Reflection: Checks for Understanding Comparing Seedlings - Section 4: Closing: Harvest


I have science journals in my classroom, which are marbled composition notebooks dedicated to recording science thinking and observations.  Journals allow for freedom of expression, as students often get to choose the format of their notes.  It also gives me information about the student as a learner, as I see what they determined to be important during the lesson based upon what they drew or wrote about.  For this reason, I prefer a more free-write style of formative assessment in journals, as opposed to a sentence starter or other limiting response style like multiple choice.

Here are some sample journals and what I see!  In this first student journal, there is good observational data; this student's bean was a pinto that had not yet grown.  However, this student is still working towards Science & Engineering Practice #4 Analyzing and Interpreting Data, as they did not give a data-based reason to justify wax beans as Jack's.

In this student journal, I can see that the idea of replicating the graph was important.  This child is showing me interest in SEP #5 Using Mathematics and Computational Thinking.  This child is ready for graph paper of their own to draw an accurate graph.

Finally, in this journal, the student added a narrative picture showing Jack exclaiming at the tall bean!  This learner has synthesized the question and is combining the data with their understanding of the unit theme and narrative story elements.

All three of these journals are as unique as the learners who produced them!

  Checks for Understanding: Variety in responses
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Comparing Seedlings

Unit 5: Plants: Parts, Parents, Patterns
Lesson 7 of 12

Objective: SWBAT use qualitative and quantitative data to describe and compare seedlings.

Big Idea: Jack's magic beanstalk grew so quickly! Students can use data to figure out which beans Jack may have had.

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6 teachers like this lesson
Science, plants, pattern, seed, leaves
  50 minutes
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