Over the course of the past couple of weeks, the science classes completed three different assessments for the evolution unit. The first was an evolution and resistance project where students selected an example of how an organism evolved to counter a medication, pesticide, or some other defense. The project’s two evaluations focused on the content of the presentation and the use of technology to create the final product. The second assessment was a multiple-choice content assessment that was based on the readings, labs, and activities completed in class. Finally, the students finished with an application-based model assessment. Using a word bank and their understanding from the unit, students drew a model that showed how several keys ideas linked together utilizing labeling, images, and explanations.
The results of these assessments were sent out in an email earlier this week to all parent contacts listed in Infinite Campus. We have also posted them in For All Rubrics. As you can see from the image below, the assignment with the “red grid” represents a summative evaluation. Please click on the “green checkmark” at the end of the assignment to open the rubrics and see student proficiency scores. Students who scored “not enough information” either did not complete a section in the multiple-choice or model assessment. Students who did not attend the scheduled meeting to discuss and submit their resistance project also received a “not enough information” evaluation. If a student wishes to meet on their project, they should plan on completing this by the end of this week.
We are excited to begin the process of launching the science fair unit. So far we have discussed several key factors to consider during the project:
- Students have the choice of working alone or with a partner. We discussed in class the higher expectations of partnerships and how compromise will have to be an essential component of the working relationship.
- As communicated in a previous newsletter, students have the freedom to select any project that meets the criteria discussed in class. However, students will need to provide the materials for the experiments. We will share a list of lab equipment that students can borrow later next week.
- All experiments are to be conducted at school, so the science team can assist and guide the process.
- The classes also discussed the “snowball effect.” In previous units, missing an assignment in many cases did not impact the ability of a student to complete the next day’s work; however, the science fair unit requires students to complete all assignments in sequential order. Therefore, students really need to make sure they are completing work on time to avoid not having it “snowball” on them.
Next Steps: Selecting a Project / Collecting Supplies
Next week, students will select their science fair experiments. As part of this process, students will be building a list of materials and potential costs. Once we have completed those lists, the science team will be sending out a confirmation form for parents to complete that indicates your willingness to provide those supplies and therefore confirm the project. After the parent confirmation has been received, students should begin gathering the materials, so they are ready to start experimenting after developing the procedures. We are hoping to avoid a time gap between a student’s readiness to begin experimenting and materials collection.