Criterion 1

Centering instruction on high expectations for student achievement.

Criterion 2

Demonstrating effective teaching practices.

P1 Purpose – Standards: Connection to standards, broader purpose and transferable skill
The lesson is based on grade level standards and the learning target(s) align to the standard. The lesson is consistently linked to broader purpose or a transferable skill. 
-Microscope Lab Sketches of viewed images and Analysis Questions -Student Sample. Questioning and Transferrable Skill. On ED
-Organizing Data Using Concept Map.  Transferrable Skill. Student Sample on ED.
-Table of Contents in INB. Organization is a TS. On ED.
-Analyzing Lab Data and following procedure. Senses Lab-Student Sample on ED
-Drawing Conclusions From Data Super Bubbles-Student Sample
-Virtual Critter Conclusion on ED
-Writing a Construction Procedure-Student Sample
-Microscope Use Lab-Student Sample
-Graphing is TS. On ED
-Star Wars Data Analysis on ED
-Microscope Labeling-Diagram Labeling and function of tool is a transferrable skill. on ED
-Microscope Images Drawings on ED
-Writing a Gist on Roly Polies on ED
-Design Experimental Procedure. Wooly Bear on ED
-Biochemical Identification Chart-demonstrates use of qualitative data.  Transferrable skill. on ED
-Biochemical Analysis Qs on ED
-Cell Analogy.  Design a situation where cell structures are analogous.  Uses writing skills and creativity to design alternative situation analogous to a cell. On ED

P4 Purpose – Learning Target: Communication of learning target(s)
Teacher communicates the learning target(s) through verbal and visual strategies, checks for student understanding of what the target(s) are and references the target throughout instruction. 
-Various Targets in Student Samples-External Drive

P5 Purpose – Learning Target: Success criteria and performance task(s)
The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria. Students refer to success criteria and use them for improvement. 
-Photosynthesis and Cell Respiration- Kahoot Results
-Mitosis Meiosis- Socrative Game Results
-Analysis Questions are scored based on logic and understanding of data--See Student Work External Drive
-Recaps of Lab Content act as exit slips to check for understanding-in ED
-Characteristics of Life Drawings are an alternative method to check for understanding.  Content is graded based on logic. in ED
-Conclusion Writing. Virtual Lab.  Was graded based on individual ability and assessed using 8 point conclusion rubric. on ED
-Cartoons for Scientific Methos. All 5 components were represented for full credit. on ED
-How to Graph and Chart Data.  6 point requirement on ED
-Designing Sentences using scientific method vocab as a check for understanding of terminology
-Cell Concept Map used as an exit slip for understanding of relationships between terminology
-Several Rubrics and Sample Correct Answers for Technological Design Concepts are on ED

SE3 Student Engagement – Engagement Strategies: High cognitive demand
Teacher expectations and strategies engage all students in work of high cognitive demand.
-Reinterpretation of Scientific Vocab on ED
-Critter Conclusion writing on ED
-Star Wars Analysis of Data on ED
-Design Procedure wooly Bear on ED
-Characteristics of Life Drawings.  Interpreting concept and synthesizing in an alternate form is a higher level skill. on ED
-Cell Analogy.  Constructing situation where structures are analogous to a cell. on ED
-Scientific Method Quiz 

CEC3 Classroom Environment & Culture – Classroom Routines & Rituals: Discussion, collaboration and accountability
Routines for discussion and collaborative work have been explicitly taught, are evident, and result in effective discourse related to the lesson purpose. Students independently use the routines during the lesson. Students are held accountable for their work, take ownership for their learning and support the learning of others. 
-Syllabus on ED
-Natural Selection Lab Demonstrates a Series of expectations ranging from selection of groups, set up of lab, assigning roles, obtaining of data, interpretation of data and analysis.  Additional expectations not expressly mentioned but verbally reinforced include volume levels, eating out of turn, clean up, staying on task to finish in one lab session.  Initial document as well as student sample is provided on ED.
-Use of Hand In Bins for Work. Image on ED
-Use of Notebook turn in Bins. Image on ED
-10-10 Rules Displayed and Reinforced. Image on ED
-Schedule Displayed on ED.
-Targets Modified with Lesson and Displayed. On ED
-Late/Absent work Folders. On ED
SE1 Student Engagement – Intellectual Work: Quality of questioning
Teacher frequently asks questions to probe and deepen students’ understanding or uncover misconceptions. Teacher assists students in clarifying and assessing their thinking with one another. Students question one another to probe for deeper thinking.
-Star Wars Analysis on ED
-Senses Analysis on ED
-Krusty and Bart Scientific Method on ED
-Gene to Protein Drawings on ED
-Explain Reliability on ED
-Cell Analogies on ED
-Biochem Lab Analysis on ED
-Analyze and Interpret Data Chart on ED
-Student Discussion using Low and High Level Questions

SE5 Student Engagement – Engagement Strategies: Expectation, support and opportunity for participation and meaning making
Teacher sets expectation and provides support for a variety of engagement strategies and structures that facilitate participation and meaning making by students. All students have the opportunity to engage in quality talk. Routines are often student-led.

-Provided are samples of labs where students could work in groups or independently.  Several non-lab activities where partners are required or encouraged are also included.  Opportunities for Individual work with immediate teacher feedback are included.  All on ED

SE6 Student Engagement – Talk: Substance of student talk
Student-to-student talk reflects knowledge and ways of thinking associated with the content. Students provide evidence to support their arguments and new ideas.
-Wooly Articles Describe Content Students are expected to cover  while grouped. on ED
-Tardigrade article also lists student group expectations. on ED
prokaryote chart shows what concepts need to be explored and identified on ED
-pop genetics lab focuses using analysis Qs on ED
-MM Lab lists expectations, roles and analysis Qs on ED
-Information Packet lists expectations as a general classroom on ED
-pg 54 content describes group expectations for note taking in ED
-Evolution Challenge lists expectations for potential group activity on ED
-Eye Dissection has Analysis Qs on ED
-Cell Project Rubric lists expectations for partner work on ED
-Catalase Lab on ED
-Pyramid Challenge group expectations on ED
-Bunnies Lab on ED

CP6 Curriculum & Pedagogy – Scaffolds for Learning: Scaffolds the task
Teacher provides scaffolds and structures that are clearly related to and support the development of the targeted concepts and/or skills. Students use scaffolds across tasks with similar demands.

-Teacher Provided Model for Excellence-Gene to Protein Cartoon Model on ED
-Teacher Provided Model for Excellence-Characteristics of Life Cartoons on ED
-Teacher Provided Model for Excellence-Redesign Paragraph on ED
-Several other teacher models are also included on the ED
-Evolution of Article Analysis from Wooly Bear to Tardigrade on ED
-Light Procedure, Cell Respiration, MM Lab, Population Genetics, Cow Eye and Breeding Bunnies are all later labs.  They show a release of responsibility from earlier labs, like the Catalase Lab. on ED

CP7 Curriculum & Pedagogy – Scaffolds for Learning: Gradual release of responsibility
Teacher consistently uses strategies for the purpose of gradually releasing responsibility to students to promote learning and independence. Students expect to be self-reliant.

In CP6, The Catalase lab shows an early format, as do biochemical lab, senses lab and microscope labs.  More advanced labs with more involved procedures and challenging content are found in the light lab, cell respiration lab, mm lab, pop gen lab and breeding bunnies labs linked in CP6 and P1 in criterion 1.