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Questions are an integral part of science and science education. Questioning in science classrooms should drive science investigations.Using the “5E Lesson Plan Template” you wrote in Topic 3, the “5E Questions Table,” and Webb’s DOK Levels, draft two different questions for each of the 5Es (total of 10 questions). Incorporate the following into your questions: Ensure each question is aligned to the learning target of the lesson plan. Represent all four DOK levels in the table, and at least half the questions need to be at a level 3 or 4. Questions should encourage exploration, problem solving, and activating prior knowledge. Compose a 250-500 word rationale of why the questions align with the “E” and meet the DOK levels for each question.Submit the “5E Questions Table” and rationale as one submission.APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite.http://www.aps.edu/re/documents/resources/Webbs_DO...http://www.nciea.org/publications/DOKscience_KH11.... rationale_1.docx lesson_plan_edited_1.docx Unformatted Attachment Preview How the Students were engaged in 5Es Next Generation Science is a US multistate attempt that is selected to produce a new education level which has enough practices and one that has comprehensive arrangement so that it covers various disciplines and different levels that ensure all students have standard science education. The last draft that explains this new system was let out in the year 2013 on April. The objectives of raising this new standard was to eliminate and combat the ignorance that has increased in the science field, develop a common teaching standard in the United States that encourages students to select the science units in colleges. The NGSS is built on the sub-structure k-12 in the field of science that was a project by the National Research Council (Krajcik, Codere, Dahsah, Bayer & Mun, 2014). There exist the three units of amalgamated decree in all the levels. The first one is the elemental ideas that contain the particular content and the required areas. The second one is where students are not only taught the content but are also put in a place to understand the different ways of scientists and engineers. The third one which is known as the cross cutting idea, enhances the concept of learning and understanding the crucial contents of perception that are in different topics. For example, in the 5E type of instruction, there was engagement of all the students especially when using the first unit which is about the core ideas. The students who had a network connectivity at their homes were supposed to download photographs of essential traits during data collection. This pictures were useful during the discussions that occurred in class. The students were also supposed to research more so as to help in understanding where the difference in traits might come from. This research information would be shared in groups and the rule was that each group should have at most one student with no access to network connectivity. The disabled students were put in groups with students of two years above the grade level so that they can understand and evaluate the scientific concepts well. Each group was supposed to construct a flow chart with each and every member of the group being able to explain the process along the way from the cell to how the trait of the organism develop like the skin color. This was to aid the teacher in assessing the understanding of the student of that particular topic during class discussions. Different issues and questions are raised to help understand the life cycle, inheritance and the difference occurrence of physical traits and the effects of the environment. Students are supposed to write down all the useful information because this gives them a better understanding and it also improves their performance. Reference Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning instruction to meet the intent of the Next Generation Science Standards. Journal of Science Teacher Education, 25(2), 157-175. GCU College of Education 5E LESSON PLAN TEMPLATE Revised 1-5-2016 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson This lesson is about inheritance and variation of physical traits of different organisms. The lesson Summary and tries to teach and elaborate the various processes that organisms go through in their life phases and Focus: the different patterns that the organisms create when they change from one cycle to another throughout their lives. An example is the reproduction or the growth of particular organisms. The lesson explains and emphasizes more on organisms and not human beings therefore details about human beings are left out because they are not essential. Instructional The students require to be taught about flowering plants and the skills to use during data collection Materials, which include qualitative data collection and observations. Tools used for data collection include Equipment, bags, forceps, bottles to put specimens and the chemicals used to preserve them, cameras to capture and species picture and scooping tools. Tools for analyzing the collected data include computers or Technology: special digital gadgets. Network connectivity, writing tools and microscopes are also essential tools. Classroom and The disabled and challenged learners will participate less in the field work. The math knowledge Student that is required is average so as to make it easier for the students to make analysis of the numerical Factors: data. Most of the students have the grade level reading ability or the one year ahead of the grade level. This is very crucial when it comes to the understanding of variation and inheritance. National / The Next generation science standards, grade 6-8 science proposed by NGSS, grade 6-8-HS-LS3 State Learning Heredity: Inheritance and variation of physical traits. Standards: Disciplinary core ideas Specific Learning Targets/Objectives: Students who show a wonderful understanding will have to come up with a model that explains the changes that occur in the chromosomes, what effects they have on proteins and if and how they can cause negative or positive effects on organisms as they grow. The learners will apply the knowledge and the skills that they have in probability and statistics so as to explain the observed different traits in different organisms. The students are required to elaborate © 2016. Grand Canyon University. All Rights Reserved. their findings on why asexual reproduction results in organisms that contain the same gene information but the sexual reproductions offspring’s have varying genes. How come organisms from the species portray different traits from their siblings? Academic Key Vocabulary: Instruction and Development: Language: DNA, Cell, species, sexual Participants are supposed to develop a chart that contains all reproduction, asexual the lesson vocabularies begin all the way from the cell to the reproduction, Offspring, Gene, development of the physical trait of the particular organism. Heredity, Genetics, Inheritance, Learners will be in groups of three to four members so as to Mutation, chromosome, generate and master the flow charts. The developed models Replication will be used in the processes like sexual and asexual reproductions and mutations. Summative The assessors will ask the students random and probing questions on the specific and key areas of Assessment: emphasis on the variation and inheritance topic. Presentations will be done by all groups and the group members will be asked questions so as to test them and judge their worthiness. Differentiation Strategies Instruction Activities Assessment Students or the groups will collect Every student will be required to A synthesized information from qualitative and quantitative data from explain the results that they obtain various collections should be the directed fields so as to prove their from the practical activities and available. Examples include understanding of the theoretical report comprehensively on the same simulations and models, texts and concept of the topic. The results of displaying charts and diagrams for experiments. This is to ensure a their practical tests should be the easier understanding. All students coherent understanding of the topic same as their theory presented in should also write the sensible and measures to resolve any class. The student should be able to arguments in relation to the specific information that is conflicting. Citing reason quantitatively and content of the topic. They should also is also required so as to support qualitatively. They should apply their integrate visuals in their evidences and analysis. The students mathematical skills to model and presentations so as to make their should be able to determine the summarize the numerical data in claims stronger and understandable meaning of the used symbols, relation to the particular topic. and also provide clarity. specific vocabularies and phrases as used in the 6-8 texts and topics. II. INSTRUCTION The 5Es Probing Questions © 2016. Grand Canyon University. All Rights Reserved. Engage The learners are made to make a connection to their Explain how the genes in a cell aid in protein previous understanding of a particular cell to the formation in a cell. present topic. A simple question like, what is a cell? Is asked. One of the students will shoot their hand and say it that it is the structural unit of all organisms. This is because we all know that this is how a cell is defined by almost everybody. The instructor will then explain and illustrate the cell in the context of inheritance and variation. The teacher will also explain that all cells are made up of genetic materials in form of DNA which contains the command that helps in coding of all proteins. Explore The students will discuss the different vocabularies How does information that is located in the such as gene, mutations and genes. This will be done gene result into a specific trait in individuals? by selecting two groups randomly and telling them to differentiate genes from chromosomes. If one group In what form is the instructions that are needed fails, the teacher will explain both terms so as to bring so as to form a species characteristic, stored in the two groups to a common and correct the cells? understanding of the two terms. The chromosome contains a long molecule of DNA. The information for How does the information in the genes result forming a particular trait in an organism is carried in into specific traits in individuals. What the DNA. The students should be able to understand changes results from mutations. that it is not all the DNA codes protein. The teacher will tell the students that the genes are located in cell chromosomes and each pair of these chromosomes contain various different genes. If the genes change then the proteins change and this results to changes in the physical traits of an organism. Explain Activity: the teacher will explain the reason as to why How does the environment affect the way offspring’s resemble but are not identical is because of traits are passed from one to another? heredity. The teacher will explain what heredity is and How are new genetic variations formed? will say it is a particular mechanism whereby characteristics are transferred from one individual to another through genes. The teacher will also explain how the environment plays a part in development of specific characterizes of individuals. probing question. © 2016. Grand Canyon University. All Rights Reserved. Elaborate Activity The teacher will instruct the students to stand How are traits passed from one generation to in front of the others and ask them similar questions. another? This will ensure redundancy that will help the students What causes the difference in offspring’s of memorize and understand the concept. the same species? Closure: If the students are able to explain heredity causes resemblance and the variation between chromosomes then they have understood the concept and are good to go. Evaluate Formative Assessment: The assessment involves a take away a sitting exam. Both continuous assessment and take away tests should be done on the whole topic. During the sitting test the teacher should greatly supervise the students. This will ensure that the students write all they know and will help the teacher know the weakest student. The returning of the papers will be followed by a thorough revision to help all the students get the correct answers. © 2016. Grand Canyon University. All Rights Reserved. ... Purchase answer to see full attachment