meganmgordon.weebly.com€¦  · Web viewUnit 7 Final Project. Megan Gordon. Wilkes University ED520 . Using Assessment to Guide Instruction. Dr. Gruber. March 2011 Part 1 Goals,

Final Project 1

Unit 7 Final Project

Megan Gordon

Wilkes University ED520

Using Assessment to Guide Instruction

Dr. Gruber

March 2011

Final Project 2

Part 1 Goals, Standards, Instructional Activities and Learning Targets

Identifying Information

Subject: Science

Unit: Earth and Its Place in the Solar System

Grade level: Third Grade

Textbook: McMillan, J. H. (2007). 8. Classroom assessment: principles and practice for

effective standards-based instruction (4th ed., p. 239). Boston, MA: Pearson/Allyn & Bacon.

Goals and Academic Standards

Description of Assessment Project

This is a science unit for third graders about Earth and the Solar System. Students will

learn how the planets, the sun, and other celestial bodies interact to form the Solar System. This

unit will help attain the big idea or theme that cycles on Earth and space are affected by the

interactions of the nonliving components in their systems. This unit builds on previous units

involving this overarching theme. Before this unit, the students learned about the Water Cycle

and how to observe weather. The understanding about the overarching theme will help students

later see the affect of other nonliving interactions in their systems such as investigating matter

and exploring energy and forces.

The length of time to complete the unit will be approximately 15 days, depending on the

progress made and if more time is needed for the final project since it uses technology.  This unit

Final Project 3

will begin with a pre-test with multiple choice and fill-in answers. The data from this pre-test

will inform the instructor about which concepts and skills need more attention.

Unit Goals:

Identify the solar system’s nine planets.

Describe other bodies in the solar system

Describe why there are seasons.

Identify the cause of day and night.

Describe the moon’s phases

Identify what causes eclipses

Hawaii Standards:

Physical, Earth, and Space Sciences 

Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE:

Understand the Earth and its processes, the solar system, and the universe and its contents

Major Instructional Activities:

At the beginning of the unit, each student students will be given a pre-test to assess their

current knowledge of the information. The pre-test consists of 20 problems worth 1 point each.

The students will be given the results of the pre-assessment the next day. Using this information

the teacher will be able to begin grouping students appropriately in order to meet each specific

need.

Final Project 4

Throughout the unit, students will be given a variety of other assessments graphic

organizers, performance tasks, practice worksheets, essays, oral questioning, teacher

observations, and student self-assessment. The assessments will be based on 5 types of learning

targets (Knowledge and understanding, Skills, Deep understanding/reasoning, Skills, Products,

and Affect. The following are the 9 learning targets in this unit.

Learning Target #1 (Knowledge and understanding) : Students will identify the various bodies

in the solar system in a graphic organizer.

Assessment: Students will complete the graphic organizer by filling in the bodies that make up

the solar system.

Materials needed: Textbook; Graphic organizer;

Instructional activities: After reading and discussing the textbook lesson about the solar

system, the students will independently fill in the graphic organizer provided.  The teacher will

observe and record the results of this formative assessment and then review the answers on the

board with the students. 

Learning Target #2(skills): Students will demonstrate the skills of ordering and classifying the

planets by distance from the sun, size, and year length using Planet Data Chart and planet cards.

Assessment: Students will use Planet Data chart on page D57 to order planets in three

categories: closest to the sun to farthest from the sun, smallest to largest, shortest year to longest

year.

Final Project 5

Materials: Textbook and ordering planet chart, planet cards

Instructional activities: Students will use the numbers from the data table to find each planet’s

distance from the sun and will record in their own table the names of the planets, beginning with

the one closes to the sun. Then they will use the data table to find the distance across each planet

and record the names of the planets in order.

Learning Target #3(Deep understanding/reasoning): Students will compare the way light rays

strike Earth’s surface and infer how this affects Earth’s temperature following the activity

procedure in student’s workbook page WB207-8.

Assessment: Students will fill out Investigate Log 3 conclusion questions.

Materials: Investigate Log WB207, 208

Instructional activities: Students will follow How Sunlight Strikes the Earth Activity Procedure

on page WB207. Then they will draw conclusions about the activity by answering 3 questions

on page WB208. Students will be graded for accurate and complete answers. Spelling will not

be a factor in evaluating this assessment.

Learning Target #4:(skills): Students will display data into a three-column table about the

direction axis points and temperature of the four seasons.

Assessment: Students will be challenged to display the learned data about the seasons into a

three-column chart.

Materials: Textbook; Assessment Chart

Final Project 6

Instructional activities: After reading and discussion the textbook chapter The Seasons and

viewing a Discovery Education streaming video about The Seasons, students will complete the

formative assessment to check for understanding.  Students will read and show their chart to the

class.

Learning Target #5(Deep Understanding/Reasoning: Students will use knowledge about the

connection between sun’s rays and temperature to make an inference why it is always cold in the

North Pole. Student will then explain their thinking in complete sentences.

Assessment: Students will complete the first essay response question and will be evaluated on

attached rubric.

Materials: Extended Response Essay Question #1, pencil

Instructional activities:  After reading the chapter about seasons, students will have a

knowledge base about how the tilt creates seasons, and different parts of the Earth’s surface get

different amounts of sunlight at different times of the year. They will extend this knowledge to

explain the cold temperatures at the North Pole.

Learning Target #6(Deep Understanding/Reasoning): Students will compare Earth’s and the

moon’s revolutions in an extended essay response.

Assessment: Students will complete the second essay response question and will be evaluated on

attached rubric.

Materials: Extended Response Essay Question #2, pencil

Final Project 7

Instructional activities:  After reading the chapter about how the moon and earth interact,

students will have a knowledge base about the moon’s phases and what causes eclipse. They

will use this knowledge to compare the moon’s revolutions with the Earth’s. .

Learning Target #7(product): Students will research an assigned celestial body and share

information by creating a glog.

Assessment: Performance assessment-create a glog with facts and information about assigned

celestial body.

Materials: classroom and/or lab computers; glog rubric; glog examples

Instructional activities: Students will have previously been taught how to create a glog.

Several examples of glogs will be viewed and the requirements of the project will be discussed.

Learning Target #8 (affect): Students will reflect on their work by completing a self-managing

checklist using the rubric for the final glog project for the unit and writing his/her own comments

about the experience.

Assessment: Self-assessment

Materials: Self-assessment checklist and essay

Instructional activities: The teacher should explain to the students how to use the checklist after

completing the glog.  Revisions to the glog may be done after going through the checklist if the

student feels he/she needs to add or change anything. 

Final Project 8

Learning Target #9 (affect): Students will appreciate the work of classmates and provide

positive feedback about their glogs by writing “nice notes” to three classmates.

Assessment: Peer assessment

Materials: “nice notes”; computers to view glogs

Instructional activities: This peer assessment will be an introduction to peer evaluating.  The

teacher will introduce the students to “nice notes”.  The teacher should fill a sample “nice note”

out on one of the sample glogs so that the students will have an example. 

Part 2 Assessment Plan

Assessment Timeline

The unit should take an approximate 3 weeks or 15 days with 45-minutes of daily instruction. .

The timeline is as follows:

Week 1

1. Pretest

2. Read chapter The Solar System

3. complete Target 1, 2

4. Read lesson 2 The Seasons

Week 2

1. Learning target #3, 4, 5

Final Project 9

2. Read lesson 3 How the Moon and Earth Interact

Week 3

1. Learning targets 6,7,8,9

2. Post-assessment

Assessment Type & Alignment

The following chart shows all the learning targets and matching assessments. Informal oral

questioning and teacher observation will be conducted throughout the unit. Also, the pre and

post test includes selected response items such as multiple choice, binary-choice, matching, and

interpretive questions.

Learning target Learning target type Assessment Assessment type

#1Students will identify the various bodies in the solar system in a graphic organizer.

Knowledge and understanding

Students will complete the graphic organizer by filling in the bodies that make up the solar system.

Brief constructed response (label a diagram)

#2Students will demonstrate the skills of ordering and classifying the planets by distance from the sun, size, and year length using Planet Data Chart and planet cards.

skills Students will use Planet Data chart on page D57 to order planets in three categories: closest to the sun to farthest from the sun, smallest to largest, shortest year to longest year.

Performance task (chart)

#3Students will compare the way light rays strike Earth’s surface and infer how

Deep understanding/reasoning

Students will fill out Investigate Log 3 conclusion

Performance task & short answer& informal

Final Project 10

this affects Earth’s temperature following the activity procedure in student’s workbook page WB207-8.

questions. observation

#4: Students will display data into a three-column table about the direction axis points and temperature of the four seasons.

skills Students will be challenged to display the learned data about the seasons into a three-column chart.

Performance task (product)

#5: Students will use knowledge about the connection between sun’s rays and temperature to make an inference why it is always cold in the North Pole. Student will then explain their thinking in complete sentences.

Deep Understanding/Reasoning

Students will complete the first essay response question and will be evaluated on attached rubric.

essay

#6Students will compare Earth’s and the moon’s revolutions in an extended essay response.

Deep Understanding/Reasoning

Students will complete the second essay response question and will be evaluated on attached rubric.

essay

#7Students will research an assigned celestial body and share information by creating a glog.

product Performance assessment-create a glog with facts and information about assigned celestial body.

#8 Students will reflect on their work by completing a self-managing checklist

affect Self-assessment checklist and essay

Self-assessment

Final Project 11

using the rubric for the final glog project for the unit and writing his/her own comments about the experience.

#9 Students will appreciate the work of classmates and provide positive feedback about their glogs by writing “nice notes” to three classmates.

affect Peer assessment Peer observation & Assessment

Self and Peer Assessment

Targets 8 and 9 will be assessed by the students themselves or by their peers. Target 8

requires students to complete a self-assessment checklist. This self-assessment will be helpful for

the student to use when creating the glog for the final project of the unit.  The student will be

able to use the checklist to make sure he/she has all of the requirements for the project.  It will

allow the student to think about what he/she has learned and reflect on that learning. Target 9

requires students to provide feedback to their peer’s projects. This is an affective learning target

designed to improve classroom morale and respect for each other.  The students will write “nice

notes” telling 3 classmates what they liked about their glogs.  Since these students are first

graders, this will be an introduction to peer assessment and has been purposely designed to only

include positive comments so as not to discourage each other.  Building respect in the classroom

is much easier to do if the students are encouraged to give each other compliments on projects

completed.

Final Project 12

Part 3 Develop the Assessments and Rubrics

The following list of Assessments and Rubrics will be used to evaluate the Unit.

1. Pre and post test

2. Learning target 1 graphic organizer

3. Learning target 2 chart

4. Learning target 3Questions

5. Learning target 4

6. Learning target 5 essay question

7. Learning target 6 essay question

8. Learning target 7 glog directions/rubric

9. Learning target 8 glog checklist

10. Learning target 9 Nice Notes

Name: __________________________________ Date: ______________________

Earth and It’s Place in the Solar System Assessment

The following is a 20 question assessment. The test is made up of four parts: matching, true-false, multiple choice, and completion items. Each question is 1 point. The total amount of points is 20. You will have 30 minutes to

complete this test. Please try your best and complete all questions.

Part 1 Matching Vocabulary (5 questions)

Directions: Match the definitions in column A with the vocabulary word in column B. Write the letter of the vocabulary word that means the same as the definition next to each number. Each vocabulary word in column B may be used once.

Final Project 13

Column A Column B

E Example: A large body of rock or gas that orbits the sun A. orbit

1. Movement of one object around another B. asteroid

2. spinning of an object on its axis C. solar system

3. path an object takes around another object D. rotation

4. Sun and objects that orbit the sun E. planet

5. chunk of rock or metal that orbits the sun F. revolution

Part 2 True or False (4 questions)

Directions: Circle T if the statement is TRUE. Circle F if the statement is FALSE.

6. T F Earth’s tilt causes phases.

7. T F Earth’s rotation causes day and night.

8. T F The moon’s movement causes years.

9. T F The Earth’s revolution causes seasons.

Part 3 Multiple Choice (8 questions)

Directions: Circle the letter of the answer that best completes the sentence. You will either circle A, B, C, or D. Only circle one answer for each question.

10. Two revolutions of Earth take-a. Two daysb. Two weeksc. Two monthsd. Two years

11. When the moon looks like a lighted circle in the sky, it is in the ______ phase.

Final Project 14

a. Full moonb. New moonc. Crescent moond. Gibbous moon

12. The tilt of Earth’s axis causes-a. Rotationb. Day and nightc. Seasonsd. Sunlight

13. A comet is visible in the sky only when it is close to –a. The sunb. Earthc. Marsd. Pluto

14. Earth takes one day to –a. Rotateb. Revolvec. Orbitd. Tilt

15. What causes the objects in the solar system to stay in orbit?a. Sun’s gravityb. Asteroidsc. Moon’s gravityd. Lunar eclipse

16. The moon seems to move in the sky each night because of Earth’s –a. Revolutionb. Rotationc. Seasonsd. Gravity

17. When the moon’s shadow falls on the Earth, this is called a _________ eclipse.a. Solar

Final Project 15

b. Lunarc. Halod. Full

Part 4 Completion Items (3 questions)

Directions: Complete the following three sentences. Write your answer(s) on the blank.

18. The imaginary line that runs through the North Pole and the South Pole is called an

___________________.

19. Lunar eclipses are caused by _______________________ casting a shadow on the

_______________________.

20. Solar eclipses are caused by _________________________casting a shadow on the

_______________________.

Answers

1. F2. D3. A4. C5. B6. F (seasons)7. T8. F (phases)9. F (years)

10. D11. A12. C13. A14. A15. A16. B17. A 18. Axis19. Earth, moon20. Moon, Earth

Name: ____________________________ Date: __________________

Earth and It’s Place in the Solar System Learning Target 1

Final Project 16

Directions: Complete the following graphic organizer using the following words form the word bank.

comets Uranus asteroids Mercury Pluto Mars

Saturn Jupiter Earth Venus Neptune

1. __________________ 1. _____________________ 1. ________________

2. _________________ 2. _____________________ 2.________________

3. __________________ 3. _____________________

4. ___________________ 4. ______________________

5.______________________

Key:

Inner Planets Outer Planets Other Obj.

1. Mercury

2. Venus

3. Earth

4. Mars

Jupiter

Saturn

Uranus

Neptune

Pluto

Asteroids

comets

Solar System

Inner PlanetsOuter Planets

Other Objects in the Solar System

Final Project 17

Scoring rubric:

0 student is not able to identify the three types of bodies in the solar system

1 student is able to identify 1-2 bodies correctly

2 student is able to identify correctly the 3 bodies in the solar system

Name: _____________________________ Date: ____________________

Learning target 2 chart

The nine planets all circle the sun but they are not alike. You will use the planet’s properties to order and classify the planets by using the data you have organized.

Directions:

1. Use the numbers from the data table on page D57 of your textbook to find each planet’s distance from the sun. Record the names of the planets beginning with the ones closets to the sun in the table below.

2. Use the numbers from the data table on page D57 to find the distance across each planet. Use numbers to order the planets by size. Record the names of the planets in order beginning with the smallest planet.

Closest to the Sun to Farthest from the Sun

Smallest to Largest Shortest Year to Longest Year

Final Project 18

Scoring rubric:

0 student is not able to order and classifying any of the three columns

1 student is able to order and classify 1-2 columns correctly

2 student is able to order and classify all columns correctly.

Answer Key:

Closest to the Sun to Farthest from the Sun

Smallest to Largest Shortest Year to Longest Year

Mercury Pluto Mercury

Venus Mercury Venus

Earth Mars Earth

Mars Venus Mars

Jupiter Earth Jupiter

Saturn Neptune Saturn

Uranus Uranus Uranus

Neptune Saturn Neptune

Pluto Jupiter Pluto

Name: ______________________ Date: ______________

Investigate Log: How Sunlight Strikes Earth Learning target 3

Complete the activity procedure on page WB207. Then answer the following three conclusion questions.

1. How many squares are inside the black line? How many squares are inside the red line?

Final Project 19

2. Was the light brighter in the red or the black line?

3. Do straight light rays or tilted light rays give stronger light?

Scoring rubric:

0-Student did not complete any of the draw conclusion questions correctly.

1-student completed one of the three draw conclusions questions correctly

2- student completed two of the three draw conclusion questions correctly

Answer Key:

1. More squares inside the red line.

2. Light is brighter in the black line

3. Straight rays

Name: _____________________ Date: __________________

Four Seasons Three-Column Table

Directions: Use page D71 in your textbook to help you display the data about the four seasons into a chart format.

Season Direction Axis Points

(northern hemisphere)

Temperature

Winter

Spring

Summer

fall

Scoring rubric

Final Project 20

0-Student did not correctly display data into columns

1-Student correctly displayed data in one or two columns

2-Student correctly displayed data in all columns.

Answer key:

Season Direction Axis Points

(northern hemisphere)

Temperature

Winter Away from sun Cold

Spring Neither toward nor away from sun

Warmer than winter, colder than summer

Summer Toward sun Hot

fall Neither toward nor away from sun

Warmer than winter, colder than summer

Name: _______________________________ Date: ________

Content:Science

Grade:3

Learning Target 5 Essay Prompt

Extended Response Essay Question

Directions: Please complete the following essay question. This question requires more think time so make sure to take your time and answer what the question requires. You will have twenty minutes for this question. You can use the student checklist to check your work. Good luck!

Final Project 21

1. It is usually always warm and sunny in Hawaii. It is always cold at the North Pole. What can you infer about the way the sun’s rays hit the North Pole? Explain your thinking based on what you know.

Student checklist:

Final Project 22

Wrote in complete sentences Checked my paper with CUPPS (capitalization, understanding, punctuation,

paragraphing, spelling)

Made a inference about the sun’s rays on the North Pole

Explained by giving examples of what I already know

4 Meets with Excellence

3 Meets Proficiency 2 Approaches Proficiency

1 Well Below

Response is detailed and thorough. Includes an accurate inference and uses known information to clearly explain thinking.

Response is complete. Includes an accurate inference and uses known information to explain thinking.

Response is somewhat complete. There is missing either the inference or explanation.

Response is lacking accurate inference or explanation.

Key:

(Answers vary)The rays never hit the North Pole directly. They always hit on a slant and are not very strong.

Name: _______________________________ Date: ________

Content:Science

Grade:3

Learning Target 6 Essay Prompt

Extended Response Essay Question

Directions: Please complete the following essay question. This question requires more think time so make sure to take your time and answer what the question requires. You will have twenty minutes for this question. You can use the student checklist to check your work. Good luck!

Compare the revolutions of the moon and Earth. How are they alike? How do they differ with their orbit size, time it takes to make a revolution, and the bodies it revolves around?

Final Project 23

Student checklist:

Wrote in complete sentences Checked my paper with CUPPS (capitalization, understanding, punctuation,

paragraphing, spelling)

Wrote one way how they are alike

Wrote how they differ with orbit size

Wrote how they differ with revolution time

Wrote how they differ with the bodies it revolves around

4 Meets with Excellence

3 Meets Proficiency 2 Approaches Proficiency

1 Well Below

Clear and detailed understanding about the revolutions of the moon and Earth. Provides how they are similar and how they differ with orbit size, revolution time and the bodies they revolve.

Shows understanding about the revolutions of the moon and Earth. Response includes most of the required answers. Response is lacking one requirement.

Shows some understanding. Response includes some of the required answers. Response is lacking two requirements.

Shows limited understanding. Response is lacking three or more requirements.

Key:

Answers will vary.

Alike: both revolve around larger bodies.

Different: the moon revolves around a planet/ the earth revolves around a star. The moon’s revolution traces a smaller orbit that takes about one month’ Earth’s revolution traces a larger orbit that takes one year.

Final Project 24

Glog directions: Research your assigned celestial body. Create a glog using http://edu.glogster.com/login/ to show the information you found.  Refer to the rubric for the requirements of your glog. Also, don’t forget to do the checklist after you are done to see if you have what you need in your glog.

Rubric:

  10-8 7-4 3-0

Content 3 or more photos are used to show the planet or celestial body. 3 or more text boxes are used to show planet or celestial body’s information

Less than 3 photos are used to show the planet or celestial body.

Less than 3 text boxes are used to show information.

An insufficient amount of photos are used.

No text boxes are used.

Layout and Design Layout and design are pleasing to the eye. Color choices are complimentary to the photos used.

Layout and design are average. Color choices are age-appropriate.

Layout and design are unorganized.

 _____________________________________________________________________________

Name: ____________________ Date: _______________

Student Glog Checklist

Student directions: Use the checklist to make sure you have what is required for the glog project.  Also, think about what you have learned by doing this project.  Write a few sentences explaining what you have learned.

_______ I researched my celestial body and labeled my glog with its name.

_______ I included 3 or more photos on my glog.

_______ I included 3 or more text boxes that provide information about my assigned celestial body.

_______ My glog is organized and people will like looking at it.

Final Project 25

What I have learned in the unit is:

______________________________________________________________________________

_____________________________________________________________________________

Student directions:  Take a look at three glogs made by your classmates.  Tell them why you

liked their glog.  Think about what they put in their glog and why they thought it was important

to include it.  Nice Notes

To: ________________________--

Here’s what I really liked about your glog:___________________

_____________________________________________________

____________________________________________________

From: ___________________________

Final Project 26

References

McMillan, J. H. (2007). 8. Classroom assessment: principles and practice for effective

standards-based instruction (4th ed., p. 239). Boston, MA: Pearson/Allyn & Bacon.

Science grade 3. (n.d.). Hawaii content & performance standards database III :: hawaii

department of education. Retrieved March 12, 2011, from

http://standardstoolkit.k12.hi.us/index.html