Microworlds
Lesson 17
Post-Unit Assessment
Students will revisit the lists and drawings that they made during lesson one. The will make a new drawing and see how much they learned about magnification, lenses, and microscopes.
3. Lesson Set-up and Management
4-5 INQA Scientific investigations involve asking and answering questions and comparing the answers with evidence from the real world.
4-5 INQD Investigations involve systematic collection and recording of relevant observations and data.
- Students will revisit the lists from Lesson 1 on What We Know About Magnifiers and Want to Know.
- Students will complete the observation of a penny.
- Students will compare their lesson 1 drawing to the one from the post-unit assessment.
- Students will reflect on how they revise ideas as they make new observations.
3. Lesson Set-Up and Management
Materials:
- Charts from Lesson 1: “What We Know About Magnifiers” and “What We Would Like to Find Out about Magnifiers”
- Make a copy of Activity Sheet 1 “Observing a Penny” for each student. Students will also need their original completed Activity Sheet 1 from Lesson 1.
- Students will also need a penny and hand lens for Procedure 3.
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Students need to compare their
Activity Sheet 1 from Lesson 1 with the one they |
Student Management:
- To hold all students accountable, have them write a notebook entry for Procedure 2. They should list true statements with proof from the unit or independent learning.
- Students can do the same thing with questions that they still have. Explain to them that scientists are always coming up with new questions, even after they answer their original question.
- Make sure the posters from Lesson 1 are in a location that students can see for Procedure 2.
- If students have unanswered questions or new questions, you can have students research these during extra class time, in the computer lab, or on their own outside of class. Sometimes these are great for research reports.
- During Procedure 2, the teacher needs to make sure that students do not still have any misconceptions.
Writing Support:
- Students can write a paragraph explaining what they have learned in this unit.
- Students can explain how they are like scientists, continually revising their ideas.
Reading Support:
- Students can research any questions that were not answered or new questions they have.
- Students can continue to read trade books on microscopes, microorganisms, and the scientists who made discoveries in these areas.