Reflection: High Expectations Living (Biotic) and Nonliving (Abiotic)-Parts that Make Up an Ecosystem - Section 5: Elaborate/Evaluate


At the end of the Living (Biotic) and Nonliving (abiotic) Parts of an Ecosystem lesson, I have my students apply what they have learned about the parts of an ecosystem and then analyze their own work. First, I ask them to apply what they have learned about the parts of an ecosystem and create an illustration that displays them.  Next, I have them analyze their own illustration by giving them specific questions designed to facilitate self-evaluation. This assignment gave them opportunity to take part in self-directed learning as they examined the illustration they created. My purpose was for them to take ownership of the assignment and let them be in control of completing the task accurately and thoroughly. It engaged them in using their critical thinking skills to make sense of the concepts they applied about the parts of an ecosystem.

Encouraging students to analyze their completed assignment is an effective way of helping students to develop metacognitive skills and get them to monitor their own learning.  They develop self-awareness about what they have learned and how well they understand it.  This type of assignment is beneficial to a teacher as it provides them feedback about what students have understood in the lesson and if additional instruction or clarification is needed. Overall, I believe my students did well with this assignment. The questions I provided them to analyze their ecosystem helped them identify the parts of an ecosystem and make inferences about how these parts interact. As I assessed their responses and illustrations, I found my students grasped the concepts presented within the lesson.

  High Expectations: Student Ownership-Using Own Work to Show Understanding
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Living (Biotic) and Nonliving (Abiotic)-Parts that Make Up an Ecosystem

Unit 3: Ecosystems and Interactions
Lesson 2 of 19

Objective: SWBAT distinguish living (biotic) things from nonliving (abiotic) things.

Big Idea: Students will apply their understanding of an ecosystem by creating a poster that displays living (biotic) and nonliving (abiotic) things in an ecosystem.

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