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1. Brainstorming Discussion
Time Spent | N/A | too much | right amount | too little
Student Engagement | N/A | high | moderate | low | mixed
Level of Difficulty | N/A | too high | just right | too low
Notes, Examples and Next Steps
2. Challenge Statement
Time Spent | N/A | too much | right amount | too little
Student Engagement | N/A | high | moderate | low | mixed
Level of Difficulty | N/A | too high | just right | too low
Notes, Examples and Next Steps
3. Activities
Time Spent | N/A | too much | right amount | too little
Student Engagement | N/A | high | moderate | low | mixed
Level of Difficulty | N/A | too high | just right | too low
Notes, Examples and Next Steps
4. Readings
Time Spent | N/A | too much | right amount | too little
Student Engagement | N/A | high | moderate | low | mixed
Level of Difficulty | N/A | too high | just right | too low
Notes, Examples and Next Steps
5. Address the Challenge - Poster Development
Time Spent | N/A | too much | right amount | too little
Student Engagement | N/A | high | moderate | low | mixed
Level of Difficulty | N/A | too high | just right | too low
Notes, Examples and Next Steps
6. Poster Presentation and Critique
Time Spent | N/A | too much | right amount | too little
Student Engagement | N/A | high | moderate | low | mixed
Level of Difficulty | N/A | too high | just right | too low
Notes, Examples and Next Steps

More Detail on the Activities (component 3)

Use the table below to take stock of the activities component in more detail.

Evaluate the Activities aspects as high, moderate, or low in frequency.

3. Activities
Students ...
discussed nucleotides as a code | N/A | high | moderate | low
used models to explore cellular mechanisms | N/A | high | moderate | low
made connections between models and concepts | N/A | high | moderate | low
analyzed change in nucleotide sequences | N/A | high | moderate | low
constructed explanations to communicate relationships among transcription, translation, the nature of the genetic code & gene, protein and trait | N/A | high | moderate | low
other | N/A | high | moderate | low
Notes, Examples and Next Steps

More Detail on the Discussions (components 1 and 6)

Use the tables below to take stock of the discussion components in more detail.

Evaluate the Discussion aspects as often, moderate, or almost never in frequency.

1. Brainstorming Discussion
Students ...
participated and played a substantive role in directing the content of the discussions | N/A | often | moderate | almost never
talked to each other and shared their ideas | N/A | often | moderate | almost never
contributed ideas, questions and opinions | N/A | often | moderate | almost never
other | N/A | often | moderate | almost never
Notes, Examples and Next Steps
6. Poster Presentations - Peer Critique
Students ...
Identified the important points in transcription and translation | N/A | often | moderate | almost never
explained relationships among genes, DNA, RNA, proteins and traits | N/A | often | moderate | almost never
contributed ideas, questions and opinions respectfully | N/A | often | moderate | almost never
other | N/A | often | moderate | almost never
Notes, Examples and Next Steps