During my final CT observation, we used our knowledge of energy to design our own drem robots. This was a project based summative assessment on their understanding of energy. For this unit in particular, I wanted to do a project based assessment instead of a test. My students respond better to projects and hands-on learning versus standard assessments. I also wanted to give my students who struggle with assessment a better way to show their understanding. My students have been exposed to so much testing that I wanted to engage them with a project. We had to take a break from science for a little for state testing preparation, so I wanted a fun educational break for them. Their robot had to utilize three forms of energy. They had to draw, or design their robot, then they had to write about their robots and explain the energy forms it used. In addition, if students mastered this quickly, I challenged them to use all five forms of energy. Not only was this assessment project based, I was able to ask students more higher level thinking questions than I did in my previous science lesson. By asking students what they could create using these energy forms, and how the energy forms worked, they were able to make deeper connections to the topic. I feel like this lesson went extremely well. Mostly all of my students were able to complete this project this successfully. Students were engaged the whole time and I really got to see their creative side. I was surprised with all of the cool and unique ideas they came up with.
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AuthorDanyelle Estill Archives
April 2018
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