I posted a few weeks ago a template for a “Science Discovery Book” that I had planned to use with my 5th graders to bring a close to the year. I asked them to write a paragraph about their favorite science memory this past year and then draw a picture to illustrate it. I also took a photo of each student dressed in a lab coat, safety goggles, and other science accouterments. I scanned their drawings, added their photos, and compiled all of their memories into a single PDF file. I have just a few more pictures to add, and then I’ll upload the completed file — probably to Google Drive — and send out the digital file to all of the parents… That way, they can save and/or print their own copies.
This year, my sixth grade students worked in small groups to design a scientific investigation of their choosing that connects to the watershed content we were studying with the help of Allegheny College’s Creek Connections program. Students first gained an understanding of watershed science, participated in water testing for Cascade Creek, and completed a biological and physical assessment of Cascade Creek’s health. Then, I assigned them to groups based on expressed interest (biological, chemical or physical studies) as well as my perceptions of their ability levels and leadership skills. Students began background research in class, composed the first two sections of their final reports (introduction and methodology), and finally, were released to carry out their investigations. While several groups designed and carried out excellent studies, some groups really struggled with the group-work aspect of the project. While it was my intention for the grouping to be an aid to students who may have otherwise struggled with carrying out such an extensive science project, the grouping actually became, for many, the most challenging aspect of the project.
As this became clear to me as the project evolved, I began to make adaptations to the assignment to increase accountability to their work and to their group. While students were expected to carry out the investigation together, some students ended up doing the bulk of their project alone. To recognize those students’ hard work, I asked all students to turn in an individual written report for their project. This report was designed on the traditional format for all organized research and included the following sections: introduction, methodology, data, and conclusion. While all students were required to turn in a separate report, students who worked together and wrote their reports together could simply turn in two copies of the same report. For students who felt they carried the weight of the project, they could write and turn in a report of their own, and they were under no obligation to share that report (or any aspects of it, such as data, research, ideas, etc.) with their group members. In this way, students who had no part in the project were not able to skate by on their group members’ work. However, students still received a group grade for the display, as only one display was turned in. Finally, I asked students to write a reflection of the project in class – How were responsibilities divided? Who did what, in terms of the work? How would you grade yourself and your group-mates? Is there anything I should know about the project? What would you do differently? What recommendations would you give me for next year? Etc. I found students were very honest, admitting their own lapses and recognizing their partners’ hard work. I added a “participation” grade to their project based on my own observations, these student reflections of others, and the student reflections of themselves.
As I continue this project next year with the new sixth grade class, it is my intention to complete more of the project in class, so I can personally see student involvement. Also, I have not yet decided if I will group students for this assignment, or ask them to complete an investigation independently. I believe there are pros and cons to both approaches. The ability to work in a group, and for some to take on leadership roles, is an incredibly important skill, and scientists in the “real world” are constantly working with others, even when they may not be thrilled to! In that way, this project simulated an authentic scientific investigation, and I think that experience is valuable. At the same time, I don’t want this project to cause more grief than learning. I also want to be able to truly assess student understanding and mastery of science practices, and group work may make that assessment more difficult if one student carries more of the weight. Whatever way I choose to go, I will definitely make some improvements in terms of accountability.
Do you readers have any thoughts or recommendations? How do you hold students accountable during group work?
As we have been working our way through a unit on ecology, I have found the tropical aquarium and frog terrarium in my classroom incredibly helpful. For concepts like populations, communities, the carbon dioxide – oxygen cycle, and nitrogen cycle, students are presented with concrete examples from classroom pets they have observed all year.
To wrap up the unit, I wanted students to consider and observe the two very important cycles to the preservation of life — the carbon dioxide – oxygen cycle and the nitrogen cycle. To do this, I divided students into groups and asked them to design a closed ecosystem in which the needs of all organisms are met. You can check out the assignment pack I gave them, as well as some images of their ecosystems below:
Students test their ecosystems for water quality parameters like dissolved oxygen, pH, nitrites, nitrates, and ammonia.
Some students chose to house betta fish in their ecosystems.