Reflection: Problem-based Approaches Fishy Mixture Water Quality Inquiry Lab (Part 4/4) - Section 3: Evaluate


Students may get competitive during this step of the process. I make sure to reiterate that the scores they receive on their Water Quality Rubrics are a way of quantifying their results. I do play up the competition enough to keep the idea going that they are trying to save a fish species and that in real life, consultants can be hired and fired over results.

While I have students complete a formal lab conclusion or creative lab conclusion, there are many other ways of assessing student understanding. For example, I have played with the idea of having students make a final report and presentation. The reason I choose an individual assessment rather than a collaborative one is that students have worked together for the entire process. I want to know what they have learned individually.

The final discussion is important so that students make the connections one would hope they make. I hope they connect the essential questions and objectives from the unit to this lesson. I also hope students make the conceptual leap from an activity completed in a lab environment not only to science that occurs in the field, but to a greater understanding of connectivity of systems. This leads to fruitful revelations on how humans impact the environment and how, ultimately, the environment impacts us.

  Set a Real World Context
  Problem-based Approaches: Set a Real World Context
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Fishy Mixture Water Quality Inquiry Lab (Part 4/4)

Unit 7: Physical and Chemical Changes
Lesson 4 of 7

Objective: SWBAT identify, classify and separate different types of mixtures based on physical and chemical properties of matter.

Big Idea: Students explore how complicated mixtures are all around us, affecting us in ways we rarely think about. While some mixtures help us, they may harm the environment.

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