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Formative Assessment Table

Lesson Assessment Description How did this
Number Standard Objective Assessment assessment guide your
Name teaching?
1 SC.2.L.14.1: Students will Prelude to This is a diagnostic used to Based on this
Distinguish human demonstrate their Unit assess what students information, I was able
body parts (brain, knowledge of the already know about the to determine what the
heart, lungs, human body by human body. The test students already knew
stomach, muscles, taking a pre-test. includes multiple choice, about the human body.
and skeleton) and short responses, and I included enrichment
other basic labeling. activities for the
functions. *Read aloud questions and students who had prior
answers to ELLs* knowledge.
2 SC.2.L.14.1: Students will describe Worksheets Heart Facts Scavenger I was able to determine
Distinguish human the function of the : Heart Hunt: students will fill-in- which students
body parts (brain, heart and the location Facts the-blank on their understand that our
heart, lungs, of the heart. Scavenger worksheets with heart facts heartbeat increases
stomach, muscles, Students will identify Hunt and located around the room. after physical
and skeleton) and ways to keep their Healthy Healthy Heart: students activities. During the
other basic heart healthy. Heart. will circle the activities lesson, I used oral
functions. Students will identify that make your heart beat questioning to
which activities faster and draw a box determine if students
increase their around the activities that understood the
heartbeat and which don’t make the heart beat function of the heart.
ones do not. faster. (Formative)
3* SC.2.L.14.1: Students will describe Whiteboard Students will answers This assessment was
Distinguish human the function and Answers questions like the informal and brief. It
body parts (brain, location of lungs. following: showed me which
heart, lungs, Students will identify Draw a human body and students knew the
stomach, muscles, ways to live healthy, circle where the lungs are function of the lungs
and skeleton) and such as eating fruits/ located. and who needed re-
other basic vegetables, What chemical do the teaching. I made a list
functions. exercising, and not lungs allow us to breathe of students I noticed
smoking. in? struggling with
What chemical do the responses or who
lungs allow us to breathe answered incorrectly.
out? The following day, I
Which organ helps us provided a review for
breathe? those students.
*Asked ELLs leveled
questions from lesson
4 SC.2.L.14.1: Students will describe Exit Slip Students will write 1-2 The students wrote on
Distinguish human the function and sentences explaining the their exit slip the
body parts (brain, location of the function of the stomach. function of the
heart, lungs, stomach. (Formative) stomach. The students
stomach, muscles, Students will explain who included more
and skeleton) and how the stomach information than the
other basic expands when food is function were ready
functions. entered into the for enrichment. I
stomach. provided enrichment
during review lessons
to further their
5 SC.2.L.14.1: Students will describe Exit Slip Students will write the The students were able
Distinguish human the function and function of the muscles. to explain the function
body parts (brain, location muscles. Students will write 2-3 of the muscles. They
heart, lungs, Students will identify ways we use our muscle listed or drew
stomach, muscles, the difference and have them label examples of humans
and skeleton) and between voluntary activity voluntary or using our muscles.
other basic and involuntary involuntary. From this assessment,
functions. muscles. Allow students to write, I was able to determine
list, or draw ways we use which students needed
our muscles. more practice with
*Provided sentence starters academic vocabulary,
for ELLs* such as voluntary and
(Formative) involuntary muscles.
6 SC.2.L.14.1: Students will identify True/False Students will circle true if This assessment
Distinguish human the function and Statements the statement is true or allowed me to identify
body parts (brain, location of the brain. circle false if the statement the students who did
heart, lungs, Students will describe is false. not understand the
stomach, muscles, ways our brain helps The brain is the control function/characteristics
and skeleton) and us think, act, and center of the body. of the brain. It was not
other basic move. The brain does not allow a valid assessment
functions. Students will model us to remember because the wording of
the function of the information. some of the statements
brain by playing a The brain weighs about 3 caused confusion for
game. pounds. the students. I
The brain gets information addressed this issue
from our senses. the following day and
*Read aloud to ELLs and clarified the
explained each statement misunderstandings.
as needed* (Formative)
7 SC.2.L.14.1: Students will list and Kahoot, Students will answer From this Kahoot, I
Distinguish human describe the functions Organ Notes questions using Kahoot. was able to determine
body parts (brain, of these organs: brain, Handout, Students will write the the students who
heart, lungs, heart, lungs, stomach and function of the organ on understood the
stomach, muscles, and muscles. Response to their handout. functions of the
and skeleton) and Students will answer oral Ask students oral questions organs, as well as the
other basic Kahoot questions questions and take notes on student characteristics. I
functions. about the function of responses. formed a group to
the organs. *Read aloud Kahoot provide enrichment.
questions and answers. Did
not require ELLs to write
in complete sentences*
8* SC.2.L.14.1: Students will identify Worksheet: Students will write the Some students
Distinguish human organs given a riddle. Human organ that fits the riddle on struggled with locating
body parts (brain, Students will Body Riddle a given worksheet. the human organs. I
heart, lungs, assemble their own and Students will write the identified this issue
stomach, muscles, Human Body Human function of each organ on instantly and
and skeleton) and Foldable where they Body their foldable. completed the task as
other basic will write the Foldable *Provided word bank for whole group. After
functions. functions of the ELLs* (Formative) located the organs, I
organs. could determine which
students knew the
Students will identify In whole group, I
the location of the needed to review the
following organs: function of the brain
brain, heart, lungs, and heart because
stomach, and many students did not
muscles. fully write the correct
9 SC.2.L.14.1: Students will identify Public Students will create Public Through this
Distinguish human ways to live healthy, Service Service Announcements assessment, I
body parts (brain, such as eating fruits/ Announcem about reasons and ways to determined which
heart, lungs, vegetables, ent stay healthy. On the back, students were able to
stomach, muscles, exercising, and not the students will answer apply their learning to
and skeleton) and smoking. these questions: Why is it real world scenarios. I
other basic Students will describe important we make healthy identified which
functions. the importance of choices? students were able to
keeping our organs How do the choices we create Public Service
healthy. make affect our body/ Announcements on
organs? ways to stay healthy
(Summative/ Performance- and why. In whole
based) group, I needed to
review the importance
of taking care of our
10 SC.2.L.14.1: Students will Post-Test Students will take the post- The students all
Distinguish human demonstrate their test consisting of multiple performed well on this
body parts (brain, knowledge of the choice, short responses, post-test. Every
heart, lungs, brain, heart, lungs, and labeling. student showed
stomach, muscles, stomach, and muscles (Summative) proficiency. There
and skeleton) and by taking a post-test. *Read aloud questions and were a few students
other basic answers to ELLs* who did not receive a
functions. 100%. I will be able to
clarify any
with those students. I
will pull the student
who received a 73% to
review content one-on-

Summative Assessments:
1. Performance-Based Assessment
The performance-based task is a way for students to demonstrate their knowledge of the functions
of organs they have learned over the past two weeks. The students will create Public Service
Announcements to explain to the public why we need to make healthy decisions. These announcements
will give suggestions to the public on how to make healthy decisions, such as eat fruits and vegetables or
do not smoke. The students will use their artistic abilities to creatively draw pictures to demonstrate their
message. Three to four students will publicly announce their messages on the Citrus Grove News. I have
attached the rubric I used to grade this assignment below on the following page, as well as the checklist for
students to self-assess their work prior to turning it in. There is a student sample attached below, too!
2. Traditional Assessment
This test will allow students to demonstrate their knowledge on the content that was taught over
the last two weeks. Students will answer multiple choice, short answer, fill-in-the-blank, and labeling
questions to show their knowledge. There are questions at and above level that students will need to read
and answer.