Evaluation Strategy: Student Learning

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Evaluation Strategy
Student Learning
The Next Generation Science Standards which are endorsed by the National Science Teachers Association proposes that students should be taught to analyze and interpret data, be able to provide evidence that plants and animals have traits inherited from parents, and that variations of these traits exist in other organisms. This unit’s purpose is to make students aware of the concepts of genetics and inheritance and other related concepts. Students will learn about inheritance patterns, genetic disorders, and they will predict genetic outcomes and probability using Punnett squares and pedigrees. Students will also examine the various genetics tests to determine if certain genetic diseases will be inherited.
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Examples of some of the formative assessments I will use in my unit are: Pre-tests and Surveys, Observation (hand signals), Discussion (observation), Graphic Organizers, Questioning, Unit Activities Handouts, and Exit Tickets. The Pre-test will also allow me to discover if students have any prior knowledge of some of the competencies and also concepts that may need to be retaught. I will use information from that assessment to guide my lessons in this unit and throughout the year. The surveys will help me determine the learning styles of my students so that I may tailor my activities accordingly. The data collected from the unit activities and questioning will be used to ascertain of students are making the connections of the concepts and modifications to the assignments will be made accordingly. Additionally, other formative assessments, include modeling activities before student begin the activities and use examples of weak and strong student work, will help me further to find out if students grasp the intended …show more content…
Furthermore, I will use information gained from professional development opportunities to guide my teaching strategies. Feedback from these sources will help me to determine if the content and or assignments need to be change because of developmental stage, inadequate prerequisite knowledge and the pace in which to teach the content. This feedback can aid teachers in making informed changes to the curriculum and the school and district level and possibly at the state or national level. We must help students appreciate how individual characteristics are passed from generation to generation, the reasons for the variable expression of those traits among members of any given population, and the impact this transmission of inheritance has on further generations (MDE, 2010). These concepts are included in the Mississippi Department of Education Science, Frameworks for Biology I and will include the fundamental concepts of genetics which can guide students to a better understanding of themselves and the world in which they live (MDE, 2010). In addition, the 2014 Mississippi College and Career Readiness Standards Topics List recommends that Genetic disorders (sickle cell anemia, cystic fibrosis, Down Syndrome, etc.) be included in the Biology I curriculum (MDE,

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