What evidence am I collecting for my final project – and for what purpose?
My blog from week 11 describes the different ways I prepared for student work, engagement, content and structure of lessons. I had to change up a few things this week. For instance, I added another final along with the art project- the vocabulary assessment. Because I wasn’t able to incorporate Google maps on the iPads, I needed more evidence that students learned the material.
Each day, I taught two new stages in the salmon’s life cycle. My students were given handouts to take notes, and draw examples of the fish in those stages. This was one way I was able to track student progress.
At the end of the unit, I had students make a folded adult Chinook salmon art project. Their project had to have the salmon’s life cycle and pictures of the locations of where that salmon is and in what stage. I had students do this to show evidence they understand where the fish is in that stage. I had a model made prior to the unit starting for students to refer to and know what I’m expecting.
Following the art project, as a whole group my students finished the KWL Chart (the L part). They were able to answer the “W” questions. Then, we did a whole group review before our test.
In the vocabulary assessments, the students had to match the stage in the fish’s life cycle to the correct definition. I wanted to make sure my students understood each stage and its attributes.
Everyday after a lesson, I asked students: what two stages did you learn today? What did you learn yesterday? I always went back to our essential question: Why is each stage important in the life cycle of a salmon, or what is the purpose of each stage in the life cycle of salmon?
I attached pictures of student work, the KWL Chart, the pictures of the locations during the life cycle, the notes I created, and the vocabulary assessment.