What will be the data (qualitative or quantitative) for the students to understand and build on for how they breathe and regulate themselves?

PLEASE NOTE, THIS IS ONLY THE DRAFT I NEED. AFTER I SUBMIT THIS, I WILL GET FEEDBACK AND THEN RETURN IT TO GET FULLY COMPLETED. SEE INSTRUCTIONS FOR THE DRAFT BELOW ALONG WITH THE FULL INSTRUCTIONS FILE ATTACHED.
Final Project Milestone 2: DraftAssignment
ASSIGNMENT
Submit a draft of your Final Project to the Final Project Draft Assignment. Please remember that your project must relate to the content of this course and include the active analysis and interpretation of data by your students. At a minimum, you must address the following components of the project in your draft. If you would like feedback on other components feel free to submit them at this time as well.
-an overview of what the project is about
-a descriiption of the audience defined by grade level and population characteristics
-the standard(s) that the lesson addresses
-the Learning Objectives
-a descriiption of the lesson sequence and data analysis activity with enough detail so that the three parts from the project guidelines are obvious and the storyline is clear
a descriiption of the assessments.
HERE is my final project milestone one idea that was approved by the professor and the conversation that went on between us.
Idea: The idea of the lesson I want is to talk about or teach is how do fish breathe and how do their body regulate temperatures and how is it different from mammals. In one of our discussions or readings, I remember that this intrigued me, so I think this will be an interesting topic.
Professor respond:
Now you have the topic you would like to focus, so lets starting fleshing out some of the other aspects to consider.
1. What is the age level for the lesson?
2. What will be the data (qualitative or quantitative) for the students to understand and build on for how they breathe and regulate themselves?
3. What is the overarching goal of the lesson and how does it correspond to the teaching standards?
Post back to this discussion with you ideas.
My respond:
The age level will be around high school grades 9-10.
One of the standards I am looking at is CCSS.ELA-LITERACY.RST.6-8.1″Cite specific textual evidence to support analysis of science and technical texts.” The goal is for students to use textual evidence that helps supports the experiments providing that they understand on how fishes breathe. At the end of the lesson students should be able to explain how fish breathe, name at least 3 to 4 different types of fish, identify or point to their caudal fins on a diagram and locate gills on fish.
When conducting a lesson, to show how students understand, they should be able to explain in their words what it was about and if using a text or literature, use evidence to support their reasoning.
I am sorry I haven’t gather data as yet to determine your question for number 2. If you have any other questions please let me know. I appreciate every feedback.
Professor Respond:
It looks like you have narrowed down the information in the lesson to just breathing and not temperature regulation. This may be better since the two topics together could become difficult for the learners. As you begin your plan, keep in mind that the standard will determine the teaching objectives and the objectives are what should be assessed.
Looking forward to reading the draft.

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