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IonicBonding

Author:SalvadorTorres
Datecreated:11/20/20168:44PMPSTDatemodified:11/20/20169:31PMPST

VITALINFORMATION
Subject(s) Chemistry,Science

Topic/unitofStudy&time Bonding50mintues
allotment

Grade/Level Grade9,Grade10

CorrespondingEssential Whatisanionicbond?
Questions
Howdoyoudetermineanionicbondisformed?

CorrespondingBigIdeas Anionicbondiscomposedofametalandnonmetalduetoindividualpropertiesoftherespectivecompounds

IMPLEMENTATION
LearningContext Studentsinclasswillhavepriorknowledgeoftheperiodictable.Theywillknowhowtoidentifymetals,nonmetalsand
transitionmetals.Studentswillalsobefamiliarwiththedifferentfamiliesontheperiodictable.Periodicitywillbeanother
unitthatstudentswillhavefinishedpriortothepresentbondingunit.

LearningObjectives Studentswillbeabletodefineanionicbond

Studentswillbeabletodescribepropertiesofanionicbond

InstructionalInput ConcentAttainmentModelLessonSeeProcedures

ProcedureswithSubject InthislessontheconceptattainmentmodelwillbeutilizedtodescribeIonicbonds.Studentswillunderstandthebasic
SpecificRationale ideaofbondingpriortothislesson.

Step1:IonicBondingwillbeselectedfortheconcept.Studentswillbegivenalistofcompoundsandbeaskedtofind
similaritiesamongthecompounds.Theinductivethinkingprocesswillallowstudentstoattempttocreateadefinition
thatfitsthecompoundsgivenintoappropriategroupings.

Step2:Listwillincludebothpositiveandnegativeexamples.Negativeexampleswillbecompoundsthatexhibitcovalent
bondingwhilepositiveexampleswillbeionicbondingcompounds.

NaCl

MgO

LiF

CaS

LiCl

MgCl2

CaCl2

CO2

CCl4

BF3

SO2

MgBr2

Li2 O

H2 O

CH4

Step3:Studentswillbeintroducedtothetaskathand.Thelistwillbedisplayedthroughapowerpointslideandthey
willbegivenflashcardstowriteonecompoundoneachcard.Followingthisstudentswillbeaskedtogroupthe
compoundsintocategoriesthattheyfeelareappropriatetodefinetheconceptbeinglookedat.

Whilestudentsaresortingouttheflashcards,teachingwillcreatechartontheboardlabeledyes,noandhypothesis.
Theyeswillindicatesomethingthatisanexample,nowillbecompoundsthatarenotexamplesofionicbondingandthe
hypothesiscolumnwillbeavailableforstudentpredictions.Toaddextrachallengetotheactivitystudentswillbeasked
tocategorizeandsharegroupingsbeforeteacherbeginstoshowexamplesandnonexamplesoftheconcept.Once

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studentshavesharedthentheteacherwillbegintodisplayexamplesandnonexamplesinaneffortforstudentsto
defineionicbonding.

Step4:Sequencewillbeshownasfollowstodisplayexamplesandnonexamplestostudents.

MgOYes

H2 ONo

Li2 OYes

CaCl2 Yes

H2 ONo

CCl4 No

MgBr2 Yes

ExamplesandNonExampleswillbeaddedasneededforstudentstoderiveadefinitionforionicbonding.

Step5:Studentswillconstructhypothesisbasedonthegivensequence.Allhypothesiswillbekeptontheboardand
onlycrossedoutwhenfalsifiedsothatstudentscanmonitorprogressandnotrepeatpredictions.Processwillcontinue
untilallhypothesisaredisprovedandanappropriatedefinitionisreached.Fromthelistprovidedstudentwillbeableto
trytoreevaluatetheirgroupingsandfindthecommoncharacteristicsdeterminingcompoundsthatexhibitionicbonding.

Step6:Aconceptlabel"ionicbonding"andadefinitionwillbedevelopedthroughtheconceptattainmentmodel.
Studentswillconstructadefinitionsimilartotheonethatfollows.Anionicbondisacompoundthatiscomposedofa
metalandanonmetalinproportionsdeterminedbytherespectivechargesoftheemployedelements.

DifferentiatedInstruction Studentswillbeprovidedflashcardstohelpsortingofcompounds.Thistoolwillbehelpfulforvisuallearnersbutwillalso
beadaptationforELLstudentsthatmightneedinformationclearlylaidoutratherthanjustinalist.AlongwiththisELL
studentswillalsobeprovidedvisualsofeachcompoundtofacilitatelanguagedifferences.GATEstudentswillbenefit
fromcreatingowncatergoriesbeforeteacherbeginsshowingcategories.Theywillbeaskedtomakehypothesisbased
ontheirowngroupingsaswell.

StudentProductsthatwillbe None
collected

CheckingforUnderstanding Groupingsstudentsprovideandhypothesisconstructedthroughoutthelesson.Studentswillsynthesizeowndefinition,
thiswillalsoservetocheckforunderstanding.Activediscussionofexamplesandnonexampleswillprovidefeedback
throughoutlesson.

StudentCollaborationand NoGrouping
grouping

TimeAllotment 50min

Author'sComments& Throughtheuseofthismodelstudentswillbeabletobeproactiveintheirlearning.Havingstudentssortflashcards
Reflections alsocaterstovisualandkinestheticlearnersbecauseitprovidesthemwithaphysicalactivitytoengageintoachieve
thegoal.Furthermore,whenstudentsderivetheirowndefinitiontoaconcepttheyaremorelikelytointernalizeit.
Obtainingthedefinitionofanionicbondthroughthisinductiveprocessprovidesamorepersonalapproachtolearningan
abstractdefinitiontoaconcept.

MATERIALSANDRESOURCES
InstructionalMaterialsand Powerpoint,Flashcards
Resources

Summary

STANDARDS&ASSESSMENT
CCSSStandards/State CACaliforniaCommonCoreStateStandards(2012)
Frameworks
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grades910students:
ContentArea:LiteracyinScienceandTechnicalSubjects
Strand:ReadingStandards
Domain:CraftandStructure
Standard:
4.Determinethemeaningofsymbols,keyterms,andotherdomainspecificwordsandphrasesastheyare
usedinaspecificscientificortechnicalcontextrelevanttogrades910textsandtopics.

CANextGenerationScienceStandards(2014)
Grade:Grades912
Standard:HSPS11.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatterns

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ofelectronsintheoutermostenergylevelofatoms.

Assessment/Rubrics Studentswillbeassessedattheendofthelessonbasedontheconstructeddefinition.Alongwiththisstudent
groupingswillbemonitoredbyteacherthroughouttheactivityandhypothesisfromstudentswillalsobemonitoredto
determineconceptattainment.

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Reactivity
Author:SalvadorTorres
Datecreated:12/04/20166:11PMPSTDatemodified:12/04/20167:11PMPST

VITALINFORMATION
Subject(s) Chemistry,Science

Topic/unitofStudy&time Reactivity/Periodicity50minutes
allotment

Grade/Level Grade9,Grade10

CorrespondingEssential Howdoesatomicradiusaffectreactivityofalkalimetals?
Questions
Whatdoesitmeanforanelementtobereactive?

Whenelementsreactwhatisthepurpose?

CorrespondingBigIdeas Elementsreacttosatisfytheoctetrule.

Thelargertheatomicradiusofanelementthemorereactiveitbecomeswhencomparedtootherelementsinthesame
group.

IMPLEMENTATION
LearningContext Studentswillhaveampleknowledgeofperiodictrendsincludingelectronegativity,atomicradius,ionicradius,ionization
energyandelectronaffinity.Inthislessonstudentswillbeaskedtoanalyzeacauseandeffectrelationshipbasedon
atomicsizeofelementsandtheirreactivity.Byapplyingtheirpriorknowledgetheywillonlyobservetherelationshipbut
willbeabletoexplainwhytheobservedoccurs.

LearningObjectives Studentswillbeableexplainthecauseandeffectrelationshipofatomicradiiwithrespecttoreactivitywithinthealkali
metals

Studentswillbeabletocompareelementsreactivityinthesamegroup

InstructionalInput Seeproceduresbelow

ProcedureswithSubject Studentswillbeprovidedagraphicorganizertoplaceinformationdiscussedinanorganizedmanner.Information
SpecificRationale displayedbyteacherwillallbedisplayedthroughavisualpowerpointpresentation.Tomakereferencetotheelement
groupsteacherwillreferencealifesizeperiodictableintheclassroom.Thisprovidestudentsaclearpictureofwhat
elementgroupstheyareanalyzing.Studentsshouldknowallgroupsbuttoensureunderstandingofactivityteacherwill
pointoutneededinformation.

Tobeginthelessonstudentswillbeprovidedthedefinitionofreactivity.

Step1Topic

Afterreactivityhasbeendefinedandillustratedwithachemicaldemonstrationstudentswillbeaskedtoanalyzethe
followingcauseandeffectrelationship.

Towhatextentdoesatomicsizecontributetothereactivityofanelementinthealkalimetalorhalogengroup.

Step2CausesSuperficialbasedonobservation

Oncestudentshavehadsometimetothinkabouttheproposedcauseandeffectrelationshipteacherwillbeginto
inquirepossiblecausesfortherelationships.

Studentsshouldprovideexamplesrelatingtoelementselectronshells,effectivenuclearcharge,electronegativity,
ionizationenergyandionictendencies.

Ifstudentsdonotengageinconversationofpossiblereasonsforreactivityteacherwilldemonstratetwoseparate
reactionsandaskstudentstodescribetheirdifferences.Basedonthedifferencesthenteacherwillaskforthepossible
causesforthedifferences.

Causesduringthisstepwillbemoregeneralizedandwillleadtomoresuperficialeffects.

Step3EffectsSuperficialbasedonobservation

Toillustratethereactivitystudentswillwatchashortvideoclipdepictingthereactionsofallalkalimetalswithwater.
Studentswillthenbeaskedtodescribetheeffectsseeninthereactionsandspecificallyidentifydifferences.

Originaleffectswillbeverysuperficialandwillbebasedonobservationsstudentscanmake.Notmuchpriorknowledge
willberequiredatthispoint.

Step4MoreCauses(MoreinDepth)

Onceagainstudentswillengageincomingupwithcausesfortheobservedbehavior.Theywillbeaskedtoattemptto
applyinformationfromperiodicityandbegintothinkabouthoweachcausewouldleadtoaneffect.

Studentswillneedtoengageinhoweachchemicalpropertyofanelementaffectsitsproperties.Atthispointatomic
radiusandionizationenergywillbeincludedascauses.

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Step5MoreEffects(MoreinDepth)

Atthispointstudentswillbeaskedtocommunicatetheeffectsfromtheprovidedcauses.Causesbasedonperiodic
trendswillbeexplainedintermsoftheireffectsonanatom.

Step6Conclusions

Duringstepsixstudentswillneedtoanalyzetheproposedcauseandeffectrelationshipstocomeupwithaconclusion.

Someacceptableconclusionswillbe:

Duetolargeratomicradiielementsgiveuptheirelectronsmorerapidlythereforetheyaremorereactive.

Sinceionizationenergydecreasesasyougodownthealkalimetalgroupitbecomeseasiertotakeanelectron
thereforeelementsbecomemorereactive.

Whenelementsarenotveryelectronegativeandtheyhavealargeradiustheywillbemorereactivecomparetosmaller
moreelectronegativeelements.

Itisfavorableforalkalimetalstolosetheironeelectrontoachievetheoctetrule.Thereforewhenthevalenceelectron
getsfurtherfromthenucleustheelementbecomesmorereactivebecauseitisthatmucheasiertolosethe1valence
electron.

Step7Generalizations

Largeratomicradiusfacilitateslossofvalenceelectrons.

Thebiggertheatomicradiusofanalkalimetalthemorereactiveitwillbe.

Uponcompletionofactivitystudentswillunderstandtherelationshipbetweenreactivityandatomicsizeofthealkali
metals.Thislessonwillserveasascaffoldtoexplainreactivitytrendsacrosstheperiodictablebasedonanalysisdonein
thisactivity.

DifferentiatedInstruction GATEstudentwillbeaskedtoalsoanalyzetherelationshipinthehalogengroup.Therelationshipobservedinthe
halogengroupistheinverseoftheoneinthealkalimetals.ThepurposeofhavingGATEstudentsengagewiththe
halogensaswellissothattheymaycreateamoredetailedconclusionbasedonperiodictrendsthathavebeen
previouslydiscussed.

ELLstudentsforthisactivitywillbeprovidedwithprintoutofthepresentationslides.TeacherwillalsoprovideELL
studentswillanannotatedperiodictablethatwillprovidetrendsandavisualrepresentationofatomicradiusforall
elements.Studentswillalsobegiventhelinktothevideoplayedinclassdemonstratingthedifferentreactionsforthe
alkalimetals.Videoincludessubtitlesandgiventhemaccesstoitwillprovideextratimewiththeinformation.

SpecialNeedsstudentswillhaveaccommodationsthroughvisualsoraudio.Visualswillincludevideoandpresentation.
Audiowillincludeateacherrecordingoflessonandvideoplayback.Alsoifneededstudentswillbeabletoprovide
differentiatedproducts.Ifvisualimpairmentexistoralassessmentofactivitywilltakeplace.Ifhearingimpairmentis
presentstudentwillbegivenextratimetoprocessinformationandcompleteaproduct.

StudentProductsthatwillbe Studentgraphicorganizerswillbeinspectedforthoughtprocess.
collected

CheckingforUnderstanding Studentcausesandeffectswillservetodemonstrateunderstandingofrelationship.Conclusionsandgeneralizationswill
beaclearpictureofunderstandingwithrespecttorelationshippresented.Throughoutactivityteacherwillwalk
throughouttheroomtocheckstudentprogress.

StudentCollaborationand Nogrouping
grouping

TimeAllotment 50min

Author'sComments& Attheendofthelessonstudentsshouldbeabletoexplainhowatomicradiusaffectthereactivityofthealkalimetals.
Reflections Throughthiscriticalthinkingprocessstudentswillmakeconnectionswiththeirpriorknowledgeofperiodicityandnot
onlyknowthe"what"butbeabletoengageinaconversationansweringthe"why".Althoughthislessoncallsforhigher
orderthinkingitisappropriateforalllearnersbecausetheyareabletomakeconnectionsnomattertheirlevel.Cause
andeffectmodelpromotescriticalthinkingandallowsforstudentstoanalyzeasituationandapplyknowledge
efficiently.

MATERIALSANDRESOURCES
InstructionalMaterialsand Computer,Projector,Powerpointpresentation,graphicorganizer,chemicalsandlabequipmentfordemonstrations.
Resources

Summary Inthisactivitystudentswillengageinacriticalprocesstodeterminetherelationshipbetweenatomicradiiandreactivity.
Thelessonwillbelimitedtoobservingthebehaviorinthealkalimetalgroup.Activitywillbesupplementedwithvideo
andlivedemonstrations.Bytheendofthelessonstudentsshouldbeabletoexplaintherelationshipbyusing
knowledgeofperiodictrends.

STANDARDS&ASSESSMENT
CCSSStandards/State CACaliforniaCommonCoreStateStandards(2012)
Frameworks
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects

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Grade:Grades910students:
ContentArea:LiteracyinScienceandTechnicalSubjects
Strand:ReadingStandards
Domain:KeyIdeasandDetails
Standard:
1.Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtotheprecise
detailsofexplanationsordescriptions.

CANextGenerationScienceStandards(2014)
Grade:Grades912
Standard:HSPS11.Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatterns
ofelectronsintheoutermostenergylevelofatoms.

Standard:HSPS12.Constructandreviseanexplanationfortheoutcomeofasimplechemicalreactionbasedonthe
outermostelectronstatesofatoms,trendsintheperiodictable,andknowledgeofthepatternsofchemicalproperties.

Assessment/Rubrics

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CRISPR
Author:SalvadorTorres
Datecreated:12/18/20165:28PMPSTDatemodified:12/18/20167:22PMPST

VITALINFORMATION
Subject(s) Biochemistry,Science

Topic/unitofStudy&time CRISPRGeneEditing/Biochemistryandtheworld60min
allotment

Grade/Level Grade11,Grade12

CorrespondingEssential WhatimplicationscomewithGeneediting?
Questions
HowwillCRISPRrevolutionizethescientificcommunity?

IstheuseofCRISPRacceptableorshoulditbebanned?

CorrespondingBigIdeas GeneeditingtechnologylikeCRISPRarearealityofthenearfuturethatcouldbeasolutiontomanydiseasesyetitcould
havealargenumberindividualsagainstitsuse

IMPLEMENTATION
LearningContext Studentsbeingexposetothistopicwillhavealreadyexploredmacromolecules,DNAprocessesandGenetics.When
presentedwiththeideaofusingCRISPRtechnologytoedithumanDNAstudentwillbepreparedtodiscusspossible
complicationsthatmightariseaswellaspointoutthebenefitsofhavingthistechnologyreadilyavailable.

LearningObjectives StudentswillbeabletoprovideanargumentabouttheuseofCRISPRinhumans

StudentswillbeabletodescribetheprocessofCRISPRandexplainhowitfunctions

StudentswillbeabletoanalyzehowtheuseofCRISPRagreesorgoesagainsttheirvalues

InstructionalInput ForthislessonteacherwillprovidestudentswithvariouspiecesofliteraturedescribingtheCRISPRtechnology.Along
withthisstudentswillbeprovidedalinktoa16minutevideooutliningtheprocessofCRISPRanditsmultiple
applications.VideowillbeanimatedandwillprovidegreatsupportforELLstudents.Linktothevideoisprovidedbelow

https://www.youtube.com/watch?v=jAhjPd4uNFY

LiteratureResourcesarelistedbelow

http://www.yourgenome.org/facts/whatiscrisprcas9

http://www.reuters.com/article/usageneeditingidUSL1N13P16Q20151130

http://www.ibtimes.co.uk/ethicsgeneeditingwhatcrisprshouldwebeusingitchangeembryos1546062

http://www.sciencemag.org/news/2016/05/geneeditorcrisprwontfullyfixsickpeopleanytimesoonhereswhy

ThevideowillbeplayedforstudentspriortobeginningtheSocraticseminar.thedayof.Otherresourcelinkswillalsobe
providedadaypriorsothatstudentsmayreviewthemandbegintoprepareforaSocraticseminarthefollowingday.

Seeprocedurebelowfordetailedexplanationregardinglessonexecution.

ProcedureswithSubject
SpecificRationale
WhenstudentsarrivetoclassthedayoftheSocraticseminarallseatswillbearrangedinacircle.Thiswillbedoneso
thatstudentsmayallhavesightofeachotherfacilitatingdiscussion.Beforebeginningstudentswillberemindedthat
duringtheSocraticseminartheyarespeakingtoeachotherandnottheteacher.

Step1ChoosingTopic

Atthebeginningofclassstudentswillbepresentedwithabroadessentialquestion.Studentswillnotbegintoengage
withthisquestionuntilthemodelispresentedtothem.Howeveritwillbeclearlydisplayedastheywalkinsothatthey
maybegintoformulatethoughtssincetheyhadexposuretoliteraturethenightprior.

WhatdoesthedevelopmentofatechnologylikeCRISPRmeantothegeneralpublic?

Step2Questions

Clusteredquestions

Clarification

WhatdoyoumeanbyCRISPRwillchangethefuture?

HowisitthatCRISPRisrevolutionary?

WhatisthemajorargumentagainsttheuseofCRISPR?

DoyouseeanyproblemswiththeuseofatechnologywithCRISPR?

DoestheuseofCRISPRgoagainstethicalprinciples?

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Assumption

WhataretheassumptionsbeingmadebythosethatopposetheuseofCRISPR?

Isyourargumentdataorvaluedriven?

Areyouassumingthistechnologycouldbeusedwrongly?

Wouldyousaythereisanassumptioninthepublicthatpeoplecannotbetrustedwithatechnologylikethisone?

ReasonandEvidence

WhatevidencesupportsoropposestheargumentpresentedaboutCRISPR?

WhywouldpeoplewanttoemployCRISPR?Isthatethical?

IsthereanyreasonwhyweshouldnotmoveforwardwithCRISPR?

Viewpoint

AreyouimplyingthatCRISPRisthesolutiontomanyproblems?

Doesthistechnologycomparetocloning?Ifsodoesthatmakeitunethical?

WhatwouldtheoppositionstateCRISPRistryingtodo?

ImplicationandConsequences

WhatkindsofcomplicationscouldtheworldrunintobecauseofCRISPR?

HowlikelyisitthatCRISPRtechnologywouldreachtheextremesmentioned?

IfcomplicationsarosefromtheuseofCRISPRinhumanswhatwouldthatmeaninthefuture?

Isthistechnologycarryingtheburdenofepigenetics?

ThefollowingquestionspresentedaremeanttodrivediscussionsamongthestudentsregardingCRISPRtechnology.

Step3Process

Atthispointstudentswillbeseatedinacircleandhavebeenexposedtotheopeningquestion.Studentswillbegiven
anexplanationoftheexpectationssetinplacefortheSocraticseminar.Studentdiscussionprocesswillbeaddressed
andstudentswillinstructedtotakenotesthroughthediscussiontofacilitateparticipation.Notonlywillstudentsbe
expectedtodiscussbuttheywillalsobeencouragedtolisten.Listeningaspectisvaluablebecauseitallowsstudentsto
gaininsightonother'sperspectives.

Onceallprocessquestionshavebeenclearedstudentswillwatcha16minutevideodescribingCRISPRtechnology.
Duringthistimestudentswilltakenotesregardingtheinformationbeingpresented.Theywillalsogatheranythoughts
thatwillhelpthemwithengagingwiththeopeningquestion.Whenthevideoisoverthenstudentswillbeginthe
dialogue.

Step4Dialogue

Duringthedialogueallstudentparticipationwillbesolicited.Beforebeginningappropriatewaittimewillbeprovidedso
thatstudentshaveenoughtimetoprocessthoughts.Studentswillhaveaccesstoliteratureresourcesthroughoutthe
dialogueforreference.Asstudentsshareperspectivesteacherwillaskquestionsthatwilldrivetheseminar.The
purposeoftheseminaristohavestudentsthinkabouttheimplicationsandchangesthatCRISPRtechnologywillbring
intotheirnearfuture.Questionsofdifferentthinkingorderwillbeaskedtopromotecriticalthinkingthroughoutthe
seminar.ThisprocesswillcontinueuntilallmajorpointsregardingCRISPRtechnologyhavebeenaddressed.Referto
providedclusteredquestionsforguidanceofdiscussion.

Step5Summary

Mainpointsofthediscussionwillberepeatedandimportantinformationthatwasnotmentionedwillbeaddressedby
teacher.Studentswillsummarizetheseminaranditsmajorpointsindividuallybeforeteacherreinstatesthem.

Step6Evaluate

Afterseminarhasbeensummarizedstudentswilladdressunderstandingoftopicbycompletingashortreflectionjournal
regardingthetopic.

DifferentiatedInstruction Inordertodifferentiateinstructiontopicispresentedinavisuallyappealingvideowithsubtitles.Alsoliterature
resourcesareprovidedadaybeforetheseminartogivestudentsextratimetoreviewthematerial.EarlyELstudents
willbegiventheopportunitytobeobservers.Althoughtheywillnotparticipateorallytheywillbeabletolistentothe
argumentpresentedandstillprovideasummarybasedontheirlearning.Placingthesestudentsinaseminar
environmentwouldbeofhighstressandwouldnotpromotelearning.Studentwillinsteadobserveanddiscusswith
teacherinamodifiedpairshareactivity.

StudentProductsthatwillbe Studentswillturninreflectionsummaryofseminar.
collected

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CheckingforUnderstanding Understandingwillbeassessedbasedonresponsesthroughoutthesocraticseminar.Teacherwilltakeanecdotal
recordsofstudentresponsesandusethemtoevaluateunderstanding.Theywillalsoservetodrivediscussiontoa
deeperlevelofdiscussion.Finallysummaryprovidedbyeachstudentwillalsogiveinsightintostudentunderstandingin
regardstotopic.

StudentCollaborationand ClassSocraticSeminar
grouping

TimeAllotment 60min

Author'sComments& ItisimportanttousemodelsliketheSocraticseminarbecauseitallowsstudentstothinkcriticallyaboutatopic.More
Reflections importantlySocraticseminarsallowstudentstogobeyondtheliteratureandinteractwithmaterialonadeeperlevel
thatismorepersonaltothemthansimplybeingpresentedwithmaterial.InregardstothetopicofCRISPRtechnologyI
founditappropriateforaSocraticseminarbecausestudentswouldallhaveadifferentperspectiveonwhatthiscould
meanforthefuture.Evenifsciencewasnotthetopicofpreferencetothestudentthematerialisrelevantenoughthat
eventhosestudentswouldbeengagedinanissuethatishappeninginrealtime.

MATERIALSANDRESOURCES
InstructionalMaterialsand OnlineArticles.Video,Projector,Laptop
Resources

Summary InthislessonstudentswillbeabletoengageinadeepdiscussiononwhatCRISPRtechnologycouldbecomeinthenear
futureandhowthatwouldaffecttheworldtheylivein.Alongwiththisstudentswillapplytheirvaluestoformulate
argumentsinsupportoroppositionofthetechnologybeingused.Bytheendofthelessonstudentsshouldbeableto
reflectonvariousperspectivesregardingthetopictoformulateanopinionabouttheuseofCRISPRtechnology.

STANDARDS&ASSESSMENT
CCSSStandards/State CACaliforniaCommonCoreStateStandards(2012)
Frameworks
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grades1112students:
ContentArea:LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Strand:WritingStandards
Domain:ResearchtoBuildandPresentKnowledge
Standard:
9.Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.

CANextGenerationScienceStandards(2014)
Grade:Grades912
Standard:HSETS11.Analyzeamajorglobalchallengetospecifyqualitativeandquantitativecriteriaandconstraintsfor
solutionsthataccountforsocietalneedsandwants.

Assessment/Rubrics

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