In our group we went over multiple different ways to present our information to our audience. from different orders and numbers of speakers to different ways of presenting overall in order to confirm that our students would remember this information. We quickly discovered that our biggest problem was teaching for the full 45 minutes. We approached this issue by breaking down our information further which also helped clarify some of our main points and make sure that our students would understand the information. We decided a specific order was best to explain our information by first starting with DNA, then moving into genes, mitosis, miosis, and then punnet squares. This would then lead to our work sheet where we would put our teaching to the test in a enjoyable and educational worksheet. While the students work on this we will continue by doing an example punnet square and also explaining the difference between genotype and phenotype.  This was all covered over multiple practice sessions between our group and a practice presentation between our group and our teacher! we learned a lot about not only the topic but our group members too, and are very confident that our teaching style will be very affective