Artifacts
This artifact is a student’s drawing of the integumentary system, which was completed as part of a unit on body systems in my 7th-grade science class. The assignment required students to explore the structure and function of one of the body’s systems and create a visual representation of the system they chose. In this case, the student chose to illustrate the integumentary system, which includes the skin, hair, nails, and associated glands (such as sweat and sebaceous glands).
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The students were introduced to the body systems through a series of lessons that focused on their structure, function, and interactions with other systems. The integumentary system, being the body's largest organ system, was studied in terms of its critical roles in protection, temperature regulation, and sensation. We discussed how it serves as a barrier to pathogens, regulates body temperature through sweating and blood flow, and allows for sensory perception through touch, pain, and temperature receptors.
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After our lessons, students were given the task to research their assigned body system in more depth, and then to represent their knowledge through a creative project. They were encouraged to draw and label the key components of their chosen system, explaining how these parts work together to maintain the body’s homeostasis. In this case, the student chose to create a drawing of the integumentary system, highlighting the skin, hair follicles, sebaceous glands, sweat glands, and nails.
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This assignment allowed me to assess not only the student’s ability to understand the key components of the integumentary system but also their ability to translate this knowledge into a visual format. The student showed a strong understanding of the major organs within the system and their functions, which suggests that the learning objectives for this part of the unit were met.
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To help students improve their scientific communication, I will also focus on providing more scaffolding for the labeling process. Providing clearer guidelines about where to place labels and how to add explanatory notes will help students create diagrams that are both scientifically accurate and easy to understand.
This artifact reflects a group activity in my 7th-grade science class where students collaborated to measure the mass of various objects using a triple beam balance. This hands-on activity was designed to introduce students to the concept of mass and how to use a precise tool to measure it. The goal was to help students develop practical skills in measurement, understanding the importance of accuracy, and fostering teamwork as they worked together to perform the task.
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The students were divided into small groups, and each group was given a triple beam balance along with a selection of objects with known masses (e.g., a metal bolt, a rubber ball, a small block of wood, etc.). Before beginning the activity, I provided instruction on how to properly use the triple beam balance, explaining how to read the measurements on the beams and how to ensure that the object being measured was placed correctly on the balance. I also discussed the concept of mass as the amount of matter in an object, distinct from weight, and how to use the balance to find the mass in grams.
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As part of the activity, each group was responsible for measuring the mass of the objects and recording their findings in a table. The students were encouraged to work collaboratively, discussing their observations and troubleshooting any difficulties they encountered in the process. The groups were then asked to compare their results and reflect on the accuracy of their measurements. After completing the activity, we held a class discussion where each group shared their results, and we talked about potential sources of error in their measurements, such as not properly zeroing the balance or misreading the scales.
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The group activity helped students practice scientific inquiry skills by engaging them in the process of observation, measurement, and analysis. While many students successfully measured the objects’ mass, there was a small subset of students who struggled with the technique of using the triple beam balance, especially in terms of accurately reading the scales. These students will benefit from additional guidance in fine-tuning their measurement skills. I planed to offer extra practice opportunities, such as individual or paired work with the balance, to help reinforce the proper techniques and build confidence.
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To further develop students' understanding of measurement and precision, I will integrate additional activities that involve measuring mass using different tools, such as digital scales, to help students compare results and understand how different methods of measurement can be applied in scientific contexts. I also plan to offer mini-lessons focused on interpreting data, including how to assess the reliability of their measurements and identify potential errors.
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In future group activities, I will also emphasize the importance of clear communication skills by encouraging students to explain their thought processes in more detail during discussions. This will help students articulate how they arrive at conclusions, troubleshoot problems, and collaborate effectively.
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