DRAFT: This module has unpublished changes.
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In my biology class, to understand how DNA is used to create protein in the ell, we researched and presented a genetic disorder. My partner Dallas Jacquart and I chose Cystic Fibrosis; we learned how the disorder occurs and what life is like for people who have it. We created a poster that displayed our knowledge on the disorder. M strengths in this project were my previous knowledge on the subject. My weakness would probably be staying focused. If I could do anything differently I would try to stay on task. The standards we touched were:

 9-12.SL.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

9-12.SL.4  Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

9-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

 

DRAFT: This module has unpublished changes.
DRAFT: This module has unpublished changes.