Science DSLO Semester Reflection

        This semester, we have learned a lot in science. Through, worksheets, online/physical simulations, experiments, games, visual interpretations, and more, we have been able to explore our units of basic science skills and heredity. What we have done in science class reflects on the Desired Student Learning Outcomes of SAS. Some that I can directly connect to are communication, collaboration, and critical thinking. 

Communication       
        Throughout this semester in science, we have communicated our understanding in many ways that aren't just verbally. On a regular basis, we are given online worksheets to complete as an introduction or follow-up for an activity. In science, we are basically always communicating our understanding, be it through the result of an experiment, through entry tasks, or even verbally during discussions. During partner activities, we are expected to share our ideas and conjoin them into one answer. Our opinions can even differ, and that makes the communication with our partner more positive and flexible. Examples of communication needed would be like when partners made a model of the mitosis and meiosis process.

Collaboration

        Collaborating was definitely an integral part of science class. To start off, we would frequently get new seating arrangements with different partners to work with, and that ensured that students collaborate and work well with everyone. Science class even challenges the collaboration to a new level, where partners can have a difference in opinion and they have to join both opinions into one answer. Very often we conduct experiments and Lab assignments that involve a partner- but we don't only work with partners.

        Individual and self-paced work time helps the student individually process the lesson, and display their understanding and opinion freely. Science class has a fine balance of a collaborative and individual module. Examples of activities involving collaboration would be like the Cow Eye Guided Reading because we had to work with our partners to do the guided reading and combine our hypotheses. Another collaborative activity would be the DNA Extraction Lab. That involved a step by step process that required the communication and collaboration of partners in order to extract the DNA out of the wheat germ.

Critical Thinking

        Critical Thinking was definitely a part of the science curriculum. In Science class, we would be expected to show our critical thinking skills by asking questions involving deeper-level thinking and ability to transfer knowledge from class. In tests, there is an "Exemplary" section that requires applying what we have learned in different situations. There are also reflection questions in the class activities to help us critically think about the activity and how it's helping us better understand the unit. For example, in the Bunny Simulation Activity there were reflection questions to reinforce our understanding of Natural Selection.


        All in all, this semester of Science has used Communication, Collaboration, and Critical Thinking as DSLOs to help us grow and meaningfully connect to these values. Exploring these DSLOs has helped me understand how the Science curriculum is truly meaningful and unique in helping us successfully enrich our learning. Connecting Science to the SAS DSLOs has just made me look foreward even more to the next semester and how that learning will connect to such major values.