Reflection: Developing a Conceptual Understanding Slimy Snails Assessment- No Fail Snail! - Section 1: Introduction


Some teachers might think that a craft project like this lessens the impact of the material it was designed to assess.  I say (if you couldn’t tell!), that an enjoyable assessment can be just as summative as a ‘fill in the blank’ paper..and with much more engagement.  That fact is that the project itself meets the expectations of identifying a snail’s structure.  The enjoyment came from the creation piece, along with the idea that every day items can be used for another purpose.  What better way to help the students own the material than to make them responsible for the creation, communication, and implementation of the assessment.  That concept is the basis of many of the design thinking ideas that exist now- ideas that began with using one thing for an entirely different purpose.  Thus, this craft project that used paper bowl and pipe cleaners became snails with shells, foot, and antennae.  Better yet, it became a solid assessment piece.  And best of all, the students left with a tangible item, whose sheer creation excited them enough that they left the class with the mission to tell others about their learning.  That in and of itself was a gift for me and the students..not to mention the snails!

  Fun + Application = Learning
  Developing a Conceptual Understanding: Fun + Application = Learning
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Slimy Snails Assessment- No Fail Snail!

Unit 2: Slimy Snails
Lesson 8 of 8

Objective: Students will identify a snail's major body parts by building a visual model.

Big Idea: How can we illustrate body parts common to both land and water snails?

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Science, Vocabulary and Concept Development, Life Span, ELL, performance based assessment, sea, snail
  30 minutes
colorful snail
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