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What?
Tasks, Strategies, Instruments
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How?
Processes, How Often?
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Why?
How do the selected tools support your learning goals and the learning principles guiding your design?
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To enable continuous/frequent feedback between you and the learner/s
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Informal Facilitator will monitor student participation and for individual understanding
Formal A completed genetic "scorecard" will be collected and assessed for completion.
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Facilitating will take place constantly throughout the first and second day of this activity.
The genetic "scorecard" will be collected at the end of the first day's session.
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Through monitoring students' work, an exchange of student/teacher understanding |
To encourage the learners to reflect on their learning progress and achievement
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Informal Through discussions and reflections
Formal Completion of genetic "scorecard" and uniqueness of "smiley face." (self assessment)
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Individual reflections and discussions regarding findings.
Clarification for students.
Learning through seeing an example.
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Self reflection will assist learner and will lead to problem-solving. |
To determine your students' learning progress and achievement
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Informal Through discussions and reflections
Formal Through "Smiley Face" (ability to follow directions)
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How well did student follow directions? Did student understand reasoning for this lesson? |
The final "Smiley Face" art design will determine student's ability to understand the lesson involving genetics. |
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| Student Goals |
Sub-Objectives |
Type of Learning |
Assessment/Feedback Strategy |
| 1. The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. |
1. Make predictions about possible outcomes of various genetic combinations of inherited characteristics.
2. Demonstrate an understanding of the organization of living systems.
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Psychomotor – Guided response, Mechanism
Cognitive – Comprehension, Knowledge, Analysis, Synthesis |
Completion and accuracy of genetic scorecard.
Students' ability to follow directions.
Discussion and reflection of results
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2. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems.
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1. Differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications.
2. Integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphics from paint or draw programs.
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Psychomotor – Manipulation
Cognitive – Application, Synthesis
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Completion of project; how accurate characteristics are with genetic scorecard.
Students' ability to follow directions.
Discussion and reflection of results
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