Science+Experiments+as+Assessment

The Alberta Program of Studies in accordance with the Alberta Curriculum has certain guidelines and parameters in which teachers must keep abide by. Teachers are also familiar with the term KSA – Knowledge, Skill and Attitudes. When a student is writing a test, that element fulfills the need to accomplish a “K”, because the test is knowledge based. When a student in able to perform a balance in Elementary Phys Ed. that demonstrated a skill the student has learned, and therefore accomplishes the required “S”. When a student has a positive outlook and is being respectful during an art presentation, that demonstrates their attitude towards the activity. It is often difficult for teachers to achieve a “K”, “S” and “A” all at once for one single activity, however with science experiments this is something that proves to be quite simple. For example:

“K” – the knowledge that when mixing red and blue together it makes purple

“S” – the ability to apply that knowledge and mix the two colours together for an art assignment. It is at this stage where students can apply their knowledge and take appropriate risks. //“What if I add more blue than red? Will that change the colour?”//

“A” – the students have a new found appreciation for colours and an overall increase in positive attitude towards art and science.

Learning Styles Involved in Science Experiments
According to [|Dr. David Kolb], “learning is the process whereby knowledge is created through the transformation of experience.” This comment ties in to our form of assessment as science experiments are a form of experiential learning. Experiential educators feel that traditional education places too much of an emphasis on logical mathematical and linguistic intelligences. [|Richard Kraft] argues that, “experiential educators have sought to provide a holistic learning environment.” He explains that experiential education not only focuses on mathematical and linguistic intelligence but on seven intelligences suggested by Howard Gardner. Listed below are seven intelligences that experiential learning can address. This information is relevant because science experiments are a process of learning through experience, therefore a process that can facilitate learning for students of multiple intelligences.
 * Mathematical-logical


 * Verbal-linguistic


 * Bodily-kinesthetic


 * Musical


 * Visual-spatial


 * Interpersonal


 * Intrapersonal

[|More Information on Howard Gardner]

Benefits of Science Experiments
A shift towards authentic assessment and away from standardized testing has been a topic of discussion for teachers. One way that teachers can make this shift is by using science experiments as a form of assessment. According to [|TeacherVison], science experiments, “value the learning process as much as the finished product.” Unlike high stake tests, science experiments measure learning, thinking, reflection and understanding. Standardized test call for regurgitation of information but science experiments require students to use critical thinking and application of learning.

A study done in Turkish schools by university professors, illustrates the benefits of science experiments in the classroom, stating that activities and experiences are crucial for science learners to acquire scientific/problem solving skills, along with the scientific habit of mind. Using science experiments, rather than the more traditional method just pencils and paper, allow for students to develop scientific processing skills, a positive attitude towards science and arguably the most important, problem solving skills that students can use within the experiment and apply the same strategies to life outside the classroom.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teachers who are interested in incorporating science experiments into their classroom need to remember that the activities should be learner focused. This means that the teacher has the students best interest in mind at all times, and caters to them in order to allow for appropriate risk taking and growth. Teachers also need to remember to give students the choice and freedom with experiments (within the safety parameters). This strategy will allow for students to explore and examine the ways things work, or why they work the way they do.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">More often than not, when students are given the opportunity to engage in hands-on learning the knowledge gained will be retained for a longer period of time. This is because rather than just being told that adding vinegar to baking soda there is a reaction that causes for a mini explosion, students are able to figure that out for themselves and even experiment with other liquids and solids to see if the same thing will happen. A research report from the University of Bayreuth in Germany states that teachers who allow their students to partake in hands on learning on a regular basis, will see exponential growth in their cognition. However, if teachers aren’t constantly incorporating these types of lessons into their planning, the students won’t be acknowledged for any dramatic cognitive growth.

The Downside of Experiments
<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Teachers are taught to always have the student’s best interest in mind. However if that is the case, and with all the research findings of the benefits of science experiments, why are teachers so hesitant to incorporate them into their lesson planning? Ates et al, conducted a research study to answer this burning question, stating that teachers have a low-level attitude towards lab experiments and have created negative connotations associated with experiments in general. Class management, large class sizes and budget cuts are all contributors to the perception of experiments by some teachers.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">In the study “Chemistry Teachers’ Perceptions on Laboratory Applications: Izmir Sample” teachers expressed hesitancy in conducting science experiments because of the level of readiness in their students. Teachers also felt unable to apply effective lab approaches (or inquiry-based application), stating that they lacked the expertise and knowledge to perform an effective experiment within the classroom.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Other teachers avoid using science experiments in the classroom as experiments done without structure provide an opportunity for students to get off track. In addition, students who are not self motivated and self regulated will not be as likely to participate.The use of experiments as assessment becomes problematic when student attendance is poor. Science experiments are impractical for students who are absent from class during the day of the experiment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Provided below are resources that teachers can use to solve the problems previously discussed.

How To Effectively Assess Science Experiments[[image:classroom-assessment-theory-into-practice/dexter_cartoon.png width="224" height="203" align="right"]]
<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Using Experiments to Evaluate Effectively** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Experiments in the classroom can take on __three__ main forms:
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Purely experiential// experiments may be used to introduce students to new concepts and perhaps allow the teacher to gain a brief understanding of their prior knowledge of a particular subject or task. For example, when introducing kindergarden children to the concept of mixing colours, students can guess what colour might result from the mixture. As a class demonstration or experiment, children are able to see first hand the results of mixing colours. This type of experiment could be allocated as an assessment //for// learning, but if the purpose of the experiment is to introduce, then this may not be an appropriate type of experiment to use as an assessment.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">An experiment to //engage prior knowledge// will require students to engage with the skills and knowledge they have acquired in previous class lessons in order to complete the experiment. In this way, the experiment could be seen as an assessment //of// learning. But also, such as in the case of the grade 2 boats and buoyancy experiment listed below, students will be required to predict, use their knowledge, //and// expand from the knowledge given to them, using their own creativity, ideas, and inquisitiveness in order to complete the experiment. In this way, the experiment may be seen as an assessment //as// learning. With focus on both the predicting and executing portions on the experiment, students will have to learn basic lab etiquette, cooperation skills, and how to begin to think beyond what they have been taught.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">An experiment may also be used as a //summative// assessment at the end of a unit or lesson. Instead of a formal test of terms and definitions, students may perform an experiment in order to demonstrate their knowledge. By performing their understanding, students may be more excited to learn the material, and may understand the material more deeply as it will engage the “Analysis” level of Bloom’s Taxonomy. With the grade 5 electricity experiment below, students will need both their prior knowledge, and a deep understanding of each material in order to create effective circuits.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__**Examples of Elementary Experiments:**__

===<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Grade 2: Topic B: Buoyancy and Boats** === <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Overview <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students explore what sinks and what floats, and what makes an effective watercraft. Through building and testing a variety of floating objects, students learn the importance of selecting appropriate materials and the importance of workmanship in shaping, positioning, fitting and waterproofing their constructions, so they will do the intended job. Along the way, students learn about balance and stability and about different methods that can be used in propelling a watercraft. The concept of density is informally developed in this topic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**General Learner Expectations** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Students will//: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**2–7** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Construct objects that will float on and move through water, and evaluate various designs for watercraft.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Specific Learner Expectations** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Students will//: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">7. Develop or adapt methods of construction that are appropriate to the design task. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">9. Explain why a given material, design or component is appropriate to the design task.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Describe, classify and order materials on the basis of their buoyancy. Students who have achieved this expectation will distinguish between materials that sink in water and those that float. They will also be aware that some “floaters” sit mostly above water, while others sit mostly below water.
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Alter or add to a floating object so that it will sink, and alter or add to a nonfloating object so that it will float.
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Assemble materials so they will float, carry a load and be stable in water.
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Evaluate the appropriateness of various materials to the construction of watercraft, in particular:
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">the degree to which the material is waterproof (not porous)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">the ability to form waterproof joints between parts
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">the stiffness or rigidity of the material
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">the buoyancy of the material.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**THE EXPERIMENT:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Overview__: Students will be presented with different materials to build their boats. Using their prior knowledge (of lessons in class), in small groups students will be required to write their predictions of what materials will construct the most effective boat.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Note: The students’ predictions of the experiment will serve as an assessment tool for prior knowledge and understanding. Thus, an assessment //for// learning which will allow the teacher to tailor any instructions specifically to the students needs.


 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**Materials** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**Procedure** ||
 * * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">tin foil
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">popsicle sticks
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">paper
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">paper clips
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">string
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">scissors || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be given an allotted amount of time (after their predictions have been made) to select their materials and plan the design their boat.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">During the construction of their boat, students will be asked to identify why they have picked the shapes and designs that they have.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Boats will be tested to determine their buoyancy, and ease with which they move through the water: boats will be left in the water for time increments of 5 minutes, half an hour, and one hour to show the nature of the materials. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will then discuss the results as a class: were your predictions correct? Were there any surprises? How would you build your boat differently next time?
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Here, the students answers will be essential for their assessment: it is not essential that the students predicted right or wrong, but that they now understand through experimentation how what they’ve learned applies. Students whose predictions for next time show their new found understanding will be especially important.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Possible Rubric: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">It may be useful to use two rubrics, one pertaining to the experiment itself, and the other to the student’s written predictions and reflection:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Experiment Rubric:**
 * <span style="color: #ff2617; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="color: #ffcb51; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="color: #5e9d3e; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The student was able to work cooperatively with the group and remain on task throughout most of the experiment. ||
 * <span style="color: #ff2617; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="color: #ffcb51; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="color: #5e9d3e; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The student was able to explain how the group came up with the plan and why they believed it would work. ||
 * <span style="color: #ff2617; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="color: #ffcb51; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="color: #5e9d3e; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The student was able to accurately record the main details of the experiment in their science log. ||
 * <span style="color: #ff2617; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="color: #ffcb51; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="color: #5e9d3e; display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">The student followed established safety procedures. ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Written Rubric:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Comments: _
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">4 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Accurately records details of experiment. ||
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">4 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Demonstrates an understanding of content. ||
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">4 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Illustration reflects experiment. ||
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">1 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">2 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">3 || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">4 || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Writes sentence about or labels illustration. ||

===<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__**Grade 5: Topic B: Mechanisms Using Electricity**__ === <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__Overview__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students build electrical devices for a variety of purposes, using knowledge gained in the previous topic. Tasks that students are assigned may include such things as making a switch from scrap materials, making a device to control the speed of a motor, making a burglar alarm and lighting three bulbs from one source. Through work on these tasks, students learn the role of various components and control devices that are part of an electrical system. At the same time, they develop skills of problem solving and teamwork. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__**General Learner Expectations**__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__//Students will//:__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**5–6** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Construct simple circuits, and apply an understanding of circuits to the construction and control of motorized devices.** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__**Specific Learner Expectations**__ <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Students will//: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.Identify example applications of electrical devices in the school and home environment, and classify the kinds of uses. Categories of electrical use may include such things as: heating, lighting, communicating, moving, computing. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.Design and construct circuits that operate lights and other electrical devices. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">7. Demonstrate different ways of lighting two lights from a single power source, and compare the results. Students should recognize that wiring two bulbs in series makes both bulbs glow less brightly than if the bulbs are wired in parallel. Students may demonstrate this knowledge operationally and do not need to use the terms series and parallel. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">9. Given a design task and appropriate materials, invent and construct an electrical device that meets the task requirements.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__**THE EXPERIMENT**__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Overview__: Specifically implementing SLOs 7 and 9, in small groups students will design and build a circuit that in two different ways, allows multiple bulbs to be lit. As outcome 7 points out, the students should observe that using a series circuit, the bulbs at the end grow less brightly than if the bulbs were positioned in a parallel circuit. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Using small groups will allow students to work cooperatively while demonstrating their knowledge.
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**Materials** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**Procedure** ||
 * * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3-4 bulbs
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">wire of various length
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">power source (battery) || * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Student will write predictions as to what will happen to the brightness of the bulb on each of the circuit types.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be required to use their prior knowledge in order to build two different circuits (series and parallel), testing their predictions.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will then draw and write their observations/conclusions as to what happened with the bulb brightness on each circuit. ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Possible Rubric: <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Followed all lab procedures safely ||  ||   ||   ||   ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Correctly recorded data in a chart or table ||  ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">**Points** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**10** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**9** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**8** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**7** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">**6** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Performance Level** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Excellent** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Good** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Average** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Fair** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Poor** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__//Lab Activity://__
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Correctly measured or observed ||  ||   ||   ||   ||   ||
 * <span style="color: #1a1a18; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Worked in cooperation with others ||  ||   ||   ||   ||   ||
 * <span style="color: #1a1a18; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cleaned up work area and equipment ||  ||   ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">__//Lab Report://__
 * <span style="color: #1a1a18; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Used complete sentences with correct capitalization, spelling, and punctuation ||  ||   ||   ||   ||   ||
 * <span style="color: #1a1a18; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Made appropriate conclusions ||  ||   ||   ||   ||   ||
 * <span style="color: #1a1a18; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Applied critical thinking skills ||  ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">**Totals** || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">+ || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">+ || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">+ || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">+ || <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">+ ||
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">**Total Points:** |||||||||| <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: center;">/80 ||
 * <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: right;">**Comments** ||||||||||  ||

**Grade 8: Freshwater and Saltwater Ecosystems**
1. investigate life forms found in fresh water and salt water, and identify and interpret examples of adaptations to these environments (e.g., describe and interpret examples of fish and invertebrate species found in a local freshwater environment) 3. analyze relationships between water quality and living things, and infer the quality of water based on the diversity of life supported by it
 * //Students will// analyze factors affecting productivity and species distribution in marine and freshwater environments[[image:classroom-assessment-theory-into-practice/lake.jpg width="233" height="144" align="right"]]**


 * THE EXPERIMENT:**

__Overview:__ The experiment is meant to hit SLO’s 1 and 3. Students will be tasked to identify how polluted the source of water and will be graded on their ability to identify the water.


 * **Materials** || **Procedure** ||
 * * Water from a variety of sources.
 * Microscope
 * Slides
 * Eye Dropper || * Teacher will prepare for the lesson by setting up a number of stations within the classroom. Each station will have 3 beakers with different combinations of water (ex. one station may have two highly polluted and one clean, or one of each)
 * Students will then be tasked to prepare slides for the microscope and will view the water under the microscope.
 * By viewing the water under the microscope the students will then be tasked to identify the water source based on the diversity of organisms seen in the water. ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|**Possible Rubric**]

__**<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade 12: Human Systems **__

 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">GLO: **
 * //Students will//**[[image:classroom-assessment-theory-into-practice/kidney.gif width="159" height="216" align="right"]]
 * 1) **explain how the human digestive and respiratory systems exchange energy and matter with the environment.**
 * **<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;">20–D1.1k **<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;"> //Students will// identify the principal structures of the digestive and respiratory systems
 * **<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;">20– ****<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;">D1.2s **<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;"> //Students will// conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
 * <span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;">observe, through dissection or computer simulations, the digestive and respiratory systems of a representative mammal and identify the major structural components
 * 1) **explain the role of the circulatory and defence systems in maintaining an internal equilibrium.**
 * **<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;">20–D2.1k **//<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;"> Students will //<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;"> identify the principal structures of the heart and associated blood vessels; i.e., atria, ventricles, septa, valves, aorta, venae cavae, pulmonary arteries and veins, sinoatrial node, atrioventricular node, Purkinje fibres
 * 1) **explain the role of the excretory system in maintaining an internal equilibrium in humans through the exchange of energy and matter with the environment.**
 * **<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;">20–D3.1k **<span style="font-family: 'TimesNewRomanPSMT','serif'; font-size: 14px;"> identify the principal structures in the excretory system; i.e., kidneys, ureters, urinary bladder, urethra


 * THE EXPERIMENT**


 * **Materials** || **Procedure** ||
 * * A rat or a pig fetus
 * A scalpel/ scissors
 * Tray
 * Pins
 * Laminated paper which contains squares and labels for any 6 organs of the teachers choosing
 * Standard lab protective gear || * Students will first be instructed in proper laboratory safety and techniques. [|Safety Website]
 * Students will also be instructed in the way to proper way to dissect a specimen. They will then be instructed that they are to decide which organs they will be tested on.
 * The students will then begin their dissection and will choose 3 of the 6 organs that they identified above.
 * Once the teacher has made note of the organs and the experiment has been finished the students will return to their desks and describe in detail the structures, functions, secretions, etc. of their chosen organs. ||
 * By allowing the students to choose the organs they are tested on this is in a way and Assessment //as// Learning as seeing the organs will hopefully “jog” the students memory on their function.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Possible Rubric:**


 * Points || 10 || 9 || 8 || 7 || 6 ||
 * **Performance Level** || **Excellent** || **Good** || **Average** || **Fair** || **Poor** ||
 * //__Lab Activity:__// ||  ||   ||   ||   ||   ||
 * Followed all lab procedures safely ||  ||   ||   ||   ||   ||
 * Correctly measured or observed ||  ||   ||   ||   ||   ||
 * Worked in cooperation with others ||  ||   ||   ||   ||   ||
 * Cleaned up work area and equipment ||  ||   ||   ||   ||   ||
 * //__Written Portion:__// ||  ||   ||   ||   ||   ||
 * Able to describe in detail ||  ||   ||   ||   ||   ||
 * Organ 1 ||  ||   ||   ||   ||   ||
 * Organ 2 ||  ||   ||   ||   ||   ||
 * Organ 3 ||  ||   ||   ||   ||   ||
 * Total Points |||||||||| /70 ||
 * Comments: ||||||||||  ||

Online Resources for Teachers
<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">One problem with using science experiments as a form of assessment is that materials are often unavailable due to issues such as insufficient funding. Listed below are links of online video experiments. If teachers cannot bring the experiment to the classroom, they can use online sources to provide students with an interactive, visually stimulating lesson. Online science experiment can aid in differentiated teaching and learning. Worksheets, reflections and journals can be used with the online resources in order to fulfill assessment requirements.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.teachertube.com] – A site similar to YouTube that provides videos of science experiments. []- <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If used properly, teachers can find online experiments here. []<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">-A resource that provides videos, lesson plans, experiment ideas, games and quizzes for teachers and students. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.sciencemadesimple.com] – Provides a list of experiments that use simple materials. []<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- Provides basic experiments for young children. []<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- Provides an interactive site for older students to mix chemicals and see the live reaction that takes place. []-<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A website that provides basic science experiments, animated videos, coloring books and interactive games. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|www.wonderville.ca] – a website for younger children that includes educational videos and activities. []<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- Provides lesson plans, experiment activities, rubrics and worksheets.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Many of the sites listed below also provide lesson plans for small scale experiments that are basic, cost efficient and can be easily brought into the classroom. **

Learning by Doing
Take a look at the links to these schools that focus on experiential learning.

[|University of Chicago Laboratory School] (Created by John Dewey)

[|Calgary Science School]