Reflection: Adjustments to Practice Saving the Wildlife of the Water - Section 4: Evaluate


Each time I put students together in groups, I am careful where I place individuals.  There are so many factors to take into consideration....boy/girl, high/medium/low, ELL/IEP, behavior possibilities. Seating arrangements are not an easy task.

Knowing the individuals in the group is important.  Knowing when they are ready for the gradual release and ownership of learning is challenging too.  

I believe that this group of students was ready, but perhaps the lesson was poorly placed during the school year.  The next time I attempt a lesson of this degree, I think I will be holding on a bit more to my guided inquiry delivery.  It may have been a better plan to wait a little longer into the school year before releasing this learning now.  

The positive side, after doing this lesson, I do know what my students can do independently.  They were able to conduct the entire investigation on their own.  They knew exactly what they were doing, they knew how to handle the materials and not one of the students was out of control, to the point of removal.  Where they seemed to struggle the most was the documentation of the learning.  This is a good indicator for me to review this process more in class. 

  Wow!!! What Would I Do Next Time?
  Adjustments to Practice: Wow!!! What Would I Do Next Time?
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Saving the Wildlife of the Water

Unit 6: Unit 6 - The Waters of the World
Lesson 6 of 10

Objective: SWBAT test two different samples of soap and determine which one is best to clean oil from feathers.

Big Idea: Oil spills are devastating for the oceans of the Earth, but more so to the marine life that makes those oceans their homes. This investigation allows students the opportunity to investigate cleaning the feathers of a bird themselves.

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  30 minutes
oil spill animal
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