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ASSESSMENT PHOTO ALBUMCorey WashingtonWalden University

EDUC-6731-Assessment Student LearningDr. Emma Zeigler-Prather

Native American Survival Circuit

OverviewThe purpose of this unit is for students to gain understanding of how the Native Americans lived throughout different seasons through readings, drawing, and evaluations. Then integrating these concepts into physical activity with the survival circuit.

Learning Goals Established Goals: This unit will allow students to participate in a variety of locomotor and non-locomotor skills to understand how Native Americans survived in their land.

(PE) Content Standard 13.2, 9.6, 10.3, 3.2•Demonstrate safety rules for physical education activities, including games that require implements and tag games that have designated boundaries.•Apply combinations of complex locomotor and manipulative skills by chasing, tagging, dodging, and fleeing.• Utilize combinations of the fundamental movement skills of chasing, fleeing, and dodging..

(SS) Content Standard 13, 11•Describe the historical and present-day locations, houses, clothing, food, and cultural traditions of specific tribes

Essential Questions

(PE) Content standard 9.6•Why is physical fitness important? How does physical education enhance social, mental, emotional, and physical well‐being? (PE) Content Standard 10.3 and 3.2•Why is the development of motor skills essential? Why are skills and game knowledge important to participate in physical activities/sports? (SS) Content Standard 13•Have Native Americans been treated fairly by the United States government? What objects and practices do we associate with Indian culture? (ELA) Content Standard 29•Should we celebrate or mourn the arrival of Europeans to the Americas? Why or why not?

Diagnostic TestIt is very essential for students to know where they come from and the type of area in which they live. Therefore, for the family/community diagnostic assessment, students will interview three (3) family members 18 or older and/or business owner/manager within the community about their first job. The questions are as follows:• What was your first hourly/salary

paid job? • Was it something you enjoyed doing? • How did you balance your job with

school/sports?

Description of formative assessments (ongoing classroom assessments)

Graphic OrganizerAs you read, fill out the graphic organizer with important facts on Native Americans. Be prepared for discourse with your peers.

Description of formative assessments (ongoing classroom assessments)

Snowball On a sheet of paper, write down a question you have about the lesson. Add it to the snowball and allow a classmate to respond to your question.

Performance TaskStudents are divided into groups. They will rotate stations with a

teacher signal.

STATION 1: WINTER (HUNTING)STATION 2: SPRING (PICKING BERRIES & FISHING)

Place 3 hula hoops with 4 rubber animals in each hoop. Place a cone approximately 10 feet in front of each hoop with a bean bag at each cone. Toss the bean bag into the hoop to collect an animal for their group. If you miss, quickly recover a bean bag and bring it back to the cone and shoot again. If successful, run to collect the animal and the beanbag and bring it back to the cone. As time goes on, continue to toss beanbags into the hoop to collect all four animals.

This is a 2 part station. Part A - Place the buckets of balls approximately 10 feet away from empty buckets and three starting cones. Run back and forth from the empty bucket to the full bucket (berry bush), get a ball and bring it back. Continue until all are picked. Part B - Place three buckets (fishing holes) approximately 5 feet away from beginning cones with six jump ropes (fishing rods) at each cone. Try to underhand flip the jump rope handle into the bucket. Each time the handle lands in the bucket they have caught a fish.

Performance TaskStudents are divided into groups. They will rotate stations with a teacher signal.

STATION 3 - SUMMER (PLANTING CROPS-SQUASH, BEANS, CORN)

STATION 4 - FALL (HARVESTING CROPS)

Place 3 cones as starting spots, each with a cup holding 12 manipulatives (seeds). Pick one seed out of the cup, at a time, and place it out in a designated area. Continue returning back to the cup to get another seed to plant until all seeds are planted nicely in a row directly in front of them. There should be 3 rows of planted seeds at the end. (The teacher will give a set distance apart to plant seeds, based on space.)

Place 3 cones for starting lines and put a scoop at each cone. Line up approximately 6-8 whiffle balls directly in front of each starting cone to resemble crops that need to be harvested. Place a hoop behind each starting cone to represent the collecting basket. Students at each cone will run out and scoop up one whiffle ball (crops) and return to place it in the basket and continue until all crops have been picked.

Rubric for Performance AssessmentStations Being Assessed/Observed

4

Exceeds expectation of the standards

3

Meets expectations of the standards

2

Near the expectation of the standards

1

Experiencing difficulty reaching the standards

Station 1: Winter (hunting)

The student demonstrates knowledge of all standards and applies them during game play consistently and correctly. Student executes all skills taught with correct form, using them at appropriate times.

The student shows evidence of knowing standards, applying them appropriately. Student usually executes all skills taught with correct form and at appropriate times.

The student shows evidence of knowing standards, but may make errors and not necessarily at the appropriate time.

The student is unfamiliar with standards and depends on opponent or partner for help.

Station 2: Spring (picking berries & fishing):

The student demonstrates knowledge of all standards and applies them during game play consistently and correctly. Student executes all skills taught with correct form, using them at appropriate times.

The student shows evidence of knowing standards, applying them appropriately. Student usually executes all skills taught with correct form and at appropriate times.

The student shows evidence of knowing standards, but may make errors and not necessarily at the appropriate time.

The student is unfamiliar with standards and depends on opponent or partner for help.

Station 3 - Summer (planting crops-squash, beans, corn):

The student demonstrates knowledge of all standards and applies them during game play consistently and correctly. Student executes all skills taught with correct form, using them at appropriate times.

The student shows evidence of knowing standards, applying them appropriately. Student usually executes all skills taught with correct form and at appropriate times.

The student shows evidence of knowing standards, but may make errors and not necessarily at the appropriate time.

The student is unfamiliar with standards and depends on opponent or partner for help.

Station 4 - Fall (harvesting crops)

The student demonstrates knowledge of all standards and applies them during game play consistently and correctly. Student executes all skills taught with correct form, using them at appropriate times.

The student shows evidence of knowing standards, applying them appropriately. Student usually executes all skills taught with correct form and at appropriate times.

The student shows evidence of knowing standards, but may make errors and not necessarily at the appropriate time.

The student is unfamiliar with standards and depends on opponent or partner for help.

Survival Circuit Rubric

Paper and Pencil Assessment

Proposition New York State’s location between the Great Lakes and the Atlantic Ocean make it an excellent place for trade and travel. It is against this background that the roots of New York’s Native Americans begin. Five thousand years ago, Native Americans moved into various parts of what is now New York State. They settled along the waterways of Lake Champlain, the Finger Lakes, and Lake George; as well as the Mohawk, Hudson, Susquehanna and Genesee rivers. They also clustered in coastal areas such as Long Island and Manhattan. These early settlements provided the Native Americans with game, fish and good water transportation.

Paper and Pencil Assessment

TRUE/FALSESHORT ANSWER OR FILL-IN-THE-BLANK ITEM

(True) New York State’s location between the Great Lakes and the Atlantic Ocean make it an excellent place for trade and travel.

(False) Two thousand years ago, Native Americans moved into various parts of what is now New York State.

Multiple-Choice ItemWhat state was an excellent location for trade and travel for Native Americans? a) New Jerseyb) New Mexicoc) New Hampshired) New York

What three (3) lakes did early Native Americans settle along?

Essay Item Discuss why early Native

Americans settled along lakes, river, and coastal areas?

ASSESSMENT PHOTO ALBUM

…students achieve at higher levels when teachers think more deeply about how

their classroom assessments fit into their larger instructional environment."

—Chappuis & Stiggins, 2008, p. 12