Teaching & Learning Plan Preparation Content Area Learning Plan

This introduction describes the purposes and perspectives captured in the procedures for creating a plan. Additionally, this introductory
section provides an overall organizational scheme for understanding and using the materials in the Creating a Unit Plan. The purpose for this
packet is to give novice teachers a systematic approach in creating a Unit Plan. The packet includes 10 steps to complete in the teaching and
learning plan development process. More experienced teachers may use variations on the application of these design principles; the 10 steps give
novice teachers a step-by-step process for constructing teaching and learning plans. The steps used to create a Unit plan are delineated below.

Steps 1-10 Step Activity

Introduction to the Scientific Method

Introduction to Laboratory Experiments: Procedures and Safety
Life: Classification & Exploration
1. Grading Period Content Cells: Theories & Structures
Area Planning Cells: Functions, Organization, & Processes
Cell Reproduction & Cell Cycle
Cells: Genetics
(** Some of these units will need more than 1 week to cover content**)
2. Unit/Week Organization Cell Reproduction & Cell Cycle
Cellular Reproduction Introduction
Sexual vs. Asexual Reproduction Methods
Mitosis

3. Scope & Sequence Monday: Cellular Reproduction Introduction
Tuesday: Sexual vs. Asexual Reproduction: pros/cons
Wednesday: Mitosis
Thursday: Mitosis (Cont.)
Friday: Review, assessment, wrap-up, light introduction to sexual reproduction (meiosis)
4. Content Area Standards Next Generation Science Standards for Middle School
LS1.B: Growth and Development
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an
explanation for how characteristic animal behaviors and specialized plant structures affect
the probability of successful reproduction of animals and plants respectively.
 MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and
genetic factors influence the growth of organisms.
5. Learner Outcomes 1. Students will comprehend why cells are limited in size and why it is essential for
growth/reproduction.
2. Students will learn the differences between asexual and sexual reproduction
3. Students will differentiate between the advantages/disadvantages of sexual and
asexual reproduction.
4. Students will understand the factors that influence reproduction, growth, and
differentiation
5. Pre-Assessment KWL chart development, class discussions, collaborative group work, lecture/presentation,
content review
6. Instructional Reading assignments
Strategies & Lectures
Technology Tools to Videos/video clips
Conduct Learning Class Discussions
Activities Laboratory assignment
7. Ongoing Assessment Class activities, laboratory assignments, discussions, and bell-ringers.

8. Post-Assessment Students will take an end-of-unit quiz on the concepts of cell reproduction and the cell cycle

9. Review/Grade Quiz will be multiple choice and one short answer question, 10 points possible (short answer
= 2 points) See rubric below.
Step 1
Grading Period Content Planning

Course: Junior High/Middle School Life Science

Concept 1 (Unit/Week One): Introduction to Scientific Method

Concept 2 (Unit/Week Two): Introduction to Laboratory Experiments: Procedures & Safety

Concept 3 (Unit/Week Three): Classification and Exploration of Life

Concept 4 (Unit/Week Four): Cells: Theories & Structures

Concept 5 (Unit/Week/Five): Cells: Functions, Organization & Processes

Concept 6 (Unit/Week Six): Cells: Reproduction & Cell Cycle

Concept 7 (Unit/Week Seven): Cells: Reproduction & Cell Cycle (Cont.)

Concept 8 (Unit/Week Eight): Cells: Genetics

Concept 9 (Unit/Week Nine): Cells: Genetics (Cont.), Review, Assessment (End of Quarter Exam)

Report Card GRADE--Rationale

Step 2
Dividing Major Content Area into 5 Minor Content Areas

One Week/Unit: 5 Minor Content Areas

Content Packet---Day One Learning Plan Minor CA 1: Cellular Reproduction Introduction

Content Packet---Day Two Learning Plan Minor CA 2: Sexual vs. Asexual Reproduction Methods

Content Packet---Day Three Learning Plan Minor CA 3: Mitosis

Content Packet---Day Four Learning Plan Minor CA 4: Mitosis (Cont.)

Content Packet---Day Five Learning Plan Minor CA 5: Review, Assessment (Quiz), Wrap-Up, and Intro to Sex.

Reproduction

Rationale: I broke the week down into manageable pieces for a chapter that I believe can be difficult to learn.

Students will first be introduced to the reasons that cells reproduce and the distinctions between sexual

reproduction and asexual reproduction. Two days will then be given to asexual reproduction (mitosis) and the
 cell cycle. Students will then review what they have learned, take a quiz on the unit, and we will begin to talk

about the next unit.

Step 3

Determining Scope & Sequence

Conceptual: Scope and Sequence

Overview: The scope refers to the length of learning activity each Minor CA (with associated Standards) will cover in the Unit.
That length is commonly one week. The sequence refers to the order the Minor CAs will occur in the Unit or during the week. This
plan allows teachers to plan by dayto vary the weeks learning activities and to develop curricular content knowledge and skills.

Steps:
Provide a rationale for your Scope and Sequence explaining the reasons for your timing decisions. This may be the most
important decision of your plan.



Day 1 Day 2 Day 3 Day 4 Day 5
Teaching & Learning Teaching & Learning Teaching & Learning Plan Teaching & Learning Teaching & Learning
Plan Plan Plan Plan

Cellular Reproduction Sexual vs. Asexual Mitosis Mitosis Review, Assessment,
Introduction Reproduction Methods Wrap-Up, Meiosis
Intro
Rationale: Rationale: Rationale: Rationale: Rationale:
- Students will learn the -Students will learn the -Students will learn the - Extending the amount -Students will
basic concepts of differences between advantages of plants and of time that mitosis is complete a quiz on the
cellular reproduction, sexual and asexual animal cells exercising covered allows for content presented this
including different reproduction before they the process of mitosis students to explore their week
methods (sexual, move on to cover mitosis (sexual reproduction) knowledge in different -Revision time allows
asexual) first before they (asexual reproduction) -Students will explore the ways, including working for students to ask
tackle more complex and more in-depth. reasons, advantages, and collaboratively within questions and ensure
complicated concepts of -Students will have an disadvantages of a groups, laboratory their understanding
sexual and asexual understanding of the cellular process creating assignments, and before a summative
reproduction differences, similarities, identical daughter cells extended discussion assessment.
-The lecture and advantages and with no variation with teacher/peers. -The wrap-up portion
discussion on this day disadvantages of both -Students will learn the - An additional day will provide students
will provide the sexual and asexual ways in which provides opportunities closure on the topic of
foundation for further reproduction and differentiation is created to alter the delivery and asexual reproduction
knowledge in the understand when and through mitosis. teaching methods to before moving on to
remainder of the unit why these methods are ensure that all students meiosis (sexual
utilized. create understanding of reproduction) in the
the content. next unit.

 WorksheetStep 4
Content Area Standards

Day 1 Teaching & Day 2 Teaching & Day 3 Teaching & Day 4 Teaching & Day 5 Teaching &
Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan

Cellular Reproduction Sexual vs. Asexual Mitosis Mitosis Review, Assessment,
Introduction Reproduction Methods Wrap-Up, Meiosis Intro
Next Generation Science Next Generation Science Next Generation Science Next Generation Science Next Generation Science
Standards for Middle Standards for Middle Standards for Middle Standards for Middle Standards for Middle
School School School School School
LS1.B: Growth and LS1.B: Growth and LS1.B: Growth and LS1.B: Growth and LS1.B: Growth and
Development Development Development Development Development
MS-LS1-4: Use argument MS-LS1-4: Use argument MS-LS1-4: Use argument MS-LS1-4: Use argument MS-LS1-4: Use argument
based on empirical based on empirical based on empirical based on empirical based on empirical
evidence and scientific evidence and scientific evidence and scientific evidence and scientific evidence and scientific
reasoning to support an reasoning to support an reasoning to support an reasoning to support an reasoning to support an
explanation for how explanation for how explanation for how explanation for how explanation for how
characteristic animal characteristic animal characteristic animal characteristic animal characteristic animal
behaviors and specialized behaviors and specialized behaviors and specialized behaviors and specialized behaviors and specialized
plant structures affect plant structures affect the plant structures affect the plant structures affect the plant structures affect the
the probability of probability of successful probability of successful probability of successful probability of successful
successful reproduction reproduction of animals reproduction of animals reproduction of animals reproduction of animals
of animals and plants and plants respectively. and plants respectively. and plants respectively. and plants respectively.
respectively. MS-LS1-5: Construct a MS-LS1-5: Construct a MS-LS1-5: Construct a MS-LS1-5: Construct a
MS-LS1-5: Construct a scientific explanation based scientific explanation scientific explanation based scientific explanation
scientific explanation on evidence for how based on evidence for on evidence for how based on evidence for
based on evidence for environmental and genetic how environmental and environmental and genetic how environmental and
how environmental and factors influence the genetic factors influence factors influence the genetic factors influence
genetic factors influence growth of organisms. the growth of organisms. growth of organisms. the growth of organisms.
the growth of organisms.
 WorksheetStep 5
Learner Outcomes

Learner or Learning Outcomes are to have the base of the content area standard set into a larger statement of a learning goal
(Marzano), e.g., Students will be able to generalize three-five attributes of light energy as applied to a real life setting.

Day 1 Teaching & Day 2 Teaching & Day 3 Teaching & Day 4 Teaching & Day 5 Teaching &
Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan

Cellular Reproduction Sexual vs. Asexual Mitosis Mitosis Review, Assessment,
Introduction Reproduction Wrap-Up, Meiosis Intro
Methods
Next Generation Science Next Generation Science Next Generation Science Next Generation Science Next Generation Science
Standards for Middle Standards for Middle Standards for Middle Standards for Middle Standards for Middle School
School School School School LS1.B: Growth and
LS1.B: Growth and LS1.B: Growth and LS1.B: Growth and LS1.B: Growth and Development
Development Development Development Development MS-LS1-4
MS-LS1-4 MS-LS1-4 MS-LS1-4 MS-LS1-4 MS-LS1-5
MS-LS1-5 MS-LS1-5 MS-LS1-5 MS-LS1-5
Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes:
-Students will be able -Students will be able - Students will be able to - Students will be able - Students will be able to
to explain that to list the differences, comprehend why to comprehend why utilize the information
successful reproduction similarities, and several cells/organisms/plants cells/organisms/plants gained through this unit
(both asexual & sexual advantages and would benefit from would benefit from to complete a summative
reproduction) provides disadvantages of sexual reproducing asexually reproducing asexually assessment (quiz) on the
cells with the and asexual through mitosis. through mitosis. content
opportunity to grow reproduction. -Students will -Students will - Students will be able to
and create new -Students will compare understand the phases understand the phases create a foundation of
generations. characteristics of of mitosis and of mitosis and genetic transfer and
-Students will sexual and asexual understand the role each understand the role cellular reproduction and
understand basic reproduction and phase plays in genetic each phase plays in use that information to
concepts of genetics understand the transfer. genetic transfer. move on to future
and genetic differences in genetic concepts of genetics and
information passing variation through sexual reproduction
through generations. generations. (meiosis).
 WorksheetStep 6
Pre-Assessment (Formative Assessment)

Pre-Assessment begins the class period. How do we move from day to day? How do we carry key learning from one day to another?
How do we open a new Minor Content Area? Stating the standard is NOT it. The standard(s) is for you, the teacher, to drive
instruction. The pre-assessment is also designed to be the Warm Up. The pre-assessment is designed to carry yesterdays learning to
today (building on prior knowledge). Also, the pre-assessment is designed to engage students in the Minor Content Area presented
today! The Pre-assessment is designed to determine expected performance levels of students in the days Minor Content Area so as to
set up differentiation activities. The pre-assessment activity is to be completed in the first 5-8 minutes of the class period and is the
most important part of the teaching time.

Day 1 Teaching & Day 2 Teaching & Day 3 Teaching & Day 4 Teaching & Day 5 Teaching &
Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan

Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes:
-Students will be able to -Students will be able to - Students will be able to - Students will be able - Students will be
explain that successful list the differences, comprehend why to comprehend why able to utilize the
reproduction (both similarities, and several cells/organisms/plants cells/organisms/plants information gained
asexual & sexual advantages and would benefit from would benefit from through this unit to
reproduction) provides disadvantages of sexual reproducing asexually reproducing asexually complete a
cells with the and asexual through mitosis. through mitosis. summative
opportunity to grow and reproduction. -Students will understand -Students will assessment (quiz)
create new generations. -Students will compare the phases of mitosis and understand the phases on the content
-Students will characteristics of sexual understand the role each of mitosis and - Students will be
understand basic and asexual reproduction phase plays in genetic understand the role able to create a
concepts of genetics and and understand the transfer. each phase plays in foundation of
genetic information differences in genetic genetic transfer. genetic transfer and
passing through variation through cellular
generations. generations. reproduction and
use that information
to move on to
future concepts of
 genetics and sexual
reproduction
(meiosis).
Pre-Assessment: Pre-Assessment: Pre-Assessment: Pre-Assessment: Pre-Assessment:
1. Introduction to what 1. Students will begin the 1. As a class we will go over 1. As a class we will 1. The class will
reproduction is and day by talking with their the short journal entry revisit the basic begin with adding to
quick differences partners/group mates given in the last couple concepts learned the the KWL chart and
between sexual and (designated by seating minutes of the previous day before about an open discussion
asexual reproduction arrangements) about class. mitosis and asexual of the concepts of
2. As a class we create a what they think the 2. Students will revisit the reproduction. sexual vs. asexual
large KWL (Know, Want differences are between KWL chart and make any 2. Students will listen to reproduction.
to know, Learned) chart sexual and asexual needed additions. a short presentation on 2. This open
to stay in the classroom reproduction. the laboratory discussion will shift
and for the class to refer 2. The class will discuss experiment they will be into a revision of the
back to and add to the students thoughts and completing during the topic before a short
throughout the week ideas and move into the class. quiz assessment.
lecture on sexual vs.
asexual reproduction.

Step 7
Teaching Strategies

Teaching Strategies are what teachers DO to engage students in the content area. Technology tools are those tools teachers USE to
assist and enhance instruction. Learning Activities are what students DO to gain content area knowledge and skills as stated in
Learning Outcomes. Teachers facilitate learning. Your textbooks are rich with strategies and techniques.

Day 1 Teaching & Day 2 Teaching & Day 3 Teaching & Day 4 Teaching & Day 5 Teaching &
Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan

Pre-assessment: 1. Pre-Assessment: Pre-Assessment: Pre-Assessment: Pre-Assessment:
Introduction to what 1. Students will begin the 1. As a class we will go over
1. As a class we will 1. The class will begin
reproduction is and quick day by talking with their the short journal entry revisit the basic with adding to the
differences between partners/group mates given in the last couple concepts learned the KWL chart and an
sexual and asexual (designated by seating minutes of the previous day before about open discussion of
reproduction arrangements) about what class. mitosis and asexual the concepts of
2. As a class we create a they think the differences 2. Students will revisit the
reproduction. sexual vs. asexual
large KWL (Know, Want to are between sexual and KWL chart and make any 2. Students will reproduction.
know, Learned) chart to asexual reproduction. needed additions. listen to a short 2. This open
stay in the classroom and 2. The class will discuss presentation on the discussion will shift
for the class to refer back the students thoughts and laboratory into a revision of the
to and add to throughout ideas and move into the experiment they will topic before a short
the week lecture on sexual vs. be completing quiz assessment.
asexual reproduction. during the class.
Teaching Strategies & Teaching Strategies & Teaching Strategies & Teaching Strategies Teaching Strategies
Technology Tools to Technology Tools to Technology Tools to & Technology Tools & Technology Tools
conduct Learning conduct Learning conduct Learning Activities to conduct Learning to conduct Learning
Activities Activities - After pre-assessments, Activities Activities
- High Prep lesson day - After pre-assessment students will watch a basic - As part of pre- - After pre-
differentiated instruction strategies are completed, video on mitosis. assessment students assessment students
given at every possible students will remain in - I will lecture on mitosis will review quickly will have the
opportunity (visuals, their groups after the video and we will on mitosis phases. opportunity to direct
graphics, and printed (heterogeneous to provide discuss collaboratively as a - Students will listen the discussion to
lectures provided for for maximum class the advantages, to a description of review any concepts
English learners, special differentiation disadvantages, and times the lab assignment they would like
needs students, and those opportunities) to complete that asexual reproduction is they will complete reinforced before the
with hearing disabilities a reading assignment. used. that day, including summative
when applicable). - The reading assignment - Students will be given a being given a assessment (unit
- Lecture on cellular will be a L-R-D (listen, handout with clearly handout to complete quiz)
reproduction. Students read, discuss) assignment labeled and defined with their lab, as -Students will
will listen to a lecture where students listen to graphics detailing the well as being given complete a 10-
from me, including visuals me read through the stages of mitosis. (For behavioral question quiz on
and videos on cellular concept of sexual vs. English language learners expectations they what they have
reproduction. asexual reproduction. that are literate in their are expected to learned in this unit.
-Lecture notes printed After listening, students primary language, meet during the The quiz will be 8
and provided for students are required to read a definitions and labels can laboratory activity. multiple choice
requiring differentiated handout provided by me be given in both English and - Students will questions worth 1
instruction, as well as on the differences their primary language). complete the point each and one
cheat sheets provided between sexual and - The stages of mitosis will laboratory activity short answer
with basic definitions of asexual reproduction, the be clearly discussed with with partners and question worth 2
prior concepts that tie advantages and the class, with time allotted answer the points for a total of
into cellular reproduction. disadvantages of both for them to take notes and accompanied 10 points.
- Bridging methods reproduction methods, ask questions when questions. - If time permits, the
utilized during lecture to and genetic variation needed. - Differentiation students will begin
create ties and provided with each -After my lecture on the opportunities are the next unit on
relationships with method. Students will stages of mitosis, students available during the sexual reproduction
previously covered complete several will watch another video lab assignment: (meiosis) with a brief
concepts. questions about the clip on the stages of mitosis students with special introduction and
handout after reading. providing a real look at needs will be quick revision of the
- After reading the movement of phases. required to previous unit.
independently and - The class will discuss the complete less
answering provided lectures and ask questions complex questions,
questions, students will if needed. ELL students can be
discuss within the group -The class will end with provided with
their findings and then the adding information to the English/primary
assignment will be KWL chart in the classroom. language materials,
discussed with the group heterogeneous
as a whole. groups provide
-Asking advanced students opportunities for
to complete all questions collaborative
at the end of the handout learning, and
and scaffolding the advanced or gifted
 requirements for ELL students can
students and those with complete more
special needs can complex activities.
accomplish differentiation. -If students
-Students will complete a complete the
quick journal entry short laboratory
answer on the question: assignment early,
what if all cells, organisms, they will be given
animals, and people the opportunity to
reproduced asexually? review the concepts
What do you think would of mitosis
be different about the independently or
world? discuss what they
have learned as a
group.

WorksheetStep 8
Ongoing Assessment
Ongoing Assessment is what the TEACHER does during Learning Activities to insure learning outcomes. Paula Rutherford has
excellent suggestions for ongoing assessment. Evidence is important in ongoing assessment.

Day 1 Teaching & Day 2 Teaching & Day 3 Teaching & Day 4 Teaching & Day 5 Teaching &
Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan

Ongoing Assessment Ongoing Assessment Ongoing Assessment Ongoing Ongoing
- Ongoing assessment - During the group - Checking for Assessment Assessment
starts with the beginning discussion portion of the understanding will be done - Ongoing - Students will revisit
of the KWL chart class I will walk around throughout the lecture and assessment will be a the concepts learned
- Checking for listening to the discussion, video portions of the class quick discussion on in the unit, asking
understanding during the answering any questions, any topics that must be what students have any questions or
lecture by asking and assessing whether revisited or need more learned thus far directing any
questions and allowing students are on the right differentiation will be before starting the discussions before
students to help direct track as far as their ideas addressed before moving laboratory activity. the summative
any class discussions. about cellular on to the laboratory assessment (quiz)
reproduction. assignment, even if extra
- Checking for days are needed for
understanding will be students to comprehend
done before the L-R-D the content.
assignment and after. - Assessment will also be
During the discussion conducted during the
portion I will recognize if portion of the class where
any differentiation or the KWL chart is altered.
alteration needs to be
done moving forward.
-Students will show me
that they have completed
the required questions at
the end of the reading
assignment (credit/no
credit) but keep the
handout for notes.
 Step 9
Post-Assessment
A form of Summative Assessment

Post-Assessment closes the Teaching and Learning day. It wraps up or packages the students learning. The post-assessment can be as
simple as a re-visit of the pre-assessment. Or, the post-assessment can serve as Ticket out the Door. Like the pre-assessment, the
post-assessment is 5-8 minutes in length. Evidence or findings result from the post-assessment.

Day 1 Teaching & Day 2 Teaching & Day 3 Teaching & Day 4 Teaching & Day 5 Teaching &
Learning Plan Learning Plan Learning Plan Learning Plan Learning Plan

Ongoing Assessment Ongoing Assessment Ongoing Assessment Ongoing Assessment Ongoing Assessment
- Ongoing assessment - During the group - Checking for - Ongoing assessment will - Students will revisit the
starts with the beginning discussion portion of the understanding will be be a quick discussion on concepts learned in the
of the KWL chart class I will walk around done throughout the what students have unit, asking any questions
- Checking for listening to the discussion, lecture and video learned thus far before or directing any
understanding during the answering any questions, portions of the class starting the laboratory discussions before the
lecture by asking questions and assessing whether any topics that must be activity. summative assessment
and allowing students to students are on the right revisited or need more (quiz)
help direct any class track as far as their ideas differentiation will be
discussions. about cellular reproduction. addressed before
- Checking for moving on to the
understanding will be done laboratory assignment,
before the L-R-D even if extra days are
assignment and after. needed for students to
During the discussion comprehend the
 portion I will recognize if content.
any differentiation or - Assessment will also
alteration needs to be done be conducted during
moving forward. the portion of the class
-Students will show me that where the KWL chart is
they have completed the altered.
required questions at the
end of the reading
assignment (credit/no
credit) but keep the
handout for notes.
-Lecture notes printed and -Asking advanced students - For English language - Differentiation - For English language
provided for students to complete all questions at learners that are literate opportunities are learners, quizzes can be
requiring differentiated the end of the handout and in their primary available during the lab given with both
instruction, as well as scaffolding the language, definitions assignment: students with English/primary language
cheat sheets provided with requirements for ELL and labels can be given special needs will be definitions and questions
basic definitions of prior students and those with in both English and their required to complete less where applicable.
concepts that tie into special needs can primary language). complex questions, ELL - Students with special
cellular reproduction. accomplish differentiation. -Students with special students can be provided needs can be given
- Bridging methods utilized needs or those that with English/primary differentiated scaffold
during lecture to create work better language materials, quizzes with less complex
ties and relationships with independently can heterogeneous groups language or less complex
previously covered utilize technology to provide opportunities for questions.
concepts. watch the videos on collaborative learning, -Students with language
their own or watch a and advanced or gifted needs can also listen to a
taped version of the students can complete recording of the quiz if
presentation. more complex activities. that helps with literacy.

Post-Assessment: Post-Assessment: Post-Assessment: Post-Assessment: Post-Assessment
Before leaving the students Prior to leaving the class, -The class will end with - Students will be
will revisit the KWL chart students will complete a adding information to assessed on their findings
and make predictions on short journal entry: what if the KWL chart in the from the laboratory
what they will learn. A all cells, organisms, animals, classroom. assignment.
discussion on the concepts and people reproduced
and any questions the asexually? What do you
students have can close think would be different
out the day. about the world?
 Step 10
Rubric/Grade

Each box will have performance descriptions stated in a positive message. We will do one together in Class Live
Pro.

Performance Advanced Expected Added EL Learner Special

Level Support Needs
Grade A
Student is able to Student is able to Student is able to Student is able to Student is able to
answer all questions answer most of the answer most of the answer most of the answer most of the
correctly during quiz. questions correct questions correct questions correct questions on the
Student is able to during quiz. Student during quiz. Student during quiz. Student quiz, with a majority
assist others during is able to participate is able to participate is able to participate correct, or most
discussions and in discussions and in discussions and in discussions and correct if scaffolded
activities. activities, helping activities. activities. quiz. Student is able
other students when to participate in
possible. discussions and
activities.

Grade B
Student is able to Student is able to Student is able to Student is able to Student is able to
answer most of the answer some of the answer some of the answer some of the answer most of the
questions correct questions correctly questions correctly questions correctly questions on the
during quiz. Student on the quiz. Student on the quiz. Student on quiz. Student pays quiz. Student pays
is able to participate pays attention during pays attention during attention during attention during
in discussions and discussion and stays discussion and stays discussion and stays discussion and stays
activities, helping on topic during on topic during on topic during on topic during
other students when assignments/activitie assignments/activitie assignments/activitie assignments/activitie
possible. s even if they dont s even if they dont s even if they dont s even if they dont
participate. participate. participate. participate.

Grade C
Student is able to Student is able to Student is able to Student is able to Student is able to
answer some of the answer a few of the answer a few of the answer a few of the answer a few of the
questions correctly questions correctly questions correctly questions correctly questions correctly
on the quiz. Student on the quiz. Student on the quiz. Student on the quiz. Student on the quiz. Student
pays attention during pays attention during pays attention during pays attention during pays attention during
discussion and stays discussion and stays discussion and stays discussion and stays discussion and stays
 on topic during on topic during on topic during on topic during on topic during
assignments/activitie assignments/activitie assignments/activitie assignments/activitie assignments/activitie
s even if they dont s even if they dont s even if they dont s even if they dont s even if they dont
participate. participate. participate. participate. participate.

Grade D
Student can improve Student can improve Student can improve Student can improve Student can improve
effort, behaviors, and effort, behaviors, and effort, behaviors, and effort, behaviors, and effort, behaviors, and
participation participation participation participation participation
performance during performance during performance during performance during performance during
activities, lectures, activities, lectures, activities, lectures, activities, lectures, activities, lectures,
and discussions. and discussions. and discussions. and discussions. and discussions.