Student Work - Carbon Footprint Activity
The data below represent work from 6 pairs of students in a 9th grade biology class. From my assessment of the worksheets, I noted that some students very clearly and completely demonstrated mastery of the lesson objectives: explaining the connection between photosynthesis, carbon footprints, and global warming (see answers to "Why do we care so much about carbon emissions?" on page 1 for student pairs #4 and #6.) Interestingly, although these two student pairs showed the most complete understanding of the topic, they represented the two groups who got the least far on the worksheet.
Work from other student pairs showed partially correct though incomplete answers (see student pairs #1, #2, and #3). In fact, student pair #3 simply regurgitated nearly the exact same wording as found in the introduction paragraph, without any further thought or explanation. Three of the four groups (student pairs #1, #2, #3) who reached the last part of the activity had correct and nearly complete answers for the first question of that section (photosynthesis is a carbon sink, helping to reduce CO2 in the atmosphere).
I had trouble assessing the understanding of student pair #5, as it appears that they did not pay close attention to the activity directions. They incorrectly responded to the first pledges portion of Part III of the worksheet. Their response to the question "why do we care so much about CO2 emissions?" did not show a logical, clear understanding and explanation of the role that CO2 plays in the greenhouse effect and global warming. They stated generally that too much CO2 can be hazardous, but did not explain why. They identified some causes of increased CO2 (combustion of fossil fuels, cutting down trees); however, this was not what the question was asking. Their response to the first analysis question of Part IV (Carbon Offsets) also did not answer the question posed. In fact, their answer did not . It is difficult to discern whether these students answered incorrectly out of haste to complete the worksheet or true misunderstandings or lack of knowledge about the topic of the assessment
Work from other student pairs showed partially correct though incomplete answers (see student pairs #1, #2, and #3). In fact, student pair #3 simply regurgitated nearly the exact same wording as found in the introduction paragraph, without any further thought or explanation. Three of the four groups (student pairs #1, #2, #3) who reached the last part of the activity had correct and nearly complete answers for the first question of that section (photosynthesis is a carbon sink, helping to reduce CO2 in the atmosphere).
I had trouble assessing the understanding of student pair #5, as it appears that they did not pay close attention to the activity directions. They incorrectly responded to the first pledges portion of Part III of the worksheet. Their response to the question "why do we care so much about CO2 emissions?" did not show a logical, clear understanding and explanation of the role that CO2 plays in the greenhouse effect and global warming. They stated generally that too much CO2 can be hazardous, but did not explain why. They identified some causes of increased CO2 (combustion of fossil fuels, cutting down trees); however, this was not what the question was asking. Their response to the first analysis question of Part IV (Carbon Offsets) also did not answer the question posed. In fact, their answer did not . It is difficult to discern whether these students answered incorrectly out of haste to complete the worksheet or true misunderstandings or lack of knowledge about the topic of the assessment
Student pair #1:
Student pair #2:
Student pair #3:
Student pair #4:
Student pair #5:
Student pair #6: