Evaluation Questions for the Teacher

 

• The total number of students on which I tested the lessons was one hundred and eighteen(118). During the day of the evaluation three were absent. I had 27 in 1^st Period complete the evaluation, 28 in 2^nd period, 30 in 4^th period, and 30 in 8^th period.

1.The lessons I developed and taught in approximately the last 4-5 weeks all dealt with germination and plant development. The lessons taught during this time were lessons one through five in the unit I developed called "Mutualism and Co-Evolution."(Use of

the student text,From Plants to Bacteria,(Publisher: Prentice Hall) was used in conjunction with the developed lessons.) I will focus

mostly on the lesson called, "Seed Germination and Variables," lesson three in the unit, though will make comments about a few of the other lessons. All if the lessons dealt with seeds, the process of germination, and the early development of a seedling.

2. The objectives of this lesson were:

• recognize a testable question about seed germination;
• design an experiment that answers a question about seed germination;
• use measurements and diagrams to show change over time;
• graphically represent experimental design, data and conclusion in a v-map;

Some of the concepts I wanted students to understand had to do with how to ask a question about a topic and refine that question so the answer could be found through experimentation. I also wanted them to be able to design an experiment that could answer there question, gather results over a consecutive number of days, make sense of the data they collected, and finally, critique their own outcomes and experimental design. All year I have been teaching about independent and dependent variables and again wanted them to identify those variables in their own experiments.

I also wanted students to find out the water is the one necessary item for germination which differs from what plants need later in life. I wanted students to distinguish the difference between the germination of a seed into a seedling through the use of its cotyledon as energy, and a more mature plant that gets its energy from photosynthesis.

3. One strength of the lesson was that students were able to take ownership of their learning. They were really interested in setting up their experiments then checking on them everyday. Some students came in during homeroom or at other non-class times to check on their experiments.

( During lesson one-germinating seeds, the kids got to plant their seeds that germinated. They were so excited to see the growth that occurred to their plant everyday. They were like new parents!) Another strength was the amount of higher-level thinking this kind of experimentation forces on the students. They have to make sure they only change ONE variable. They have to think about how to represent their data visually. They have to think about what the data is telling them, (if it is telling them anything) then they have to think about ways in which they could have improved their experiment. Making the V-Map was also mentally challenging since they had never done one yet this year. The concept map was not new to them but one of this size(most groups came up with 40-60 words for their word list!) was daunting. (Yet to be graded.)

4. One weakness of this lesson was that I tried to teach a method of using filter papers inside of petri dishes to germinate seeds on but most petri dishes and filter paper could not hold enough moisture until the next day. It took about 5-10ml. of water for the seeds to germinate and stay moist enough not to die once they had sprouted. Most of the groups started off by only putting 20 or so drops on the paper, just enough to moisten it. My method had good intentions but actually caused frustration to some of the groups. When most of the students talked about how they would redesign their experiments, they said they would use soil or a sponge in the petri dish to maintain moisture. We all learned from this mistake.

Another weakness was that I did not spend enough time talking about variables. I have a few lessons on independent and dependent variables throughout the year, but judging by the responses on the assessment, half of the students still don’t get the difference. I’m wondering if this is just too difficult of a concept to get in 8^th grade though some of my more mature students have a definite handle on the concept.

5. I would definitely use this lesson again(actually, this series of lessons). The Grass Seed POW-Lesson Five- taught the students that the most important thing to germination is water. This actually happened inadvertently because I made a mistake in the development of that POW! I actually had two variables instead of just light and dark, I had the students put the one in the dark in a shoe box, and the one in the light, uncovered. I didn’t catch it until a student brought in his sponges both growing lots of grass-of course the dark seeds grass was yellow- but he had NOT FOLLOWED INSTRUCTIONS and had put both sponges under glass bowls!(One in the sun, one in the cabinet.) The moisture was retained in both and I figured out my mistake. (Most students only had growth of their dark seeds due to the moisture being retained in their dark sponges.) We all learned from that POW and I talked to the kids about my mistake and how I always learn from them.

The Seed Germination and Variables-Lesson Three, was valuable in many ways. Students learned a lot about what doesn’t matter to germination and what really does. They learned good design and observations are important to understanding why something is or isn’t working. I enjoyed watching them struggle a bit with the concept maps, wondering how to build the hierarchy. I did give them clues here and the instruction to base their word list and concept map on the entire plant biology unit we had been studying instead of just the topic of germination. They realized it’s all a cycle anyway and that germination is an important part of the cycle.

6. Students definitely learned many of the concepts I had intended. Many admitted that plant biology was totally new to them so everything they were learning was for the first time. Evaluation of the V-Maps is not complete since they were just finished and presented on Thursday. The five questions I asked to assess knowledge and the responses are detailed on the following pages in charts and graphs. Most students(89%) know now that water is the single most important thing for germination to occur. Most students(94%) could state their testable question. While 71% of all students could name the independent variable for their tests, only 51% could name the dependent variable. Almost all of the students understand the different needs between a germinating seed and a plant with leaves. Most(90%) answered "no" to the question: Is light essential for germination? and some of those qualified their "no" by explaining "I think it’s only essential once the 1^st true leaves have come up(for photosynthesis)." or "We learned this from our grass seed POW."

I did ask the question we discussed at the Coffee Exchange, " How did this seed become this log?" Students wrote narratives or drew cyclical diagrams, so I quantified specifically those students who mentioned the steps of imbibation and germination, and those students who also discussed photosynthesis as something done in the leaves to make the plant’s food/energy from sunlight. Some examples are provided from all classes.

Total Student response to "Seed to Log" Question
	YES	NO	Total Responses
Explained germination as part of the process
Explained photosynthesis occurs in the leaves and makes food for plant

7. Please refer to question #3 and the anser provided.

8. Students, of course, came up with a long list of questions about how seeds might be affected by different depth in soil, amount of water, types of light, etc. The questions they asked me specifically tended to be about HOW TO DO something. "Do we need to use all the words in our word list in the concept map?" (Yes!) "How should we start our concept map?"

(Me: Well, what’s the overall topic we’ve been learning?

Them: plants.

Me: What type of plants?

Them: Seed Plants.

Me: What two types of seed plants are there?

Them: Dicots and Monocots.

Me: No.

Them: Angiosperms and gymnosperms.

Me: Right. Does that get you started?

Them: Yeh.

"Where should we put the hypothesis on our V-MAp(Good question).

They also tended to ask clarification questions like: "Angiosperms are the ones that make flowers, right?" or " The pistil is the male part right?"(No)

9.

• When asked if designing and carrying out an experiment to figure out how something like germination works makes science more interesting, nearly one- third(29%) of the students strongly agreed, while another three-fifths(59%) of the students agreed. None disagreed.
• Over half (64%) of the students agreed that germinating seeds then watching them grow into plants got them excited to know more about plants while a third(31%) had neither agreed nor disagrees. Six percent of the students disagreed that they got excited to know more.
• Slightly over half of the students preferred making a V-Map to writing a lab report but those who didn’t like it were vocal. Nearly ten percent of the students would have rather written a lab report. I think this is interesting since I think them being disagreeable to the V-Map might have something to do with the fact that it was a new format to them, and somewhat challenging in its parts. It required a concept map which requires that the student THINK!
• Just under half of all students(47%) strongly agreed that they feel like they learned a lot about the structures and functions of plants; new information for most of them, while nearly the same amount(48%) agreed. No one admitted to not learning from this unit. I feel good about all of our learning. I wish I could spend more time with this topic. The year is nearly at an end and I’ve barely begun the discussion of pollinators and co-evolution!

10. Some changes I’m going to make in the future is to slightly redesign the V-Map. I like the students to just use one word list-a post word list. The pre-word list is redundant. I’ve also instructed the kids to place their hypothesis under the question, inside of the V.

The Bellwork on the day of the "Seed Germination and Variables" introduction will be what I did while you were visiting: Have the students make a list of at least six(6) variables that may affect seed germination. It fit in well to open the lesson of brainstorming a class list of variables the students could work with to come up with their testable questions.

The Grass Seed POW will be changed in the ways I’ve already mentioned. I might even send half of the students home with alfalfa seeds, (the seeds many teams used in their germination experiments-they germinate in 2 days!) and the other students with the original grass seeds. We can generate statistics as classes for comparison.

I’ve included a new rubric/ check list I created to help me evaluate the Grass Seed POW, and given some numerical values to the V-Map Rubric.

I think overall, that this series of lessons on seeds and seed plants has been very successful. Students were motivated by the changes they saw everyday in their seeds, then plants. Since the topic was new to them, and dealt with sexual reproduction, (I think they were silently making comparisons...) they were attentive and self-motivated. We did laugh a few times about how the kids though the male part of the flower should be called the pistil (isn’t it obvious why?). Some questions I didn’t specifically ask on this assessment, but did during a test, had to do with how the seed actually germinates-where does it get its energy? I’m confident that most of my students could explain that the energy for germination is stored in the cotyledon but that photosynthesis takes over once the 1^st true leaves form. I’ll find this out when I evaluate their concept maps.

 

File : Coevolution exam

Take Home Final Exam- Lesson 24 8^th Grade Science 150 pts

THE GOAL: Students will demonstrate an understanding of the co-evolution of plant and animal species; Students will show an understanding and appreciation of mutualism of plants and their pollinators and/or seed dispersers; Students will be able to demonstrate the life cycle of a flowering plant.

Directions: You are a research botanist who has traveled the world looking for unknown species of flowering, fruit-bearing plants. On your last trip you made a very important discovery. You encountered a flowering plant no one has yet discovered. Describe in detail the plant, its flowers, its pollinator, its fruit and how the seed is dispersed. You should also give a setting for the plant(an ecosystem in which the plant lives) and keep this in mind as you plan its life cycle.

Your final product can look like

6. a naturalist’s journal
7. a picture book
8. a photo album or slide show with captions
9. a Power Point presentation or web page

and should include both pictures/diagrams of plant and plant parts, pollinator/s, seed and other insects and animals involved with the life cycle of the plant, and WRITTEN DETAILS. Use the facts you have learned about flower form and function, pollinator form and function, and seed dispersal techniques in your DETAILED DESCRIPTIONS.

Grading: This final exam is worth 150 points. These points are earned through completeness of descriptions of each stage of the life cycle of the plant and the insects and animals it depends upon. Points are also rewarded for creativity, use of factual information and relatedness to the concepts of mutualism and co-evolution.

This exam is due at the end of class on ____________ . Take your in-class journal home and use your notes. Consider this your final homework / exam of the year!

Use the given rubric to ask yourself if your product will meet all the standards. Write your name on the rubric and attach it to your Final Exam/ Product

 

 

ECOLOGY RESEARCH

IN THE

OUTDOOR CLASSROOM

PRESENTED BY Carolyn Harris and Roxane J. Johnson

 

V-Map Rubric V-Map Rubric V-Map Rubric V-Map Rubric

Word List pre and post words are included and labeled as such. All words relate to the question or problem. All major concepts are included in post word list. (Equipment not included as vocabulary.)	The best 4	mostly every- thing 3	some require- ments missing 2	most require- ments missing 1
Concept Map Concept map labeled. All keywords from post word list included in concept map. All keywords are correctly linked with appropriate linking verbs or ideas. Hierarchy and crosslinking are clear. Keywords are distinct from connecting words- use of color, boxes, bold print, etc.	The best 4	mostly every- thing 3	some require- ments missing 2	most require- ments missing 1
Problem Question is clear, precise, and has been refined. Question is directly relevant to the topic. Question will allow for scientifically accurate hypothesis.	The best 4	mostly every- thing 3	some require- ments missing 2	most require- ments missing 1
Procedures All important aspects of the procedure are included. Procedure is summarized in no more than10 steps. Standard, correct English is used.	The best 4	mostly every- thing 3	some require- ments missing 2	most require- ments missing 1
Data, Calculations and Graphs All data is included. Data is organized in tables which are organized and easily interpreted. Data is relevant and accurate. Data includes units. Sample calculations are included and performed correctly. Answers to calculations are shown with units. Narrative observations of the lab are included. Graph/s has appropriate title and is scaled to fit entire paper. Axes are labelled correctly with dependent and independent variables and units. Most appropriate graph used.	The best 4	mostly every- thing 3	some require- ments missing 2	most require- ments missing 1
Conclusion Conclusion directly addresses and answers the original question or problem. The conclusion is justified using data and calculations from the lab. Conclusion includes a summary of results and a comparison of data. Includes an interpretation of sources of possible error in lab. Conclusion uses well- written, correct English sentences and answers any questions included in lab directions. Conclusion includes ideas of possible improvements	The best 4	mostly every- thing 3	some require- ments missing 2	most require- ments missing 1
Aesthetics Word color and size enhances clarity in concept mapping. Use of text boxes and organization helps the eye to read the V-map. Sizes of print are appropriate. Charts and graphs are clean. Diagrams and drawings are easily read and clean.	The best 4	mostly every- thing 3	some require- ments missing 2	most require- ments missing 1

 

Team members:

1.

2.

3.

4.

Total Points Possible 28

Teacher comments:

Group presentation Evaluation Team: Group Members:

My name________________________

1.

2.

3.

4.

 

Focus Question:

1.From start to finish, the germination experimental procedures was so well explained that I understood what they did.

It all made sense to me.

SA A N D SD

2. The data that was collected made sense and the claims that they made was backed up by their data.

SA A N D SD

3. Every member of the group contributed equally to the presentation and obviously had organized and

prepared their presentation beforehand.

SA A N D SD

4.Whether they actually found an answer to their question or whether they admitted they had problems

with their experiment, they were honest in their claims and based their claims entirely on their data.

SA A N D SD

5.Every member of the team spoke clearly, didn’t fidget, and made good eye contact.

SA A N D SD

6.Every member of the team spoke knowledgeably of their experiment had accurate data and info.

SA A N D SD

7. It was very obvious that the group put time and effort into the presentation of the experiment.

SA A N D SD

8. When a member in the team was asked a question, it could be answered easily.

SA A N D SD

 

 

Evaluator, please write a few comments about what worked for this group:

Evaluator, please write a few comments about how this team could have improved their presentations.

 

Coevolution exam

Take Home Final Exam- Lesson 24 8^th Grade Science 150 pts

THE GOAL: Students will demonstrate an understanding of the co-evolution of plant and animal species; Students will show an understanding and appreciation of mutualism of plants and their pollinators and/or seed dispersers; Students will be able to demonstrate the life cycle of a flowering plant.

Directions: You are a research botanist who has traveled the world looking for unknown species of flowering, fruit-bearing plants. On your last trip you made a very important discovery. You encountered a flowering plant no one has yet discovered. Describe in detail the plant, its flowers, its pollinator, its fruit and how the seed is dispersed. You should also give a setting for the plant(an ecosystem in which the plant lives) and keep this in mind as you plan its life cycle.

Your final product can look like

a naturalist’s journal

a picture book

a photo album or slide show with captions

a Power Point presentation or web page

and should include both pictures/diagrams of plant and plant parts, pollinator/s, seed and other insects and animals involved with the life cycle of the plant, and WRITTEN DETAILS. Use the facts you have learned about flower form and function, pollinator form and function, and seed dispersal techniques in your DETAILED DESCRIPTIONS.

Grading: This final exam is worth 150 points. These points are earned through completeness of descriptions of each stage of the life cycle of the plant and the insects and animals it depends upon. Points are also rewarded for creativity, use of factual information and relatedness to the concepts of mutualism and co-evolution.

This exam is due at the end of class on ____________ . Take your in-class journal home and use your notes. Consider this your final homework / exam of the year!

Use the given rubric to ask yourself if your product will meet all the standards. Write your name on the rubric and attach it to your Final Exam/ Product

 

 

 

This 5 test went into most detail. It told of all the parts of the flower- how it blossomed; its nectar guides; how its stamen and pistil matured; the placement of stamen and pistil; color and shape of flower; petal placement and design; prevention of self-fertilization. The mutually beneficial relationship of the pollinator and flower was explained in detail. The pollinator’s physical attributes were described- its color, size, shape; its mode of transportation was explained; its attraction to the flower was simple, elegant and made sense in the natural world. The growth of the fruit and the fruit itself were described in detail- the time of growth; the color when ripe; the shape of the fruit; a mutually beneficial relationship was described that explained the dispersal of seed from the fruit by an animal; seed shape and method of dispersal are fully explained. The method of presentation was very creative; Use of drawings and diagrams were plentiful, correct and appropriate. The writing was clear, precise and creative. Grammatically correct English was used. This was obviously a final draft of a well-thought out plan. This 5 test shows the student fully understands the reproductive life cycle of a flowering, fruit-bearing plant and is able to teach someone else the concepts of mutualism and co-evolutio.

The University of Arizona
Department of Biochemistry and Molecular Biophysics
General Biology Program for Secondary Teachers
warder@email.arizona.edu