Running head: PROJECT NARRATIVE 1

Project Narrative

Carina Weidenbach

Arizona State University

Lori Lovitt

TEL 311

April 14, 2019

PROJECT NARRATIVE
Standard, Objective,
Day
Evidence of Mastery
1 CONTET: 8.L3U3.10 –
Communicate how advancements
in technology have furthered the
field of genetic research and use
evidence to support an argument
about the positive and negative
effects of genetic research on
human lives.
ANCHOR: Integration of
Knowledge and Ideas – 7, 8, 9
OBJECTIVE: SWBAT analyze
the difference between a
genetically engineered child and a
naturally conceived child and the
possible implications each have on
society.
DRIVING QUESTION:
How will the ability to design
future humans affect society?
E.O.M.: Ticket Out of Class
(TOOC)
• 1 pt will be assigned to
student’s initial response to the
question (yes or no) and an
additional point will be given
for each piece of evidence
presented backing up their
decision.
• 3 pts must be earned to
achieve mastery, therefore
requiring the student to
provide 2 pieces of evidence to
support their conclusion.
Activity
• Students will engage in a
“Genetics Boot Camp” to
determine their strongest and
weakest traits, and how they
differ from other students in
class.
• Students will conduct research
online to develop a
background on the topic of the
driving question. They will
choose an initial response of
whether genetic engineering is
good or bad, then gather
details to support that claim
through the process of taking
notes.
• Students will briefly describe
their findings to 3 others in a
few rounds of “Speed Dating
Debating,” while taking
additional notes on any new
information that was presented
to them.
• Students will reflect on their
research and accumulated
information to take a stance on
whether they feel genetic
engineering is good or bad
using the TOOC.
2
Assessment Technology
SUMMATIVE ISTE (Student):
• Students will be working to • 3a – Knowledge Constructor.
complete a log of all scores • 3d – Knowledge Constructor
from Genetics Boot Camp,
located on Google Docs. ISTE (Teacher):
• Teacher will complete a • 6c – Facilitator
checklist as she walks around
Students will log their Genetics
the classroom, monitoring the
students’ engagement with Boot Camp scores and engage with
research content while using their
researching and using various
Chromebooks.
media.
• Teacher will listen for Chromebooks are provided to each
students’ use of vocabulary as
student within the Gilbert Public
they describe their findings to
School District following the 1:1
their partners during the
Chromebook Initiative.
“Speed Debating” rounds.
• Students will complete a
Ticket Out of Class to log their
first initial stance of Genetic
Engineering.
PROJECT NARRATIVE
2 CONTET: 8.L3U3.10
ANCHOR: Research to Build and
Present Knowledge – 7, 8, 9
OBJECTIVE: SWBAT design a
lab experiment to determine the
differences between a non-GMO
and Genetically Modified
Organism.
DRIVING QUESTIONS:
What are the lasting effects of
GMOs on society? What will our
future look like if we continue to
increase/decrease the use of GMOs
for human consumption?
E.O.M. Completed lab report
following the scientific method.
• 1 pt will be assigned to each
category of the lab report
• Students will need to earn 5
pts to achieve mastery,
having a testable hypothesis,
collecting data, creating a
data table/graph, forming a
conclusion, and future
research.
3 CONTET: 8.L3U3.10
ANCHOR: Comprehension and
Collaboration – 1, 2, 3.
3
• Students will watch the brief SUMMATIVE ISTE (Student)
• Students
video introduction posted on must receive initials from• the6b – Creative communicator
the class Edmodo page to teacher after collecting their data, •collecting
4a – Innovative designer
provide background data within their interactive science
knowledge of the upcomingnotebook. ISTE (Teacher)
lab, key vocabulary, and • 4a – Collaborator
background of what a GMO FORMATIVE • 6c – Facilitator
is. • Students must complete a written lab report
• Students will be providedfollowing
an the scientific method and utilizing Students will complete their written
the provided rubric, which will be posted on lab reports on their Chromebooks,
array of materials to work
Edmodo
with and a driving question to a day in advance, as well as and post them to the class Edmodo
provided a paper copy the day of the page.
answer: What are the
experiment.
differences between non-
GMO and Genetically Chromebooks are provided to each
Modified Organisms? What student within the Gilbert Public
will our future look like if we School District following the 1:1
continue to increase/decrease Chromebook Initiative.
the use of GMOs for human
consumption? Materials will
include various fruits and
vegetables that have genetic
modifications and some that
do not.
• Working in small groups,
students will conduct their
own experiment to answer the
question, while following the
scientific method
• Students will complete a
written lab report to be posted
to Edmodo by 11:59 that
evening.
• Students will explore at the SUMMATIVE ISTE (Student)
Willow Bend Environmental • Students will collect data • 2b – Digital Citizen
Center to discover the pros, within their interactive • 6a – Creative
cons, and effects of gene notebook. Communicator
modifications on foods. • Teacher and student will
engage with the class ISTE (Teacher)
PROJECT NARRATIVE
OBJECTIVE: SWBAT report the
usage of GMOs and how they
improve and impair society.
DRIVING QUESTION:
How is the ability to manipulate
and modify genes used throughout
society?
E.O.M.: Journal entry of data
collection from exploration within
Willow Bend Environmental
Center
• 1 pt will be assigned to each
trial of data that is collected.
• 3 pts must be earned to
achieve mastery, requiring
students to collect at least 3
trials of data to support their
hypothesis.
4 CONTET: 8.L3U3.10
ANCHOR: Text Types and
Purposes – 1, 2, 3.
OBJECTIVE: SWBAT analyze
various media sources of
entertainment to support their
claim/stance on genetic
engineering within human activity.
DRIVING QUESTIONS:
How will the ability to design
future humans affect society? How
will society look in 50 years if gene
modification is heavily used within
human design?
E.O.M. Reflective journal analysis
in interactive notebook
• Students will log their
findings, discoveries, and any
data in their interactive
notebooks.
• Upon completion of their
field trip, students will
complete a reflective journal
entry on the classroom
Edmodo page to interact and
share ideas, thoughts, and
findings with their peers.
• Students will watch a video
prior to attending class on the
influence of entertainment on
society, novels, movies, social
media, etc. The video will also
provide ideas of sources of
entertainment that apply to the
genetic modification topic.
• Students will have the freedom
to collect one source of
entertainment to reference for
their formative presentation to
genetic engineers and doctors.
They may go to the school
library for materials, as well as
research online.
• They must view/read the
content of their source, and
analyze how genetic
Edmodo page by posting
responses to what they
learned, most enjoyed,
and any mistakes they
made during the field trip
data collection.
SUMMATIVE
• Teacher will walk around and
complete a checklist of student
engagement with materials and
vocabulary used during
discussion.
• Students will complete a
reflective journal analysis of
their claim and their projected
thoughts of what our future
will look like in 50 years.
4
• 4c – Collaborator
• 6a – Facilitator
Students will use their
Chromebooks or smart phones to
log into Edmodo on the bus ride
home and complete a reflection and
respond to other peers about the
most interesting thing that they
learned.
Chromebooks are provided to each
student within the Gilbert Public
School District following the 1:1
Chromebook Initiative. Smart
phones, optional, would be
provided from each student’s
personal household.
ISTE (Student):
• 3a – Knowledge Constructor.
• 3d – Knowledge Constructor
ISTE (Teacher):
• 6c – Facilitator
Students will use their
Chromebooks to access any digital
sources to support their claim and
gather information.
Chromebooks are provided to each
student within the Gilbert Public
School District following the 1:1
Chromebook Initiative.
PROJECT NARRATIVE
• 1 pt will be assigned to the
stance on the topic, 1 pt will be
assigned to each piece of
evidence used to support claim
• 3 pts must be earned to
achieve mastery.
5 CONTET: 8.L3U3.10
ANCHOR: Text Types and
Purposes – 1, 2, 3.
OBJECTIVE: SWBAT generate a
stance on the benefits or disbenefits
of genetic modification on human
society using research and
evidence.
DRIVIGN QUESTION:
How will the ability to design
future humans affect society?
E.O.M. Ticket Out of Class
(TOOC)
• 1 pt will be assigned to
student’s initial response to the
question (yes or no) and an
additional point will be given
for each piece of evidence
presented backing up their
decision.
• 3 pts must be earned to
achieve mastery, therefore
requiring the student to
5
engineering influenced the
society.
• Students will then share their
findings in small groups while
taking notes in their interactive
notebooks.
• Students will complete a
reflection of their finding and
their stance on how society
will look with continued use of
genetic engineering in 50
years.
• Students will view a video on SUMMATIVE ISTE (Student):
how to find scholarly articles • Students will debate in a • 3a – Knowledge Constructor.
to support their claim with philosophical chair as the • 3d – Knowledge Constructor
research. teacher documents their
• Students will conduct vocabulary and evidence ISTE (Teacher):
independent research on the presented using a checklist • 6c – Facilitator
impact of genetic engineering • Students will complete a
on society, and generate a Students will use their
Ticket Out of Class to log their
stance to the topic using their Chromebooks to access any digital
final stance of Genetic
Chromebooks. sources to support their claim and
Engineering.
• Students will then engage in a gather information.
Philosophical chair defending
their stance on the topic with
Chromebooks are provided to each
evidence they found in their student within the Gilbert Public
research with the whole class. School District following the 1:1
• Students will complete their
Chromebook Initiative.
Ticket Out of Class and
document their final stance on
the topic of genetic
engineering
PROJECT NARRATIVE
provide 2 pieces of evidence to
support their conclusion.
6 CONTET: 8.L3U3.10
ANCHOR: Comprehension and
Collaboration – 1, 2, 3.
OBJECTIVE: SWBAT explain
their stance to others to generate an
interview with an outside source.
DRIVING QUESTION:
How will the ability to design
future humans affect society?
E. O. M. Video and/or script of
interviewee’s responses from
conducted interview
• 1 pt will be assigned to each
question/response
documented
• 5 pts must be earned to
achieve mastery, therefore
ensuring that 5 respectable
questions and opinions were
obtained on the topic.
7 CONTET: 8.L3U3.10
ANCHOR: Production and
Distribution of Writing – 4, 5, 6.
OBJECTIVE: SWBAT produce a
presentation to reflect the
information collected over prior
experiences.
• Students will have watched a
video on how to generate
proper interview questions
and how to maintain respect
and honor while conducting
an interview.
• During class, students will
venture off and find a person
outside of the classroom to
conduct an interview with.
• Students will briefly present
the information they have
gathered verbally to the
interviewee, and then ask
questions to gather an
outsider’s opinion of the
topic.
• Students have the opportunity
to document the interview in
a variety of ways, whether by
video, written script, voice
recording/podcast.
• All interviews will be shared
on the class Edmodo page for
other peers to view and
respond to.
• Students will gather all
collected data, research,
and opinion pieces
accumulated throughout
the project.
• Students will then compile
the information into a
slide presentation or video
to be prepared to present
FORMATIVE
• Students will follow a
rubric to generate a
documented interview,
using their choice of
creativity to present it to
others.
SUMMATIVE
• Students and teacher will
engage in the classroom
Edmodo page to view and
respond to other’s
interviews
SUMMATIVE:
• Teacher will walk around
the classroom using a
checklist to monitor
students’ progress
• Students will review one
other peer’s progress on
presentation to provide
feedback to presenter.
6
ISTE (Student)
• 6d – Creative
Communicator
• 7b – Global Collaborator
ISTE (Teacher)
• 6b – Facilitator
• 7a – Analyst
Students have the option to
document an interview using
technology such as video recording
and editing software, as well as
podcasting, or documenting
answers online. All interviews will
be posted to the class Edmodo page
using their Chromebooks.
Chromebooks are provided to each
student within the Gilbert Public
School District following the 1:1
Chromebook Initiative. Smart
phones, optional, would be
provided from each student’s
personal household.
ISTE (Student)
• 6d – Creative
Communicator
• 7b – Global Collaborator
ISTE (Teacher)
• 6b – Facilitator
• 7a – Analyst
PROJECT NARRATIVE
DRIVING QUESTION:
How will the ability to design
future humans affect society?
E.O.M.: Following the rubric,
students will generate a video or
slide presentation to prepare for
medical professional presentation.
• 1 pt will be assigned to
each category on the
rubric
• 5 pts must be earned
through the completion of
slides/topics written on
rubric (50% complete
with presentation)
8 CONTET: 8.L3U3.10
ANCHOR: Production and
Distribution of Writing – 4, 5, 6.
OBJECTIVE: SWBAT produce a
presentation to reflect the
information collected over prior
experiences.
DRIVING QUESTION:
How will the ability to design
future humans affect society?
E.O.M.: Following the rubric,
students will generate a video or
slide presentation to prepare for
medical professional presentation.
• 1 pt will be assigned to
each category on the
rubric
their stance to medical
professionals from the
Mayo Clinic.
• Students will review the
progress of 1 other peer
prior to leaving for the
day, to provide them with
some constructive
criticism for areas of
improvement.
• Students will gather all
collected data, research,
and opinion pieces
accumulated throughout
the project.
• Students will then compile
the information into a
slide presentation or video
to be prepared to present
their stance to medical
professionals from the
Mayo Clinic.
• Students will review the
progress of 1 other peer
prior to leaving for the
day, to provide them with
some constructive
criticism for areas of
improvement.
7
Students have the option to create a
presentation through a video or
slide presentation using their
Chromebooks.
Chromebooks are provided to each
student within the Gilbert Public
School District following the 1:1
Chromebook Initiative. Smart
phones, optional, would be
provided from each student’s
personal household.
SUMMATIVE: ISTE (Student)
• Teacher will walk around • 6d – Creative
the classroom using a Communicator
checklist to monitor • 7b – Global Collaborator
students’ progress
• Students will review one ISTE (Teacher)
other peer’s progress on • 6b – Facilitator
presentation to provide • 7a – Analyst
feedback to presenter.
Students have the option to create a
presentation through a video or
slide presentation using their
Chromebooks.
Chromebooks are provided to each
student within the Gilbert Public
School District following the 1:1
Chromebook Initiative. Smart
phones, optional, would be
PROJECT NARRATIVE
• 10 pts must be earned
through the completion of
slides/topics written on
rubric (100% complete
with presentation)
9 CONTET: 8.L3U3.10
ANCHOR: Presentation of
Knowledge Ideas – 4, 5, 6.
OBJECTIVE: SWBAT
communicate their knowledge and
prepared presentation to peers.
DRIVING QUESTION:
How will the ability to design
future humans affect society?
E.O.M.: Sweet Critique form
• 1 pt will be provided for each
Sweet comment provided and
each critique comment
provided to the presenter
• Students must earn 2 pts on
each presenter’s presentation
to achieve mastery
10 CONTET: 8.L3U3.10
ANCHOR: Presentation of
Knowledge Ideas – 4, 5, 6.
OBJECTIVE: SWBAT
communicate their knowledge and
prepared presentation to a panel of
genetic engineers and doctors from
the Mayo Clinic.
DRIVING QUESTION:
• Students will practice
presenting their prepared
presentations to the class
• Those not presenting will
listen and observe the
presentation and note at least 1
positive (sweet) comment for
the presenter and at least 1
critique comment for the
presenter to improve before
tomorrow’s presentation to the
medical professionals
• Students will present their
collected knowledge in the
form of a presentation.
• Medical professionals will be
provided a rubric to the
assignment in which they will
grade the student as well as
provide their stance on the
topic based off of the
information documented in the
presentation.
SUMMATIVE
• Student and teacher will
observe the presenter and
fill out a sweet critique
form for each student
online using Google
forms.
SUMMATIVE
• Doctors will provide
grades and reactions to the
student’s presentation
• Student will complete a
reflection of opinion of
the project.
FORMATIVE
• Teachers will follow the
provided rubric to grade
8
provided from each student’s
personal household.
ISTE (Student)
• 2b – Digital Citizen
• 6a – Creative
Communicator
ISTE (Teacher)
• 4c – Collaborator
• 6a – Facilitator
Students will use their
Chromebooks or smart phones to
complete the sweet critique of their
peers on google forms.
Chromebooks are provided to each
student within the Gilbert Public
School District following the 1:1
Chromebook Initiative.
ISTE (Student)
• 2b – Digital Citizen
• 6a – Creative
Communicator
ISTE (Teacher)
• 4c – Collaborator
• 6a – Facilitator
Students will use their
Chromebooks or smart phones to
PROJECT NARRATIVE 9

How will the ability to design
future humans affect society?
E.O.M.: Student was able to
effectively present to the panel of
medical professionals and generate
a consensus.
• 100 pts will be assigned to the
presentation, following the
provided rubric
• 75 pts must be earned to
achieve mastery of the
presentation.
• The student will then provide a
reflection on the class Edmodo
page to document their
experience, their triumphs, and
any failures that were
encountered throughout the
project.
the student’s presentation log into Edmodo and complete a
and information reflection and respond to other
documented throughout. peers about the most interesting
thing that they learned.
Chromebooks are provided to each
student within the Gilbert Public
School District following the 1:1
Chromebook Initiative.

Sustaining project after proposal

Students will have the opportunity to continue following the genetic engineering processes in the news and present any

findings or news articles to the class for extra credit.

Innovation

Through this project, students were able to conduct their learning to connect to their personal interests and stances on the topic.

They conducted a multitude of research, from experimentation, field trip experience, entertainment media sources, interviews, and

scholarly research articles. All of this was completed at their own pace and through the collaboration of their peers. Differentiation

was always available to students, as extra research was able to be conducted to those who had extra time.