Reflection: Checks for Understanding Mystery Powders Day 3 - Section 4: What Have You Learned?


As I reviewed my students' work, I could see that this lesson and goal was rigorous. The whole experience upholds the concepts that NGSS and CCSS stand for; and that is rigor! Most of my students made good progress from weeks ago as far as precise language. They were not using "awesome" but " cool experiement" came up in several of the answers for number 6. I was so hoping someone would say "I learned that precise language helped me make my decision about what the Mystery Powder was." But, this writing serves as my baseline for understand where my students are at linguistically and logically. This video clip shows exactly what I mean!

Overall, would I do anything differently? Perhaps exclude the Borax. It didn't do anything spectacular and if it is gone, it simplifies the investigation a little.

  An Assessment Review
  Checks for Understanding: An Assessment Review
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Mystery Powders Day 3

Unit 1: Thinking, Writing, and Observing Like a Scientist
Lesson 7 of 10

Objective: SWBAT determine the contents of the mystery powder using their observations and testing chart.

Big Idea: Students test the "Mystery Powder" by dropping various liquids and then determine what's in it using their data and comparison skills.

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25 teachers like this lesson
Science, drawing conclusions, Analyze and Interpret Data, collaborative discussion, observations
  50 minutes
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