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Name_________________________

Date _________________________
Period ________________________
A. Matching: Match each term to its correct definition.
1) Prey ____

A) An organism that can produce its own food

2) Predator ____

B) An animal that feeds on other animals for survival.

3) Decomposer ____

C) An organism that feeds on other vegetation and organisms

4) Scavenger ____

D) An animal that is hunted or killed by another animal.

5) Parasite ____

E) An organism that feed on decayed organic material

6) Consumer ____

F) An animal that has another harmful organism in it

7) Producer ____

G) An animal that feeds on other dead animals

8) Host ____

H) An organism that lives inside another and is harmful

B. True or False: Write out True or False on the line.


9) _____________ The savanna is the hottest biome in the world while the Tundra is the coldest
biome.
10) ____________ The five major Oceans cover about 70 % of Earths Surface.
11) ____________ In a Predator/Prey relationship if there was no predator it would lead to overpopulation within the ecosystem.

12) ____________ In a Producer/Consumer relationship the producer is the one who is the one
that feeds on organism while the consumer creates all of the organism and vegetation to feed on.
C. Multiple Choice: Write the letter of the correct answer on the line.
13) _________ Which one of these is not one of the major Oceans in the world?
a) Pacific

c) Gulf of Mexico

b) Atlantic

d) Indian

14) _________ Which of the following is the significance of a Parasite/Host relationship?


a) There is no significance

c) It is harmful for the parasite

b) It is harmful for the host

d) It can cause over-population

15) __________ This biome collects the highest average annual rainfall.
a) Tropical Rainforest

c) Savanna

b) Tundra

d) Ocean

D. Short-Answer. Give an example of each Symbiotic Relationship.


16) Provide an example of each Symbiotic relationship.
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Jimmy DuHamel
Professor Suk
EDUC 230-01 Education Field Experience
Fall 2016
Rationale Statement-Standard # 6

Standard # and Title: # 6 Assessment


The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making
(NJDoE, 2014, Pg. 8)
Artifact: Lesson Assessment

Date of Completion: 11/10/2016

Course Completed in: EDUC 230-01 Education Field Experience

Rationale Statement:
For this artifact, we had to teach our class a lesson pertaining to our intended subject area,
as if they were our future students, and then we had to come up with some sort of assessment for
the class. This assessment was to be used to measure how much the class took away from our
lesson. This lesson assessment artifact relates to the critical dispositions aspect of standard six
because the teacher takes responsibility for aligning instruction and assessment with learning
goals (NJDoE, 2014, Pg. 9). This artifact correlates with that aspect of standard six because as
the teacher I had to create an assessment that involved the material we just covered to try and the
learning goal of everyone understanding the material we just covered. Also, because as the
teacher you will be responsible to make sure that learning goals are continually being meet, so
the instruction and assessments measure if the learning goals are being meet or not.

While completing this lesson assessment artifact I learned that as a future professional,
obviously, learning goals are important, but so are the assessments that accompany the material
because it determines if the learning goals were meet or not. In addition, I learned that as a future
teacher there are formative and summative assessments that can be given to the students not just
the same type of assessment each time. This artifact also taught me that you have to make sure
that your assessments line up with your learning goals and do not really stray from there because
then it could confuse the students on what they actually need to know. Lastly, I learned that, as
stated above, summative and formative assessments can be used and there has to be a change in
assessments from time to time or else the students might not take as much away because they are
not involved in the lesson.
This artifact will be used in my future profession by actually taking some questions from
the assessment and maybe forming a new type of assessment. Also, this artifact can be used as a
baseline of what the learning goals are for my lesson on Biomes and symbiotic Relationships,
which was my demo lesson, so that the students know exactly what they really need to take away
from the lesson. This artifact may be used as a formative assessment for the Biomes and
symbiotic relationships lesson. Lastly, this artifact can be used as a reminder that even though it
is a formative assessment it could also be altered to become a summative assessment to change
things up for the students and maintain their interest.

Reference

Professional Development in New Jersey. (2014, August 4). Retrieved from New Jersey State
Department of Education:
http://www.state.nj.us/education/code/current/title6a/chap9c.pdf