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Two of the documents for this domain are examples of pre- and post- tests used for the same unit. The photo below is a pre-quiz, ungraded, to assess students' knowledge of bacteria, protists, fungi, and viruses. For this quiz, I showed students pictures and objects to represent each of these organisms and students had to write which organisms they thought was most closely related to picture or object shown. This assessment allowed me to gauge their prior knowledge of these organisms. The chapters 18, 19, and 20 quiz was my post-quiz for this unit. In the two weeks that we spent on this information, students took notes, conducted a virus Chromebook activity, read articles about bacteria and protists, created compare and contrast charts, and drew images of these organisms. This post quiz demonstrated their ability to take notes, connect comparative information, and think critically. To demonstrate engaging students in learning, I included a botany day activity. This activity was conducted outside so students could experience plants hands on. In this activity, students documented characteristics of plants and drew images of them. I knew this activity was successful because students came away thinking, "I have never thought about plants this way before." Lastly, the environmental management plan activity allowed students to ask critical questions of their peers. As a group project, students created a plan to find a solution to an environmental problem. After each group presented, their classmates asked questions concerning the validity of the solution, what its cost effectiveness would be, and how sustainable it was. All I had to do was sit back and grade the presentations. This activity allowed students to drive their own inquiry.
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