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SHANNON LACHANCE 4/1/14

MEDICINE UNIT ASSESSMENT


1. Learning Destination Grade 6 First Nations Traditional Medicine Unit Learning Destination Learning Outcomes Social Studies o Human & Physical Environment E1 assess the relationship between cultures and their environments English Language Arts o Reading & Viewing Purposes B1 - read fluently and demonstrate comprehension and interpretation of a range of grade-appropriate literary texts, featuring variety in theme and writing techniques, including stories from Aboriginal and other culture o Writing & Representing Purposes C2- write a variety of effective informational writing for a range of purposes and audiences that communicates ideas to inform or persuade, featuring, Clearly developed ideas by using focused and useful supporting details, analysis and explanations, Effective word choice through the use of new vocabulary, words selected for their specificity and powerful adverbs A voice demonstrating an appreciation and interest in the topic An organization with an inviting lead that clearly indicated the purpose, Student Friendly Social Studies o I can judge the relationships between cultures and their environments. English Language Arts o Reading & Viewing I can read and understand different types of texts including First Nations and other cultures. o Writing & Rep. I can write great nonfiction for an audience to show ideas that: are developed and have supporting details, have good word choice, a voice and is organized and is written with details. Drama o Exploring & Creating I can work together in a group. First Nation

and flows smoothly with logically sequenced paragraphs or sections to a satisfying conclusion that summarizes the details Drama o Exploring & Creating A4 - Demonstrate collaborative skills during drama First Nation Outcomes
o Laws of Sacred Life:1.2 Gifts that Enable Learning: Cultural Skills observe/listen carefully to cultural teachers and increase ability to recall accurately accept help or guidance from a teacher or resource person when offered exchange knowledge from Elders with appropriate gifts or offerings appropriately ask questions of cultural resource people 1.3 Gift of Talent: Cultural Skill behave appropriately when learning from those who are sharing their cultural knowledge; e.g., traditional narratives, herbal medicines, art techniques

o Laws of Sacred Life I can see, listen, learn and ask questions from Elders and cultural people. I can behave when learning cultural information such as medicine.

2. Triangulation of Evidence Assessment Plan (Activities) Projects Draw plants and explain uses Acting out medical scenarios and finding cures Making Pitch & Teas Creating a medicine pamphlet Class Activities Co-construct criteria with elder visits Self-assessment for making pitch and teas Self-assessment for nature walk Co-construct rubric for pamphlet

Evaluation (Summative) Products (60%) Plant sheet with drawings and uses (15%) Pitch and Tea (15%) Medicine Pamphlets (30%) Conversations (20%) Discussions with each other about the book Two Old Women Self-assessment for making pitch and tea Self-assessment for nature walk Observations (20%) Group work in drama scenarios Class discussions with the book Two Old Women Work time in class

3. Samples or Exemplars Medicine Pamphlet Rubric CATEGORY FULLY MEETING MEETING MINIMAL MEET NOT YET

Attractiveness & Organization

The pamphlet has exceptionally attractive formatting and information is organized well. Each section in the pamphlet has a clear beginning, middle and end. There are no grammatical errors

The pamphlet has attractive formatting and information is organized well. Almost all sections in the pamphlet have a clear beginning, middle and end. There are few grammatical errors.

The pamphlets information is organized well.

The pamphlet formatting and information is confusing to the reader. Less than half of the sections in the pamphlet have a clear beginning, middle and end. There are many grammatical errors.

Writing Organization

Most sections in the pamphlet have a clear beginning, middle and end. There are some grammatical errors.

Writing Grammar

Sources

References are all sited properly. Pictures fit well with the topic.

Few errors in references. Many pictures support the topic. Many of facts are accurate.

Some errors in references. Some pictures support topic. Some facts are accurate.

No references sited. No pictures.

Graphics/Pictures

Content/Accuracy All facts are accurate.

Facts are not accurate.

4. Student Involvement Assessment Item: Visit with an Elder Setting Criteria: We will co-construct the criteria for our elder visit the day prior I will get the students to brainstorm ideas, then we will revise if needed, and make a good copy to place on the wall I will have certain ones set in my mind to add to the list, in case they do not hit all of the major ideas Criteria: o Do not interrupt the Elder when speaking o Ask Elder if they would like tea or water and/or cookies o Sit quietly and listen o Put hands up to ask questions o Do not touch objects from elder, unless s/he says you can o Introduce yourself to the elder when it is your turn o Be polite o Ask if they need anything o Respect Providing Descriptive Feedback: I will plan to provide my descriptive feedback to the students after the elder has left. I will be receiving a journal back about their experience, and I will note in their journal my feedback. Self-Assessment/Goal Setting: Students will use a bulls eye as a self-assessment after the elder has left, so it is fresh in their minds; and will hand this in. On the bottom of the bulls eye they can answer the question: Next time I will______. So that they are making a goal for the next visit with an elder.

Bulls Eye Self-Assessment & Goal Setting: Elder Visit

NEEDS IMPROVEMENT

GOT IT! MEETS

Next time I will improve on__________________________________________

5. Summative Evaluation Each assessment item in my chart (#2) will be considered in my summative evaluation. The pamphlet will be done by a rubric, the drama medical scenarios will be a checklist, and the pitch will be done by a checklist. The observations and conversations will also be a checklist by me. I will observe the students as we go on our walk and during the discussions of the book Two old women. They will also be doing a self-assessment with the Elder visit, and I will use that. Acting out Medical Scenarios and finding cures Checklist CHECKLIST YES NO Did students work well in groups? Did students recognize the injury? Did they find a cure? Did they act appropriately in the scenario? Did the students know where to find a cure?