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Assignment A: M1 Science: Ecosystems - Coggle Diagram
Assignment A:
M1 Science: Ecosystems
Learning Outcomes
Attitudes (A) – values, behaviors, dispositions to be developed
Appreciate biodiversity and its importance
Show responsibility in conserving local ecosystems
Demonstrate curiosity about environmental science
Skills (S) – abilities and processes students should demonstrate
Construct a food web diagram
Collect and interpret ecosystem data (temperature, species count)
Use digital tools to research endangered species in Thailand
Knowledge (K) – facts, concepts, principles students should know
Identify components of ecosystems (producers, consumers, decomposers)
Describe food chains and food webs
Explain energy flow in ecosystems
Recognize Thai ecosystem types (mangroves, coral reefs, forests)
SMART Criteria – Specific, Measurable, Achievable, Relevant, Time-bound
Alignment with Curriculum – ensure consistency with national/international standards
Assessment Types
Assessment as Learning – student reflection, peer assessment, goal-setting
Students keep a reflection log about their role in an “ecosystem balance game”
Peer review of each other’s ecosystem posters
Assessment of Learning (Summative) – final products, exams, presentations
Project: Design a poster showing a Thai ecosystem, its food web, and threats
Written test with diagram labeling and short explanations
Assessment for Learning (Formative) – feedback, self-assessment, observation
Mini quiz on ecosystem vocabulary
Exit ticket: “One new thing I learned today about food webs”
Group discussion: “What would happen if one species disappears?”
Formal vs Informal – structured tests vs. spontaneous checks
Performance-based – projects, portfolios, demonstrations
Assessment Tools & Methods
Written tests & quizzes – multiple choice, short answer, essays
MCQs about ecosystem terms, short-answer on energy flow
Practical tasks – experiments, role plays, simulations
Create a 3D model of a mangrove ecosystem using recycled materials
Portfolios – collection of student work over time
Collection of food web diagrams, project photos, reflection logs
Rubrics & Checklists – clear criteria for evaluation
Criteria for accuracy, creativity, scientific explanation in projects
Digital tools – Kahoot, Google Forms, online quizzes, learning analytics
Padlet for posting ecosystem facts
Kahoot quiz on endangered species in Thailand
Google Slides for group presentations
Curriculum
GLOs and SLOs
Ensure that assessments target specific aspects of the curriculum. Not too many SLOs per assessment. Rubric must reflect the SLOs appropriately.
Design Process
Step 2: Choose Assessment Type – formative, summative, or blended
use both formative (class discussion) and summative (poster project)
Step 3: Select Tools & Criteria – match to learning goals
rubric for poster (accuracy, clarity, creativity)
Step 1: Define Outcomes – clearly state what students should achieve
e.g., “Students will be able to explain how energy flows through a food web.”
Step 4: Implement & Monitor – track progress, adjust as needed
check progress on posters during group work, give feedback
Step 5: Review & Reflect – analyze results, improve design
after assessments, students suggest how they could improve their work or understanding