Reflection: Checks for Understanding Communities & Ecosystems (Day# 3 of 4) - Section 4: Closure: What did we learn? Where do we go from here?

 

3-2-1 Prompt: Students are directed to complete the following exit task for the day:

(3) List three important details or concepts that you learned from today's lesson.

What students said: "Energy flows and matter cycles." "Excess poop can kill an aquatic ecosystem by choking it out (low O2 levels)." "The ten percent rule says the 90% of all calories are lost as heat between each level of the pyramid."

(2) List two questions for which you need clarification or a deeper explanation.

What students said:"How exactly does pig poop kill organisms in ponds?" "Why can cold-blooded animals need to eat fewer calories than warm-blooded animals?" "What does 'trophic' mean?"

(1) Describe how your thoughts or actions may have changed as a result of today's lesson. For example, will you look to nature through a different lens knowing what you do now?

What students said: "Nothing happens on its own. Everything is connected to everything else." "Top predators need to eat constantly to get the energy they need to live." "The sun's energy is limited and will run out one day. This will be really bad for Earth!"

_____________________________________________________________________________________

So how well do these responses stack up against the goals set for this series (and this lesson)? Let's use a 1-3-5 scale where 1=novice 3=proficient 5=accomplished or no evidence.

Ecosystem Dynamics, Functioning, and Resistance/Food chains & food webs (Score: 3)

Social Interactions and Group Behavior/Group behavior and increased chances of survival (Score: No evidence)

Adaptation/Relationship between human use of natural resources and impacts on biodiversity (Score: No evidence)

Organization for Matter and Energy/ Flow of energy in Organisms, cell respiration, photosynthesis, and metabolism (Score: 3)

In hindsight, I should have framed the 3-2-1 prompt to reflect the language of the standards and, thereby, to funnel student responses to these specifically. Then, more definitive feedback information could be gathered and acted upon, if need be.

  3-2-1
  Checks for Understanding: 3-2-1
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Communities & Ecosystems (Day# 3 of 4)

Unit 7: 7) Ecology ("Population Interactions")
Lesson 15 of 16

Objective: Students will understand the structure of ecosystems and how their members interact in complex ways in order to survive.

Big Idea: All living organisms and the environment are interconnected.

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