Genetics Lesson Module - University of Wyoming

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1

Genetics Lesson Module


Introduction:

Modern technology is changing the way we look at genetics by: increasing
our knowledge of the human genome, new tests for genetic disorders, and giving us new
tools to solve crimes. Everyday the field of genetics is g
rowing as scientists find new and
novel ways of applying the methods and technology that modern molecular genetics has
given us.


Grade Levels:

6
-
9


Standards and Benchmarks:

Lesson Plan 1
-

Introduction to DNA
-

Function and Structure (Standard 2.4, 3.1
, 3.2)

Lesson Plan 2
-

Homozygous and Heterozygous Traits
-

Create
-
a
-
Kid or Create
-
a
-
Monster
Activities

Lesson Plan 3
-

Human Genetics
-

Looking at your own traits

Lesson Pl
an 4
-

DNA Mutations
-

Become a Genetic Counselor

Lesson Plan 5
-

Karyotyping Scavenger Hunt

Lesson Plan 6
-

Wyoming CSI
-

The Case of the Crown Jewels



Overall Objectives:

A.

Appreciation of the technology used to study genetics

B.

Awareness of genetic disorders

C.

U
nderstanding of homozygous and heterozygous traits

D.

Understanding what a karyotype is

E.

Appreciation of DNA testing and its use to solve crimes


Expectations of prior knowledge:

Cell structure and function


Estimated Time:

5
-
6 class periods




2

Standards Covere
d by this Lesson Module


Standard 1.2
-

Levels of Organization in Living Systems: Students model the cell as the
basic unit of a living system. They realize that all functions that sustain life act within a
single cell and cells differentiate into speciali
zed cells, tissues, organs, and organ
systems.


Standard 2.1
-

Students research scientific information and present findings through
appropriate means.


Standard 2.2
-

Students use inquiry to conduct scientific investigations.


Ask questions that lead to c
onducting an investigation


Collect, organize, and analyze and appropriately represent data.


Draw conclusions based on evidence and make connections to applied scientific
concepts.


Clearly and accurately communicate the result of the investigation.


Standard 2.3
-

Students clearly and accurately communicate the result of their own work,
as well as information obtained from other sources.


Standard 2.4
-

Students recognize the relationship between science and technology in
meeting human needs.


Standard

3.1
-

Students explore the nature and history of science.

A. Students explore how scientific knowledge changes and grows over time, and
impacts personal and social decisions.

B. Students explore the historical use of scientific information to make person
al
and social decisions.


Standard 3.2
-
Students explore how scientific information is used to make decisions.

A. The role of science in solving personal, local, and national problems

B. Interdisciplinary connections of the sciences and connections to othe
r subject
areas and careers in science or technical fields

C. Origins and conservation of natural resources, including Wyoming examples




3

Lesson Plan 1: DNA
-

Function and Structure


Objectives
: The students will be able to describe DNA and have an introdu
ction to the
study of genetics.


Materials and Preparation:
Reading materials and worksheets, pen or pencil

Reading material:
From the Blueprint to You

(NIH Publication 12 pages), companion
worksheet for the reading activity, and activity worksheet (What
’s your DNA alias?)



Background Information:


Reading materials:
From the Blueprint to You

(NIH Publication 12 pages) is a reading
assignment that is a brief guide to genetics and current research in this field. This activity
covers a great deal of info
rmation and the teacher should feel free to pick passages from
the reading assignment that are age appropriate for their class.


Detailed Description of the Activities:

Activity 1
: Teachers can either read
From the Blueprint to You

to the students or bre
ak
the students into groups to read the article. The students can each read a paragraph aloud
to their groups. While they are reading they will complete Activity 1:
From the Blueprint
to You

Worksheet. Activity 1 will be assessed by completing the compan
ion worksheet
for the reading activity.


Activity 2
: Then the students will work on the ‘What’s Your DNA Alias?’ worksheet.
The teacher will have the students write their DNA alias on the board. The students will
then compare their DNA alias to the rest

of the class.


Attention Getting Questions for Students
: What makes you different from everyone
else? Does anyone in the class share a common characteristic with you, such as hair or
eye color? How much of our visual appearance is dependent on our DNA?



Further discussion questions:

If you could be tested for a gene that caused a serious disease (like one that causes
Alzheimer’s) would you want to be tested? What are the implications to your health,
family, and insurance if you test positive for a dis
ease gene? How similar is your alias to
the rest of the class? Does anyone in the class have the same exact alias?



4

Lesson Plan 2: Homozygous and Heterozygous Traits
-

Create
-
a
-
Kid or Create
-
a
-
Monster Activities


Objectives:

Students will learn the differ
ence between a homozygous and heterozygous
trait. Students will understand alleles, genotypes, and phenotypes.


Materials and Preparation:
Worksheet (Create
-
a
-
Kid or Create
-
a
-
Monster), pencil or
pen, markers/color pencils, and two pennies per student


B
ackground Information:


Definitions of key words (from
The Penguin Dictionary of Biology,
10
th

edition):


Allele
-
different sequences of genetic information occupying the same gene locus.

Genotype
-
genetic constitution of a cell or individual, as distinct f
rom its phenotype

Phenotype
-
total appearance of an organism, determined by interaction during
development between its genotype and environment

Homozygous
-
any locus in a diploid cell, organism, ect, is said to be homozygous when
the two alleles at that locu
s are identical. (For example AA or aa)

Heterozygous
-
designating a locus, or organisms, at which the two representatives
(alleles) in any diploid cell are different. (For example Aa)

Locus
-
position on a homologous chromosomes occupied, normally throughou
t a species
population, by those genes which determine the state of a particular phenotypic character.

Dominate trait
-

a trait that is completely dominate to another when it is expressed equally
in the homozygous or heterozygous conditions. (For example A
a or AA)

Recessive trait
-

only expressed when the genes determining them are homozygous. (For
example aa)


Description of the Activities:

Activity: The teacher will choose to have the students do the Create
-
a
-
Kid or Create
-
a
-
Monster activity. Students wi
ll simulate the inheritance of alleles for physical traits and
use those traits to create either a human face or a monster.


Extension Ideas:
Discussion questions for the students.

Do any of the faces look the same? If they do not, what features are dif
ferent? Do any of
the monsters look the same? On the other hand, are they all different? Determine which
of the traits for your kid or monster are dominate and which traits are recessive.


5

Lesson Plan 3: Human Genetics
-

Looking at Your Own Traits


Obje
ctives:

The students will learn about human traits. They will learn about dominate
and recessive traits. The students will also learn about population genetics.


Materials and Preparation:

Students will read ‘It’s all in the genes’ and then complete a
h
uman genetics survey on their own traits. P.T.C. paper is needed for the genetics
survey.


Background Information
: See lesson two for the definition of dominate and recessive
traits.


Description of the Activities
: The students will read, “It’s all in
the Genes” from
Human
Genetics, Concepts and Applications
, 2
nd

edition, Ricki Lewis. They will then complete
their own human genetics survey. Modified from:


http://www.biologycorner.com/worksheets/geneticsurvey.htm


Once the students have completed thei
r survey the teacher will go down the list of traits
and have the students raise their hands if they have a particular trait. The students will
then determine the percentage of students in the class who had a particular trait.


Attention Getting Question
s for Students:

How alike are we? How different are we
from each other? Are there traits that everyone shares? If so, can you name them?


Extension Ideas
: Discussion questions for the students.

For each trait determine the percentage of students who had
that trait. What other traits
could be added to the trait list? Determine the class numbers who have the trait that you
have described. Compare your class results to all of the other students who are taking the
science class. Determine if the percentag
e of students with a particular trait change
between classes.



6

Lesson Plan 4: DNA Mutations
-

Become a Genetic Counselor


Objectives
: The students will become familiar with various genetic conditions.


Materials and Preparation:

Worksheet (Lesson 2 Mini Sy
mposium Worksheet), access
to internet or library


Mini reading assignments from
Human Genetics, Concepts and Applications
, Second
Edition, Ricki Lewis, Genetics Symposium worksheet (Modified from
http://www.accessexcellence.org/AE/ATG/data/released/0348
-
RosieMcKinney/index.html

)


Background Information:

For this lesson, students will complete four mini reading
assignments that will expose them to a variety
of genetic concepts. They will also
participate in a mini
-
symposium on genetic disorders.


Description of the Activities:

Activity 1: The students will be put into groups (or asked to work alone) and given the
mini
-
reading assignments. They will be aske
d to discuss and answer a series of questions
about each reading activity. After each group has discussed the mini
-
readings, the
teacher should lead the class in a discussion of the answers the students have to the mini
-
readings.


Activity 2: Then each

student or group of students will be assigned a genetic condition to
research (modified from
http://www.accessexcellence.org/AE/ATG/data/released/0348
-
Rosie
McKinney/index.html
.) The teacher either assign the condition to each student or
have the students pick the condition they want to work on. They will have to give a brief
3
-
5 minute oral presentation about their genetic condition. Finally, each student

will
write a brief report about his or her genetic condition.


Attention Getting Questions for Students:

We have discussed how genes affect our
physical traits. What happens when our genes give us traits that cause disease?


Extension Ideas:
Discussi
on questions for the students.

Mini
-
reading assignments
-


“Dogs and Cats”
-

Do you think that artificial selection has helped, or hurt dogs



and cats?


“Curious Fragile X Syndrome”
-

What kind of features does a Fragile X person



have?


“Colorblindness”
-

What kind of colorblindness did John Dalton have? Do you


know anyone who is color blind? What would a person who is



color blind have to overcome to function in our society?


“The Sun is a Monster”
-

How will Katie’s disorder af
fect the rest of her life?



What precautions will she have to take?



7


Lesson Plan 5: Karyotyping Scavenger Hunt


Objectives:

Students will learn about karyotyping and diseases that are caused by
abnormal karyotypes.


Materials and Preparation:

Worksheets

(Karyotype worksheet and Student
Karyotyping), pencil/pen, access to library/internet


Background Information:

Definitions and background information sheets for teachers
to use.


Description of the Activities:

Activity: The teacher will go over the human
karyotype presentation with the students.
The students will learn the key terms for karyotypes. The presentation will also show the
students the karyotypes of a normal male and female. Then the students will see
karyotypes from people who have various k
aryotype abnormalities. By the end of the
presentation the students should be able to identify an abnormal karyotype. Then the
students will be asked to complete a scavenger hunt activity on karyotyping. This
activity will be assessed on the completenes
s of the students scavenger hunt.



Attention Getting Ideas for Students
: How is DNA stored? How many chromosomes
does a human have? What is the difference between male and female chromosomes?


Extension Ideas:
Discussion Questions for the students

Wh
at does the female karyotype look like? What does the male karyotype look like? Do
you think that karyotyping is an important technology to identify genetic problems?
What medical problems would individuals with these karyotypes face? Can you find the
karyotypes for animals other than humans (such as dogs, cats, and horses)? How are they
different from human karyotypes?




8

Lesson Plan 6:CSI Wyoming
-

The case of the Crown Jewels


Objectives:




Identify a need for DNA restriction analysis



Model the concep
t of DNA restriction analysis



Apply DNA restriction analysis to the identification of DNA fragments



Work cooperatively to analyze the results of the DNA restriction analysis


Materials and Preparation:

Adapted for middle school students from:
http://www.umbi.umd.edu/educ/loanerlab.html
.

See the Case of the Crown Jewels
Background worksheet for teachers.

Materials needed:

Five scissors

Five sets of envelopes labeled
Suspect #1, Suspect #2, Sus
pect #3, Suspect #4,

and
Crime
Scene DNA

Instructions for each envelope (labeled
DNA Instructions)

Five rolls of tape

Five poster
-
size charts as shown on the
DNA Instructions

sheet


Background Information:
See the Case of the Crown Jewels Background worksh
eet for
teachers.


Description of the Activities:
Students will follow the instructions for the Case of the
Crown Jewels activity to determine which of four suspects stole the jewels.


Attention Getting Questions for Students:
How many of you watch CSI?

Today you
will be the forensic expert and solve a crime.


Extension Ideas:

Have the students find article in the new paper where they use DNA to
solve a crime.

Discussion questions: This process is often referred to as DNA fingerprinting. Why do
you th
ink this term is used? Why use DNA as evidence? What purpose do restriction
enzymes serve? Does a match of the suspect DNA fragments with the crime DNA
fragments mean the suspect is guilty? Why or why not?



9

Extension Activities


1.
Genetic Timeline
-

T
eachers can select from the genetic timeline events that are
covered in the lesson plan to create a time line around their classroom. This activity will
help the students realized that the scientific process takes years and is not accomplished
over night.

This activity could also be done by asking to students to create their own
timeline of major events in the study of genetics.

Website for Genetic Timeline:
http://www.genome.gov/Pa
ges/Education/GeneticTimeline.pdf


2.
Bikini Bottom Genetics
-

These worksheets are included in the module are a review
for the students of genetic terminology and calculations.

Website for Bikini Bottom Genetics:



4.
Isolating DNA
-

See worksheets at end

of lesson module.


5.
Running a Gel
-

See worksheets at end of lesson module.


6.
Haplotype Testing
-

Ancestor testing of the students so that they can learn about
current technology used in molecular biology. Individual students will not receive their
own

results, instead the class will learn the percentages of students who’s ancestors came
from a given area.


10


Additional Background Information and Resources


Additional background information:

Genomics and Its Impact on Science and Society, The Human Geno
me Project and
Beyond, U.S. Department of Energy Genome Programs: www.ornl.gov/hgmls


Unit Handouts:

Lesson 1
-

Blueprint to you reading activity and worksheet


What’s your DNA alias? Worksheet


Lesson 2
-
Create
-
a
-
Kid or Create
-
a
-
Monster worksheets


Less
on 3
-

“It’s all in the Genes” from
Human Genetics, Concepts and Applications
, 2
nd


Ricki Lewis,

Human Genetics Survey worksheet, modified from:
http://www.biologycorner.com/workshe
ets/geneticsurvey.htm


Lesson 4
-

Mini reading assignments from
Human Genetics, Concepts and Applications
,
Second Edition, Ricki Lewis, Genetics Symposium worksheet (Modified from
http://www.accessexcellence.org/AE/ATG/data/released/0348
-
RosieMcKinney/index.html

)


Lesson 5
-

Karyotyping definitions worksheet and presentation for teachers, Karyotyping
scavenger hunt worksheet for students.


Lesson 6
-

Case of

the Crown Jewels Background worksheet for teachers adapted from:
http://www.umbi.umd.edu/educ/loanerlab.html
.



Definitions for key words:
The Penguin Dictionary of Biology,
10
th

edition





11

WO
RKSHEETS FOR THE LESSON PLAN



12

Name:

Activity 1:
From the Blueprint to You

Worksheet


What does DNA stand for?

Draw a picture of DNA.





What is a Genome?


Between two humans how identical, is their DNA?

How much variation allows for millions of possible
d
ifferences?

What are Proteins?


Name the four nucleotide “bases” that make up DNA:



What nucleotide is substituted for URACIL in mRNA?



How many amino acids are there?

Draw a picture of how proteins are made. Then describe
the process in your own words.










13


What is the Human Genome Project?



How long did it take to sequence the entire human genome?



Define the following and use each of these words in a
sentence:

Codon:


Gene:


mRNA:


Protein:


Ribosome:


Transcription:


Translation:


tRNA:





14

Creat
e
-
A
-
Kid


Teacher:

Joan E. Bennett


Subject:

Human Diversity

Grade Level(s):

7 8 9 10

Target Audience:

Biology I, L
ife Science

Materials Needed:

white paper, colored pencils, markers

Class Time:

45 minutes

Brief Summary:

Students flip a pair of coins to determine what genotype and what
phenotype their child will have for 29 given traits. They then draw a picture of
their kid
based on their coin flip phenotypes.

Student Objective(s):

Students will learn the difference between a genotype and a
phenotype. They will demonstrate that recombination of gametes (coins) will result in the
formation of unique individuals.

In
tegration (tying it all together):

Discussion Questions: 1.) Does your child resemble
anyone else's in class? Why or why not? 2.) Can you think of instances in your family or
a friend where the offspring look very different from the parents? 3.) What do yo
u think
would happen to the variety of children if we made one parent homozygous dominant (or
recessive) for all the traits?

Description of Activities:

1.) Give each student a worksheet, a packet containing the 29
trait descriptions, and a piece of white
paper. 2.) Help them determine the sex of their
child by having them flip their 2 coins. A head/tail combination will represent a female
and a head/tail combination will represent a male. 3.) Then demonstrate the first flip for
face shape and show them how

to draw that on their paper to begin creating their kid. 4.)
Have them work in groups of two as they work through the 29 flips to create their child.
5.) Hang the finished pictures and discuss what this lab has shown them.

Further Information and Referen
ces:

This lab was created by Barb Salvo from
materials I obtained from a biotechnology workshop at University of Wisconsin, River
Falls, WI



15

Monster Lab


Purpose

To simulate the inheritance of alleles for physical traits and to combine those
traits to cre
ate a monster


Procedure

1.

Make a table with the following columns:

Trait

Allele (mom) Allele (dad)

Genotype


Phenotype


2.

Flip a coin to determine your person’s traits:

Heads will be the dominate allele (Y, P ect)

Tails will be the recessive allele (
y,p

ect)


a.

You need to flip the coin once for the mom’s allele and once
for the dad’s allele because every genotype must have 2
alleles (1 from mom and 1 from dad)

b.

The phenotypes are determined by the genotype and are
given with each trait as you go along

3.

When

you have finished filling out your table and determining all of
your monsters traits, draw your monster. On the back of the paper,
write your monster’s name, their likes and dislikes, and why you are
proud of them.

4.

Staple your Trait Table to your pict
ure and hand them in.

5.

Compare your monster to the rest of the classes. How similar is your
monster to the rest of the class? Are any of the monsters exactly
alike?



16

Trait Table


1. Face

Round = RR


Oval = Rr



Square = rr







2. Body

Round = RR


Ov
al = Rr



Square = rr






3. Number of Arms

Two
-

AA


Four
-

Aa


Six
-

aa





4. Number of Legs

Two
-
AA


Four
-

Aa


Six
-

aa





5. Hair Type

Curly = CC



Wavy = Cc


Straight = cc






6. Widow’s Peak

Present = WW or Ww



Absent = ww




17

7. Eyebrow Thickness

Bushy

= BB or Bb




Fine = bb






8. Eyebrow Placement

Not Connected = NN or Nn


Connected = nn





9. Eye Color
-

You must flip the coin twice for mom and twice for dad. There
are two sets of genes for eye color. The first pair is represented by the letter
A and the second pair is represented by the letter B. Each parent contributes
an A or a allele, and a B or b allele.


AABB = Green

AAbb = Purple

AABb = Green Blue

aaBB = Grey

AaBB = Blue

Aabb = Black

AaBb = Red

aabb = Orange

aaBb = Pink



10. Eyes
-
D
istance Apart

Close together = EE

Average Distance = Ee


Far Apart =ee





11. Eyes
-

Size


Large = LL



Medium = L
l


Small =
ll






12. Eyes
-

Shape


Almond = AA or Aa



Round = aa




18




13. Eyelashes


Long = LL or L
l




Short =
ll





14. Mouth Size


Long =

MM



Average = Mm


Short = mm




15. Lips


Thick = TT or Tt




Thin = tt







16. Nose Size


Big = NN



Medium = Nn


Small = nn






17. Nose Shape


Rounded = RR or Rr



Pointed = rr












19


18. Hair Color
-
You must flip the coin twice for mom and twice

for dad.
There are 2 sets for hair color. The first pair is represented by the letter A
and the second pair is represented by the letter B. Each parent contributes
an A or a allele, and a B or b allele.


AABB = Black

AaBb = Slime Green

AABb = Silver

A
abb = Neon Green

AAbb =Hot Pink

aaBB = Dark Purple

AaBB = Purple

aaBb = Dark Green

aabb = Blood Red


19. Has a Tail

Tail
-

TT


No Tail
-

Tt or tt




20. Horns

One
-

HH


Two
-

Hh


Three


hh






20



Trait

Allele
(Mom)

Allele
(Dad)

Genotype

Phenotype

1

Face S
hape









2

Chin Shape









3

Hair Type









4

Widow's Peak









5

Eyebrow Thickness









6

Eyebrow Placement









7

Eye Color









8

Eyes
-
Distance Apart









9

Eyes
-
Size









10

Eyes
-
Shape









11

Eyelashes









12

Mouth Size









13

Lips









14

Dimples









15

Nose Size









16

Nose Shape









17

Earlobe Attachment









18

Hairy Ears









19

Freckles









20

Hair Color










Trait Table for the Face Lab



21



Trait

Allele
(Mom)

A
llele
(Dad)

Genotype

Phenotype

1

Face Shape









2

Body









3

Number of Arms









4

Number of Legs









5

Hair Type









6

Widow's Peak









7

Eyebrow Thickness









8

Eyebrow Placement









9

Eye Color









10

Eyes
-
Di
stance Apart









11

Eyes
-
Size









12

Eyes
-
Shape









13

Eyelashes









14

Mouth Size









15

Lips









16

Nose Size









17

Nose Shape









18

Hair Color









19

Has a Tail









20

Horns









Trait Table for th
e Monster Lab



22

Human Genetics

Trait Description

Check the
traits that
you have

Total number of
students in your
class who have
this trait

Tongue rolling







Bent little fingers









Widow’ s peak







Hitchhiker’ s Thumb







Hand clasping, lef
t over right thumb







Arm folding

fold your arms across your
chest/stomach…which one is on top?







Free earlobe







Chin cleft







Hair on middle joints of fingers







Short big toe







Ear points







Round face







Curly hair







P.T.C Taster







Eye Color (blue?)








From:

http://www.biologycor ner.com/works hee ts/ge net ics ur ve y.ht m

Ass
essment:


Students will be assessed on their symposium presentation (3
-
5 minutes ) and a
written report about t
heir assigned genetic disorder. So they will get two separate grades.


How will this activity be grade d?

You will receive a letter grade from A to F. The following factors will be used to
determine the grade:



23

1.

Accuracy
-

How accurate was your presentat
ion? Did you give any
misinformation? Did you appear to know the information well? Did you answer
questions accurately? Did you make the effort to insure that all terms were
pronounced correctly?

2.

Following directions
-

Did you stick to the time limits? Did

you make your note
card and use it properly? Did you include all the required information?

3.

Delivery
-

Did you speak loudly and clearly? Were you too fast or too slow? Did
you appear confident and poised? Did you have proper eye contact with the class?
Wer
e you enthusiastic? Did you avoid silliness?

4.

Written Report
-

Did you summarize the information that you presented to the
class? Is your report clearly written with an introduction, three main points, and a
conclusion?




24

Mini
-
Symposium Worksheet


Backgroun
d Information

Name of genetic disorder:

Other names for your genetic disorder:

How is your genetic disorder inherited?


What does a pedigree chart look like for someone affected by the disorder?

Is the disorder found mostly in women or men?

Is the disorder

found in a specific ethnic or religious group?


Description of Disorder

How does your genetic disorder affect the victim?

What is it like to have the disorder?

What problems are associated with the disorder?

Is the disorder life threatening?

Is the disord
er fatal for the person who has it?


Detection

Can anything be done for a person with the disorder?

How is the disorder detected? Is there a genetic test?

What are the treatments for the disorder?




YOUR DISORDER WILL BE SELECTED FROM THE LIST BELOW


1.

Si
ckle
-
Cell Anemia

2.

Breast cancer

3.

Thalassemia

4.

Edward's Syndrome/Patau's Syndrome

5.

Turner's Syndrome

6.

Polycystic kidney disease

7.

Klinefelter's Syndrome

8.

G6PD (Glucose 6 phosphate dehydrogenase) Deficiency

9.

Cooley's anemia

10.

Gaucher's disease

11.

Hemophilia

12.

alb
inism

13.

Familial Hypercholesterolemia

14.

diabetes mellitus

15.

Neurofibromatosis

16.

diabetes insipidus

17.

Marfan Syndrome

18.

fragile X syndrome

19.

Phenylketonuria

20.

Parkinson's disease



25

21.

Cystic Fibrosis

22.

Alzheimers

23.

Tay Sachs Disease

24.

colorblindness

25.

Down Syndrome

26.

epiderm
olysis

27.

Duchenne Muscular Dystrophy

28.

alcoholism

29.

Huntington's Disease

30.

Burkitt lymphoma

31.

Cri
-
du
-
chat Syndrome

32.

Pituitary dwarfism syndrome

33.

Galactosemia

34.

Immune deficiency diseases (Boy in the bubble)

35.

left Lip/Palate

36.

Polydactyl

37.

Osteogenesis Imperfecta

38.

Se
nsorineural deafness




26



50 points

Accuracy

_/20

How accurate was the presentation?

_/10

Did the student give misinformation?

_/10

Did the student appear to know the information well?

_/10

Did the student answer questions correctly?

_/10

Were diff
icult words pronounced correctly?



25 points

Following Directions

_/10

Was the presentation within the time limit?

_/5

Was a note card used?

_/10

Did the student include all required information?



25 points

Delivery

_/10

Did the student speak lou
dly and clearly?

_/5

Did the student make eye contact with the class

_/5

Was the student enthusiastic?

_/5

Did the student avoid silliness?



50 points

Written Report

_/20

Did the student summarize the information presented in
class?


Did the studen
ts report include:

_/10

Introduction

_/10

three main points

_/10

conclusion



Total points:

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