Start the webinar at 12:00 and watch until 15:15
How do we Collect Evidence?
How do we Collect Evidence?
Think about how you currently assess in your Science Curriculum and reflect upon what you are asking students for when using these types of assessments listed on page 4
Comment on the following:
- Choose one of the types listed and give an example of how it could be used in your Science instruction.
Make sure you also include what you "get" (thinking, knowledge, abilities) from your students when using this type of assessment.
(these could be examples you currently use or you can develop ideas for future use)
My AP students collect data in a local forest in the fall. They inventory tree types and their circumference within a given area. Each group shares their data with the rest of the class. Students then use the information to create a report for the "landowner" making suggestions for cutting trees for firewood while maintaining the diversity of trees. Students have to research what trees produce the most heat when burned and provide evidence from the data collected as to why certain trees should be cut while others should be left. The report is a great example of product because the students have create the report based on data they collected, knowledge of the content learned in class and researched on there own. The report is scored on a rubric that students receive when the task is assigned.
ReplyDeleteDo your students ever have the opportunity to share their projects with elementary students? My class recently went on a nature walk and collected leaves to use for an art project. While we looked for a variety of leaves based on their shape and color, we did not discuss what types of tree that the leaves had fallen from. Maybe next year we can then look up the types of trees in our school vicinity, and graph or chart the varieties.
DeleteWendy- I like your suggestion. I actually thought it might be fun to have some of my AP students work with some of the elementary students when collecting data on trees near their own school. Thanks for the idea.
DeleteMy first grade students pick an animal to research, and check out book from our school library, our public library, and find information in our computer classes to help the with their research. They write a book about their animal, and their finished product is scored with a rubric, along with written feedback from the teacher. The students love to research their animal of choice, and demonstrate their understanding of their chosen topic by sharing their book with other classmates and teachers.
ReplyDeleteWe also do this Wendy at the 4th grade level. They absolutely love it!
DeleteWendy: what are students "getting" by doing this?
DeleteThe students are learning to read and write about nonfiction literature, and then branch out to others in our class to then teach them about the animal of choice. They are also using technology to further learn about their animal when completing their research. In the end, the students will have learned more about 20 plus animals and learned about the interests of their peers.
DeleteDuring the first 10-weeks of science instruction, we focus on the scientific method. After introducing the process and explaining each step, we do a variety of science experiments to assess their understanding of the process. According to the types listed, these would be considered demonstrations. Actually tomorrow we are using the STEM lab to do an experiment designing rockets. The students will use the scientific method to determine the best design for a rocket. We have spent time discussing variables in an experiment. In this particular lesson I hope to assess the student's true comprehension of independent, dependent and controlled variables. All students will measure the distance their rocket travels as the dependent variable, but groups will test different independent variables such as the length of the body, the number of fins, the design of the nose cone and the design or shape of the fins. The materials used are simple, just index cards,clay, straws, scissors, tape and a ruler.
ReplyDeleteMany of the assessments we use in science are recall based. We use vocabulary quizzes, comprehension checks, short answer and multiple choice questions. However, one of my favorite summative tasks that we will be using this year is an animal research project, which is considered a product assessment. The students research an animal and create a book. They write 2-3 paragraphs for each chapter in their book. For example the research and write about the animal's habitat, food, predators, etc. The students also provide illustrations and covers for their books. They are graded with a rubric and it is presented to the class. This overall task takes about a month to complete and it is a great way to assess students in Science and ELA. The students are always so enthusiastic about completing this research project.
ReplyDeleteNicole: so by doing these recall assessments do you think the students are actually getting anything or is it more study to pass a test?
DeleteNicole: so by doing these recall assessments do you think the students are actually getting anything or is it more study to pass a test?
DeleteI think the students will remember certain parts (maybe major events or people) but they aren't doing a lot of reflecting or critical thinking! I wish we had more time to use assessments like the animal research project.
ReplyDeleteIt is true that time is such a factor in an activity such as the animal research project! It literally takes up the month of May and even into June to research and write our books, which is why we can only write about one animal. I am glad that you still take the time in your busy schedule of 4th grade testing do incorporate a fun research project too :)
ReplyDeleteOne product assessment I have seen occurs in the sixth grade. When covering the respiratory system, students are asked to choose a disease or condition associated with it. Students must then write an essay informing the reader what the disease is, how it develops and healthy ways to avoid developing the condition. This assessment shows the students knowledge of how the respiratory system works, what things affect it and the ways to stay healthy. Students are able to choose something they either know about, feel strong about or are interested in. Often students write some persuasive essays!
ReplyDeleteAt the beginning of the year we always do a "what Science is?" assignment. The students can pick any object/item they choose. They then have to relate it in some way to Science. The write basic reasons and facts why their item "is science" on an index card, then present to the class. It is always amazing the new items we get every year. Simple, fun yet useful!
ReplyDeleteIn science we are using several different methods. With all of the hands on assignments the kids are constantly thinking and questioning each other and their individual results. We were recently going over the difference between chemical and physical energies in the classroom. The kids worked with one another to first add a certain amount of water to a bag then baking soda. After they recorded their observations we then did the same thing but this time added vinegar. The kids noticed the results and watched the bags (which were clear and sealed sandwich bags) begin to rise with gas. This experiment incorporated severed different strategies for the kids to use as an individual and group.
ReplyDelete