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
|
Use the table below to take stock of the activities component in more detail.
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
|
Use the tables below to take stock of the discussion components in more detail.
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
|