Genetics Unit Plan

Multiple Intelligences
Unit Plan Template

EDUC 522

Unit Title: Genetics Teacher: Miss Chan

Grade Level: 9-10

Subject: Biology Time Frame: 8 weeks
Objective(s):
Students will be able to
o Know the
structure and
function of DNA
and RNA
molecules
o Explain Central
Dogma
o Explain how
genetic
information is
passed from
generation to
generation.
o Apply rules of
probability to
principles of
genetic
inheritance, using
Punnett squares to
complete their
crosses.
o Draw and describe
the phases of
meiosis and
compare and
contrast this
process with
mitosis.
o Explain how
genetics can be
used to better
understand human
inheritance.
o Discuss and
defend a position
on ethical issues
concerning
genetic testing and
bioengineering.

Intelligences:
Visual/Spatial
Verbal/Linguistic
Intrapersonal
Interpersonal
Bodily/Linguistic
Naturalist
Musical/Rhythmic
Logical/Mathematical

Technologies:
Devices/equipment:
iPad
PC/laptop
Microscope

iPad apps:
Bongos
Explain Everything
Flipbook
Garage Band
Gene Screen
iMovie
MindMaple
Notability
Numbers
Pages
Keynote
Quizlet

PC/Internet apps:
Compare/Contrast
Map
Standards:
NGSS:
HS-LS3-1: Ask
questions to clarify
relationships about the
role of DNA and
chromosomes in coding
the instructions for
characteristic traits
passed from parents to
offspring
HS-LS3-2: 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.
HS-LS3-3: Apply
concepts to statistics
and probability to
explain the variation
and distribution of
expressed traits in a
population.
Common Core Connections:
RST. 11-12.1 Cite
specific textual
evidence to support
analysis of science and
technical texts,
attending to important
distinctions the author
makes and to any gaps
or inconsistencies in the
account.
RST. 11-12.9
Synthesize information
from a range of sources
(e.g., texts,
experiments,
simulations) into a
coherent understanding
of a process,
phenomenon, or
concept, resolving
conflicting information
when possible.
ISTE:
ISTE1b: Create original
works as a means of
personal or group
expression.
ISTE1c: Use models
and simulations to
explore complex
systems and issues
ISTE1d: Identify trends
and forecast
possibilities
ISTE2a: Interact,
collaborate, and publish
with peers, experts, or
others employing a
variety of digital
environments and
media
ISTE2b: Communicate
information and ideas
effectively to multiple
audiences using a
variety of media and
formats
ISTE2d: Contribute to
project teams to
produce original works
or solve problems
ISTE3c: Evaluate and
select information
sources and digital tools
based on the
appropriateness to
specific tasks
ISTE3d: Process data
and report results
ISTE4c: Collect and
analyze data to identify
solutions and/or make
informed decisions

Materials:

Digital:
iPad with apps installed (see list above)
o Bongos
o Explain Everything
o Flipbook
o Garage Band
o Gene Screen
o iMovie
o MindMaple
o Notability
o Numbers
o Pages
o Keynote
Intelligences:

Musical
Visual, logical
Visual, kinesthetic
Musical
Visual, naturalist
Visual, musical
Visual, logical
Visual
Logical
Intrapersonal
o Quizlet

PC/Laptop with Flash player for readwritethink mobile apps
Projector
Microscope

Cracking Your Genetic Code DVD

Non-digital:
Science Journals
Class Website
Props for Telenovela (vary depending on script)
DNA & RNA structure model kit
Protein Synthesis model kit
Mitosis/Meiosis chromosome model kit
Prepared onion cell slides

DNA extraction kit

SpongeBob Genotype/Phenotype handout
Punnett square practice handouts
Traits inventory handout
Queen Victoria pedigree handout
Multiple Alleles blood typing handout
X-linked genetics handout
Genetics Problem Set packet
Visual, verbal

Visual, logical,
naturalist
Visual, logical,
naturalist
Visual, naturalist,
intrapersonal

Intrapersonal
Visual
Kinesthetic
Visual, kinesthetic
Visual, kinesthetic
Visual, kinesthetic
Visual, kinesthetic,
naturalist
Visual, kinesthetic,
naturalist
Visual, logical,
intrapersonal

Procedures:

Week 1:
Day 1Chapter 12.1 & 12.2: DNA & Chromosomes and DNA Replication
Students will come to class having read sections 1 and 2 of chapter 12 and
completing PDP notes and vocabulary on Quizlet using the Frayer Model.
Students will complete warm-up during the first 5 minutes of class in their
science journals and review answers with the teacher.
Teacher will lecture on DNA structure and replication using Notability while
students complete lecture notes using a prepared template on Notability.
Students will create DNA origami following teachers instructions and watching
the instructional video for folding their template. Origami activity serves to teach
proper DNA base pairing and assist in the visualization of the double helix shape
of DNA.
Musically inclined students will create a beat using the bongo app while the rest
of the class works with the teacher to create a rhyme to memorize the
components of a DNA molecule.

Day 2Chapter 12.3: RNA and Protein Synthesis
Students will come to class having read section 3 of chapter 12 and completing
PDP notes and vocabulary on Quizlet using the Frayer Model.
Teacher will lecture on RNA structure and role in protein synthesis; detailing the
steps involved in transcription and translation using Notability while students
complete lecture notes using a prepared template on Notability.
Students have two options for protein synthesis activities: a flow chart using
MindMaple app or a poem typed on Pages app and using the Iambic Pentameter
notes. Students will work in groups (max 3) to create a flow chart detailing the
steps of protein synthesis OR write an iambic pentameter poem about the steps in
protein synthesis.

Day 3 (block)Chapter 12.4: Mutations & Protein Synthesis Simulation Activity
Intelligences:

Logical, visual,
intrapersonal, verbal
Visual, verbal, logical,
intrapersonal
Visual, logical,
intrapersonal
Visual, naturalist,
logical, kinesthetic

Musical, verbal

Logical, visual,
intrapersonal
Visual, logical,
intrapersonal

Visual, musical,
intrapersonal, logical

Teacher will lecture on gene and chromosome mutations using Notability while
Students will be grouped in pairs and receive a protein synthesis kit and lab
manual. Students will follow step-by-step instructions from the manual and
simulate the steps in transcription and translation using the DNA and RNA
model kits.

Day 4DNA Extraction Lab
Students will take a mini-quiz on the structure and function of DNA and RNA
during the first 10 minutes of class. Students will exchange quizzes and peer
correct with the teacher.
Students will watch the instructional video from NOVA on DNA extraction
using household items. Students will build a DNA molecule using the DNA
model kits and then extract their own DNA following the steps in the video.
Students can keep DNA samples in microcentrifuge tubes.

Week 2:
Day 1 Chapter 12 Review
Students will complete section review and vocab review handouts in class for the
first 40 minutes.
Teacher will spend the last 10 minutes of class in a Q&A review for the test.

Day 2Chapter 12 Test
Students will take the chapter 12 test on DNA and RNA.

Day 3 (block)Chapter 11.1: The Work of Gregor Mendel
Teacher will lecture on Mendelian genetics; focusing on key terms and the
process of crossbreeding as well as introducing genotypes and phenotypes using
notability. Students will complete lecture notes using a prepared template on
Notability.
Students will complete SpongeBob handout practicing the using of genotypes
and phenotypes on Notability.
Students will spend the rest of class time working on PDP notes and vocabulary
for section 2 of chapter 11.

Day 4Chapter 11.2: Probability and Punnett Squares
Teacher will lecture on the use of probability to predict outcomes of genetic
crosses and model how to complete Punnett squares using Notability while
Students will complete Punnett square practice handout on Notability.
Students will begin PDP notes for section 3 of chapter 11 and vocabulary and
finish for homework.

Week 3:
Day 1Punnett Square Practice
Students will install the Gene Screen app as the teacher models how to use the
app to setup monohybrid Punnett Square crosses.
Logical, visual,
intrapersonal
Visual, logical,
intrapersonal
Interpersonal, visual,
naturalist, kinesthetic,
logical

Logical, intrapersonal

Visual, logical,
naturalist, kinesthetic

Visual, logical,
intrapersonal
Verbal, logical, visual

Logical, visual,
intrapersonal

Logical, visual,
intrapersonal
Visual, logical,
intrapersonal

Visual, logical

Logical, visual,
intrapersonal

Logical, visual,
intrapersonal
Visual, logical,
intrapersonal

Visual, logical
Logical, visual,
intrapersonal

Logical, visual,
intrapersonal
Students will complete the monohybrid practice problems in the Genetics
Problem Set packet using Notability.

Day 2Chapter 11.3: Exploring Mendelian Genetics
Teacher will lecture on Mendelian genetics and the two factor crosses in the F1
and F2 generations of pea plants and model how to complete a dihybrid cross
using Notability while students complete lecture notes using a prepared template
on Notability.
Students will complete dihybrid cross problems in the Genetics Problem Set
packet using Notability.

Day 3 (block)Chapter 11.4: Meiosis & Meiosis/Mitosis Activity
Teacher will lecture on the phases of meiosis using Notability and show a video
animating the movement of chromosomes. Students will complete lecture notes
using a prepared template on Notability.
Students will install the flipbook app on their iPads and create a flipbook of the
phases of mitosis and meiosis.
Musical and kinesthetic learning groups will work on choreography and music of
the mitosis/meiosis dance.

Day 4Meiosis/Mitosis Activity
Teacher will guide the class through a Compare Contrast Map using the
readwritethink mobile app. Map will be posted on the class website as a resource.
Kinesthetic learning group will teach class the mitosis/meiosis dance.
Students will go outside to perform the dance to prepared music while the
teacher calls out each phase of meiosis and mitosis and records the app from the
balcony.

Week 4:
Day 1Meiosis/Mitosis Lab
Students will use microscopes to observe the phases of mitosis and meiosis in
prepared onion cell slides. Students will use chromosome kits to simulate the
phases of meiosis and complete the accompanying lab handout.

Day 2Chapter 11 Review
first 40 minutes.

Day 3 (Block)Chapter 11 Test
Students will take the chapter 11 test on Mendelian Genetics
Students will spend the rest of the block period working on PDP notes and
vocabulary for chapter 14.

Day 4Chapter 14.1 Human Heredity
Teacher will lecture on how scientists use Punnett Squares to predict inheritance
of familial traits and how pedigrees are used to track traits within a family using
Notability while students complete lecture notes using a prepared template on
Notability.
Visual, logical,
intrapersonal

Logical, visual,
intrapersonal
Visual, logical,
intrapersonal

Visual, logical

Logical, visual,
intrapersonal
Visual, logical,
intrapersonal

Visual, kinesthetic

Musical, kinesthetic,
interpersonal

Visual, naturalist, logical

Kinesthetic,
interpersonal
Kinesthetic, musical,
interpersonal

Naturalist, visual,
logical, kinesthetic

Visual, logical,
intrapersonal

Logical, visual,
intrapersonal

Logical, visual,
intrapersonal
Visual, logical,
intrapersonal

Students will take traits inventory handout home to interview their family
members.

Week 5:
Day 1Pedigree & Multiple Allele Practice
Students will complete Queen Victoria and multiple alleles blood typing practice
handouts using Notability.

Day 2Chapter 14.2 Human Chromosomes
Teacher will lecture on sex-linked and chromosomal disorders and model how to
solve problems involving X-linked traits and disorders using Notability while
Students will complete X-linked genes handout using Notability.

Day 3 (block)Sex-linked Genes & Genetics Problem Set Practice
Students will be grouped into MI collaboration groups to work on Genetics
Problem Set packet on Notability. Packets will be completed in class and
checked by the teacher before the end of the block period.
Students will begin brainstorming for their MI collaborative teaching project.

Day 4MI Group Projects
Students will begin planning and working on their MI projects.
o Visual & Logical: Screencast
o Verbal & Naturalist: fruit fly PowerPoint
o Musical & Kinesthetic: Blood typing telenovela

Week 6:
Students will continue working on their MI projects.

Students will finalize and run through their MI projects.

Day 3 (block)MI Group Presentations
Students will present their MI projects to the class.
Teacher will use rubrics to grade presentations.

Day 4Chapter 14 Review
first 40 minutes.

Week 7:
Day 1Chapter 14 Test
Students will take the chapter 14 test on human heredity.
Students will watch NOVAs Cracking Your Genetic Code for the remainder
of the period.

Day 2Genetic Ethics Debate Discussion Groups
Students will finish watching NOVAs Cracking Your Genetic Code
Students will be grouped into discussion groups to discuss genetic ethics
questions addressed in the video. Each group will have a designated discussion
leader with a set of discussion questions to guide the conversation.

Day 3 (Block)Genetic Ethics Debate Prep
Visual, intrapersonal,
interpersonal, logical,
naturalist, kinesthetic

intrapersonal
Visual, logical,
intrapersonal, naturalist

Logical, visual,
intrapersonal
Visual, logical,
intrapersonal

Visual, logical,
intrapersonal

Interpersonal; Visual &
Logical; Verbal &
Naturalist; Musical &
Kinesthetic

Logical; Verbal &
Kinesthetic
Logical; Verbal &
Kinesthetic
Logical; Verbal &
Kinesthetic
Logical; Verbal &
Kinesthetic

Visual, logical,
intrapersonal

Logical, visual,
intrapersonal
Visual, naturalist,
intrapersonal

Visual, naturalist,
intrapersonal
Interpersonal, logical,

Students will receive debate packets and be grouped into their debate teams.
Students will receive research site links and use QR reader to scan and search the
websites.
Students will spend the entire block period preparing their debate outlines and
researching evidence and support for their arguments.

Day 4 Genetic Ethics Debate Prep
Students will continue preparing for their debates.

Week 8:
Students will continue preparing for their debates.

Students will finalize their debate outlines and practice for their debates.

Day 3 (block) Genetic Ethics In-Class Debate
Students will debate their genetic ethics question in the class.

Day 4 Reflection Paper Work Day
Teacher will debrief the debate with the students and pass out grades from the
debates.
Students will work on reflection papers following the provided essay prompt and
guided reflective questions using Pages app to type their paper.







Product:

Non-project based:
Chapter PDP Cornell Notes
Quizlet vocabulary cards
Daily Warm-ups in science journals
Chapter Tests

Project-based:
DNA Origami: students will complete proper DNA base pairing, color and fold a
DNA origami template following an instructional video.
DNA Rhyme: students will create a rhyme to memorize the components of a
DNA molecule (deoxyribose sugar, phosphate group, nitrogenous bases A, T, C
and G)
DNA Extraction Lab: students will complete lab handout and extract/collect a
sample of their DNA following instructions from a NOVA lab demonstration.
Central Dogma Flow Chart: students will create a flow chart using MindMaple
app detailing the steps of transcription and translation in protein synthesis.
Central Dogma Iambic Pentameter Poem: students will write a poem in iambic
pentameter detailing the steps of transcription and translation in protein
synthesis.
Protein Synthesis Lab: students will use a DNA model kit to demonstrate the
process of protein synthesis and complete the accompanying lab handout.
Onion Cell Lab: students will use a microscope to analyze prepared onion cell
slides displaying various phases of mitosis and complete the accompanying
handout.
*Mitosis/Meiosis Dance: students will plan the choreography and music for a
mitosis/meiosis dance, showing the movement of chromosomes and organelles
during each phase.
Mitosis/Meiosis Flipbook: students will create a flipbook of each phase of
mitosis and meiosis, making small changes to show the fluid movement of
chromosomes.
Compare/Contrast Map: students will create and e-mail a compare/contrast map
on readwritethink.
*MI Presentations of Genetics Problem Set: students will complete a genetics
Intelligences:

Logical, visual
Visual, Verbal
Visual, logical
Logical

Visual, logical,
kinesthetic
Musical, verbal

Naturalist, Visual,
Logical
Visual

Intrapersonal, musical

Naturalist, visual, logical

Naturalist, visual, logical

Kinesthetic, musical,
interpersonal

Visual, naturalist

Visual, logical, naturalist

problem set packet and create a presentation to teach the class how to solve the
problem in a step-by-step model based on their collaborative MI strengths.
*Genetic Ethics Debate: students will prepare for and debate a question in
genetic ethics. Groups will complete a typed debate outline before their debates.
*Debate Reflection Paper: students will reflect on the process of preparing for
their debates, answer at least 4 reflective questions and write a 1-2 page
reflective essay on their experience throughout the process.

*See rubric below

Visual, logical, musical,
kinesthetic, naturalist,
verbal, interpersonal
Logical, verbal,
interpersonal, naturalist
Intrapersonal, naturalist
Assessment:

All assignments, with the exception of those graded by a rubric, will be
assessed for completion and accuracy and graded on a point system.

Oral Presentation Rubric
(adapted from
ReadWriteThink)
4-Excellent 3-Good 2-Fair 1-Needs Improvement
Delivery Holds attention of entire
audience with the use of
direct eye contact, seldom
looking at notes
Speaks with fluctuation in
volume and inflection to
maintain audience interest
and emphasize key points
Consistent use of direct eye
contact with audience, but
still returns to notes
Speaks with satisfactory
variation of volume and
inflection
Displays minimal eye
contact with audience, while
reading mostly from the
notes
Speaks in uneven volume
with little or no inflection
Holds no eye contact with
audience, as entire report
is read from notes
Speaks in low volume
and/or monotonous tone,
which causes audience to
disengage
Content Organization Demonstrates full
knowledge by answering
all class questions with
explanations and
elaboration
Provides clear step-by-step
instructions; pertinent
examples, and/or statistics
Is at ease with expected
answers to all questions,
without elaboration
Has somewhat clear step-
by-step instructions; some
examples and/or statistics
Is uncomfortable with
information and is able to
answer only rudimentary
questions
Attempts to explain step-
by-step instructions;
provides weak examples
and/or statistics
Does not have grasp of
information and cannot
answer questions about
subject
Does not clearly explain
step-by step instructions;
provides weak or no
examples and/or statistics
Enthusiasm/Audience
Awareness
Demonstrates strong
enthusiasm about topic
during entire presentation
Significantly increases
audience understanding
and knowledge of topic;
convinces an audience to
recognize the validity and
importance of the subject
Shows some enthusiastic
feelings about topic
Raises audience
understanding and
awareness of most points
Shows little or mixed
feelings about the topic
being presented
Raises audience
understanding and
knowledge of some points
Shows no interest in topic
presented
Fails to increase audience
understanding of
knowledge of topic
Group/Partner Work Group members
collaborated and
participated equally in
development of the project.

Group members
participated equally, but
there was not much
collaboration or sharing of
ideas.
All group members
contributed, but in unequal
proportions. A few
members did the majority
of the work.
Some group members did
not contribute to project
ideas or discussions.

Comments

Telenovela Rubric
(adapted from KQED.org)
4-Exemplary 3-Proficient 2-Partially Proficient 1-Incomplete
Introduction Unique and
memorable
introduction engages
the audience
immediately and
communicates the
purpose of the piece.
Introduces the topic
and purpose in an
engaging manner.

General introduction
of the topic and
purpose. Little
creativity and only
somewhat engaging.

Introduction is not
included or does not
make sense. The topic
and purpose are not
clear.
Delivery Narrator sounds
comfortable and has
practiced the piece for
an excellent delivery.
Words are clear and
pacing is appropriate.
Correct grammar is
consistently used.

Narrator has
practiced the piece
for smooth delivery.
Words are clear and
pacing is appropriate.
Correct grammar is
used in the piece
(only one or two
grammatical errors).

It doesnt sound like
the narrator has
practiced the piece.
Delivery is better in
some places than
others. Words arent
always clear and/or
pacing is uneven.
Some instances of
incorrect grammar are
noted (more than
two).

It sounds like the
presenter is reading a
script. Delivery
interferes with ability
to understand the
piece. Words often
arent clear and pacing
makes it difficult to
follow the piece.
Grammatical mistakes
interfere with ability
to understand the
piece.
Technical Production Smooth transitions
throughout piece. No
dead space.
Audio volume
complements the
presentation.
Transitions are
smooth, but dead
space is occasionally
heard.
Volume is
acceptable.

There is distracting
dead space and/or
ambient noise.
Transitions are
uneven.
Volume is
occasionally
inconsistent.
Much of the piece has
distracting background
noise. Transitions are
jumpy.
Volume changes are
highly distracting.
Images/Graphics The graphics and
images contribute to a
creative and effective
presentation and
enhance key points by
contributing to the
concept explanation.
All shots are in focus
and nicely cropped.
The camera work is
smooth and steady.

The graphics relate
to the audio and are
helpful in
communicating the
content.
Most shots are in
focus and nicely
cropped. Most
camera work is
smooth and steady.

The graphics only
marginally relate to the
audio and arent
always helpful in
communicating the
content.
Most shots are in
focus, but pictures
need additional
cropping. Some
camera work is shaky
or unsteady.
The graphics dont
relate to the audio and
distract from the
science content.
Many shots are out of
focus and many shots
need additional
cropping. Shaky or
unsteady camera work
is distracting.
Content Creativity and
original content
enhance the purpose
of the piece in an
Creative elements are
included, but dont
enhance the purpose
of the piece. Creative
Creativity is lacking
and doesnt enhance
the content and/or
purpose of the piece.
No creative elements
are included, or the
types of creative
elements used are
Intelligences:

Verbal
Visual
Logical
Naturalist

Kinesthetic
Musical
Interpersonal

innovative way.
High level of science
concept
understanding is
apparent. Information
is accurate and
concise.
The scientific terms
used are appropriate
for the content and
enhance the piece.
Audiences other than
the presenters peers
would learn
something from the
project and find it
valuable.
elements dont
distract from the
content or purpose.
Information is
accurate and concise.
Scientific vocabulary
is appropriate.
The intended
audience can
understand the
project.

Creative elements
may distract from the
content or purpose.
Some information is
inaccurate, unclear or
rambling.
is adequate.
The project reaches
the intended audience,
but isnt educational.

inappropriate or
distract from the
content and/or purpose
of the piece.
Information is
inaccurate.
is inappropriate for the
audience.
The project doesnt
reach the intended
audience.

Group/Partner Work Group members
collaborated and
participated equally
in development of the
project.
Group members
participated equally,
but there was not
much collaboration
or sharing of ideas.
All group members
contributed, but in
unequal proportions.
A few members did
the majority of the
work.
Some group members
did not contribute to
project ideas or
discussions.
Comments

Reflection Paper
Rubric
5 4.5 4 3.5 3 2.5 2 1 0
F
o
r
m
a
t

Perfect use of MLA
format. Correct
placement of
heading, header,
and title. Paper is
typed in 12 point
Times New Roman,
double-spaced, with
1 inch margins.
Use of MLA is
almost perfect.
There may be one
or two minor flaws
in formatting.
Use of MLA is
strong, but flawed.
There are more than
one or two minor
errors and/or a
severe error (e.g.
heading on wrong
side, incorrect font
or font size)
Weak use of MLA.
Several errors
and/or omissions.
Little to no
evidence that the
conventions of
MLA were
followed.
Paper is not typed.
S
t
r
u
c
t
u
r
e

The paper is
structured perfectly:
there are
introductory, body,
and conclusion
paragraphs; the
introductory
paragraph contains
a strong thesis; the
body paragraphs
contain topic
sentences and
ample support; and
a conclusion wraps
up the paper. Strong
transitions between
thoughts are used.
The structure of the
paper is very good.
There may be one
or two minor flaws
throughout the
organization and
composition of the
paper; however,
there are a thesis,
topic sentences,
support, and a
concluding
sentence.
Paragraphs are
arranged in a
logical manner, and
transitions are
present.
The papers
structure begins to
undermine the
readers ease and
understanding.
There may be many
minor flaws or one
serious flaw;
however, a thesis
and some support
are present.
Transitions are
present.
The papers
structure is weak.
There is a lack of
organization, and
the paper is
partially missing
several of the
following: thesis,
topic sentences,
support, or
concluding
sentences.
Transitions are
poorly selected or
sparse.
The papers
structure is weak.
There is a lack of
organization, and
the paper is
completely missing
several of the
following: thesis,
topic sentences,
support, or
concluding
sentences.
Transitions are
poorly selected or
sparse.
No evidence of
structure and
organization is
present.
M
e
c
h
a
n
i
c
s

The paper is written
perfectly. Academic
English is used
throughout; there
are no spelling
errors, few (if any)
grammar errors, and
the paper is easy to
understand. Student
demonstrates a
mature use of
sentence structure.
The paper is written
extremely well.
Academic English
is used; there are
few spelling errors,
few grammar
errors, and the
paper is easy to
understand.
Sentence structure
is strong and free
from major
sentence errors.
Errors in spelling,
mechanics, or the
use of academic
English have begun
to detract from the
ability to easily read
and understand the
paper. The paper is
written well overall
with appropriate
sentence structure
mostly free from
major sentence
errors.
Erratic spelling,
grammar, and a
poor use of
academic English
have made the
paper difficult to
comprehend.
Sentence structure
is weak and
contains several
major sentence
errors.
The conventions of
written academic
English have been
mostly ignored. The
paper is almost
impossible to
understand as a
result.
N/A
S
u
p
p
o
r
t

Paper contains
effective and strong
support that
demonstrates an
extensive
understanding of
the material. The
development of the
support is
substantial, specific,
relevant, and
concrete.

Paper contains
strong support that
demonstrates a
thorough
understanding of
the material. The
support is
developed through
ample use of
specific details and
examples.

Paper contains
support that
demonstrates an
understanding of
much of the
material. The
support is
consistently
developed, but it
may lack
specificity.

Paper contains little
support and
demonstrates only a
basic understanding
of the material. The
support may not
always stay on topic
and/or is considered
weak or superficial,
consisting of
generalizations.

Paper contains an
attempt to include
support, although
the support does not
stay on topic, nor
does it validate the
material.
Paper contains no
support and
demonstrates a lack
of understanding of
the material.

Debate Criteria Rate (1-10) Comments
Opening statement was clear, well
organized, factual, and relevant.

First argument in support of its
position was stated clearly, was
relevant, and well informed.

Second argument in support of its

Third argument in support of its

Rebuttal to opposing side's first
argument was clear, relevant, well
informed, and effective.

Rebuttal to opposing side's second

Rebuttal to opposing side's third

Intrapersonal
Naturalist

Verbal
Logical
Interpersonal
Intrapersonal
Naturalist


Closing statement was stated clearly,
was relevant, and effectively
summarized the team's position.

Answers to audience questions were
clear, well-informed, and relevant.

Overall preparedness, effectiveness,
and professionalism in the debate.

Presentation Ideas and Notes: (optional)

Final Video Link

Technologies to be
used:
iMovie
Explain Everything
Keynote
YouTube

Genetics Unit Plan

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Genetics Unit Plan

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Unit Plan Template

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