high school chemistry spring module - denver public...

High School Chemistry

Spring Module: Plastics and You: An

evaluation of the chemical composition, breakdown,

and use of BPA in food and drink containers

Student Portfolio

Denver Public Schools High School Chemistry• Spring Module

Plastics and You: An evaluation of the chemical composition, breakdown,

and use of BPA in food and drink containers


Table of Contents

Student Background Page 1 I Chart- Examining Plastics Page 2 Making and Breaking Bonds Packing Peanuts Lab Page 5 KWL Chart Page 8 Annotating the Teaching Task Page 9 Argumentation Rubric Page 10 Examining Health Magazines Page 11 Plastics Word Bank Page 12 Example Frayer Model Page 13 Frayer Models Page 14 Pro/Con Evidence T Chart Page 25 Cornell Notes Page 31 Multiflow Map Example Page 33 Multiflow Map Page 34 Optional Pre-reading Activity Page 35 Tutorial Request Form Example Page 36 Tutorial Request Form Page 37 Possible questions for Tutorial Page 38 Double-Entry Journal Example Page 39


Infographic Text Dependent Questions 0 Gallery Walk Note Catcher Page 42 Philosophical Chairs Notecatcher Page 43 Text Rendering Protocol Page 44 Text Dependent Questions on Storytelling and Scientific Writing Page 45 T.V.A. Claim Statement Page 46 Argument Plan Page 47 Outlining Page 53 Guidelines for Peer Roundtable Discussion Page 55 Peer Revision Page 56 Evaluating Feedback Page 58 Citation List Page 59 MLA Style Guide Page 60 APA Style Guide Page 61

During the course of this module, you will apply your knowledge about bonding to the current research around BPA regulation in plastics. You will read current research and understand current regulation in order to determine what you believe to be the best course of action for the United States to take on this matter. You will examine and discuss primary research on the topic. Once you have completed your reading and discussions, you will write to the following prompt:

Write a scientific article for a health magazine in which you discuss the chemical composition, bonding, and breakdown of polycarbonate plastics and evaluate the extent of the impact of BPA breakdown-release on human health, based on available research. Be sure to acknowledge competing views.

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Describe this plastic item (color, shape, transparency, malleability)

What would this plastic item be used for?

What number is on the bottom, if any?

“What if” questions (what if you froze it, heated it, etc.)

Predictions for “What if” questions

Research questions: What would you look up about this plastic?

What else might this plastic be a good use for?

What would this plastic NOT be used for?

I Chart - Examining Plastics

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Making and Breaking Bonds

In this activity, you are given an opportunity to create a polymer from a monomer and one opportunity to break down the polymer into its component monomers. A monomer is an individual molecule that can be joined to other identical molecules to form a polymer. A polymer is a chain of identical monomers bonded together. Monomers can be synthesized into polymers, and polymers can be broken down into monomers. Watch the polymer video from the University of Illinois at Chicago (UIC) to see the difference between monomers and polymers. Condensation The condensation reaction is used to create a polymer from monomers. A covalent bond is formed at the conclusion of the reaction. 1. What is the byproduct of a condensation reaction? ______________________________ Perform a condensation reaction for the following monomers and draw your new chain below.

New chain:

Hydrolysis

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http://www.uic.edu/classes/bios/bios100/lectures/polymer.htm

The hydrolysis reaction is used to break apart polymers into monomers. Covalent bonds are broken to create the component monomers. Indicate where each bond is broken. Question 2: What is used in hydrolysis to break the covalent bonds? _________________ Draw this molecule into the picture below.

New Monomers:

Comprehension questions

1. In addition to water, what other compounds or forces can break bonds? You may look this question up.

2. Knowing what you know about the use of plastic, what would be the most likely cause of broken bonds (from the answer in question 1)?

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Packing Peanuts

Materials needed ● Starch-based packing peanuts (eco-peanuts) ● Polystyrene peanuts ● Water ● 500 mL Erlenmeyer flask with stopper ● 600 mL beaker ● Two 150 mL beakers ● Two glass stirring rods ● Waste bottle

Pre-lab Questions ● What are covalent bonds? How are they created? ● How do covalent bonds differ from ionic bonds? ● What is the definition of a polymer?

Procedure

1. (Prep) Fill the 500 mL Erlenmeyer flask with starch-based packing peanuts (rougher texture) and fill the 600 mL beaker with polystyrene packing peanuts (smoother texture).

2. Put 150 mL of water into the Erlenmeyer flask with the starch-based packing peanuts, cap the flask and shake it.

3. Ask the students what would happen if you put acetone with the starch-based peanuts and water with the polystyrene peanuts.

4. In the other 150 mL beaker put 2 polystyrene peanuts and add water. Nothing will happen. Compare to the first beaker with polystyrene packing peanuts.

Safety Wear safety goggles. Stockroom Notes

● Dump the starch peanuts solution (the solution in the Erlenmeyer flask) down the drain.

● Use a paper towel to collect the solid at the bottom of the beaker and throw it into the trash.

● Replace the glassware with clean glassware. ● If needed, refill any materials that have been used up. ● Return items to demonstration tub. ● Return tub to the demonstration library. ● Return the goggles to the goggle box.

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Discussion The molecular structure of polystyrene is seen below.

Since polystyrene only contains carbon hydrogen bonds, it is nonpolar and will only dissolve in nonpolar solvents, because like dissolves like.

The general structure of starches is seen below.

Starch contains oxygen carbon and oxygen hydrogen bonds, making it a polar molecule. This will only dissolve in polar solvents.

The two solvents used in this demo are water and acetone (seen below).

Water Acetone While both water and acetone are polar molecules, acetone is only slightly polar (only contains dipole-dipole forces and London forces, while water contains H-bonding, dipole-dipole forces, and London forces) and can dissolve nonpolar substances. This is why the nonpolar polystyrene dissolves in acetone but not water and the polar starch molecules dissolve in water but not acetone. After the demo is done, the polystyrene will be in the bottom of the beaker. This can be used to point out that the packing peanuts are made mostly of air with only a little polymer which is seen in the bottom of the flask.

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Post Lab Questions

1. Did this lab break down covalent or ionic bonds? How did you know? 2. Which bond did water break down? 3. Why can water break down compounds that use covalent bonds? 4. What other methods can break covalent bonds similar to the way water broke the

bonds? 5. How can this relate to bonding in plastics?

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KWL CHART KWL Chart Before you begin your research, list details in the first two columns. Fill in the last column after completing your research.

What I know about: What I want to know about: What I have learned about:

Plastics

BPA

Bonding

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Annotating the Teaching Task

Essential Question ● Underline the most important words and phrases. ● Circle words you do not understand.

What are the effects of BPA on human health and how should it be regulated?

Questions About the Essential Question:

Teaching Task ● Underline the most important words and phrases. ● Circle words you do not understand.

After reading informational text/s on BPA, write an essay in which you discuss the

effects of BPA on human health and the environment and evaluate if and how the

United States should regulate it. Support your position with evidence from the text/s.

Give three examples from past or current events to illustrate and clarify your position.

Questions About the Task

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© Literacy Design Collaborative, December 2014

Argumentation Rubric for Grades 6–12 Teaching Tasks Scoring

Elements Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus

Attempts to address prompt but lacks focus or is off task. D: Attempts to address

additional demands but lacks focus or is off task.

Addresses prompt appropriately and establishes a position but

focus is uneven. D: Addresses additional demands superficially.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing

position. D: Addresses additional demands

sufficiently

Addresses all aspects of prompt appropriately with a consistently strong

focus and convincing position. D: Addresses additional demands with

thoroughness and makes a connection to claim.

Controlling Idea

Attempts to establish a claim but lacks a clear purpose. Establishes a claim. Establishes a credible claim. Establishes and maintains a substantive

and credible claim or proposal.

Reading/ Research

Attempts to reference reading materials to develop response

but lacks connections or relevance to the purpose of the

prompt.

Presents information from reading materials relevant to the

purpose of the prompt with minor lapses in accuracy or

completeness.

Accurately presents details from reading materials relevant to the

purpose of the prompt to develop argument or claim.

Accurately and effectively presents

important details from reading materials to develop argument or claim.

Development

Attempts to provide details in response to the prompt but

lacks sufficient development or relevance to the purpose of the

prompt.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning,

examples, or explanations.

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or

claim.

Organization Attempts to organize ideas but lacks control of structure.

Uses an appropriate organizational structure for

development of reasoning and logic, with minor lapses in

structure and/or coherence.

Maintains an appropriate organizational structure to address

specific requirements of the prompt. Structure reveals the reasoning and

logic of the argument.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required

by the specific prompt. Structure enhances development of the reasoning

and logic of the argument.

Conventions

Attempts to demonstrate standard English conventions

but lacks cohesion and control of grammar, usage,

mechanics, language and tone. Sources are used without

citation.

Demonstrates an uneven command of standard English

conventions and cohesion. Uses language and tone with

some inaccurate, inappropriate, or uneven features.

Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion with

few errors. Response includes language and tone appropriate to the

audience, purpose, and specific requirements of the prompt. Cites

sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion with few errors. Response includes language and

tone consistently appropriate to the audience, purpose, and specific requirements of the prompt.

Consistently cites sources using appropriate format.

Content Understanding

Attempts to include disciplinary content in argument but

understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding

of content; minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with

sufficient explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough

explanations that demonstrate in-depth understanding.

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Magazine Title Article Title Article Topic Text feature #1 (describe type, appearance, information portrayed)

Evaluate the impact of this text feature: How does it help you understand the content?

Text feature #2 (describe type, appearance, information portrayed)

Evaluate the impact of this text feature: How does it help you understand the content?

Examining Health Magazines

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1. Bisphenol A2. Chemical compound3. FDA4. Ionic bonds5. Covalent bonds6. Synthetic7. Solidity8. Hormone9. Polycarbonate10. Leach11. Acetone12. Plastic13. Polymer14. Thermostability15. Resin16. Epoxy17. Monomer18. Dilution19. Diffusion20. Endocrine disrupter21. Corrosion22. Receptor23. Toxic24. Endocrinology25. By-product26. Contaminate27. Mimic28. Clinical study29. Metabolize30. Trace

Plastics Module Word Bank:

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Word: Plastic

DEFINITION CHARACTERISTICS

A material that can be: - Shaped when it is soft and then

hardened into a mold- Made of different resins, polymers,

proteins, synthetic or naturalingredients

- Can be transparent or colored- Can melt and mold- Easy to wash- Rarely breaks down- Hard to break- Resistant to mold or disease- Doesn’t rust

EXAMPLES/MODELS Use in context (quotes)

BPA

(draw picture of chemical bond)

Draw picture of molding and hardening But government health officials still cannot decide whether the chemical bisphenol-A or BPA, a component of some plastics, is safe. (Grady, NYTimes)

Plastic

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Modified Frayer Model

Word: ____________________


EXAMPLES/MODELS Context Sentence (quotes)

Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Word: ____________________



Word: ____________________



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Evidence that BPA is harmful to humans Evidence that BPA is not harmful to humans

Example: “‘There have been a lot of studies in recent years which have suggested that at very low concentrations – within the regulatory limits for human exposure – you can actually see BPA causing a number of different effects that are quite similar to oestrogen,’ explains Galloway.” (Pg 1, pgh 6) ------------------------------------------------------------------

Pro/Con Evidence T Chart- To be completed after each reading

Article: ________________________________________________________________________Source: _______________________________________________________________________

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Article Title: __________________________________________________________________________

Source: ______________________________________________________________________________


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Article Title: __________________________________________________________________________

Source: ______________________________________________________________________________


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Article Title: __________________________________________________________________________

Source: ______________________________________________________________________________


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Article Title: __________________________________________________________________________

Source: ______________________________________________________________________________


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Article Title: __________________________________________________________________________ Source: ______________________________________________________________________________


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Cornell Notes Topic/Objective: Name:

Class/Period:

Date:

Essential Question:

Questions: Notes:

Summary:

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Questions: Notes:

Summary:

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Overeating Heart

disease

Obesity:

Health problem of

Inactivity being significantly Diabetes

overweight

Unhealthy diet Fatigue

Multi-Flow Map Example

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Multi-Flow Map

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Optional Pre-Reading Activity

A class discussion exploring the structure of a scientific journal article

Teacher Think Aloud/Discussion Facilitation

● How many of you have seen/read a scientific journal article before? ● What is the purpose of a scientific journal article? ● Who are the authors of scientific journal articles? ● Who is the intended audience of a scientific journal article? (other scientists/researchers) ● Why do we fit into the category of the intended audience? (We conduct research in class.) ● How is the article structured? What are the different parts? (Look at subheadings and text

features such as diagrams and data tables) ● Let’s put arrows or highlight boxes to identify each section: abstract, experimental (design),

samples, method of validation, tables, results, conclusion. ● Let’s compare and contrast this to how we do lab write-ups in class. ● What parts of the article do you think will be most important for us to understand and why? ● Are there any text features you would like clarified before we begin reading? (tables, diagrams,

etc.)

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Tutorial Request Form (TRF) on a Point of Confusion (POC) EXAMPLE

Initial Point of Confusion Title/Author/Page/Paragraph # “BPA Friend or Foe,” Page 1, Paragraph 2 Line/Lines, Data, or Calculation

Critical Thinking (List or Diagram) O = Oxygen H = Hydrogen OH = Hydroxide means a reaction is taking place.

+ means you are putting the molecules together using the hydrogen. Lines inside the hexagons represent double bonds.

Final Point of Confusion I understand...how you wind up with 2 Hs and 2 Os (how the equation is balanced). But I begin to get lost when….the other symbols like the hexagons and connectors are added and what those might mean about how the new molecule is formed.

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Tutorial Request Form (TRF) on a Point of Confusion (POC)

Initial Point of Confusion Page/Paragraph # ______________ Line/Lines, Data, or Calculation

Critical Thinking (List or Diagram)

Final Point of Confusion I understand… But I begin to get lost when…

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Possible Questions for Use During Small Group Tutorial

These are for use by group members once a student has presented his/her Tutorial Request Form (TRF) / Point of Confusion (POC) to the group.

● Have you re-read the section in context? ● Are there unfamiliar words you can look up or figure out? ● How does this point connect to other points made in the text? ● Can you draw a diagram? Make a list? ● What questions might we research? What resources would we use to find the answer? ● How can we check if that makes sense? ● Can you talk through what you already know? ● If you changed__________________, what would happen? ● Can you look at it from another direction (i.e., work backwards)? ● Can the info be graphed? If it was, what would it look like? ● Can you organize the information in a table of any kind? ● Can you replace any words to clarify the meaning? ● Why does this point of confusion matter?

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Lifted Text (quotes) Explanation/Reflection

“____________________________________ ______________” (pg ___, pgh# ____)

This means that…..however I don’t understand why….I think this is good evidence against/for because….This seems biased because….

“____________________________________ ______________” (pg ___, pgh# ____)

This makes me wonder about….This is similar to…..Why…..?

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Text-Dependent Questions

“What Does the U.S. Government Research Tell Us About BPA?”

Source: factsaboutBPA.org

Answer each of the following questions in complete sentences that restate the question and include a complete explanation of your thinking.

Example: What does the title tell the reader about the source, purpose, and audience for this infographic? The title reveals that the U.S. government has done research about BPA and is presenting it to citizens concerned about the effects of BPA so that they may make reasoned decisions.

1) Examine the magnifying glass image on the left side of the graphic. What is the central idea of this graphic and why are there initials around the rim of the magnifying glass? Why did the author choose to use a magnifying glass as the symbol for this idea?

2) What three main reasons does the infographic list supporting its central idea?

3) Examine the graphics used to depict the three main supporting reasons. Describe one graphic for each reason and explain why the author chose to use that graphic (three total).

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4) List at least one piece of factual evidence for each supporting reason. What makes these strong “facts and figures” evidence to support the central idea.

5) In the entire infographic, which icon or graphic do you believe is the strongest piece of evidence? Describe the graphic and explain how the words and/or numbers combine with the graphic to provide a strong, clear message.

6) Evaluate this infographic for bias. What interest might the author have in presenting the information in this way? Support your answer with an example from the text.

7) How does the author address counterpoints? In what way is this effective? Support your answer with an example from the text.

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Name:_________________________________ Gallery Walk Note Catcher

Directions: For each area of discussion, pick the top two pieces of evidence. Be sure to include the citations. At the conclusion of the gallery walk, decide in your table group which piece of evidence is the most convincing and highlight it. Why is it the most convincing? Category: Evidence: Citation:

Reasoning for best piece of evidence:_____________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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Name: __________________________

Philosophical Chairs Note-Catcher Starting Position:

Allow freely Allow with Allow only Allow only Ban no regulations heating warning for adults for disposable completely

<--------------------------------------------------------------------------------------------------------------------------> Best pieces of evidence with citations:

Allow freely no regulations

Allow with heating warning

Allow only for adults

Allow only for disposable

Ban completely

Partner Grading: Name of partner: ________________________________________ Number of times my partner speaks:___________________ Number of times my partner cites evidence: __________ Number of times my partner summarizes: ____________ Finishing Position: Allow freely Allow with Allow only Allow only Ban no regulations heating warning for adults for disposable completely <--------------------------------------------------------------------------------------------------------------------------->

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Text-Rendering ProtocolPurposeTo explore a text deeply in light of one’s own values and intentions

RolesFacilitator/timekeeper (who also participates); participants

Time5 minutes total for each participant, plus 10 minutes for the final two steps

Process

1. The group reads the text silently, highlighting it and writing notes in themargin or on sticky notes in answer to the text-dependent questions(TDQs).

2. In a round, have each person identify one quote as evidence for a text-dependent question, citing the text (with page numbers, ifappropriate) as evidence.

3. Either continue in rounds or facilitate a conversation in which the grouptalks about the text in light of each of the remaining TDQs, taking themone at a time.

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Text Dependent Questions

Storytelling in Scientific Writing

Directions: Each of these articles, written for the general public, incorporates a more casual, “storytelling” type of writing than, for instance, the scientific journal article. This includes details that relate to everyday life rather than scientific facts and writing that makes the “scientific characters” (scientists and people involved in the study) come alive and be relatable to the reader. Read the article for those elements and answer the questions below.

1) How does the author use relatable details near the beginning of the article to make the story come alive? Find text evidence to demonstrate this in your answer (direct quote) and explain how that quote is appropriate and effective for an audience of non-scientists.

2) How does the author use relatable details in the conclusion of the article to leave a lasting impression upon the reader? Find text evidence to demonstrate this in your answer (direct quote) and explain how that quote is appropriate and effective for an audience of non-scientists.

3) How does the author develop the story with scientific facts and figures in a way that makes it easy for an audience of non-scientists to understand the science? Find text evidence to demonstrate this in your answer (direct quote) and explain how that quote is appropriate and effective for an audience of non-scientists.

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T+V+A = Claim Statement

Topic: Central topic for the paper

Verb: Strong action word

Argument: The specific debatable points (three key points) Directions: Use these pieces together to create a strong statement that is the central focus of your paper. Teacher Example Americans should eliminate the regular consumption of fast food because the fast-food diet leads to preventable and expensive health issues, such as diabetes, obesity, and heart disease. Guided Practice: Name the missing piece

1. In Denver should be given access to services, such as regular food donations, public restrooms, and camping facilities, because it would improve life for all inhabitants of the city.

2. Secondhand smoke should be from public places because it is just as harmful as

smoking, it leads to a higher prevalence of cancer and heart disease, and people who inhale secondhand smoke are doing so without consent.

3. It is too late to save earth.

Independent Practice: Write a claim statement below with all of the necessary components. Number your key points in the argument.

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ARGUMENT PLAN

Introductory Paragraph:

Claim Statement:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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KEY POINT #1:

EVIDENCE: REASONING:

EVIDENCE: REASONING:

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KEY POINT #2:

EVIDENCE:

REASONING:

EVIDENCE:

REASONING:

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KEY POINT #3:

EVIDENCE:

REASONING:

EVIDENCE:

REASONING:

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COUNTER ARGUMENT:

EVIDENCE:

REASONING:

EVIDENCE:

REASONING:

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Conclusion Paragraph:

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Outlining

A way of organizing ideas

I. Introduction A. Hook (question, quote, or anecdote) B. Connecting sentence to thesis C. Thesis (claim statement) D. Projected plan (present three key points)

II. Background info

A. Important info to understand (science behind) claim a. Examples to help reader understand

III. Key point #1 supporting thesis (with transition)

A. First piece of evidence and your reasoning for how it supports key point #1 B. Second piece of evidence and your reasoning for how it supports key point #1 C. Counterpoint

a. Evidence against key point #1 and your reasoning why it doesn’t refute this point

IV. Key point #2 supporting thesis (Precede with a transition and repeat the process used for key point #1)

V. Key point #3 supporting thesis (Precede with a transition and repeat process used for key points #1 and #2)

VI. Evaluation of extent (“Just how dangerous is it?”). Answer the question: What would you recommend along a spectrum of options from ban completely allow without restrictions?

VII. Write at least five sentences restating and wrapping up your position (begin with a concluding transition), leaving reader with a compelling thought. Consider using a quote to drive the point home.

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Outlining

Sample for Nuclear Power Argument

I. Introduction A. Why is nuclear power such a hot topic? B. Some see it as the solution to our energy dilemmas and some see it as disaster waiting

to happen C. However, once the evidence is examined, the clear conclusion is that the US should say

yes to nuclear power. D. Relative safety, efficiency, ending global warming

II. Background info A. Fission vs. fusion B. Radioactive decay C. Cooling needs of nuclear power plants

III. The first item to be addressed is the issue of safety.

A. Text #1: Nuclear waste storage B. Text #2: Radioactivity dose relative dosage C. Text #3: Statistics about explosion risk D. Counterpoint: Exaggeration of risk

IV. Efficiency

(repeat process used for key point #1)

V. Global Warming (repeat process used for key points #1 and #2)

VI. Evaluation of extent (“Just how dangerous is it?”) What would you recommend along a spectrum of options from ban completely allow without restrictions?

VII. At least 5 sentences restating and wrapping up your position (begin with a concluding transition), leaving reader with a compelling thought. Consider using a quote to drive the point home.

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Guidelines for Peer Round-table Discussion Purpose: To mutually support one another as scientific authors by providing clear and specific feedback on drafts Process: Teams of four will rotate one another’s draft essays, offering clear and supportive feedback.

1. For each essay, spend 10 minutes responding to the questions on the graphic organizer table.

2. With any time remaining, leave comments to the author directly on the draft itself.

These can include additional aspects like spelling/grammar and additional feedback that was not included or mentioned on the graphic organizer.

3. After rotating through all the drafts and leaving written feedback, engage your

team in a discussion about each draft. a. For no more than 5 minutes, discuss each draft, highlighting both the

strengths and weaknesses. b. During the discussion, the author of the paper will record key points on

his/her graphic organizer.

4. After completing the discussion for each paper, submit an evaluation sheet assessing the quality of the written and verbal feedback on your draft, calling out specific group members who were especially helpful.

5. Turn in your evaluation sheet.

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Peer Revision Author’s Name________________________________ Directions: Respond clearly and specifically to all questions in each table. You have roughly 10 minutes to provide feedback on each paper. You are encouraged to also leave comments directly on the paper regarding grammar/spelling issues or additional feedback but only after responding clearly to the questions in the table.

Student Revisor’s Name______________________________

1. Does the author’s thesis have a clear argument that is supported throughout the paper? Explain why or why not providing specific details.

2. Does the author use textual evidence throughout the essay? Does the author also explain why that textual evidence supports their argument?

3. Is the essay organized well with a clear focus throughout, or are there sections or portions that are confusing to the reader? Be specific about where these portions are and why they are confusing!


1. Does the author’s claim contain a clear argument that is supported throughout the paper? Explain why or why not providing specific details.



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1. Does the author’s claim contain a clear argument that is supported throughout the paper? Explain why or why not providing specific details.



Author’s Discussion Notes

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Evaluating the Feedback

Name of students in group giving you feedback: ______________________________________________________________________________________________

______________________________________________________________________________________________ YOUR Name: ______________________________________________________________________ Write a response with complete sentences to each question below and circle the points you would award for each area.

1. How were the comments on the graphic organizer? Were they well thought-out and explained? Did they require additional verbal communication with the peer reviewers for you to understand what was needed or meant?

Poor Fair GREAT!

1 2 3 4 5

Any shout-outs to specific individuals in the group that left really specific, clear feedback? ________________________

2. How well did your revisors do FACE-TO-FACE explaining and discussing your paper? Were they able to successfully articulate the reason for their comments? Were all of your questions answered clearly?

Poor Fair GREAT!

1 2 3 4 5

Any shout-outs to specific individuals in the group that left really specific, clear feedback? ________________________

3. Overall, how helpful was the feedback? Did your revisors address higher-level components (e.g., thesis, organization, claims and support, areas of confusion)?

Poor Fair GREAT!

1 2 3 4 5

4. How will this process help you move forward? What are some specific changes you will make to your draft?

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Citation List

First few words of quote, paraphrase, or summary

Properly formatted citation

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high school chemistry spring module - denver public...

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