Pre-Assessment
![Picture](/uploads/1/1/3/1/11314373/2044772.jpg?882)
2 people facilitating discussion, 1 person documenting.
- What are wetlands?
- What lives in the wetlands?
- What is it like to walk in wetlands?
- What do wetlands do?
- Why are they important?
Assessment
![Picture](/uploads/1/1/3/1/11314373/3164530.jpg?521)
TYPES OF ASSESSMENT USED THROUGHOUT
POE
-Diagnostic:
KWL/POE chart to facilitate ideas, develop understanding.
-Self-assessment
Students can assess their own designs and make adjustments based off their observations/results.
-Peer-assessment
Students can make suggestions to one another or make suggestions/comments on other students designs based on their hypothesis' or wetland filter designs. This activity is meant to be interactive and group oriented.
-Authentic
This activity is fun, hands on and concrete for students.
-Formative
This activity is designed to build off of conversations, questions and observations. We can assess students' understandings through simple conversations throughout the activity, or by asking questions to prompt them to make conjectures about wetlands design and overall importance to our world.
POE
-Diagnostic:
KWL/POE chart to facilitate ideas, develop understanding.
-Self-assessment
Students can assess their own designs and make adjustments based off their observations/results.
-Peer-assessment
Students can make suggestions to one another or make suggestions/comments on other students designs based on their hypothesis' or wetland filter designs. This activity is meant to be interactive and group oriented.
-Authentic
This activity is fun, hands on and concrete for students.
-Formative
This activity is designed to build off of conversations, questions and observations. We can assess students' understandings through simple conversations throughout the activity, or by asking questions to prompt them to make conjectures about wetlands design and overall importance to our world.
Reflections
![Picture](/uploads/1/1/3/1/11314373/9989862.jpg)
Radhika: "This
activity was a wonderful learning experience for me, through it; I learnt the
value of collaboration, as well as making a lesson authentic for the students.
I came to realize that by collaborating with my peers, we were able to
brainstorm ideas and come up with an activity that students could relate to.
Without the chance to collaborate, I probably would not have come up with some
of the ideas that Chris, Jimmy, and I came up with as a group, thus, I would
not have been able to come up with as authentic a task as we did. Creating a pop-bottle filter is a hands-on way to
understand the importance of wetlands; it is also authentic and open-ended
because students were allowed to layers materials as they pleased. There was no
prescribed formula given to students to create the best filter. Instead,
students had to use their own judgments and rationales for creating their
filters."
Jimmy: "I enjoyed introducing this activity to the students. It was easy to see the students' enthusiasm with interacting with this activity. It was hands on, messy and most importantly, FUN. By asking a few questions at the beginning of the activity, we were able to provide a mini lesson that included the desired outcomes for what we wanted the students to take away. Then by creating an interactive activity, we were able to make the learning more meaningful and concrete."
Jimmy: "I enjoyed introducing this activity to the students. It was easy to see the students' enthusiasm with interacting with this activity. It was hands on, messy and most importantly, FUN. By asking a few questions at the beginning of the activity, we were able to provide a mini lesson that included the desired outcomes for what we wanted the students to take away. Then by creating an interactive activity, we were able to make the learning more meaningful and concrete."