Exit Slips and Formative Assessments for Lessons

Posted April 20, 2019 by mehagaman

Create an exit slip-style formative assessment for the lesson of your choice.  Make sure to include:

  • The Module and Lesson number
  • What the lesson covers
  • The question(s) for your exit slip
  • Your name


Submitted by mehagaman on Sat, 04/20/2019 - 11:47 · Permalink


  • Module 1 Lesson 1
  • Topics covered are complex adaptive systems, loops, and models vs. the real world.
  • Exit Slip: 
    • Time for twos! List two ways that computer models are useful. List two characteristics of complex adaptive systems.
  • My name: Melody Hagaman

Submitted by Lytle on Sat, 04/20/2019 - 12:59 · Permalink

My exit slip:

I am looking at Module 4 Lesson 3.  The students are predicting what will happen if they change the amount of copper and/or silver nitrate.  

The students would document how much silver nitrate is needed to completely replace the copper strip.  I want them to try to identify the minimum amount of silver nitrate.  (They should find that the amount of silver nitrate needed is twice the amount of copper atoms.  This is a double replacement reaction)

Submitted by tracyeefoster on Sat, 04/20/2019 - 13:00 · Permalink


  • Module 3 Day 1
  • Topics covered are complex adaptive systems, modelling and simulations, population growth, predation, and carrying capacity of an ecosystem
  • Exit Slip
    • Create a food chain based on the trophic levels in the computer simulation.  Make sure you show the flow of energy within the ecosystem properly.
    • Give me two ways that the simulation has helped to show the balance in the ecosystems.
    • How is this a complex adaptive system?
  • My name is Tracyee Foster (Binford Middle School) Richmond City Public Schools

Submitted by mehagaman on Sat, 04/20/2019 - 13:02 · Permalink

Module 2 Lesson 5

Covers extensions to water pump model.

Exit Slip Idea:  Explain how water as a resource is a complex adaptive system. Give one example of an abstraction you are using in your model modification.

My name:  Melody Hagaman

Submitted by Kaestner on Sat, 04/20/2019 - 13:02 · Permalink

  • Module 2 Lesson 2
  • Topics Covered: Inspecting and decoding the water model
  • Exit Slip:
  • List two ways the water pump model matches the real world
  • List tow ways the water pump mode DOES NOT match the real world
  • Steve Kaestner

Submitted by Kaestner on Sat, 04/20/2019 - 13:08 · Permalink

Module 2 Day 3

Topics: Running experiments

Exit Slip: 

How does adding a 2nd pump affect the available water?

How does the distance between pumps affect the available water?

Steven Kaestner

Submitted by pwilsonscience on Sat, 04/20/2019 - 13:08 · Permalink

With module 3 lesson one paper catchers.  Students can be asked to identify what limiting factor(s) affected the carrying capacity of the ecosystem.  Hopefully this could be done electronically on google classroom.  

Submitted by Lytle on Sat, 04/20/2019 - 13:13 · Permalink

I also had the students identify how important the amount of water is in the experiment.  In order for hydrated copper to be produced...

Submitted by jkdiru on Sat, 04/20/2019 - 13:47 · Permalink

I had students identify one real world problem that could be demonstrated/tested through a computer model and one issue that is not reflected in the model 3 rabbits and wolves initial model.