- Feedback to Students:
Students answer the post-lab questions after completing the lab and self-reflect on what changes they would have made, what details they would keep the same, etc.
The next day I have the students make a poster with their hypothesis, procedure, results and a discussion explaining what they would change. The students present their results to the class and we have a class discussion on what worked and what did not work. (This is set up like a scientific poster used in research forums. Examples from university students could be displayed (if available) to help students understand that this is how scientists communicate their data.)
- Summative Assessment:
The impact on student learning will be measured in the poster presentations and the post-lab questions
The students will be given the opportunity to correct their answers on the post lab after it has been graded.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Students read aloud the instructions within their group (auditory).
Hands-on use of the materials (kinesthetic)
Extensions: Creating a presentation for the class. Then as a class, coming up with a new and improved model and creating it in class.Atmospheric convection currents, oceanic convection currents
Suggested Technology: Microsoft Office
Special Materials Needed: Hot plates
400 mL beakers (or larger)
Further Recommendations: Review/discussion of convection currentsReminders of lab safety and hot plate use
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Jenna Evans
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.
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