Caitlyn Robey Assessment e-Portfolio

Instructional Plan


Students: 3
rd
grade

Subject: Science

Standard: SC.3.L.15: Diversity and Evolution of Living Organisms


Instructional objectives:
Students will:
List the names of the major groups used to classify animals
Students will be introduced to a variety of different animals through a read aloud. Students will share
observations they made about the animals characteristics and behaviors. The different group names
used to classify animals will be identified.
Formative Assessment: Class discussion; students will write their observations in their science
notebooks
Summative Assessment: Test Assessment: fill in the blank listing the major groups
(Knowledge/Remember)
Identify characteristics and behaviors that define the groups used to classify animals
Students will share their prior knowledge related to how animals are classified. Characteristics and
behaviors used to classify animals into each specific group will be described and explained.
Formative Assessment: Sticky note activity, class discussion.
Summative Assessment: Test Assessment: matching questions where students have to match up
characteristics and behaviors with the correct group (Comprehension/Understand)
Classify animals into their appropriate group
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Students will be divided into groups. Each group will have note cards with a specific animal
and their physical characteristics and behaviors listed. Students will classify their animal into
the appropriate group.
Formative Assessment: In class activity, there will be a poster for each group and students
will tape their note card to their corresponding animal group.
Summative Assessment: Performance assessment: Students will create their own animal
including their physical characteristics and behaviors Then will then write a story describing
their animal and which group(s) they would classify their animal into (Synthesis/Create).
Test assessment: students will classify animals as vertebrates or invertebrates using a chart
(Analysis/Analyze)
Distinguish similarities and differences between characteristics that categorize
the different groups
As they learn about information that categorizes the different animal classification groups
students will make connections about which groups have similar/different characteristics and
behaviors.
Formative Assessment: Graphic organizer, class discussion
Summative Assessment: Test assessment: short answer, students will be given two groups
and they will have to explain in what ways they are similar and in what ways they are
different (Application/Apply)
Caitlyn Robey Assessment e-Portfolio


Grade: 3
Subject: Science
Standard: SC.3.L.15: Diversity
Table of Specifications
Cognitive Level (Blooms)
Caitlyn Robey Assessment e-Portfolio


and Evolution of Living
Organisms
Content/Standard Knowledge/
Remember
Comprehension/
Understand
Application/
Apply
Analysis/
Analyze
Synthesis/ Create Evaluation/
Evaluate
List the names of the major
groups used to classify
animals

Fill in the
blank about
major groups
(4)

Identify characteristics and
behaviors that define the
groups used to classify
animals

Matching -
characteristics that
describe each
group (8)

Classify animals into their
appropriate group

Classify
animals into
Vertebrates/
Invertebrates
using a chart
(6)
Write a story about an
animal they created.
Describe their animals
characteristics and
behaviors and which
animal group(s) their
animal would be
classified in.

Distinguish similarities and
differences between
characteristics that
categorize the different
groups

Short answer:
Explain in
what ways two
groups are
similar and
how they are
different (2)

Caitlyn Robey Assessment e-Portfolio

Caitlyn Robey Assessment e-Portfolio

Name ____________________________________ Date _________________

Science Test: Classifying Animals
Directions: Name four groups that are used to classify animals.

1. _______________________________ 2. ______________________________

3. _______________________________ 4. ______________________________
Directions: In the table, classify the given animals as vertebrates or invertebrates by writing
the name of the animal from the word bank in the correct column. (Items 5-10)




Vertebrates Invertebrates


Directions: Match the characteristics and/or behaviors to the group of animals that they
describe. Draw a line connecting the correct group to the correct characteristics. Each word
can only be used one time.
Word Bank

Earthworm Frog Monkey
Goldfish Crab Spider
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11. Have hair or fur, females produce milk,
give birth to fully formed babies.

12. Have feathers, wings, and a beak.

13. Have scales, lay eggs, cold-blooded.

14. Breathe through gills.

15. Include insects and crustaceans and
have joints that allow them to move.

16. Lay their eggs in water, can walk and
swim in water, cold-blooded.

17. Animals without a backbone

18. Animals with a backbone


A. Vertebrates
B. Fish
C. Mammals
D. Reptiles
E. Arthropods
F. Invertebrates
G. Amphibians
H. Birds

Directions: Write a short response, 2-3 sentences, answering the following questions.
19. Explain how reptiles and amphibians are similar.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________
20. Explain how reptiles and amphibians are different.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________
Caitlyn Robey Assessment e-Portfolio

Name _______________________________________ Date _________________

Create Your Own Animal
Directions: Based on what we have learned about different animals and how they are
classified you are going to create your own animal. I want to learn all I can about this new
animal that you have created! Write a narrative describing your animal to me-include any or all
information you have created about your animal in your narrative. Use your imagination and
get creative!
Below is the minimum information you should include about your animal in your narrative:
Physical characteristics about your animal (what it looks like) At least 4 characteristics
Typical behaviors of your animal At least 3 behaviors
What animal group (or groups!) it is classified in and why
Why your animal is similar/different to other animals At least 4 comparisons/contrasts
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Rubric for Performance Assessment
Rubric
Category 4 points 3 points 2 points 0 points
Physical characteristics Includes 4+
characteristics
describing the
animals physical
appearance
Includes 3
characteristics
describing the
animals physical
appearance
Includes 2
characteristics
describing the
animals physical
appearance
Includes 1 or no
characteristic(s) describing the
animals physical appearance
Animal behaviors Includes 3+
behaviors that are
characteristic of the
animal
Includes 2
behaviors that are
characteristic of the
animal
Includes 1
behaviors that are
characteristic of the
animal
Makes an attempt to include
behaviors that are
characteristic of the animal, but
inaccurately describes the
behavior
Animal group classification Accurately
classifies animal
into group based on
the characteristics
and behaviors they
describe and gives
a detailed
explanation why
they should be in
that category
Accurately
classifies animal
into group based on
the characteristics
and behaviors they
describe and gives
explanation why
they should be in
that category
Accurately
classifies animal
into group based on
the characteristics
and behaviors they
describe but
provides no
explanation as to
why they should be
in that category
Inaccurately classifies animal
into group based on the
characteristics and behaviors
they describe
Compare/contrast to other
animals
Includes 4+
comparisons and
contrasts between
their animal and
Includes 3
comparisons and
contrasts between
their animal and
Includes 2
comparisons and
contrasts between
their animal and
Includes 1 or no comparisons
and contrasts between their
animal and other animals
Caitlyn Robey Assessment e-Portfolio

other animals and
makes connections
between
other animals;
makes some
connections
other animals
Narrative format Writes in
appropriate
narrative format
Does not address topic in
narrative format
Total points possible = 20

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Accommodations
ESOL student:
Maria is an ESOL student who was born in Mexico. She moved to the US when she was
4 and her first language is Spanish. She is at ESOL level 2, Early Production. She often
needs instructions and procedures repeated to her multiple times and she works best when
there are visuals. Test accommodations for Maria could include:
Providing visuals for words throughout the test, such as the words in the word bank and
the words in the matching section.
Pictures next to the directions modeling what needs to be done to complete that section
of the assessment.
Allow her to explain her answers to the short answer questions using pictures and/or
words and phrases.
Allow extra time to complete the test.
Read aloud and repeat the instructions multiple times if necessary.
ESE student:
Justin is an ESE student who has been diagnosed with ADHD. He often has trouble
focusing in class for long periods of time and gets distracted easily. If he has been
participating in an activity for too long he gets antsy and sometimes yells or throws fits. Test
accommodations for Justin could include:
Allow flexibility for him to walk around the room and take a break if he feels frustrated or
antsy.
Provide a separate area for him in the classroom thats quiet and distraction-free to allow
him to take his test.
Set out a timer on my desk so that he can monitor and space out his time.
Caitlyn Robey Assessment e-Portfolio

Allow use of his assistive technology, which is a pair of headphones that drown out
excess noise and help him focus.
Allow extra time for him to complete the test.