation related to the previous generation?Why do individuals of the same species vary in how they look, function, and behave?Have video loaded and prepared to play for the entire class to view. Facilitation of Learning Experience: 15 minutesAsk students to read each of the essential questions aloud. Identify these questions as the main questions to be answered during this unit.Have students respond to the question “What are bluebloods?” and identify traits of royal bloodlines with which they are familiar. Students may suggest that there are inherent weaknesses in purebred lines that the term refers to the actual appearance of the blood of royalty, etc.Show the first seven minutes of “Royal Deaths and Diseases, Episode 4: Royal Diseases from Tainted Blood”. This outlines the initial appearance of hemophilia in the European aristocracy in Queen Victoria’s son, Leopold. Have students look for and identify three to five facts that they think might make a royal family more susceptible to dangerous illnesses.Think-pair-share the identified facts. Students will probably not identify all of the key facts and may identify several facts that are not actually pertinent to the inheritance of hemophilia. That is okay at this point.There are very interesting connections made in this video to European history during the last five hundred years, the 1800s and 1900s particularly. If you have a willing colleague in the history department, clips from this video can also be used in a world or U.S. history class to connect the understanding of inheritance to important world events contributing to the foundation of the U.S. and leading to World War II.Transition: 5 minutesAsk students to suggest tools to use to organize and track traits within related individuals. Guide them to the idea of a family tree.?Asking questions (for science) and defining problems (for engineering)?Developing and using models?Planning and carrying out investigations?Analyzing and interpreting data?Using mathematics and computational thinking?Constructing explanations (for science) and designing solutions (for engineering)?Engaging in argument from evidence?Obtaining, evaluating, and communicating information?Engagement?Exploration?Explanation?Extension?EvaluationMaterials: HYPERLINK \l "Understanding_Pedigrees" Understanding Pedigrees worksheetUnderstanding Pedigrees answer keyPreparation: 5 minutesPass out the worksheet. Have students look it over and see if they can define the term, pedigree. Ask them to predict the meaning of the boxes and circles, white and dark, and the different lines on the pedigree chart.Facilitation of Learning Experience: 40 minutesHave students complete the handout, “Understanding Pedigrees”. Depending on the make-up of the class, this can be done individually or in small teams. Review their responses using the answer key.Transition: 15 minutesAsk students to discuss the following questions in small teams: How are characteristics of one generation passed to the next? How are the characteristics of one generation related to the previous generation? Circulate amongst the teams to check in on student understanding of basic genetics as this will help you adjust the next portion of the lesson for your own students.Assign this Ted Ed video and associated “Think” questions from the website for homework.ed.lessons/the-twisting-tale-of-dna-judith-hauck - watch?Asking questions (for science) and defining problems (for engineering)?Developing and using models?Planning and carrying out investigations?Analyzing and interpreting data?Using mathematics and computational thinking?Constructing explanations (for science) and designing solutions (for engineering)?Engaging in argument from evidence?Obtaining, evaluating, and communicating information?Engagement?Exploration?Explanation?Extension?EvaluationMaterials:The Twisting Tale of DNA: THINK QuestionsThe Twisting Tale of DNA: THINK Questions Answer KeyComputers with internet access or hard copies of the selected readingsResources for students to use to produce their own lessonsTeaching PlanTeaching Plan Evaluation RubricPreparation: 10 minutesPass out The Twisting Tale of DNA: THINK Questions. These are the multiple-choice questions that were to have been answered the previous evening. Use this as an informal assessment – score the responses in class. If students overall do well, you may be able to accelerate instruction in parts of this lesson. You may also be able to target some students for extra support.NOTE: There is one bit of this video that may reinforce a common student misconception. You may wish to clarify that the number of genes in an organism’s genome does not correlate with the organism’s level of sophistication. For example, humans do not have more genes than a fruit fly because humans are more “advanced” or “highly evolved” (and we do, in fact, actually have fewer genes than some “lower” species.)Facilitation of Learning Experience: 2 class periods for preparation of student-led lessons, 2-3 class periods for presentation of lessonsBreak students up into small work groups. (Depending on your class, these may be heterogeneous or homogeneous groups. Homogenous groups would be suitable if you have some students who need to work on specific reading skills. You can use the upcoming reading assignments to give those students a targeted learning experience by customizing the supports and structure of their reading assignment.) Assign each group one of the following reading assignments. These readings are paired to a video. You may wish to limit students to just the reading selection or allow student choice. Add additional topics to accommodate larger classes and/or smaller groups. (I like this website’s approach to this topic and that the videos and readings are paired, but feel free to substitute other resources that you have.)Physical Features of a Chromosome (academy/lesson/physical-features-of-a-chromosome.html)Random Assortment of Chromosomes (academy/lesson/random-assortment-of-chromosomes-definition-lesson-quiz.html)DNA Packaging and Chromosome Condensation (academy/lesson/dna-packaging-and-chromosome-condensation.html)Overview of Genetics (academy/lesson/overview-of-genetics.html)Each group will develop a plan for teaching the other students the key information from their reading. Student groups must submit a lesson plan using the Teaching Plan form. These lessons will be presented to the class and then evaluated using the Teaching Plan Evaluation Rubric. The lessons may be presented one after the other or as stations for students to rotate through. is another interesting resource for high school-appropriate readings on DNA.Nature has a more advanced resource for students who need to be challenged. (scitable/ebooks/essentials-of-genetics-8/contents)Transition: 10 minutesIntroduce the STEM Specialist for the following day. If possible, show a short video clip or animation of the topic of the specialist’s work. Have students think-pair-share what the connection is between the specialist and genetics. See if students can make a connection, but do not make the connection for them. Students will generate a list of potential questions to pose to the STEM Specialist about genetics. Let the question hang to be picked up again by the STEM Specialist.?Asking questions (for science) and defining problems (for engineering)?Developing and using models?Planning and carrying out investigations?Analyzing and interpreting data?Using mathematics and computational thinking?Constructing explanations (for science) and designing solutions (for engineering)?Engaging in argument from evidence?Obtaining, evaluating, and communicating information?Engagement?Exploration?Explanation?Extension?EvaluationMaterials:A STEM Specialist who specializes in genetics can be used to enhance student learning on these topics. Select a specialist using . HYPERLINK \l "STEM_Specialist_Student" Student note sheetPreparation: 15 minutesContact the STEM Specialist in advance to review plans for the lesson and explain his/her role in facilitating instruction. A description of the ability level of the students, as well as some of the prior knowledge your students may have of genetics and inheritance may be helpful to the STEM Specialist prior to the presentation. Discuss available technology and classroom set up with the Specialist. Identify several important discussion points with the STEM Specialist based on his or her own area of expertise, but tied to the current standards.Set clear behavioral expectations with your students for a STEM Specialist.Have student groups develop several questions that would be appropriate for a STEM Specialist. Each group should come to a consensus on one or two questions they would like to share.Each student will prepare a note sheet for the STEM Specialist or use the note sheet included in this lesson. Student-generated note sheets must include a space for details about the Specialist’s professional background and education and a space for notes about the topic of the learning experience. Additionally, students will write down three or four of the questions generated that spark their personal interest, leaving space for the Specialist’s response. Steer students towards the key points identified with the STEM Specialist.Facilitation of Learning Experience: one class periodIntroduce the STEM Specialist, sharing a few details about his or her professional background and the topic. The STEM Specialist will co-teach the agreed upon lesson.Monitor student behavior and attention. Direct students, as necessary, to their note sheets. If needed, prompt students to ask the questions they have written down.Transition: 5 minutesAt the end of class, refer back to the question about the connection between genetics and inheritance. Allow time to think-pair-share.?Asking questions (for science) and defining problems (for engineering)?Developing and using models?Planning and carrying out investigations?Analyzing and interpreting data?Using mathematics and computational thinking?Constructing explanations (for science) and designing solutions (for engineering)?Engaging in argument from evidence?Obtaining, evaluating, and communicating information?Engagement?Exploration?Explanation?Extension?EvaluationMaterials:The Making of the Fittest: Natural Selection in Humans from HHMI HYPERLINK "" media.biointeractive/activities/ sicklecell/SickleCell_Genetics_Student.pdf: 15 minutesShow Natural Selection in Humans from HHMI’s BioInteractive.Facilitation of Learning Experience: 60 minutesHave students complete items 6 through 10 of the packet, Making of the Fittest: Natural Selection in HumansClosure: 15 minutesThere is a great set of assessment questions developed by AAAS at ics/RH#. Use a selection of these to assess the level of understanding your students have of these concepts. Tailor the selection to match your students’ specific learning experience.?Asking questions (for science) and defining problems (for engineering)?Developing and using models?Planning and carrying out investigations?Analyzing and interpreting data?Using mathematics and computational thinking?Constructing explanations (for science) and designing solutions (for engineering)?Engaging in argument from evidence?Obtaining, evaluating, and communicating informationThis lesson should be followed by a more in depth look at both the use of Punnett squares to predict the probability of inheriting specific traits and at the structure and function of DNA.Supporting InformationInterventions/EnrichmentsIdentify interventions and enrichments for diverse learners.Struggling LearnersThe use of mixed ability grouping will help all learners communicate and build on their collective knowledge base. Establish mini-deadlines and a specific timeline to structure work time and increase effectiveness. Individually conference with students frequently to assess progress and to establish clear expectations for next steps. Prompt students using guiding questions in the early part of the learning cycle to scaffold instruction. Allow students to access information through multiple means, such as by turning on read aloud features in the technology and turning on closed captioning on all videos. Pre-highlight and/or color code resources to allow students to focus on key concepts only. Use synonyms or antonyms to make comparisons. Give symbolic examples to form a mental image when applicable. Use a personal example or story to make associations. Relate a topic to a current or past event that students already know. Give meaningful feedback often. Chunk complex text and content. Provide access to word processors for written assignments. Provide additional time, as necessary, to complete assignments.English Language LearnersMost strategies described above for struggling learners are also applicable to English Language Learners and should be utilized as appropriate. Translate oral and written directions and content materials into the students’ native language, as necessary and possible. Allow for the use of a multilingual dictionary. Allow students to read print material aloud to themselves. Allow extra time and read directions and other print material aloud to students as necessary. If possible, pair students with other native speakers more fluent in English.Gifted and TalentedTeachers and Specialist should expect and encourage higher levels of independent thinking and abstract thought. Prepare for more debate, discussion, and questions from students. Prepare higher level questions and remove some of the scaffolding suggested by the lesson.Name Class Date Directions: Use this sheet to record information from the STEM Specialist.Name of STEM Specialist:STEM Specialist’s Occupation:STEM Specialist’s Professional Background:Interesting Information about the STEM Specialist:Identify three to four questions to ask the specialist. Be sure to record the Specialist’s answers.Name Class Date Look at the pedigree on the backside of this paper. This is a partial pedigree of the British royal family, tracing the appearance of hemophilia, a blood disorder that affects how well a person’s blood clots. Hemophilia is a genetic disorder. People with hemophilia do not stop bleeding easily when they are cut. A simple wound could cause them to bleed to death. Respond to the following questions in complete sentences.What do you think the circles and squares represent? Why are some of the shapes colored in?Peruse the pedigree and see if you can pick up the very interesting characteristic of hemophilia that led to an important insight into this disease and others. What do you notice?Do you think hemophilia is a dominant or recessive trait? Explain why.The gene for hemophilia is found on the X chromosome. There is no matching gene on the Y chromosome. What would the genotype of a female with hemophilia be? What about a male?Can a male with hemophilia pass this trait to his daughter? What about his son? Explain why.How might a female inherit this disease? What about a male?Think about the life of someone with hemophilia. Why do you think it is more unusual for a female to be born with hemophilia?Go back to the pedigree. Find each mother who must be a carrier of hemophilia and color in her circle so that it is half white and half black.centercenterHemophilia in European RoyaltyKing EdwardQueen VictoriaJuan Carlos of SpainPrince George Alexander LouisLouis IVAnatasiaEdward VIIGeorge VGeorge VIQueen Elizabeth II and Prince PhilipPrince Charles and Lady DianaPrince William and Lady KatePrince HaroldPrincesses Beatrice and EugenieViscount Severn and Lady LouiseAlekseiLeopoldAlexandra00Hemophilia in European RoyaltyKing EdwardQueen VictoriaJuan Carlos of SpainPrince George Alexander LouisLouis IVAnatasiaEdward VIIGeorge VGeorge VIQueen Elizabeth II and Prince PhilipPrince Charles and Lady DianaPrince William and Lady KatePrince HaroldPrincesses Beatrice and EugenieViscount Severn and Lady LouiseAlekseiLeopoldAlexandraName KEY Class Date Look at the pedigree on the backside of this paper. This is a partial pedigree of the British royal family, tracing the appearance of hemophilia, a blood disorder that affects how well a person’s blood clots. Hemophilia is a genetic disorder. People with hemophilia do not stop bleeding easily when they are cut. A simple wound could cause them to bleed to death. Respond to the following questions in complete sentences.What do you think the circles and squares represent? Why are some of the shapes colored in?Circles represent females and squares represent males. The dark shapes represent people with hemophilia.Peruse the pedigree and see if you can pick up the very interesting characteristic of hemophilia that led to an important insight into this disease and others. What do you notice?There are no females with hemophilia in this pedigree.Do you think hemophilia is a dominant or recessive trait? Explain why.It is recessive. You can tell because two parents without hemophilia can produce a child with hemophilia.The gene for hemophilia is found on the X chromosome. There is no matching gene on the Y chromosome. What would the genotype of a female with hemophilia be? What about a male?A female with hemophilia must be homozygous recessive, with the recessive allele on each X chromosome. A male with hemophilia must have the recessive allele on his X chromosome, but he does not have any allele for hemophilia on his Y chromosome.Can a male with hemophilia pass this trait to his daughter? What about his son? Explain why.A male with hemophilia passes his Y chromosome onto his son, so he cannot pass hemophilia to him. Since he has to pass his X chromosome with the recessive hemophilia allele to his daughter, he must pass this trait on to her.How might a female inherit this disease? What about a male?A female must inherit an X chromosome with the recessive hemophilia allele from each of her parents. A male can only inherit hemophilia from his mother. However, in each case, the mother may be only a carrier of the disease. She may be heterozygous for the trait.Think about the life of someone with hemophilia. Why do you think it is more unusual for a female to be born with hemophilia?A female must inherit the disease from both of her parents, but most males with hemophilia probably did not live long enough or were not healthy enough to have children of their own.Go back to the pedigree. Find each mother who must be a carrier of hemophilia and color in her circle so that it is half white and half black.0-115570Hemophilia in European RoyaltyKing EdwardQueen VictoriaJuan Carlos of SpainPrince George Alexander LouisLouis IVAnatasiaEdward VIIGeorge VGeorge VIQueen Elizabeth II and Prince PhilipPrince Charles and Lady DianaPrince William and Lady KatePrince HaroldPrincesses Beatrice and EugenieViscount Severn and Lady LouiseAlekseiLeopoldAlexandra00Hemophilia in European RoyaltyKing EdwardQueen VictoriaJuan Carlos of SpainPrince George Alexander LouisLouis IVAnatasiaEdward VIIGeorge VGeorge VIQueen Elizabeth II and Prince PhilipPrince Charles and Lady DianaPrince William and Lady KatePrince HaroldPrincesses Beatrice and EugenieViscount Severn and Lady LouiseAlekseiLeopoldAlexandra5233035174371000655383517233900019919951733550001362075173355000653351597155000145351598171000Name Class Date Every cell of every living thing on earth contains all the information it needs to create and duplicate and make variations ofitself.any other kind of cell.red blood cells.proteins.DNA is made of chains of four smaller molecules callednucleotides.mitochondrial bases.life blocks.DNAblers.The four differing nucleotide parts, called bases, are made of a fewcarbon and oxygen atoms.hydrogen atoms.nitrogen and phosphorus atoms.All of the aboveYou can think of DNA as a great library of information that exists to do one thing only. What is that thing?Build other double helix models of information.Tell the brain how to construct the body.Store data about what worked and what didn't.Direct the building of different protein molecules.It's infrequent, but our own nucleotide sequences can change as the result of spontaneous or environmental damage (which might remove or shift a nucleotide position). What does this change?It changes nothing because of the almost infinite combinations of sequences.It changes the gene involved, and can then change the protein.It changes organisms into fundamentally different organisms.We are not certain what happens. It's never been documented.Name KEY Class Date Every cell of every living thing on earth contains all the information it needs to create and duplicate and make variations ofitself.any other kind of cell.red blood cells.proteins.DNA is made of chains of four smaller molecules callednucleotides.mitochondrial bases.life blocks.DNAblers.The four differing nucleotide parts, called bases, are made of a fewcarbon and oxygen atoms.hydrogen atoms.nitrogen and phosphorus atoms.All of the aboveYou can think of DNA as a great library of information that exists to do one thing only. What is that thing?Build other double helix models of information.Tell the brain how to construct the body.Store data about what worked and what didn't.Direct the building of different protein molecules.It's infrequent, but our own nucleotide sequences can change as the result of spontaneous or environmental damage (which might remove or shift a nucleotide position). What does this change?It changes nothing because of the almost infinite combinations of sequences.It changes the gene involved, and can then change the protein.It changes organisms into fundamentally different organisms.We are not certain what happens. It's never been documented.Names Class Date What are the essential questions for this unit?Think about the reading that your group has been assigned. What information in this reading do you think is the most important in regard to the essential questions? Discuss this with your group and agree on three to five most important ideas that you need to teach your classmates.1.2.3.4.5.Now, think about the different choices you have for how to teach these ideas. One way you could teach this is with a short lecture, but a lecture will not earn your group full points for this assignment. (A “lecture” is when you stand up in front and tell the class what it is that you think they should know. It may include a PowerPoint or other visual aids, but the teacher does most of the talking.) As a group, identify at least three additional strategies you could use to teach these ideas. Be creative and think about the ways you like to learn!1.2.3.4.Now, work together on your teaching plan. Remember to split up the work equitably. Use the chart on the back to lay out your plan. Be specific with each step. Start out with something to make your classmates interested in your topic and be sure to include a takeaway resource for the students to complete. You should plan for a lesson to last 15 to 20 minutes.The 5 EsWhat are we teaching?How will we teach it?What are the students doing?How will we know what they learned?EngagementHow will you get the learners interested in your topic?ExplorationLet the learners explore the topic a bit and get some experience with it.ExplanationWhat do the learners need to really know about your topic? How can they learn this?ExtensionLet the learners apply what they are learning in a new context.EvaluationCheck on the learner’s understanding.Lesson Topic: Group Names: BeginningDevelopingAccomplishedExemplaryLesson OrganizationThe lesson is poorly organized.The lesson shows some organization, but does not flow clearly from part to part.The lesson flows from one part to the next.The lesson flows from one part to the next with each part clearly building learner understanding.Lesson ObjectiveThe objective is unclear or the lesson is not relevant to the objectiveThe objective is present, but may not be clear, obtainable, or measurable. The lesson may not address the objective fully.The objective is clear and may also be obtainable and measurable. The lesson addresses the objective.The objective is clear, obtainable, and measurable. The lesson addresses the objective fully.EngagementThe engagement does not engage the learner in the topic of the lesson.The engagement attempts to engage learners’ interest in the topic of the lesson, but may not help them to access what they know or think about the topic, or raises questions.The engagement engages learners’ interest in the topic of the lesson, but may not help them to access what they know or think about the topic, or raises questions.The engagement engages learners’ interest in the topic of the lesson, helps them to access what they know or think about the topic, and raises pertinent questions.ExplorationThe exploration does not include hands-on/minds-on activities or focus on learners’ observations and interactions with materials and each other. It does not help build the learner’s understanding of the topic of the lesson.The exploration includes hands-on/minds-on activities but does not focus on learners’ observations and interactions with materials and each other. It may not help build the learner’s understanding of the topic of the lesson.The exploration includes hands-on/minds-on activities but without a clear focus on learners’ observations and interactions with materials and each other. It helps build the learner’s understanding of the topic of the lesson.The exploration includes hands-on/minds-on activities with a focus on learners’ observations and interactions with materials and each other. It builds the learner’s understanding of the topic of the lesson.ExplanationThe explanation does not clarify the learning. The emphasis is not on the learner’s explanation and how it is connected to evidence. Learners are not encouraged to explain observations in their own words.The explanation clarifies the learning some. The emphasis may be on the learner’s explanation and how it is connected to evidence. Learners may be encouraged to explain observations in their own words.The explanation clarifies the learning. The emphasis may be on the learner’s explanation and how it is connected to evidence. Learners may be encouraged to explain observations in their own words.The explanation clarifies the learning thoroughly. The emphasis is on the learner’s explanation and how it is connected to evidence. Learners are encouraged to explain observations in their own words.ExtensionThe extension does not include the opportunity for learners to use what they have learned in a new context. Learners do not use new terms and definitions.The extension includes the opportunity for learners to use what they have learned. Learners may not use new terms and definitions.The extension includes the opportunity for learners to use what they have learned in a new context. Learners use new terms and definitions.The extension includes opportunities for learners to use what they have learned in a new context in interesting ways. Learners use new terms and definitions. EvaluationLearners do not demonstrate an understanding of the objective. The evaluation does not identify what learners know or what they do not know.Learners demonstrate some understanding of the objective. The evaluation does not clearly identify what learners know or what they do not know.Learners demonstrate an understanding of the objective. The evaluation identifies what learners know as well as what they do not know.Learners demonstrate a thorough understanding of the objective. The evaluation identifies what learners know as well as what they do not know.Grammar and SpellingVery frequent grammar and/or spelling errors.More than two errors.Only one or two errors.All grammar and spelling are correct.TeamworkThere is not evidence of good teamwork.There is some evidence of good teamwork.There is ample evidence of good teamwork.There is ample evidence of good teamwork leading to an effective lesson.TimelinessLesson was completed late.Some parts of the lesson were completed on time.Most parts of the lesson were completed on time.All parts of the lesson were completed on time. ................
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