Name: Mary Jane Walker Grade Level: First

Mentor Teacher: Tarmecia Jolla Room No.: School: MSAE

Subject: Science Date this lesson will be taught: March 18
5E Learning Cycle Lesson Title: Spinning Earth: After Sunset
Adapted from: AmplifyScience “Spinning Earth: Investigating Patterns in the Sky Chapter 1.2”

Learning Objective(s)
Write at least two learning objectives for this lesson. Learning objectives are observable, measureable outcomes of what students
should be able to demonstrate and the teacher should be able to assess. Each LO should contain all three components (task
(in bold), condition (in italics), standard (underlined)) of a well written learning objective.

1. LO #1. Students will make observations about the sky and use these observations along with
their classmate’s observations to create a Sky observations chart including at least three
details about the day time sky.

2. LO#2. Students will use information gathered during observations and reading to correctly define,
in their own words, Daytime as the part of the day when the sky is bright, and Nighttime as
the part of the day when the sky is dark.

Learning Objectives the school would like me to use:

1. Daytime is the part of the day when the sky is bright.
2. Nighttime is the part of the day when the sky is dark.
3. Scientists read to answer their questions, especially when something they are figuring out is
difficult to observe.

LA Student Standards for Science (LSSS)

Please write out the entire standard (number abbreviation in the left column + words of the standard in the right column). Make as
many rows as needed.
3-D Statement: Students read the book After Sunset to obtain information about the sky during the
nighttime when the stars are visible and when it looks dark. (Patterns)

1-ESS1-1 Patterns of the motion of the sun, moon, and stars in the sky can be observed,
described, and predicted

NGSS Practice 1 Asking questions and defining problems

NGSS Practice 3 Planning and Carrying out Investigations
NGSS Practice 4 Analyzing and Interpreting Data
NGSS Practice 8 Obtaining, Evaluating, and Communicating Information
NGSS Disciplinary ESS1.A: The Universe and its Stars:
Core Ideas • Patterns of the motion of the sun, moon, and stars in the sky can be
observed, described, and predicted. (1-ESS1-1)
NGSS Crosscutting Patterns
Concepts

LA Student Standards for Math (LSSM)

Please write out the entire standard (number abbreviation in the left column + words of the standard in the right
column). Make as many rows as needed.
CCSS.MATH.PRACTICE.MP1 Makes Sense of Problems and Persevere in Solving Them
Duration: 45 minutes Setting: Inside/Outside the Grouping: Whole class
classroom

Materials and Advance Preparation

Materials

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 1 of 14
 Per student: (approximate number of students: 20)
4. #20- clipboard or other writing surface*
5. #20- pencil
Per group: (approximate number of groups: 10
• #10- Spinning Earth Investigation Notebook (page 5)
Miscellaneous materials
For the Classroom Wall
6. #3- vocabulary cards: daytime, nighttime, predict
7. #1- “What Scientists Do” chart
For the Class
8. #1-“After Sunset” big book
9. #1- large index card (5" × 8")
10. #2- sheets of chart paper
11. #1-marker
12. #1-masking tape

Blackline Masters (attached after the lesson plan)

BL#1. Sky Observations 2 (from students’ Investigations Journal)
BL#2. Images of the sky for Sai and his grandmother (2 pages)
BL#3. Student evaluation and key

Advance Preparation for Teacher

1. On the board, write the Investigation Question. If erased, rewrite “What can we see in the sky at
different times?”
2. Post the Sky Observations chart. Post this in a place that will be easily visible to all students.
3. Have on hand the following materials:
a. vocabulary cards
b. “After Sunset” big book
c. “What Scientists Do?” chart - Read card
d. marker
e. masking tape
f. Investigation Notebooks

Summary of Background Information; Prior Knowledge Needed

Background Information
As a teacher, what do you need to know about this topic in order accurately teach it? This should be at least one to two
paragraphs in length. NOTE: This is NOT a list of information you need to know, but important facts and definitions important to
teaching your lesson. Add images to support your background knowledge (be sure to cite the images at the end of the lesson).
This lesson will be presented to nineteen students in Mrs.Jolla’s first grade class at the Math,
Science, and the Arts Academy (East) in St. Gabriel Parish. The class has previously been introduced
to the characters Sai and his grandmother in lesson 1.1. The teacher introduced students’ role as sky
scientists who are going to be helping a boy named Sai figure out why he and his grandma saw
different things in the sky when he called her on the phone. The teacher also led a conversation that
elicited students’ own observations of the sky and gathered students’ initial explanations about
changes that can be observed in the sky during the daytime and the nighttime. The oral explanations
the students provided in the previous lesson served as a pre-unit assessment for formative purposes,
designed to reveal students’ initial understanding of some of the unit’s core content, both unit-specific
science concepts and the crosscutting concept of Patterns, prior to instruction.

Sources for background information (APA format; https://owl.english.purdue.edu/owl/resource/560/01/):

Prior Knowledge Needed by Student to be Success in this Lesson

Students should already be able to…
1. Understand their role as Sky scientists

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 2 of 14
 2. Understand the unit question “Why does the sky look different at different times?”
3. Know the meaning of the word “Observe”

Detailed Lesson Procedure - 5E Instructional Design

Describe fully how you will guide your students through each stage of your lesson. Describe what you will have students do
and include guiding questions you might ask to help students. Please number your steps under each portion of the lesson
plan.

1. Lesson Opening (Journal Entry, etc.) – optional (est. time: ___ minutes)
How will you prepare students to begin the lesson?
1.

2. Engage Revisiting Sai and His Grandma (est. time: 5 minutes)

Students compare the sky observations they made during the school day with what Sai and his grandma observed in the
sky. (See Blackline Master #1 for all images)

1. Project the image of Sai and his Grandma. Remind students of their role and the problem
they are trying to explain.
a. “We are working as sky scientists to help Sai figure out why the sky looked
different to him than to his grandma when they talked on the phone.”

2. Revisit the Investigation Question.

a. “We decided that we first need to observe the sky ourselves to help us
understand what we see in the sky at different times. This might help us
explain what Sai and his grandma saw in the sky.”
b. Point to the Investigation Question on the board.
i. “We are working to answer the question What can we see in the sky at
different times?”

3. Project the Sky for Sai image. Have students compare what they observed in the sky to what
Sai saw in the sky.
a. “We will compare what we saw in the sky with what Sai and his grandma saw in
the sky.”
b. “This picture shows what Sai saw in the sky when he called his grandma. How
is what we observed in the sky outside our school the same as what Sai saw?”
i. Accept all responses. If students don’t mention it, note that the sky in both
places (near Sai and outside our school) looked bright.
c. “How is what we observed in the sky outside our school different from what
Sai saw?”
i. Accept all responses.

4. Project the Sky for Grandma image.

a. “This picture shows what Sai’s grandma saw in the sky when Sai called her.
How is what we observed in the sky outside our school the same as what Sai’s
grandma saw? “
i. Accept all responses. Students might not and any similarities between what
they observed in the sky and what Sai’s grandma saw in the sky.
b. “How is what we observed in the sky outside our school different from what
Sai’s grandma saw? “
i. Accept all responses. If students don’t mention it, note that in this image, the
sky looked dark, but outside your school, the sky looked bright.
c. “Today, we will continue investigating the sky to help us understand what we
see in the sky at different times. We will use our observations to explain what
Sai and his grandma saw in the sky. “

2. Explore: Making New Sky Observations and Reflecting (est. time: 15 minutes)
Students go outside to make and record new observations of the sky during the school day in their Investigation
Notebooks.

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 3 of 14
 .
1. Set the purpose for making new sky observations.
a. “Today, we will go outside again to make new observations of the sky at a
different time.”
b. “When scientists investigate, they often observe things more than once. By
observing many times, scientists can look for what is the same or different
each time they observe.”
c. “When we make our new sky observation, we can look for what is the same as,
or different from, what we noticed during our first sky observation. This will
help us answer our Investigation Question.”

2. Project page 5 of the notebook, Sky Observations 2.

a. “Just like we did in our first sky observation, we will use our notebooks to
record what we observe in the sky.”
i. Read the Directions on this page aloud.

3. Distribute Investigation Notebooks, writing surfaces, and pencils.

4. Lead students outside.

a. Before going outside, caution students to never look directly at the sun when
observing the sky. Lead students to the same observation location used in the
previous lesson. You may want to have students sit down, which will make it easier
for them to record their observations.

5. Have students record their observations of the sky on page 5 of their notebooks. (See BL #1)
a. Assist students in turning to page 5, Sky Observations 2, as needed. Provide
students about 10 minutes to observe the sky and record their observations.
Circulate to provide support as needed. Encourage students to discuss the
observations they recorded with a partner.

6. Lead students back to the classroom.

7. Collect writing surfaces and pencils.

3. Explain: Reflecting on Sky Observations (est. time: 5 minutes)

The teacher uses the Sky Observations chart to records students’ observations of the sky during the school day.
.
1. Gather students in the discussion area. Have them bring their Investigation Notebooks with
them.

2. Introduce the Sky Observations chart. Point to the chart and read the title aloud.
a. “Sky Observations, we can use this chart to record all our observations of the
sky.”

3. Ask students to share their sky observations and record them on the chart.
a. “What did we see when we went outside to observe the sky?”
i. Accept all responses. Encourage students to refer to the observations they
have recorded in their notebooks as they share. List students’ responses on
the chart as they share. Invite any different ideas until all ideas have been
shared. (LO#1)
4. Highlight the need for observations of the sky during the nighttime. Point to the Investigation
Question on the board.
a. “We are trying to figure out what we can see in the sky at different times. We
have gathered a lot of information about things that can be observed in the sky
at different times. But our observations so far have been during the school day
—during the daytime. What about the nighttime? “
b. “We need to gather more information about what we can observe in the sky
during a different time—the nighttime—in order to answer our question.”

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 4 of 14
 5. Introduce reading as a way to gather secondhand data.
a. “We are not at school during the nighttime, so we need to find another way to
gather information about what can be observed in the sky during the
nighttime.”
b. “When scientists investigate, they also read books to gather information. We
can read a book to investigate what can be seen in the sky during the
nighttime.”
6. Collect Investigation Notebooks.

NOTE: You should include guiding questions you might ask students during the EXPLORE activity. You should have at
least 10+ questions to guide student discussion and learning distributed between EXPLORE/EXPLAIN. After each
question (in bold), write the correct (or expected) answer (in italics).

4. Elaborate: Reading: After Sunset (est. time: 15 minutes)

The teacher reads aloud the After Sunset big book and introduces the strategy of making and checking predictions.

1. Introduce the After Sunset big book.

a. “Today we will read a book about two children who observe the sky, just like
we did. The sky observations in the book are different than our sky
observations because they happen at a different time, after sunset when it is
nighttime.”
b. “Reading about sky observations that happen at a different time will help us
gather more information to answer our question about what we can see in the
sky at different times.”

2. Display the front cover of After Sunset big book. Read the title aloud and invite students to
share what they notice on the cover.

3. Introduce the strategy of making predictions.

a. “An important way that readers learn from a book is to make predictions. When
you make a prediction, you use what you already know to decide what you
think might happen.”
b. “As you read, you can check your prediction to see if it matches what you
decided before you read.”

4. Model making a prediction.

a. “I can use what I know to make a prediction about what the children in the
book will observe in the sky after sunset, during the nighttime.”
b. “I know that after sunset, during the nighttime, the sky is dark. When the sky
gets dark, I can often see stars in the sky. I predict that the children in the book
will observe stars in the sky after sunset.”

5. Begin reading and pause at the end of page 5. Model checking your prediction.
a. “We just read and gathered information about what the children observed in
the sky after sunset. By reading and looking at the pictures, we learned that the
children observed stars in the sky after sunset, during the nighttime.”
b. “I predicted that the children would observe stars in the sky during the
nighttime. My prediction matches what we just read. The children did observe
stars in the sky.”

6. Continue reading and pause at the end of page 7.

a. Model making a new prediction.
i. “Now I can use what I know to make a new prediction about what the
children will observe in the sky. “
1. “On this page, the children are wondering whether they will
observe the Moon in the sky. I know that sometimes I can see
the Moon in the sky during the nighttime, but sometimes I
cannot see it.”

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 5 of 14
 2. “By reading and looking at the pictures, we know that the
children have not yet observed the Moon in the sky. I predict
that they will not observe the Moon in the sky on this night.”
b. Turn the page and point at the picture on page 8.
i. “There are many things to observe in the sky, but on this night we
cannot see the Moon in the sky. My prediction matches what we just
observed in the picture on this page. “

7. Continue reading and pause at the end of page 9.

a. “The children have observed many things in the sky during the nighttime. What
else do you predict they will observe in the nighttime sky?”
8. On-the-Fly Assessment: Students make predictions.
a. Invite students to make predictions about what else the children in the book will
observe in the nighttime sky. Have them talk to a partner about their predictions. As
students share, listen for how they are making predictions. Invite several students to
share their predictions with the class. Encourage students to explain their rationales
for the prediction they share.

9. Continue reading through the end of the book.

a. Remind students to observe and listen to see if their predictions match the
information in the book.

10. Invite students to reflect on their predictions.

a. “Did your prediction about what the children would observe in the nighttime
sky match the new information we gathered by reading and looking at the
pictures?”
i. Have students talk to a partner to check their predictions. Invite several
volunteers to share their responses with the class.

11. Introduce predict with the vocabulary routine.

a. Let students know that they will be learning new science words to help them with
their investigation in this unit. Hold up the vocabulary card for predict. Introduce the
vocabulary routine by using the word predict.
i. “This is the word predict. To predict is to use what you already know to
decide what you think might happen. We are going to practice saying
the word.”
ii. “Say the word after me: predict.”
iii. “Now say the word together: predict.”
iv. “Now whisper the word predict to your partner.”
v. “To predict is to use what you already know to decide what you think
might happen.”
b. Post the predict vocabulary card to the Vocabulary section of the classroom wall.

5. Assessment/Evaluate: (Please attach your rubric AND/OR key!) (est. time: ___ minutes)
a. Attach the EVALUATION as a separate Blackline Master. Have 2-3 questions.
b. For each question, identify in parentheses at the end of the criteria the LSSS # and/or Learning
Objective (LO#___) you are assessing for this lesson.
c. Attach the key to your assessment as a separate Blackline Master.

1. On-the-Fly Assessment during Elaborate

a. The focal comprehension strategy in this unit is making predictions by using prior
knowledge and/or information gathered from the text in order to think ahead. As
students are sharing what they predict the children in the book will see in the
nighttime sky, listen for and make note of individual students or partners who
reference prior knowledge to support their predictions. For example, a student might
say something such as I think the children will see lights on an airplane in the sky
during the nighttime. I have seen lights on an airplane in the sky during the nighttime
before.

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 6 of 14
 b. As students share their predictions with the class, repeat one or two that were based
on students’ prior knowledge or experience. Highlight the way that students used
their prior experience with observations of the nighttime sky to make their
predictions. For example, you might say something such as I heard Eduardo say that
he predicted the children in the book would see lights on an airplane in the sky
during the nighttime because he has seen lights on an airplane in the sky during the
nighttime before. Eduardo used what he already knew to decide what he thought
might happen.

2. Written Assessment
a. The students have space to write one sentence and a correlated drawing of
something they would see in the day time and another space to draw and write one
sentence about something they will see in the nighttime. (LO#2)

Evaluation is attached, BL#3.

6. Lesson Closure: Discussing Additional Sky Observations (est. time: 5 minutes)

Students share observations of the sky from After Sunset. The teacher introduces daytime and nighttime with the
vocabulary routine.
1. Revisit the Sky Observations chart.
a. “We used this chart to record our observations of what we saw in the sky during
the school day. Now we can use this chart to record new information about what
we can observe in the sky during the nighttime.”
b. “We can use what we learned from reading After Sunset to help us think about
what else we can observe in the sky.”
2. Invite students to share sky observations from After Sunset. As students share, add their ideas to
the Sky Observations chart.

3. Discuss the Moon. If students have not yet mentioned the Moon, write “the Moon” on the Sky
Observations chart.
a. “The Moon is another thing that can be observed in the sky. On the night, the
children in After Sunset observed the sky, they did not see the Moon.”
b. When have you observed the Moon in the sky?
i. [During the nighttime. During the school day.]
ii. Point out that the sister in After Sunset explained that you can observe the Moon
in the sky during the daytime and the nighttime.

4. Introduce daytime with the vocabulary routine.

a. “We have made observations of the sky at different times. We observed the sky
during the daytime when we went outside and recorded what we saw in our
Investigation Notebooks.”
b. Hold up the daytime vocabulary card and lead the vocabulary routine
i. “This is the word daytime. The daytime is the part of the day when the sky
is bright. We are going to practice saying the word daytime.”
1. “Say the word after me: daytime.”
2. “Now say the word together: daytime.”
3. “Now whisper the word daytime to your partner.”
4. “The daytime is the part of the day when the sky is bright.”
c. Post the daytime vocabulary card to the Vocabulary section of the classroom wall.

5. Introduce nighttime with the vocabulary routine.

a. “We learned about the sky during the nighttime when we read and looked at the
pictures in After Sunset.”
b. Hold up the nighttime vocabulary card and lead the vocabulary routine.
i. “This is the word nighttime. The nighttime is the part of the day when the
sky is dark.”
1. “We are going to practice saying the word nighttime. Say the word
after me: nighttime.”
2. “Now say the word together: nighttime.”
Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 7 of 14
 3. “Now whisper the word nighttime to your partner.”
4. “The nighttime is the part of the day when the sky is dark.”
c. Post the nighttime vocabulary card to the Vocabulary section of the classroom wall.

6. Add read to the What Scientists Do chart. Point to the chart and read the title aloud.
a. Remind students that this chart will help them remember and think about the important
things that scientists like them do to answer their questions. Post the What Scientists Do
chart read card that you prepared on the chart.
i. “One of the most important things that scientists do is read to gather
information that helps them answer their questions.”
ii. “How did we read like scientists today?”
1. [We read After Sunset. We looked at the pictures in After Sunset and
made predictions about what the children would observe in the sky.]
iii. “As scientists, we read a book and looked at the pictures to gather
information to help answer our question about what we can see in the sky
at different times.”

7. Conclude the lesson.

a. “We have investigated the sky during the daytime and during the nighttime. In our
next lesson, we will continue to work as sky scientists and think about what is the
same or different about what we observe in the sky during the daytime and what
we observe in the sky during the nighttime.”

8. Hand out exit ticket.

CITATION OF SOURCES.
I/We used the following resources to build our lesson (APA citation). Please take care not to plagiarize….
Give authors credit if you borrow an idea from someone or quote directly from their work.

Amplify Education. (2019). Retrieved February 20, 2019, from

https://www.amplify.com/program-filters/?subject=Science&grade=All&sort=subject

image Credits:
Shutterstock; Artem Vorobiev/Moment/Getty Images; Juanmonino/E+/Getty Images (Projections: Lesson
1.2).

Erickson, J. (2018). After Sunset. Brooklyn, NY: Amplify Education.

√ Yes, I cited all materials and resources used in this lesson. mjw
Student signature

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 8 of 14
 Blackline Master #1

Name Mary Jane Walker Date March 18, 2019

Page 5 from Investigation Journals to be used during the outside observations

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 9 of 14
 Blackline Master #2
Image of Sai and His Grandmother

Image of Sky for Sai

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 10 of 14
Blackline Master #2 (cont.)

Image of Sky for Grandma

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 11 of 14
 Blackline Master #3
Name: Mary Jane Walker Date: March 18, 2019
Lesson Assessment: After Sunset
1. (LO#2)

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 12 of 14
 Blackline Master #2 - KEY
Name: Mary Jane Walker Date: March 18, 2019
Lesson Assessment: After Sunset - KEY KEY KEY
1. (LO#2)

Mary Jane Walker Grade 1: Spinning Earth: After Sunset (Lesson 1.2) p. 13 of 14
Name: Mary Jane Walker Peer evaluator ____________________
Check for Success
Written Lesson Plan Using the 5E Learning Cycle
SELF PEER
Criteria Description Evaluation Evaluation
All stages of the lesson are clearly described in enough detail so that someone
Yes No NA Yes No NA
else could teach the lesson.
Lesson detail
Each step is numbered and reflects an orderly progression to the lesson. Yes No NA Yes No NA

Lesson is free from spelling and grammatical errors. Yes No NA Yes No NA

Lesson
formatting Document is visibly polished; employs hanging indents, and empty space is
Yes No NA Yes No NA
removed. Green instructions are deleted.
LA Student LSSS identified are appropriate and are addressed in the lesson. Yes No NA Yes No NA
Standards for
Every component of the lesson is focused on students’ being able to achieve the
Science Yes No NA Yes No NA
LSSS and learning objectives for this lesson.
All worksheets and PPTs are attached to lesson. Yes No NA Yes No NA
Worksheets/
Keys
Keys for each worksheet are attached to lesson. Yes No NA Yes No NA

The source of the lesson is cited in correct APA format in the lesson plan. Yes No NA Yes No NA
Lesson
source
Photographs have the website in a text box next to the photo Yes No NA Yes No NA

Materials list Materials list is complete. Yes No NA Yes No NA

Learning Learning objectives are correctly written with all three components (task,
Yes No NA Yes No NA
Objectives standard, condition) indicated as instructed in lesson template.
The Learning Cycle Framework
ENGAGE characteristics: (1) identify what knowledge students already possess; (2) identify misconceptions in students'
CHECKPOINT understanding; (3) create interest/curiosity in topic of study.
QUESTIONS Does your ENGAGE detail how you are going to introduce the topic? Yes No NA Yes No NA
for:
Do you indicate how you will assess your students’ prior knowledge? Yes No NA Yes No NA
Engage
Is your Engage interesting? More than just asking a few questions? Yes No NA Yes No NA
EXPLORE characteristics: (1) students should be given opportunities to work together without direct instruction from the teacher; (2)
CHECKPOINT allows students to explore resources and materials; (3) students frame questions by asking questions and making observations; (4)
QUESTIONS require students to formulate hypothesis, collect data, test predictions and hypotheses and/or form new hypotheses.
for: Does your EXPLORE involve an activity in which students use process skills to
Yes No NA Yes No NA
gather data about the topic of interest?
Explore Does your Explore activity help students achieve your learning objectives for this
Yes No NA Yes No NA
lesson?
EXPLAIN characteristics: (1) students explain concepts in their own words based on evidence from the Explore phase; (2) encourage students to
CHECKPOINT exchange ideas, listen critically to one another’s explanation and those of the teacher; (3) use observations and data in their explanations, (4)
QUESTIONS provide an opportunity for the teacher to give formal vocabulary, definitions, and explanations using students’ previous experiences.
for: Does your EXPLAIN have students describe (tell/draw/graph) and explain in their
Yes No NA Yes No NA
own words what they learned through their Explore?
Explain Can students define vocabulary in their own words? Yes No NA Yes No NA

CHECKPOINT EXTEND characteristics: (1) students should apply concepts and skills in new (but similar) situations to their experience in the Explore
QUESTIONS phase; (2) students should use formal labels and definitions.
for: Does the EXTEND provide students an opportunity to practice and apply their
Yes No NA Yes No NA
new understanding to the learning objective(s) of the lesson?
Extend Doe the EXTEND not introduce new material? Yes No NA Yes No NA
EVALUATE characteristics: (1) questions/tasks are directly connected to Learning Objectives for lesson, (2) questions provide
evidence of student understanding/misconceptions, (3) indicate the degree to which educational objectives are being achieved.
CHECKPOINT Is each question connected directly to the learning objectives for the lesson? Is
QUESTIONS each question’s learning objective or LSSS noted in parentheses at the end of Yes No NA Yes No NA
for: the question?
Is the EVALUATE attached and ready to be handed out? Yes No NA Yes No NA
Evaluate
Is the EVALUATE KEY attached as a separate sheet? Yes No NA Yes No NA
Comments on back. Peer evaluator signature: ____________________________ Date ___________________

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