Phase: | After/Explain/Elaborate |
Activity: |
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Assessment Strategies: | Teacher expectations for trifold brochure:
Trifold brochure - student trifold template The teacher will use the student self-evaluations to determine if the students understood the project expectations. Students will use the emoji self-evaluation tool to evaluate their work. Students will circle the emoji they feel best describes their work for each section of their trifold brochure:
Students will complete two open-ended questions regarding what they did best and what could they do better. Link to emoji self-evaluation: https://docs.google.com/presentation/d/1VrC4Rr1RYndlHha4hR6_oYPBpuEV5ZL3/edit?usp=sharing&ouid=109600260229352393432&rtpof=true&sd=true Prior to passing out the emoji self-evaluation tool, the teacher may want to remind students that no one is best at all aspects of the project (research, reading, writing, illustrating) and that everyone is capable of doing better on at least one aspect of the project. Using the student expectations rubric, the teacher will assess student learning. The teacher may want to additionally conference with the student regarding their self-evaluation. After conferencing, the student may choose to reconsider their completion of the project in order to completely accomplish the tasks. |
Advanced Preparation: | Approximate Duration: 15 minutes Materials and Resources:
The teacher will need to make individual copies of the emoji self-evaluation for each student: https://docs.google.com/presentation/d/1VrC4Rr1RYndlHha4hR6_oYPBpuEV5ZL3/edit?usp=sharing&ouid=109600260229352393432&rtpof=true&sd=true Background / Preparation: The teacher will need the students' work from the learning activity Researching Wetlands Ecosystem Research (linked below). The students will need to understand what each emoji represents and how to complete a self-evaluation. |
Variation Tips (optional): | Interventions: ELL students may need to have the emoji self-evaluation translated into their home language. Some students may need additional reading assistance for the emoji self-evaluation. Acceleration: Students who finish early can write about their favorite part of the assignment and why it was their favorite part. |
Notes or Recommendations (optional): | The activity could be used in the library or in the classroom. The self-evaluation could be modified for other projects as needed. This task can be used in conjunction with Living Things in a Wetlands Ecosystem (before activity) and should be used with Researching the Wetlands Ecosystem (during activity). |
Keywords and Search Tags: | ecosystem, wetlands |