Summative Assessment

Basics:
Name: Caitlin Field
Length: 3 days of preparation and 2 days of presentations
rd
Grade Level: 3 Grade
Duration: 60 minutes a day
Subject(s): Science, Math, Social Studies
Materials Required:
Teach Example (A Day in the Life of Jessica) PowerPoint - one
Final Assessment Rubric one per student
Step-by-Step Directions one per student
Pencils one per student
Computers/Laptops one per student
Objectives:
Math
*The students will solve word problems involving addition of time intervals in minutes.
CCSS.MATH.CONTENT.3.MD.A.1 Tell and write time to the nearest minute and measure
time intervals in minutes. Solve word problems involving addition and subtraction of time
intervals in minutes, e.g., by representing the problem on a number line diagram.
*The student will tell time to the nearest minute.
CCSS.MATH.CONTENT.3.MD.A.1 Tell and write time to the nearest minute and measure
time intervals in minutes. Solve word problems involving addition and subtraction of time
intervals in minutes, e.g., by representing the problem on a number line diagram.
Social Studies
* The student will sequence early Michigan history.
3 H3.0.10 Create a timeline to sequence early Michigan history (American Indians,
exploration, settlement, statehood).
* The students will describe how Michigan attained statehood.
3 H3.0.9 Describe how Michigan attained statehood.
Science
*The student will represent data to describe typical weather conditions expected during a
season.
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
* The students will develop a model to describe the life cycles of humans.
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles
but all have in common birth, growth, reproduction, and death.

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Essential Questions:
How can time change over time?
Students will answer this question by showing an analog clock and being able to read it.
The students will also tell the different times things are happening in the day. This shows
the changing in time over the day.
How has the past changed over time?
Students will answer this question by telling how what is happening in Michigan in the
past as it is becoming a state.
How do things change over time?

Students will answer this question by explaining what stage in life their
person is in, and the weather and season that it is currently. Students will use
their knowledge of how people change over time, and how weather changes
over time.

The summative assessment for this unit will be a presentation. The students have the choice to
present using PowerPoint, Prezi, poster board, acting it out in a drama, creating a video or
writing a story and reading to the class.
The student is presenting on the day in the life of a person living in Michigans history. The
student can make the person from any event that was talked about in the Social Studies lessons.
In order for the student to get full credit they need to describe the times the person was doing
things by showing the class an analog clock. An example is that the person could be waking up at
7:23 in the morning. The student also needs to include what year, month, and season they are in
and then describe the weather it would be if they were in a certain season. They would represent
the average temperature for that month and the actual temperature for that day in a data table, or
graph. They have to include what is going on in Michigan during that time, including making a
timeline of the event and other events. The student also needs to describe what the person would
look like, how old they are, and at what stage of the human life cycle they are in.
Students have three days to figure out all this information. To make it more understandable it is
best to split up the components. Each student needs to start on figuring out where in Michigans
history they want to live. When they have determined this they need to figure out either what
time, meaning year, month, season, they are living in or what the person looks like. Then they
would move to figure out the times the person would be doing things.
Once the student has figured out all the information that is needed they can begin to think about
how they want to present this information to the class. They should begin this step no later than
the second work day.
Students will be given a rubric to follow in order to ensure they get full points. In order to pass
the Summative assessment students must earn 3 out of 4 on each of the seven categories on the
Summative Assessment Rubric.
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If students did not pass the summative assessment it is important to look where their points were
taken off. If they were taken off for both math, or for both social studies, then those specific
subjects need to be revisited. The teacher would go back and teach the similar contents in
different ways.

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