Reflection: Student Communication Monsters Inside Me: Parasitic Protists (Part 1/2) - Section 2: Hook/Checking for Preconceptions


It is very important to understand what students know and think before the start of any lesson. The modified KWL form is a perfect example of how I determine what my students know before I teach the lesson.  By using this method, I can adapt my lesson as I am teaching it to immediately met my students' needs.  

Students do not come to the classroom as a blank slate.  They all have some background knowledge. Giving students time to tell you what they already know before you present content allows the teacher the ability to tailor lessons to meet individual needs.

At the end of the period, I have students turn in their lab notebooks so I can further consider what they know and what they still need to learn. After reading all of the student entries, I look for patterns or similarities in their responses. From those patterns I determine about what they understand and about what they still need clarity.  

Check out this video that explains how this strategy can work in your classroom. 


  Student Communication: How to Evaluate Students' Misconceptions and Preconceptions
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Monsters Inside Me: Parasitic Protists (Part 1/2)

Unit 4: Protists
Lesson 3 of 11

Objective: Students will collect data for their succession experiment to explain how succession occurs in an ecosystem by noting the changes in a hay infusion over a period of time. Students will examine how a parasitic protist has adapted to live in a number of environments.

Big Idea: "Don't drink pond water!" "Wash your hands!" Today, find out why your mother is always right.

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4 teachers like this lesson
natural selection (Evolution), Science, cause and effect, Obtaining and Communicating Information, parasites, Protists
  46 minutes
giardia spp infected gerbil intestine
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