Pre-Unit Assessment Analysis

1.Students will be able to identify and label

mountains, plains, valleys, and hills.
2.Students will be able to identify and label lakes,
ponds, oceans, and rivers.
3.Students will be able to use prior knowledge to
identify examples of each landform and/or body
of water.

Pre-Unit Assessment Rubric

This pre-unit assessment will be scored on a 4, 3, 2, 1 scale. I am using
this scale because this is how we score most of the other assignments
across our curriculum.
4
Students will be Correctly
able to identify labeled all
and label
four
mountains,
examples of
plains, valleys, landforms.
and hills.

3
Correctly
labeled three
examples of
landforms.

2
Correctly
labeled two
examples of
landforms.

1
Labeled one
or no
landform
examples
correctly.

Students will be
able to identify
and label lakes,
ponds, oceans,
and rivers.

Correctly
labeled all
four
examples of
bodies of
water.

Correctly
labeled three
examples of
bodies of
water.

Correctly
labeled two
examples of
bodies of
water.

Labeled one
or no body of
water
examples
correctly.

Students will be
able to
differentiate
between a
landform and a
body of water.

Use the
correct words
to identify
what would
be in the
landform or
body of
water set.

Mix up one
landform or
body of
water type
with the
other
category.

Mix up two
landforms
or body of
water types
with the
other
category.

Mix up three
or more
landform or
body of
water types
with the
other
category.

Overall Score: ______________

Students Highlighted: Concern

Student Concerns:
There are three students that are within my area of concern while planning this unit. My
concerns are how low their reading and writing abilities along with comprehension levels are
when this unit is going to consist of a lot of writing with their culminating event being a
landform flip book.
Students numbers one and three have a very difficult time reading and are far below
grade level. I will make sure that majority of our reading is done as a whole class, and pair them
up with a stronger reader during times when students are to work on reading by themselves.
Creating the landform book will also be very difficult for these students, to help these students be
more successful for the culminating event I will provide them with a landform dictionary that
describes the landforms they need to know for the assignment.
Student number thirteen is our deaf student, which does most of his academic work in a
specialty classroom instead of within our general education classroom. It is unknown if he will
be participating in the unit as of now.
Learning Analysis:
During this unit I will be analyzing student number eleven. This student is an English
Language Learner as well as in the process of transitioning into the special education program. I
am choosing her because I am curious to see how effectively the adaptations I make within the
unit will help her to be successful. As well as identifying which type of activities she is able to
succeed in without adaptations, which meet her needs without being changed.

Objective 1

Objective 2

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

*Students highlighted are areas of concern

Objective 3

Overall Score

Key Outcomes

Pre-assessment Summary
strategies
of results
for overall
class
Outcome one:
The students
Many of
Students will be are given a
the
able to identify handout that
students
and label
has four
mixed up a
mountains,
images of
valley and
plains, valleys, landforms and plain.
and hills.
four images of Overall
bodies of water they were
on it. Students able to
will cut out the understand
names of these what a hill
images on the and
bottom and
mountain
glue them
are and
under the
label them
correct image. correctly.
The top four
images under
the land
category will
be assessed for
this outcome.

Implications for
instruction

I will use this

data to see what
landforms
students are able
to identify and
determine how
much instruction
time I should put
into landforms
they are less
familiar with.

Key Outcomes

Outcome two:
Students will
be able to
identify and
label lakes,
ponds, oceans,
and rivers.

Pre-assessment
strategies

Summary of
results for
overall class
The students are Some of the
given a handout students
that has four
mixed up a
images of
pond and
landforms and lake. Two
four images of students
bodies of water mislabeled a
on it. Students river.
will cut out the
names of these
images on the
bottom and glue
them under the
correct image.
The bottom four
images in the
water category
will be assessed
for this
outcome.

Implications for
instructions
I will use this
data to see what
bodies of water
students are able
to identify and
determine how
much instruction
time I should put
into bodies of
water they are
less familiar
with.

Key Outcomes Pre-assessment

Outcome
three:
Students will
be able to
differentiate
between a
landform and a
body of water.

The students are

given a handout
that has four
images of
landforms and
four images of
bodies of water
on it. Students
will cut out the
names of these
images on the
bottom and glue
them under the
correct image.
The categories of
land and water
are identified on
the side. I will

Summary of
results for
overall class
I only had
three
students who
were not able
too
accurately
put the
landforms in
the correct
categories.

Implications
for
instruction
I will use this
data to
determine
whether
students are
able to
differentiate
between what
would be
categorized
as a landform
and a body of
water. If they
struggle in
this section I
will spend
more time
discussing

use the categories

as a whole to
assess this
outcome.

how to
categorize the
different
terms.

Objective 1

Objective 2

Objective 3

Overall Score

3.3

3.3

3.3

10

3.3

11

12

13

n/a

n/a

n/a

n/a

14

15

16

3.3

17

3.3

18

3.3

19

3.3

20

3.3

21

2.3

22

3.3

23

24

25

26

3.3

27

3.3

*Students highlighted are areas of concern

25

20

15

10

0
Objective 1

Objective 2

Objective 3

Pre-Unit Assessment Results

Overall Score