Pre-assessment

Plan: I created two worksheets (one front-and-back page) for the students to fill out. On one side was a set of twelve images, some animals, some plants, some man-made objects, and some other aspects of nature. The students were prompted to circle all the animals. On the other side, there was a list of actions (or non-actions) including Give my pet food, Leave McDonalds food outside, Forget to give your pet water, Leave your pet outside in the cold, Be mean to animals. Under each statement were images of thumb s up and thumbs down. The students were prompted to circle the thumbs up or down depending on whether or not it was a good thing to do (or not do). The final aspect of my pre-assessment was a question and answer time as a group. I asked what animals needed to live, and I asked what it meant for something to be alive/how you could tell if something was alive.

Formative assessment This area of assessment will contain a lot of observation on my part as I walk around the room, looking over shoulders and listening in on conversations. A little more formally, I will ask questions of the students and call on them to answer. During their presentations to the class, I will listen carefully to what they are saying so that if they make a mistake or leave out some important information I can prompt them to correct the issue so that the other students may benefit by learning correctly. As I watch and observe I will not only be looking for right answers, though, but participation, effort, following directions, and work completion. Assessment as learning Student self-monitoring is hard, especially in kindergarten. I am making one or two rubrics and checklists, but since I cannot expect all of the students to be able to read them, I need to be creative with visuals and/or go through it very carefully with them ahead of time, which subtracts minutes from our short

science section. For a few lessons I may call for a whole group checkpoint to ask students if they are working hard and making progress. For rubrics and checklists, see below. Summative assessment There are two categories of summative assessment in my unit plan. First of all, there are the individual lesson summative assessments. These include listening to audio recordings of scientific note-taking, observing end-of-class presentations, and other observations. Many of these assessments are performance assessments. The other category is my end-of-unit final assessment. In this one I will have traditional paper worksheets for the students to fill out, but also a drawing and a chance to act out animal needs for one of the teachers. Recording progress To keep track of how the students are doing with the work, I will have a sheet of lined paper with their names written down one side. Throughout the day I can give them a plus or minus for regular behavior (effort, participation, inclusion, following instructions, etc.) and then whatever project they do, I will give them a number (1-3 or 1-4) depending on their performance. At the end of the day, I will tally up all the pluses, subtract the minuses, and add the number of their performance grade. These final numbers I will put into a spreadsheet to obtain a record and produce a final score for each student.

I am working hard

I am using a quiet voice

Everyone in the group is learning

I have watched the video and read the book

Our group has recorded what were learning

Lesson 1

Class Presentation : Learn and Share

Teacher Name: Ms. Beth

Student Name: CATEGORY Talking

________________________________________ 3 Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. The group shared what their animal was, but not how you could tell. The group has a good model or drawing, but cannot explain it. 2 Delivery not smooth, but able to hold audience attention most of the time. 1 Delivery not smooth and audience attention lost.

4 Interesting, wellrehearsed with smooth delivery that holds audience attention.

Content

The group shared what their animal was and how you could tell that. The group has a good model or drawing of an example of this category and explains it.

The group shared, but did not tell real facts.

The group did not share about their animal.

Example

The group has an unrecognizable model or drawing.

The group did not make a model or drawing.

Lesson 2

Bugs

Birds

Other animals

Trash

Lesson 5

Mammals

Reptiles

Fish

Birds

Bugs

Amphibians

Food Chain