Reflection: Student Ownership Engineering Earthquake Structures: Day 2 - Section 2: Connecting to the Essential Question: What are you going to learn today?


The NGSS states that one of the cross cutting concepts is that students should be able to identify patterns in a set of data, graph or table.  Understanding how to create a graph to show these relationships is a skill that students need to know how to do.  In addition, one of the biggest factors for student growth is that students monitor their own learning.  When students monitor their growth, they can begin to take ownership of their own learning.  Thus, I like to get 'two birds with one stone' when I ask students "What are you supposed to be learning?  And, where are you in relation to this goal?"  Each unit students independently graph their growth on each of the learning targets included in the Unit Plan.  Looking at this data visually really allows students to see patterns more readily and identify areas that they need improvement in.  

This lesson represents one of the last in my Waves Unit.  Here is a student example graph.  Formative assessments do not "count" as a grade in my class and they are organized in my grade book by skill in the order with which we complete them.  Therefore, when you look at the graph, you will notice the formative assessments labeled "W.1" (the skill from the Unit Plan) and "a", "b", and "c" (a is the first formative assessment over that skill and c is the last formative assessment of that skill).  Moreover, I score formative assessments on a scale of 1 - 4 with 4 being mastery.

The student in this graph made growth in skills W.1, W.2, and W.5.


It is important to note that while the last formative assessment the student showed mastery on skill W.1, they have only shown this one time.  This is still an area the student may want to review and check for understanding.  They seem to have had a mastery level understanding of W.4 from the beginning.  And, they still have not attained mastery on skill W.2.  With this visual representation, students can create a plan for their own individual growth!

  Student Ownership: Graphing Formative Assessments: Monitoring Growth
Loading resource...

Engineering Earthquake Structures: Day 2

Unit 2: Waves and Engineering: Using Waves To Meet Societal Needs and Wants
Lesson 4 of 7

Objective: Students will be able to analyze multiple design choices to determine the most effective design for a prototype.

Big Idea: Students are introduced to real world engineering constraints and use criteria to select a prototype design.

  Print Lesson
11 teachers like this lesson
earthquake lesson
Similar Lessons
Wind Turbine Blade Design Part 1: Define the Problem & Research Solutions
8th Grade Science » Engineering: Wind Turbines
Big Idea: In this first lesson of a unit on wind turbine blade design, students are presented with the problem of designing wind turbine blades that will produce the optimal amount of electricity.
Brookline, MA
Environment: Urban
Ryan Keser
Using Rube Goldberg Simulation to Demonstrate Understanding of Energy Transformations
6th Grade Science » Energy
Big Idea: Learning science should be fun and meaningful and this lesson provides students with that opportunity.
East Walpole, MA
Environment: Suburban
David Kujawski
Design Your Own Simple Machine
6th Grade Science » Simple Machines
Big Idea: Engineering practices come into play for this hands-on design lesson where students create their very own example of a simple machine!
Brooklyn, NY
Environment: Urban
Drewe Warndorff
Something went wrong. See details for more info
Nothing to upload