TLED 478 Performance Based Assessment Plan

Assessment Overview______ ________________________________________ _

1. Date: 11-16-18
2. Topic of Assessment: Units of Measurement
3. Author: Alyana Lara
4. Grade Level: 2nd Grade
5. Subject Area: Social Studies, Mathematics, Visual Art
6. Time Frame: 45 minutes to 1 ½ hours
7. Short Description of Assessment:
In this PBA, students are becoming “art suppliers,” and sell an array of art products for
the community. Five local artists have been chosen to create murals throughout the city,
and each artist has come to some of the art suppliers (the students) to get their supplies.
The art suppliers have to make sure that they are providing enough of the materials that
the artists need in order to complete their mural.

SOL & Instructional Objectives_____________ _________________________

8. Standards & Instructional Objectives Assessed:

Standards of Learning:

Social Studies

2.11 The student will explain the responsibilities of a good citizen, with emphasis on
c) describing actions that can improve the school and community;
Math

2.11 The student will estimate and measure

b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and
c) liquid volume in cups, pints, quarts, gallons, and liters.

Visual Art

2.19 The student will identify public art and its value to the community.

Instructional Objectives:

Social Studies

2.11  Work in groups to determine actions that can improve the school and community.

 Identify the good citizenship skills of selected individuals who had an impact on the
lives of Americans and explain how these skills affected the contributions they made.

Math
2.11 Estimate and measure liquid volume in cups, pints, quarts, gallons, and liters.

Visual Art

2.19 Recognize that public art relates to the identity of the community it is in.

Focus________________________________________________________ _____
9. Enduring Understandings

Social Studies

2.11 All students should know that

 A good citizen has a variety of responsibilities.
 A good citizen understands the need for rules and laws.

Math

2.11 All students should

 Understand that pounds/ounces and kilograms/grams are units used to measure
weight/mass.
 Understand how to use a scale to determine the weight/mass of an object and use the
appropriate unit for measuring weight/mass.
 Understand that cups, pints, quarts, gallons, and liters are units used to measure liquid
volume.
 Understand how to use measuring devices to determine liquid volume in both metric and
customary units.

Visual Art

2.19 All students should be able to recognize the value of public art and why it’s made.

10. Essential Questions

 What do you think is the purpose of murals?

 How can we measure the amount of paint we would need for a mural?
 Why is it important that we celebrate community through art?
 How can you show how much paint is needed for a project?

Assessment Components and Procedures___________________________________________

11. Description of Student Product

The student product will be a list with all of the required materials needed for the artist to
create their mural. This list will include materials such as paint, paint brushes, rollers, etc.
They will write down the type of paint they will need, along with the amount that is
needed for the paint (an example will be shown in the instructions). Students will write
this down in a provided inventory list from the teacher. The students will eventually color
the mural drafts (color by number worksheet) and go into an inquiry-based discussion
about the purpose of murals within the community.

In this discussion, the teacher will ask some of the essential questions about murals and
how public art is valuable to a community. This discussion will take place after the
students have colored their worksheets and after they have completed some of the
questions on the back of their inventory lists. In order to tell if the students did the
worksheet correctly and understood the key concepts of the SOLs, the teacher will be
looking for the correct numbers/measurements in their inventory list, along with looking
at the answers the students wrote on the back of the list.

12. Description of Performance Assessment (Include Performance Objective(s):

Task: The student will be determining how much or how many materials will be needed
in order for an artist to complete their town mural. Since there are five different artists,
each group of students will get a different “color by number” worksheet (described in
“condition” section)

Condition: Students will be provided two sheets; one sheet is the picture of the mural
plans (similar to a color by number page, but with units of measurement included) and a
list of supplies that the artist needs (without any measurements).

Learning: The students will be demonstrating their knowledge and understanding of the
units of measurement (for the paint), as well as identify what materials and how much of
those materials their assigned artist needs.

Behavior: Every student will be providing a list that has all of the materials and the
amount of each material needed in order to make the mural.

Performance Level:

13. Rationale:
Murals that are often painted on the sides of buildings and are commissioned by those
who use them. They usually represent the community around them, from the people to
the type of environment it’s in. It’s important that students recognize that actions such as
creating these murals are ways to bring people together for a cause and to feel as if they
made a difference. For this assessment, students will be placed in a scenario where they
have to provide supplies for the artists that are creating the murals. The supplies are
measured in liquid volume and weight/mass, which is an important skill that they will
need outside the classroom for various other tasks, such as determining the weight
capacities of objects or measuring ingredients for when cooking food.

14. Student Instructions Page (Include GRASPS):

 *Note: Included is a Piktochart graphic of what the PBA may look like when used in
the classroom. This includes GRASPS, student instructions, and the student
checklist. *

Goal:
• Your goal is to figure out how much material is needed in order to create a mural.
Role:
• You are an art material supplier in town that has to provide the right number of products
for local artists that create murals for the school and community.
Audience:
• Your clients are the local artists and the community who will see their artwork.
Situation:
• The context you find yourself in is that there are five local artists that are tasked with
creating a mural in five different locations. One of the artists have come to you to
determine how much material is needed in order to create their murals at their designated
spot in town. Your job is to figure out how much material they will need and to make an
inventory list of all the materials.
Product Performance and Purpose:
• You need to develop an inventory list/proposal of how much/many materials your
assigned artist needs so that they can successfully create a completed mural in the city.
Standards and Criteria for Success:
• Your product must meet the following standards:
• The inventory/proposal must be neat and organized
• Every color has the correct amount needed for the mural
 • Any extra materials are accounted for (number of paint brushes, rollers, etc.)

15. Student Checklist:

16. Assessment/Evaluation:
On the following page, another rubric concerning the visual art and social studies curriculum is
provided.
 Resources_______________________________________________________________

19. Materials
 Color by number worksheets (links):
o http://www.hellokids.com/templates/print.php?id=3501 (Dolphin)
o https://www.myteachingstation.com/art-and-colors/color-by-number/color-
by-number-beach-bucket (Beach Bucket)
o https://www.allkidsnetwork.com/color-by-numbers/detail.asp?fil=color-by-
numbers-sail-boat.jpg (Sail Boat)
o https://www.teacherspayteachers.com/Product/Free-Earth-Day-1766408
(Earth/Globe)
o https://www.alexbrands.com/wp-content/uploads/2014/07/August-Printable-
3.pdf (Rainbow Fish)
*Note: The teacher will write the measurements under each color and number.
 Pencils
 Colored pencils or crayons
 Inventory list (next page)
On the back of this inventory list, questions will be asked such as:

 What do you think the mural is supposed to be, based off of the artist draft you have?
 How do you think the community is involved with public art?
 Why is it important to be a good citizen in a community?