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Red Lynx, a population genetics simulator, is an excellent way to demonstrate the Hardy-Weinberg principle.
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I really liked this lesson. The technology integration was excellent and really would help get the students involved. It gave me a lot of ideas for my future lesson plans. The only problem I thought might occur is a little confusion in the class during the stimulator activity but I feel like once the students got the understanding of the lesson it would flow great.
Overall, this lesson plan was well constructed, thorough and clearly explains what students are expected to gain from this lesson. However, the only thing that was somewhat indirectly stated was a breakdown of how time would be used between the video, lecture and Red Lynx simulator. My only concern was will the students have enough time to cover all of this in one class period. Depending on if students took the time to read prior to covering this lesson will definitely affect how smoothly the lesson is taught without running into comprehension problems. The breakdown of the material is great and applies genetics in a real world perspective.
Really interesting, and cool links! The videos were really good, I personally prefer text, but this is an interesting way to incorporate technology. I do think, since the principle incorporates mathematical principles, that the teacher should do a few practice problems before students try to use the game.
Creative way of making Hardy-Weinberg equilibrium interactive. I don't know a single educator who has even tried to make it somewhat hands on. That's pretty valuable and will give students an actual understanding of the topic and actually understand the data visuals.
My only issue is how possible the understanding of the subject will be even after the established time. Would probably be more efficient split the lecture and activities. The time allotted, basically, can really vary.
Otherwise, as long as they know how the variables work and affect the graph, it should be fine. It gives a researcher kind of perspective while learning the information.
I think the lesson plan is very thorough and has plenty if not all of the details covered. I am simply wary of dedicating a mere 5 minutes to tech. tool familiarization. I think that there should be a bit more wiggle room in case of complications of any sort.
The outline of the lesson plan is very well constructed. As I'm unfamiliar with the lesson's content I will only comment on the format. I especially appreciate the inclusion of a timetable for how long each part of the lesson will take. However, unless Red Lynx is a very simple program, I believe that 5 minutes is too short a time period to fully explain its usage to a classroom. Furthermore, I believe that 5 minutes (optimally, if none of the other pieces go over their time limit) is too short a time period for discussing what was beneficial/learned by students through the activity. Perhaps the lecture on the Hardy-Weinberg equilibrium could take place the day before, with the remaining time in that day teaching how to use Red Lynx from the teacher perspective. Then on the day following the teacher could review with the students how to use the tech tool, allow them to do their experiment and collect their data, do any assessment added, as well as provide more time at the end for summing up what was beneficial/learned through using Red Lynx.
This lesson plan really embodies the integration of technology into the coursework. There are multiple mediums ranging from YouTube all the way into an actual simulator. This variance will allow the lesson plan to successfully reach a multitude of students in regards to their differences learning profiles. The plan is extremely organized which makes it nice to go through. The critiques I'd give include possibly making this a two day plan since the timing seems to be a bit crunched. Additionally, I'm not sure if the simulator allows for difficulty variance because I do think freshmen and seniors should have dissimilar curriculum; It seems as though freshmen would be overly challenged or the assignment would be overly simplified for seniors.
It was a good lesson, I especially like the simulation. I am not sure if it is because of my lack of knowledge of the content but I do feel like the simulation could've been a bit clearer. I would separate the lecture for another time in order to spend more time explaining how to use the simulation and to have more time for discussion in the end.
I think it is great to have an interactive lesson because it lets students understand each aspect that can cause problems or issues. I also like this idea because they are working directly with each and can identify specific characteristics that are associated with exactly what they choose to manipulate. I think it is a great way to go over HW Equilibrium because I know that even in college I did not retain this information. It may be a good idea to go over each of the 5 aspects of the HW Equilibrium because normally students wont remember.
This appears to be a strong lesson plan that actively engages students' interests. I really like the multiple uses of technology with the video and the online simulator. I think it is important, especially in science, to provide students with visuals and a summary discussion at the end of class. The only concern I have depends on where this lesson would take place (whether laptops are brought in or using library computers). More time may need to be allotted for set up/travel time. All in all, good lesson!
This is a very good lesson plan of instruction. Everything down to the resources is there for the teacher to use. The extreme attention to detail throughout this entire lesson makes it much more effective and allows it to be replicated much easier. The pre-video is always a great way to grab the students attention and to get the interested. Use of plenty visuals in the power-point really help students visualize the biological material covered.
Good job! I appreciate your consideration for those with LD's and those who are easily distracted by highly visual presentations.
This lesson plan is very thorough and well planned. I would look at some of the word choices when writing for an audience that may not understand some of the terminology, therefore simplifying other sentences may make it a bit easier to process. I don't think some uses of the slash bar are necessary, such as the "I/Teacher" etc. I think this would be an easy way to make it less wordy and more processable. The lesson plan in total is very professional and clear otherwise.
Though I know little about science of the topic, this seemed like a very interesting lesson. I like the Youtube video, it was cute, and I like the overview Youtube clip because it really gave me an understanding of the lesson. I would specify the grade level because I know this would most likely fall under Biology and that is taught in 9th and 10th grade.
While I think this lesson would do a good job helping students to master the information presented in this lesson plan, I think that the beginning of the lesson could be a little more interactive. The first 25 minutes are extremely informative, but students could maybe better engage in an ongoing class discussion or game. However, the second half of the lesson seems like a great way for students to test and learn the Hardy-Weinberg equation. The information is being presented in unique and engaging ways.
The lesson format was very organized. Every [art was detailed and included what the students would be doing throughout the time of instruction and during their own time of actually completing the work. In addition a real life application should be added to the overall lesson on how students can apply what they are learning to their lives and more student interaction throughout the time instead of just instruction.
I think that this is a really good lesson plan. It's very well organized and thorough in explaining the layout of the hour, and what students will be required to do and different points of time during that hour.
The only negative thing I could think of is that, because it's so technical, I think that someone who is not extremely familiar with your subject matter might not be able to understand the lesson plan. But I don't expect anyone who isn't a science teacher to be looking up Hardy-Weinberg equilibrium. So I don't think that there will be any real problems.
I really like the integration of a technology that was built specifically for this content area. I think the goals, and standard section were perfectly fit to the lesson and overall I feel like this would be a fun and engaging class for the students to take part in. The only thing that could be added was maybe a short explanation of how to use the program for those who have never seen it (though it seems very simple) or maybe some sample discussion questions to help guide new teachers on what the students are supposed to be getting out of the lesson.
I love how students would be able to manipulate factors in the equation in order to gain an understanding of how these factors can contribute to an equilibrium or lack thereof. The simulator provides a very visual and easily manipulated way for students to adjust each variable individually and in conjunction with others. I would teach this lesson to more advanced students, perhaps 11th or 12th graders. Students would need to be familiar with the mathematical concepts of equations, manipulation of equations, and the effects said manipulations have on graphical interpretations/representations. These knowledge would seem to me to be a prerequisite to the actual content information presented in the lesson.
I like the idea of showing a video on what it is then going over it again to help reinforce the information. I feel 5 min is not enough time go over Red Lynx, if they are learning for the first time in class. I think it might be better if you show them how to use Red Lynx a day before, that why they will have time to play around and know the controls. I also like that you are using a real life simultaneous, which will give the students real life applications as close to possible.
This lesson was very well developed with the video and then the lecture and then the simulations, but do you believe that an 18 minute powerpoint lecture is long enough to understand the theory? Also, will all students have access to a computer (in a lab or have their own) or how will that work? This is a great lesson plan! It would have been a fun way to learn about this theory in high school.
The instruction side f the lesson plan was very organize given a visual in the beginning to introduce the topic to the students and by given a lecture helps the students to understand the concept better. The resources was important to gain more knowledge of the topic. The only aspect that is lacking in a connection with the real life situation, but overall is very useful.
Information is presented in multiple ways, i.e. a video, PowerPoint, lecture, and online activities, which would connect to the different learning styles of students. The simulation would be a very fun and hands-on way to experiment with the data. I think more time would need to be allotted to explain Red Lynx and/or the teacher should also plan on going through the simulation for one of the examples. Furthermore, I think the discussion at the end is vital to making sure all of the students understood what they were doing and how it ties in to real life application.
I like how the procedures were set where students were challenged and their understanding was constantly being pushed. However, the timing didn't seem very reasonable and the lesson didn't seem to connect with the outside world as was implied in the goal of the lesson plan.
I appreciate that the lesson begins with an introductory video because I don't know anything about the Hardy-Weinberg equilibrium. The Red Lynx sounds like a good resource, but only after the students have an idea of what they will be looking at. Unfortunately, I do not think that enough time was allocated to the lecture part of the class. Because the conditions are unrealistic in nature, it might take some extra time for students to process the new ideas. The videos are very engaging.
This looks like a very good lesson. I like the use of introductory videos to get the students engaged and interested in the material. I would just like to point out two things. First, it may be helpful to list major points that need to be covered in the lecture segment of the lesson. Second, after running the simulation on Red Lynx, I found the graph a bit confusing and hard to interpret. You mention going over some of the Red Lynx terminology in your "Resources" section but it might also be helpful to explain how to interpret the simulation results.
I really like the video The Hardy-Weinberg Principle video as well as the instructional video about Red Lynx. Providing this video to students on a class website or something would be great in case students forget after class because I know I probably wouldn't remember all of it.
I don't know that much about this topic, but from what I can tell it seems that this lesson plan would really help gain the students attention and grasp the main concepts well. The goals seem realistic for the amount of time given in class. I think students would enjoy this lesson, especially because it is not just them being lectured to.
I feel that this lesson was effective at taking a complicated concept and making it understandable. There are plenty of resources available to help the students to grasp the concept, and I particularly liked the YouTube video with the pigs. I was a little confused by the simulation, but I'm sure I could figure it out given enough time.
This lesson was very detailed. The example questions give a good indicator to the level of learning that will be expected. The simulations are a great idea but the class might not fully understand what is happening and why. The discussion at the end of the period will be important to clear any questions up.
The lesson plan seems to do a good job of teaching and reviewing the principles of the Hardy-Weinberg equilibrium. The resources are thorough and will provide a good grounding of knowledge for students.
There are quite a few example questions and it is not clear if students must complete all of them or just a few of them. This could take a long time if students have trouble with working the Red Lynx simulator.
This is a well-planned lesson and it seems that the technology will help students better understand a concept that is rather abstract. I like how detailed the example questions are, and it seems that the goals and learning objective align well with the content of the lesson. I am not sure if the class will be able to cover some of these steps as quickly as is intended, however. After looking at the Red Lynx technology, it seems that it might take a longer period of time than just 5 minutes to go over it. The teacher might want to allot more time for this function of the lesson plan.
I like that this lesson includes a simulation, and optional questions to enhance the use of that simulation. I personally don't know a thing about the Hardy-Weinberg equilibrium,
so I would probably need all of the guiding questions possible. I also like that this lesson plan is flexible enough that it can be structured as a group and individual project. One
question through- are all of the "I can" statements being assessed through the
discussion? That seemed slightly unclear.
The goals of the lesson are clearly listed, so anyone reading this lesson plan is clear as to what needs to be accomplished. I definitely liked that the students were given specific examples of scenarios to work with in case they didn't know how to get started. While I am a fan of providing the powerpoint slides to students outside of class, this can sometimes cause the students to slack off in class or not pay as much attention because they know they can go over it at home.
This lesson does a really great job of integrating technology into the learning process. I wish I could have been able to do something more like this in the classroom that I volunteered at this semester. I could have learned a lot by seeing this lesson as an example at the beginning of the semester.
I really like the use of the simulation to explore the concepts of the lesson. However, I did not notice a tangible authentic connection within the lesson plan itself. Maybe be sure to include in your end of class discussion how these concepts are used by real scientists to make predictions in nature. Go through an example using the simulation.
I thought that the lesson plan was very advanced, interesting and proposed several thought provoking questions! The only thing I would suggest is to have the grade be more specific, 9-12 can be very different in terms of maturity, capabilities and motivation.
Genetics have never been particularly interesting to me but I think you would be able to capture students' interest in this lesson! I would have enjoyed this lesson. The RedLynx part seems really interactive. I especially like all of the accommodations that you have listed. Students really do appreciate the little things like that.
This assignment seems very interesting and I like the fact that it is hands on, allowing students to use simulators themselves. Even though I am not that interested in science, this is a lesson that would capture and keep my attention.
I think that the lesson plan had attention grabbing components that will draw students in. Starting off the lesson with an interesting video and then following with a lecture can capture students' attentions enough to be able to lecture to them. The activity planned is one that will likely engage them and give them a physical way to see the concept and be able to manipulate it themselves.