TED 536- Single Subject Science Methods ESA (Science Lesson Plan) Template

Guillermo Campos

Please use the following format for a science ESA lesson (it may be similar to other
formats in the program). Please leave the headings and prompts in your written lesson.

Covering EdTPA rubrics 1, 4, 5, 9 and 15 (see EdTPA handbook for rubric details)

A. Background:
1. Learning Segment Central Focus and Phenomenon: This is a paragraph
describing the backdrop and context of the lesson described in the ESA below. Must
include attention to NGSS and phenomenon-based learning.

All species produce offspring that never look and act exactly the same as their
parents. This applies to cats, dogs, lizards, and birds. The variation between parent
and offspring can be subtle such as purebred dogs. This phenomenon of genetic
variation is present in all animals, but the range of variation can vary for each
individual offspring. Students will be able to make claims based on evidence that
inheritable gene variations may result from genetic recombination through meiosis,
errors occurring during replication, and/or mutations caused by environmental
factors. Students will build on their understanding of heredity using scientific
vocabulary/concepts to explain why the offspring do not look exactly the same as
their parents. They will build upon their understanding of the different factors that
cause genetic variation by modelling genetic recombination and silent/missense
mutations. This lesson will come after several lessons about meiosis, heredity,
genotypes, mutations, and alleles. Students will connect multiple concepts to build
their explanation of this phenomena. Once students demonstrate an understanding
of how these concepts work together, they will be looking at how these physical
differences may lead adaptations and how their role in evolution.

2. Time Allotted for lesson: (where does it fit in the overall flow of a unit?)

This lesson will be 50-60 minutes on day 10 of a 15-day unit (approximately)

3. Grade level: 9

4. Classroom organization/ groups/ lab, etc.: Students will be in multiple pairs

5. Lesson plan overview:

a. NGSS Content Standard(s): Highlight the specific parts of the SEP, DCI and
CCC being addressed. This should align clearly to the objectives and
assessments.
HS-LS3-2 Genetic Variations: Make and defend a claim based on evidence that
inheritable genetic variations may result from (1) new genetic combinations
through meiosis, (2) viable errors occurring during replication, and/or (3)
mutations caused by environmental factors.
Science and Engineering Practice(s) (SEP): Engaging in argument from
evidence- Students will compare and critique their explanations of which factor
caused significant genetic variation to their animal with evidence from the activity.
 During the activity students will be collecting evidence from their observations of
the causes of genetic variation such as mutations and new genetic combinations
from reproduction.

Disciplinary Core Idea(s) (DCI): Variation of traits- In the activity students will
be exchanging their DNA strips with their partner to simulate genetic
recombination from sexual reproduction. Students will be simulating mutations
caused by errors in the DNA by rolling a single die for each DNA strip. If students
roll the number associated to the mutation for a specific DNA strip, they will roll
the die again to determine if the error caused a missense or silent mutation.
Students will show the genetic variations from sexual reproduction and mutations
with drawings of their offspring.

Crosscutting Concepts (CCC): Cause and Effect- Students will draw their
parent dog that starts with certain traits and no mutations. Students will be
incorporating the causes of genetic variation when they create their offspring with
a partner. They will gather evidence on the effects of genetic variation caused by
mutations and genetic recombination from sexual reproduction. Students will
compare the drawings of their parent and offspring to determine the effects of
genetic variation with the students around them.

b. Objective(s):(be sure these are measurable and observable and aligned with
the NGSS and the assessments)(1-3 objectives per lesson is plenty).

 Students will construct explanations on genetic variation caused by

mutations, and genetic recombination during sexual reproduction.
 Students will analyze empirical evidence to determine the effects of
genetic variation on physical characteristics.

c. Formative Assessment strategies: (indicate WHY these are chosen – WHAT

are you assessing – concepts, skills):
Explanation Analysis:
 After the students finish the drawings of their offspring, they will create a
claim on the potential effects of genetic variation of future generations.
 They will support their claim by linking evidence from their observations of
the causes and effects of genetic variation
 Students will critique each other’s explanations and use that feedback to
improve their final explanations.
 I will be looking at: How students construct explanations, how they link
their evidence to the claim, and how they improved their explanation with
the feedback from their peers.

d. Language Supports: be specific regarding strategies you are choosing to

support the access of science language.

These language supports help students develop an understanding of scientific

vocabulary necessary to connect the concepts to evidence. The scaffolding
questions will be designed to guide students through the construction of their
 explanation. While the sentence strips will give students a starting point when
they create their claims.
 Scaffolding Questions
 Sentence strips with prompt starters
 Vocabulary journal/notes for unit (Heredity, Dominant/recessive allele,
genotype, phenotype, mutations, recombination)

e. Materials Needed: (indicate any safety measures that need to be considered):

 Notebook/ graphic organizer
 5-8 different types of colored paper
 Crayons/Markers/colored pencils
 Tape
 Envelopes
 Dice

f. Possible Challenges /Misconceptions: Where might students struggle with

new concepts or new skills in this lesson?
 Students may believe a trait is controlled only by one gene and directly
inherited as such
 Students may think all mutations are bad or all mutations create a change
 Students might think that genes are the sole determinant of traits (not
including mutations or environmental factors)

B. LESSON PLAN STRUCTURE: (5 E format – be sure to label your lesson with the 5
E’s)
1. Opening: (Engage)
Activate prior knowledge and student interest- teacher presents an interesting
situation, phenomenon, or dilemma/ controversial issue that helps students connect
to the content.
Teacher Actions: I would post pictures of the students’ favorite animals
around the class each picture would include the parents and their offspring.
For the different pictures some of the offspring would look like the parents
and with others there would be more variation. I would also include pairs of
domesticated animals and non-domesticated ones (dogs+wolves, cats+lions)
Questions: Why do some of the offspring look like their parents while others
don’t? How different might the DNA be between the dogs & wolves, cats &
lions? If you were to raise a non-domesticated animal lion/wolf would you be
able to raise it like a puppy/kitten?
Responses: Students answers might be that the parents passed their DNA to
the offspring and because of genetic recombination not all of the DNA is the
same. The students might include that the DNA is very similar between most
animals and that the difference in dogs and wolves might be very small
except for a few genes. For the last ones it could vary but should share an
idea that it would not be a good idea.

Student Actions:
Students would walk around the class and look at the different pictures then
they would have discussions in small groups with the people around them
Students would discuss their personal experiences if they have a dog/cat or if
they have seen any of the animals. Students may ask questions like: How did
 we get dogs/cats, How did the DNA change in wolves and big cats to become
domesticated, Why are dogs more friendly than the other animals?

1. Introd
uctio Getting students ready - teacher introduces the task and makes
n: sure students understand what they are trying to accomplish, but
not how they are to do it
Teacher Actions: Today you are going to be parents and having your own
puppies. We are going to be see how sexual reproduction and mutations
cause genetic variation that lead to changes in physical characteristics. In
pairs everyone will first draw what their parent dog looks like following the
recipe. With the dice everyone will have a chance to have a mutation and
whether or not it is a silent mutation. Then with your partners you will
exchange DNA and draw what your puppies would look like. When we finish
everyone will make a claim on which factor had the greatest effect on the
appearance of your puppy. You will each share your claim and reasoning with
the person next to you. Handout envelopes. When students are in pairs
handout the dice and key.

Student Actions: Gathering the necessary materials: graphic organizer,

class notes, crayons/colored pencils. Asking questions and listening. Get
their envelope and find their partner.

2. Body of lesson: (Explore, Explain, Elaborate – label each of these and

address each “E” individually)

Students working on content - teacher observes students, monitors their progress,

and provides clarification as necessary
EXPLORE:
Teacher Actions: Circulating the class and helping if students are having
trouble. Keep students at similar pace. As students start drawing their dogs
ask questions about some of the traits: Why do certain traits exist? Could
there be a benefit to some traits? Are the mutants all bad or are some good?
What are the potential effects of the silent mutations?
Before the students exchange DNA, I would have them look at the DNA of
both parents and compare the differences in the traits and how this effected
the look of the parents.
After they have exchanged DNA and started drawing their offspring, I would
ask them: Whose parent does your offspring look like? Do they look like a
mix? Are the changes in the DNA recipe significantly different for similar
traits? How often do you have a missense DNA? Why does it not happen
more often?

Student Actions: Every pair will get a key to match the patterns of your DNA
strips. The color of the strip matches a certain trait (Head shape, body size,
tail size, ear shape, etc.) and the pattern on the strip determines the variation
of your trait. In your graphic organizer you will write down which traits you
have and then draw what your dog looks like. Then exchange DNA for each
trait with your partner. Your trait will either be homozygous dominant,
homozygous recessive, or heterozygous. If your trait is heterozygous you will
roll the dice to figure out if you are exchanging a dominant (1-3) or recessive
allele (4-6). After exchanging your DNA use the dice to determine if your
offspring will have a mutation. The number you have to roll will be on the key
and if you roll the number you have the mutation. Roll the dice again and if
you get the same number you have a missense mutation (Draw this trait
instead of the one you got from your partner) anything else will be a silent
mutation and nothing will change. Draw what your puppy will look like.

EXPLAIN:
Teacher Actions: Students will go back to their original seats to compare
and contrast their puppies with their neighbors. I would have students discuss
the different influences on genetic variation and how they effected their
puppies. I would have students start to connect their observations on the
causes of genetic variation and how they affect physical characteristics. They
would build on their explanations from the opening activity to include how the
DNA effects the genotype and this leads to changes in the physical
characteristics. I would facilitate discussions by asking students to explain
how their DNA recipe changed from the parent to the offspring and the
physical changes this led to. I would have students use their notes to support
their connections to concepts and scientific terms they have learned. As
students are using their observations to connect their reasoning to their
explanation of the effects of genetic variation on physical characteristics, I
would clear up misconceptions in their reasoning.

Student Actions:
With their neighbors they will share their drawings of both their parent and
puppy. Students will ask each other if the puppy looks like their parent or not
at all. After they discuss this, they will look at the DNA recipe of the parent
and see how this changed with their offspring. Students should notice the
differences in the DNA strips between dominant and recessive alleles. They
would then see how genetic variation is a result from sexual reproduction
when they exchanged DNA strands to create more variation in the offspring.
Students would also discuss the presence of mutations and its role to create
more variation. Students should have an understanding of that
 The variation of physical traits is caused by changes in the DNA and
this a result of sexual reproduction and mutations in the DNA.
 Mutations that are not silent create new traits while genetic
recombination contains some resemblance to the traits of the parents
 Students should be able to explain and support why their puppy looks
the way it does by connecting their observations to scientific concepts
and terms we have covered from this unit.

ELABORATE:
Teacher Actions: [Explanation Analysis]
 At the end of their graphic organizer students will construct an explanation on
why the offspring do not look exactly the same as their parents. Students will
use their observations from the activity as evidence to support their claim.
There should be a clear and scientific connection between their claim and the
evidence they use. They will support the connection between their claim and
their evidence with concepts and terms they have learned so far in the unit.
The students will then critique each other’s explanations. After they critique
each other’s explanations they will use that feedback and make changes
where necessary. I will circulate the classroom to ensure students are using
appropriate evidence to support their claims and that they have a clear
reasoning that supports why there are using that piece of evidence to support
their claim.

Student Actions: Create a claim that answers the question. Pick evidence
from your observations that supports the claim. Explain your reasoning how
the evidence is linked to the claim with concepts and terms from the unit up
until this point. Use all three sections to create a clear explanation on how
genetic variation caused by mutations or genetic recombination cause the
physical characteristics of the offspring to be different from the parents. Share
your explanation sheet with the person next to you and critique each other’s
explanation. Ask the person for clarification if you need it and finally write
down and discuss how you would make changes.

3. Closure
(Evaluate): Wrapping Up - teacher facilitates group discussion, helps
students share their work/progress, helps students make connections, and ensures
that big ideas are brought forward. Have you connected your lesson back to the
overarching phenomenon? What skills (SEPs), concepts (DCIs) and overarching
connections (CCCs) have you included and assessed?
Teacher Actions: Students can nominate someone’s explanation if they
think it was error free or they made really good points. Pick a few students to
share their explanations. Discuss their understanding of heredity and how it
applies to other animals.
 Science and Engineering Practice(s) (SEP): Engaging in
argument from evidence: This was assessed from student’s
explanation analysis when they had to compare and critique each
other’s explanations. The explanation analysis will show how students
construct their explanations by creating a claim and connecting it
appropriate evidence. Students will use the feedback to improve upon
their explanations to make a better claim, use better evidence, or
make a clear scientific connection between the evidence and claim.
 The students are constructing an argument in the explanation
analysis as they create their claim and have to support it with
evidence that is connected with reasoning from prior lessons.
The students also engage in discourse when they critique each
other’s explanations. In the students critiques I will guide them
to challenge their partners reasoning and include commentary
 on points where the connection between evidence and claim can
be better supported with concepts from previous lessons.
 Disciplinary Core Idea(s) (DCI): Variation of traits- This was
included in the activity when students shared DNA with their partners
to create different traits in their offspring. Mutations were also included
before students drew their puppies to see how they would lead to
physical changes.
 The students model genetic variation through genetic
recombination during sexual reproduction when they exchange
strands of DNA with their partner. During the Explain portion of
the lesson I included more of a focus to the variation in the DNA.I
also included more of a focus when discussing the role of
mutations. Students discussed how these genetic changes lead
to different physical characteristics. Students will elaborate on
the role of genetic variation in their reasoning that connects their
evidence to their claim in the explanation analysis.
 Crosscutting Concepts (CCC): Cause and Effect- Students made
the connection to cause and effect when they discussed the effects on
the physical traits in their puppies caused by the mutations of genetic
recombination from exchanging DNA with their partner. Students will
also use this during the explanation analysis when connecting their
claims with evidence.
 When the students create their explanation, they are describing
the causes of why the offspring do not look exactly like their
parents. Their evidence is the cause and the effect is what they
describe as the claim. The students will use their prior
knowledge to support their reasoning which should include
concepts of how they know the genetic variation is the cause
and the change in physical characteristics is the effect. Their
reasoning should bridge the gap between cause and effect.

Student Actions: Share their explanations with the class. Discuss how they
could improve the explanation, make better connections with the evidence
and the claim. Take notes on how they would improve their explanation from
the examples being shared with the class. Ask questions if there are other
ways to create genetic variation. Discuss other examples that can be applied
to the activity.

3D MAP + Activities and lessons:

(UNIT before this will be on DNA structure and protein synthesis)

 Start with Genotype, Phenotype, Allele lesson
 Allele activity
 Heredity + mutations lesson
 Heredity Activity
 Meiosis lesson
 DNA recipe activity (This lesson)
 Natural selection/ Adaptations lesson
 Natural selection Activity
Analysis/ Feedback:
Based on the explanation analysis and discussions during the activity the students were able to
construct claims that answer the prompt. Their evidence reflects what they did in the activity and
how this could help support their claim. However, with a few students it did appear that I should
guide students more when connecting their evidence to their claims. The reasoning for some
students that connects the claim and evidence is logical, but it is lacks the use of scientific
concepts from previous lessons. Some of the feedback I gave students was, “You made a clear
claim and I can see how you wanted to use your evidence but I you should have included how
genetic recombination creates changes in the DNA specifically not the allele itself” and, “The
evidence you used does not mention how the physical characteristics are effect because of
genetic variation.”

C. REFLECTION ON RUBRICS:
Review the rubrics connected to this lesson. Below, indicate HOW and WHERE you have
specifically addressed each one and include this with your lesson plan/ unit outline. You must
cite specific examples in the lesson itself of where you address the concepts in each rubric. List
the RUBRIC #1, 4, 5, 9 and 15 and corresponding reflection: (see the EdTPA handbook on
Blackboard, Course Materials).

Be sure to include actual phrases and terms from the rubrics in your reflections and
how you have addressed them specifically

Rubric #1:
This activity builds on students understanding of genetic variation and how it leads to changes
in physical characteristics. Students will apply their knowledge on the variation of traits to
construct an explanation as to why parents and their offspring do no look exactly the same.
They will be gathering evidence on genetic recombination by exchanging DNA with their
partners and on mutations by rolling a die with the probability of having a mutation. Students will
make clear connections between their claims and the evidence as part of the explanation
analysis. After the students construct their explanations, they will then critique a peer’s
explanation to improve their ability to analyze an explanation.
In the 3D map and activities, I included where this lesson takes place in the unit and how
it connects multiple concepts together. The use of the explanation analysis gets students
connect their observations from this activity to the concepts we covered prior to this
lesson. The reasoning portion of the explanation analysis requires the students use
these concepts to support the use of certain evidence. Following this activity and based
on the assessment will determine if the students are ready to build on their
understanding of the phenomenon by looking at how the differences in the offspring lead
to adaptations as a result of natural selection.

Rubric #4:
The scaffolding questions will be used to guide students to make connections between the
cause and effects of genetic variation. They will also be used to guide students when they are
constructing their explanations to clarify areas that need to be incorporated and how to make
clear connections between their claim and evidence. The sentence strips will be to help start
writing their explanations. They can use them for starting their claims, how they are going to
introduce their evidence, or to make better connections in their explanations. During the
discussion and the explanation analysis students will have access to their vocabulary notes to
properly incorporate scientific terms in their reasonings.
The language supports are in place to help students construct their explanations. The
sentence strips are for students who need additional support to construct a claim that
can be supported with evidence. Additional sentence frames will also be available to help
students include evidence that can support the claim. Their science notebooks have
terms they have learned from the previous lessons which will help them to use the
proper terminology to create their reasoning. The notebook also has information on the
concepts we have covered that should be included in the reasoning. Scaffolding
questions will help the students determine if the reasoning for using certain pieces of
evidence connects to their claim.

Rubric #5:
The explanation analysis provide evidence on student’s progress in developing explanations
using evidence. This formative assessment offers the student two forms of feedback once from
a peer and again from the teacher. Students will not only demonstrate their ability to construct
explanations, but they will also demonstrate how they incorporate feedback. Students will show
their understanding of the phenomenon by creating an explanation on why parents and their
offspring do not look exactly the same. Before students construct their explanations, they will
discuss how their understanding changed from the opening activity and how they can use the
information from the activity to build on their previous understanding.
There are two types of assessment that are built into the lesson the first being informal
during the opening portion of the activity. The students are using their current
understanding of genetic variation to explain the why the phenomena is occurring. The
students should show an attempt of connecting why the offspring do not look identical
to the parents as a result genetic variation. Students should be able to describe the
concepts but the reasoning to support the use of these concepts is where the formative
assessment will give students more structure. The explanation analysis requires the
students to show an understanding of the phenomena in their claim. The evidence and
the reasoning will show the students abilities to understand and apply scientific
concepts.

Rubric #9:
Students will collect evidence from the changes to their offspring as a result of genetic
recombination and mutations. Students will be comparing genotypes to build their
understanding of the effects of genetic recombination. Students will make connections between
the effects of genetic variation and the changes to their offspring by comparing both of the
parent’s physical traits. Students will use this evidence to construct explanations and they will
decide what evidence is relevant. During the student discussion students will be describing the
effects of genetic variation by comparing their offspring with one another. During the explanation
analysis students will rely on their understanding of relevant evidence when critiquing their
peer’s explanations.
The students are collecting evidence from observations of modeling the different factors
that cause genetic variation. Students model genetic recombination from sexual
reproduction and the role of mutations on certain traits. During the explore portion the
students have finished their drawings of the offspring and meet with the with their
partner to discuss their observations. As the students are discussing their observations,
I will guide there discussions to make connections about how the changes in the DNA
leads to changes in physical characteristics. I would also include questions to help
students make more connections with the prior lessons such as, “Are the changes in the
DNA recipe significantly different for similar traits? How often do you have a missense
DNA?”
Rubric #15:
The next steps will be determined by the student’s ability to meet the learning objectives. Before
moving forward to the next section of material students should demonstrate an ability to
construct explanations by making clear connections within the material. If students appeared to
still have misconceptions over the material, we will break into small groups and will discuss
questions they still have. This will be a student lead activity as students will share their
questions with each other and try to answer them together. If students still have questions, they
could not answer we will review those areas before moving forward. If the difficulties appear
during the construction of the explanations students will make corrections to their explanations
using both peer and teacher feedback. If students still are not improving a similar, less
demanding activity will be incorporated with the next topic to help students improve in
constructing explanations.
With the assessments I would determine that the next steps would be to focus more on
reasoning across the next several lessons. I would give more attention to connecting the
next lessons with the prior lessons. This would mean to give more direct examples or
including reasonings that are connect to previous concepts. I will ask questions that
students can connect back to their previous notes. I would also take some time during the
next class to discuss one of the more well-constructed explanations as part of the warmup.

Rubric #3
In the opening of the lesson I include examples of pictures of some of the students’ favorite
animals and pairs of domesticated and non-domesticated animals. The favorite animals include
the parent and the offspring. These are a result from an introductory survey from the start of the
semester that includes a question about the students’ favorite animals. This activity comes after
lessons on DNA replication, transcription, translation, mutations, and meiosis. Students
should have an understanding that the DNA is the building block for all life. This opening lets
me know what areas to include extra detail when giving instructions for the rest of the
lesson and where to focus the discussions. The animal of the activity will be based-on the
consensus favorite for the class which will results from a vote from the students top 3 favorite
animals at the start of the unit. The traits that the students will be looking at can change based on
the animal but will remain relatively constant.

Rubric #7
In the activity students are modeling genetic variation caused by sexual reproduction and
mutations. In the explore section students are creating a parent following their DNA recipe and
before exchanging DNA with their partner they are comparing DNA recipes to look how those
traits are affected by slight differences in their recipe. The students will be answering questions
that help them create a connection between the changes in DNA and the effects on the
physical characteristics. The questions would be “Are the mutants all bad or are some good?
What are the potential effects of the silent mutations? Are the changes in the DNA recipe
significantly different for similar traits? How often do you have a missense DNA?” Students will
use their knowledge from this unit to connect the differences in their DNA recipe of dominant
and recessive alleles which are passed down to the offspring through sexual reproduction and
how they affect the physical characteristics. The students will also explore the effects of genetic
mutations by rolling a dice twice to determine if and what the severity of their mutation (silent or
missense).
Rubric #8
In the explain section of the activity I have students discussing their observations with their
neighbors to start connecting their evidence from the activity to concepts and terms they have
learned from this unit. I would facilitate these discussions by having students start from their
DNA strips to look for differences in the DNA between dominant and recessive alleles to get and
understanding of the relationships between the DNA and the physical characteristics. I would
then shift the conversations to have students discuss how further genetic variation as a
result of sexual reproduction and mutations lead to offspring that are not identical to the parents.

Rubric #11
From the explanation analysis students made clear claims that tried to answer the claim. The
students also had the right idea for using their observations from the activity as their evidence. A
few students were having difficulties using the concepts we learned from this unit to link the
evidence with their claim. The students listened to the feedback from their partners and made the
necessary changes to their explanations.

Rubric #12
In the explanation analysis I included some feedback of what the student was doing good as
well as where they can make improvements, “You made a clear claim and I can see how you
wanted to use your evidence but I you should have included how genetic recombination creates
changes in the DNA specifically not the allele itself”. I would include another student’s work
with their feedback, “The evidence you used does not mention how the physical characteristics
are effect because of genetic variation”.

Rubric #14
When the students were constructing their explanations, they used their scientific language to
support their claims. They used scientific terms such as, genetic recombination, mutations,
genotype, and phenotype to describe how the evidence connects to the claim. When the students
are describing their reasoning, they need to justify the connection between the claim and their
evidence with concepts from the previous lessons.
 DNA Recipe: Graphic Organizer
Trait Genotype Mutation Parent
(Silent/
Missense)

Body shape
(B, b)
Head Shape
(H, h)
Ears
(E, e)
Legs
(L, l)

Fur color
(F, f)

Eye color
(I, i)

Trait Genotype Mutation Offspring

(Silent/
Missense)

Body shape
(B, b)
Head Shape
(H, h)
Ears
(E, e)
Legs
(L, l)

Fur color
(F, f)

Eye color
(I, i)
 Explanation Analysis

Explanation Criteria N/A Not at all Partially Yes

Claim: (Statement that answers the question)

Does the claim respond to the

question?
Is the claim relevant to the
question
Is the claim accurate?

Evidence: (Data from observations)

Is the evidence appropriate for

supporting the claim?
Is there enough evidence?
Is the information valid?

Reasoning: (Link between evidence and claim)

Is the reasoning clear to the

reader?
Does the reasoning link the
evidence to the claim?
Is a scientific principle/ concept
used to describe why the
evidence supports the claim?
Overall Explanation:

Does the explanation include all

three parts?
Is the explanation clear?

Explanation Analysis Rubric

Score 4 3 2 1

Claim The statement clearly The statement The statement The statement is
answers the question. mostly answers partially answers not accurate
the question the question

Evidence/ At least 3 pieces of Some evidence The evidence is Little or no

Support evidence that directly of the evidence partially evidence
support the claim supports the appropriate and
claim. slightly valid

Reasoning The scientific Most of the Link between Little or no

principle/ concept evidence claim and connection
clearly describes why connects to the evidence not clear between claim
the evidence supports claim and evidence
the claim