9.

ASSESSMENT STRATEGIES and DATA COLLECTION

Table 4: Formative Assessment

Lesson Standard Objective Assessment Name Assessment What did you
Number (Write out full text) Description change in
subsequent lessons
based on this
assessment?
1 SC.2.L.16.1 TSW… BrainPOP quiz to Students will Based on the
Observe and Define what a life see if they can watch the quiz and
describe major cycle is. answer questions BrainPOP Jr. questions, I saw
stages in the life about the life video about that the students
cycles of plants State what stage cycle of a plant. the life cycle were absorbing
and animals, happens first in a of plants and the material well
including beans plant’s life cycle. be able to and were able to
and butterflies. retain the repeat what they
List multiple basic information had learned.
needs a plant and correctly They will be
requires. answer the building on this
questions to content in the
Explain why seeds the quiz. following lesson
are important. by focusing
Verbal The higher specifically on
questioning at order seed germination
beginning of thinking and how the life
lesson to assess questions cycle starts.
how much they throughout
know before the lesson
watching the video
will show the
about plant’s life
teacher what
cycles. the students
are
understandin
g and need
more
clarification
on.
2 SC.2.L.16.1 TSW… Foldable booklet Students will Based on the
Observe and Explain what a to compare the dry create a assessments, I
describe major life cycle is and and wet bean by booklet could see the
stages in the life describe the making which they wheels turning
cycles of plants different stages of observations and will compare and students
and animals, a plant’s life drawing pictures a seed before understanding
including beans cycle. about the life and after how life beings
and butterflies. cycle. germination in a plant. They
Explain what by writing were also able to
germination is and down make the
what it needs in observable connection to
order to happen properties why plants need
(water). about each, water, what

1
 drawing happens in the
Observe and pictures, and inside of a
record the seeds noting germinated seed,
of lima bean similarities and point out the
plants before and and observable
after germination. differences. properties with
They also little prompting.
Summarize the opened the In the following
basic necessities a and looked at lesson they will
plant requires. the inside of a take germinated
germinated seeds and plant
seed to see them. More time
the will be spent
beginnings of talking about the
life. life cycle
specifically.
Verbal The higher
questioning order
throughout lesson thinking
to observe how questions
much they know, throughout
remember, and are the lesson
learning. will show the
teacher what
the students
are
understandin
g and need
more
clarification
on.
3 SC.2.L.16.1 TSW… Lima bean plant Students will The students
Observe and Compare and for every student. plant their were showing
describe major contrast lima bean This is showing own lima me throughout
stages in the life seeds before and their knowledge bean seeds in planting the
cycles of plants after germination. about the life cycle. a zip-lock seeds that they
and animals, baggie with a could correctly
including beans Apply knowledge damp paper describe
and butterflies. of the plant life towel in it germination,
cycle by and hang it in describe how the
explaining the life the classroom life cycle works
cycle and then window. and name stages,
planting their own Students will and use their
lima bean seeds. be able to knowledge to
watch predict what the
Describe what throughout seeds will grow
will grow first and the unit how first after being
second when the the seed planted. In the
plant begins to sprouts and following lesson

2
 grow. grows. They I will conclude
will make learning about
real world plants
connections specifically so
by planting that they can
the seed and begin learning
focus on the about an animal
cycle a plant life cycles.
will go
through after
being
planted.
Students will
use their
knowledge
about
germination
to plant their
seeds and
learn about
the life cycle
of plants.
Verbal questioning
throughout lesson The higher
to observe how order
much they know, thinking
remember, and are questions
learning. throughout
the lesson
will show the
teacher what
the students
are
understandin
g and need
more
clarification
on.
4 SC.2.L.16.1 TSW… TSW complete an Students were Based on this
Observe and Describe the art worksheet refreshed on assessment,
describe major differences demonstrating the information students will be
stages in the life between different needs of plants. they had able to tell the
cycles of plants types of plants’ learned in different basic
and animals, life cycles. first grade needs a plant
including beans about the has, describe the
and butterflies. Explain the basic needs purpose of them,
purposes for the of plants in and conclude
different basic order to learning about
needs a plant grow, live, plant life cycles

3
requires. and continue specifically. I
the life cycle. saw that the
Create a picture of They will students had a
a plant, flower, or complete a good
tree and label the drawing of understanding of
basic needs that of whatever the topic so far
a plant: sunlight, plant they based on the
water, soil, & choose but assessment and
space. must include verbal
the four questioning and
needs asked are ready to
for: soil, move on to learn
space, about animal life
sunlight, and cycles. They will
water. Then learn this
they will information to
answer a be able to
short compare and
response contrast plant
question and animal life
about what cycles.
purpose the
needs have
for plants.
This will
demonstrate
that they
understand
the needs of
plants and
understand
the purpose
they serve.
Verbal questioning
throughout lesson The higher
to observe how order
much they know, thinking
remember, and are questions
learning. thumbs throughout
up, down, or the lesson
middle will will show the
demonstrate teacher what
understanding. the students
are
understandin
g and need
more
clarification
on.

4
5 SC.2.L.16.1 TSW… Sticky notes about Students start The lesson ran
Observe and Identify and what the students learning out of time, so
describe major describe the find surprising and about animal instead of sticky
stages in the life different stages in still wonder about life cycles. notes I verbally
cycles of plants a butterfly’s life animal life cycles. They will asked the class
and animals, cycle. write what what they found
including beans they found surprising and
and butterflies. Understand that surprising still wondered. I
some animals, like during the found that I
butterflies, go lesson and liked this
through a change still wonder because I could
called so that I can address the
metamorphosis. see what kind questions and
of surprises right
State that before information then and there. I
an animal dies, they know could see that
they will and do not students had the
reproduce. TSW verbally know. same questions,
answer questions so I was able to
Recount and about the life cycle The higher catch them all in
describe key of animals. order one sweep. I
details about the thinking found that
book detailing the questions students did
life cycle. throughout have a basic
the lesson knowledge of
Answer questions will show the animal life
from listening to teacher what cycles, and most
the speaker read a the students of them had also
book about the are already read
life cycle of a understandin “The Very
butterfly to g and need Hungry
deepen the more Caterpillar” by
understanding of clarification Eric Carle. This
animal life cycles. on. showed me that
they had
background
knowledge and
could place
animal life
cycles in order
on their own or
with a partner
for the following
lesson.
6 SC.2.L.16.1 TSW… Animal life cycle Using the Using this
Observe and Describe and project showing the video from assessment, I
describe major explain different cycle of the the previous could see that
stages in the life stages of the life animals given to lesson and re- some students
cycles of plants cycle of them. watching it, still needed a

5
 and animals, butterflies, frogs, students will little more help
including beans and dragonflies. choose one of with
and butterflies. the three understanding
Demonstrate what animals to the different
they have learned put in the stages of an
about an animal’s correct order animal’s life and
life cycle by for the life what they look
working with a cycle. They like, but for the
partner to put the may work by most part the
given animal’s life themselves or class completed
cycle in order. with a the assignment
partner. They with success. I
State the life cycle must number will start the
stage when the cycle next lesson with
animals stages 1 – 5, a review of the
reproduce. where one is different life
first and five cycle stages
List different is last. Then through
ways a butterfly’s they must movement in
life cycle is like a draw arrows order to try a
plant’s life cycle. between the different way to
pictures to learn. This will
show the help students
cycle of the who are slightly
animal and struggling.
how it is
never ending.

TSW verbally The higher

answer questions order
about the life cyclethinking
of animals. questions
throughout
the lesson
will show the
teacher what
the students
are
understandin
g and need
more
clarification
on.
7 SC.2.L.16.1 TSW… Animal life cycle Students will Based on this
Observe and Describe and flow charts take the assessment, I
describe major explain different showing the cycle information can see that the
stages in the life ways animals can of the animals born taught in the students
cycles of plants be born and the from eggs and live lesson about understand the
and animals, life cycles they go births. the different difference

6
 including beans through. kinds of between the
and butterflies. animal births types of animals
Apply what they and complete and can
have learned two flow communicate
about the different charts of the this onto their
animal’s life life cycle. own individually
cycles and create There must made flow charts
two flow charts be a flow of life cycles.
from animals of chart for an They can also
their choosing. animal born show me that
from an egg they are starting
State differences and another to understand
between animals flow chart for similarities
who are born from an animal between the life
eggs and animals who has a cycle of a plant
who go through live birth. and butterfly.
live births. Students may They could
draw and name several
Describe color their similarities
similarities animals without
between the life during the prompting. In
cycle of a different the next lesson, I
butterfly and a stages if they will have them
plant. complete the complete an
chart first. online game to
reinforce their
TSW verbally The higher knowledge about
answer questions order animal life
about the life cycle thinking cycles and the
of animals. questions stages they go
throughout through.
the lesson
will show the
teacher what
the students
are
understandin
g and need
more
clarification
on.
8 SC.2.L.16.1 TSW… Animal life cycle The student Since there were
Observe and Demonstrate the online interactive will partner complications
describe major different stages of game placing the up to play an surrounding
stages in the life the life cycle of a right order of the interactive getting onto the
cycles of plants plant and a life cycle and online game website, the
and animals, butterfly through screenshots of on iPads class did the
including beans movement. completion. where they game together. I
and butterflies. place the was able to see

7
 Analyze different correct stages teamwork and a
stages in the life for three well-developed
cycle of a different knowledge of
butterfly, bird, and animals. the different
frog and place They will stages in the life
each stage in the screenshot cycle for an
correct order. their animal. They are
completion ready to review
Describe for each for the final test
similarities animal so that in the following
between the life I may see lesson
cycle of a who is concerning the
butterfly and a struggling knowledge about
plant. and who still plant and animal
needs to life cycles.
complete it.

TSW verbally The higher

answer questions order
about the life cycle thinking
of animals and do questions
the motions of the throughout
different animal the lesson
and life cycles. will show the
teacher what
the students
are
understandin
g and need
more
clarification
on.
9 SC.2.L.16.1 TSW… “Who Wants to be Student will Students showed
Observe and Use and apply a Millionaire?” play the me that they
describe major their knowledge review game to game, “Who could answer all
stages in the life of the life cycles culminate the unit. Wants to be a the important
cycles of plants of plants and Millionaire?” and necessary
and animals, animals to review by splitting questions in
including beans for the post-test into two order to be
and butterflies. the following teams. They successful on the
lesson and will compete final test. In the
collaborate with for points and following lesson
their teams. the winner the game will be
will receive a completed, and
prize. The the test will be
review game given.
will go over
important
information

8
 and prepare
them for the
final test.

The higher
TSW verbally order
answer questions thinking
about the life cycle questions
of plants and throughout
animals. the lesson
will show the
teacher what
the students
are
understandin
g and need
more
clarification
on.
10 SC.2.L.16.1 TSW… Students take the The students I saw students
Observe and Complete a post- post-test to finish finished the working hard
describe major test to test their unit. culminating and diligently. I
stages in the life knowledge. review game believe almost
cycles of plants at the all of them were
and animals, beginning of ready to take the
including beans the lesson, test.
and butterflies. but most of
the time was
dedicated to
focusing on
and taking
the final test.