Abstract
How
often have you spent hours developing a rubric, a set
of procedures and then reviewed it with your students
just to find that they remember none of it the next
class period? The use of rubrics to inform students
of what they achieved and what they need to still work
on is ineffective if students don’t reflect upon
the assessment within the rubric and jump immediately
to a letter or number grade. Involving students in
the design of an informational poster for the laboratory
and the creation of an assessment rubric that will
be used throughout the class promotes student use of
both the poster and rubric. In this apply lesson students
use their understanding from the previous lessons about
laboratory procedures and aseptic techniques to develop
a poster and rubric that can then be used again and
again as they apply their understanding of these principles.
Objectives
Students
will be able:
1.
Articulate what aseptic techniques and laboratory procedures
should be followed in the classroom in the form of
a laboratory poster.
2. Identify what the best and worst practices a student
might utilize in a classroom in the form of a rubric.
3. Use a student-developed rubric to assess their own
practices in the classroom and to explain the rubric
assessment by their teacher of their practices.
National
Science Education Standard:
Content
Standard A – Science as Inquiry
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY
DESIGN AND CONDUCT SCIENTIFIC INVESTIGATIONS.
Designing and conducting a scientific investigation
requires introduction to the major concepts
in the area being investigated, proper
equipment, safety precautions, assistance
with methodological problems, recommendations
for use of technologies, clarification
of ideas that guide the inquiry, and scientific
knowledge obtained from sources other than
the actual investigation. The investigation
may also require student clarification
of the question, method, controls, and
variables; student organization and display
of data; student revision of methods and
explanations; and a public presentation
of the results with a critical response
from peers. Regardless of the scientific
investigation performed, students must
use evidence, apply logic, and construct
an argument for their proposed explanations.
Content
Area C – Life Science
THE INTERDEPENDENCE OF ORGANISMS
Living organisms have the capacity to produce populations
of infinite size, but environments and resources are
finite. This fundamental tension has profound effects
on the interactions between organisms.
Content
Area F – Science in Social and Personal
Perspectives
PERSONAL AND COMMUNITY HEALTH
Hazards and the potential for accidents exist. Regardless
of the environment, the possibility of injury, illness,
disability, or death may be present. Humans have a variety
of mechanisms--sensory, motor, emotional, social, and
technological--that can reduce and modify hazards.
Teacher
Background
Aseptic technique
- hand washing with antibacterial soap before
and after the lab
- disinfection of tables before and after the lab
- using the proper procedures for handling microbes
should be followed at all times when handling microbes
(see
previous lessons for more specific details on swabbing,
streaking, sealing, storing and disposal)
- Drinking (anything-even water) and eating during
the lab is prohibited.
Related
and Resource Websites
Safety
lab Book
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