Reflection: Student Feedback A Diverse Cellular World (Day #2 of 2) - Section 4: Closure: What did we learn? Where do we go from here?


Where possible I try to articulate the criteria or standards for a given task to students in the clearest possible manner. This helps to alleviate (most) of the anxiety that a student might have in trying to determine "where the mark is or how high the bar is set". If I can't formulate this in my mind I have no business evaluating their work!

For microscope work, I created a simple drawing checklist for student drawings that guides their work. The pushback from students in this type of task is "But I am not an artist!" That argument is largely voided by simply drawing what you see.


A quick look at each student sample will show that all of the criteria were met reasonably well. The checklist stapled to the back of each handout is blank indicating that I could not come up with a significant area of weakness in the submitted work. My students are told that if I were to check any of the boxes that would indicate a reason for a reduced score. While the "artistic" quality of the three are not the same, each showed a reasonable control over the details of each cell, the outlines were smooth and resembled the target cells, stippling was used appropriately to convey areas of light and dark, and the specimen name and magnification level was recorded. Overall, these three showed a solid command of this skill!

  Student Feedback: Measuring Up to the Mark: A comparison of student work
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A Diverse Cellular World (Day #2 of 2)

Unit 2: 2) Cells ("Form and Function")
Lesson 9 of 20

Objective: Investigate actual cells and their component parts and develop a sense of wonder about the microscopic world.

Big Idea: Life, on the macroscopic level, is rooted in the microscopic form and function of the humble cell.

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Science, cells, form vs. function, microscope, proportional relationships, structure and function
  55 minutes
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