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Subject: Biology
nd formula
duct /Include an explanation of how you are going to grade/grading tool? (rubric, checklist, etc.)
dividual student what they people was the problem or question that that the scientific paper was stating.
nt
Partially
Proficient
Incomplete
ts Title
s the
may have
ed words
0 Points No title
slide
nts Causal
,
is, and/or
ns unclear
t
und
ion
1 - 4 Point Causal
question,
hypothesis, and/or
predictions not
addressed
Background
information or
objective not
provided
0 Points No
introduction given
nts
1 - 3 Point
0 Points No
Points
procedures Procedure
periment
attempted but not
thorough
procedure given
nts Tables
s not easily
od. Figure
ncluded
abeled
Data from
urces cited
orrectly
1 - 4 Points False
data, inaccurate
tables or graphs
Does not include
figure Source of
data not cited
0 Points No results
given
nts
s
at answered
othesis not
d Unclear
ation of
clusion
at
ndable
pretation of
1 - 4 Points
Questions not
answered and
hypothesis not
addressed No
interpretation of
data Wrong
conclusions Does
not discuss
implications of
research
0 Points No
discussion given
1 Point Answers to
questions not
understood and/or
irrelevant to
question posed
0 Points Answers
to questions not
attempted
ons
Answers to
s not quite
relevant to
matter
complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
past lessons?
is scientific article
n the paper.
A Prezi account
Any online recourse
ing, and make RELEVENT to real life) ENGAGE/ hook the students
quick lecture of the millions of possible experiments that they can test.
e that the students are able to understand what the dependent and
re when it is their turn to present their idea.
udents if they need further clarification
derstand teacher will help them by asking them to come after class or
lass starts
on How will your instruction look different for those students who need differentiation or accommodations during your instructional input/t
h me around a table, the group will mainly be made up of the students that ma need help, will have a couple of students that do not need the h
ead the passage and I help Identify the variables and make them think about the hypothesis and problem that is being stated in the paper.
cess in action.
on/Check for Understandinghow are you going to know if EACH student is ready to move onto independent practice? And how are you
udents to show me their scientific process that they have worked on and make sure to ask what the variables are in their experiment.( they wi
mation they will not be allows to conduct their experiment.
ake sure that the students understand what the students are supposed to be
group of students so that they can read the passage as a group. Only after he or
They will read the Scientific paper and annotate it, they m
to use the computers or take the students to a computer lab if there are no
on How will your instruction look different for those students who need differentiation or accommodations?
nts that need accommodations to present after school if they have anxieties. If they require help reading the material, they will be
read the paper.
What connections will students make to their real lives? What essential questions will they reflect on in their closure of the lesson?
g to help them to solve a problem that they may have, in their lives. They will be able to identify the problem in a written assignm
resources that are available, and understand how to look up information that they require. They will gain experience in communi
life. If the student wishes to go further into science questions that they can reflect upon are: what is the independent and depend
he hypothesis?