Assessment Plan Kimberly Richman Grade LevelConceptThird Grade Life Sciences (Specifically, Animal Sciences and Process of Egg

Incubation)

My Assessment Plan includes many different assessments. These include a variety of assessments types. Some of these are performance assessments and some of them include handouts that I will use to assess the students that I have designed myself. An example of a handout that I created is a Scientific Crossword Puzzle. This is designed to meet Learning Objective #2. Another handout that I created is an Egg Worksheet that shows a transparent egg. It invites the students to label the parts of the internal egg. This is to compliment Learning Goal #1. Another handout that I created is a Word Search to also compliment Learning Goal #1. This assessment is very worthwhile. The students can search for the words which is a great language arts activity. Finding the words will reinforce the science vocabulary that they have learned. The letters left behind will leave a hidden message for the students. The final hand-out/ performance assessment correlates with Learning Goal #4. It involves encouraging the students to write a story based on using the science word bank words. They will be able to use the student friendly rubric as a guideline for their work.

Learning Objectives
Learning Objective 1: At the conclusion of this unit, the student will be able to demonstrate an understanding of chicken embryology by being able to label the parts of a transparent egg with 100% accuracy. (Science) Lower-Order Cognition

Assessments
Pre-assessment Formative assessment Post assessment

Format of Assessments
Checklist: Observe during Learning Centers: Chicken and Animal Science Matching Game Egg Worksheet Labeling Parts of an Egg; Make Egg Posters & Perform presentations; Video showing process of setting chickens to hatch and a live hatch w/ discussion and oral quiz following; Checklist: Observe during Learning Centers: Chicken and Animal Science Matching Game; Chicken Incubation Word Search Performance Assessment w/ Hidden Message Checklist: Ask questions about embryology– use “Thumbs Up” response techniques w/ students to discover prior knowledge level; Scientific Crossword Puzzle; Students Make Flash Cards & practice together; Students make classroom video together designed to “teach” the other third grade class about chicken embryology; Multiple Choice Review Checklist: Review material in groups; Play “Chicken Embryology” Jeopardy

Learning Objective 2: Pre-assessment Given a word bank of vocabulary words pertaining to chicken embryology, students will be Formative assessment able to define the words with 85% accuracy. (Vocabulary) Post assessment Lower-Order Cognition

Learning Objective 3: Pre-assessment Given a computer and the web address to our classroom blog, the student will be able to gener- Formative assessment ate either a creative question or a unique message with 100% fluency. (Technology) Post assessment 21st Century Skill Higher-Order Cognition Learning Objective 4: Pre-assessment Using the terms from our science word bank, the student will be able to construct a story with Formative assessment 100% of the word bank words used and spelled correctly. (Language Arts) Post assessment Higher-Order Cognition

Checklist: Play “Four Corners” as you ask questions related to students’ computer experience & literacy. Students generate a creative message or a question on the classroom website w/o adult assistance; Use SAFE Online Training– practice w/ peers. Checklist: Give students short computer posttest about online safety and computer techniques. Checklist: Running Records to determine reading levels & abilities; Instruct children to write a story about their favorite activity to gain inventory w/writing sample; Have students write story using science word bank words; This is a performance assessment and includes a student-friendly rubric.

Checklist: Running Records; Oral Quiz about parts of speech using response boards

Learning Objective 5: At the conclusion of this unit, the student will be able to display data with 100% accuracy using a line graph. (Math) Higher-Order Cognition

Pre-assessment Formative assessment Post assessment

Checklist: Put figures on chalkboard and ask student to use that data to create a graph; Graph the number of fertile and non-fertile eggs using line graph and discuss difference; Invite students to graph the number of eggs that successfully hatched compared to those that did not. Checklist: Have students exchange graphs that were assigned and correct each others papers; Have final graphing test.

A. Example of four questions I could ask students during formative assessments. (These are nearly unlimited in number.) One of these questions must reach procedural knowledge. 1. How many days do you turn the eggs for before you keep them still? 2. At what temperature should you set the incubator for a good hatch? 3. What are some reasons for a poor hatch? 4. Can you describe the candling process and why it might be beneficial in egg incubation? (procedural knowledge) B. I have one female student in my class who has difficulty hearing. This student hears at about 70% of the level that we do. 1. I will make sure that I accommodate by using visual aids when appropriate. For example, I will use the board to make lists, etc. and will make sure there is complete understanding before progressing. 2. I will also request an assistive device, such as a small microphone to help that student achieve success in my classroom. 3. I will make sure that the student can always see my face and lips when talking and that I never turn my back to the student when speaking.

D. One performance assessment that I have planned for Learning Goal #1 is to have my students make colorful detailed posters of the inside view of a fertile egg. The students will work in groups of two or three. They will then give presentations to the class . Each group will be given one key part to focus on during their presentation. They will then educate the rest of the class about what the function is of that part and why it is important and vital to the rest of the egg. There are no necessary handouts to be given. This assessment can be given either after other assessments where they already have this information or where they have access to finding and looking up information that they may not know. Working in teams makes this a more powerful assessment and means that time will be better used.
How each Learning Goal correlates with the Iowa Core Curriculum Standards:

Learning Objective #1: This applies to the Iowa Core Curriculum because a tenant for third graders is that they acquire this skill: Structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. Understanding chicken embryology and labeling the parts of an egg fits this criterion. Learning Objective #2 This applies to the Iowa Core Curriculum because a tenant for third graders is that they acquire this skill: How individual organisms are influenced by internal and external factors. Mastering the ability to define key embryology vocabulary and concepts meets this criterion. Learning Objective #3 This applies to the Iowa Core Curriculum because a tenant for third graders is that they acquire this skill: Understand and practice appropriate, legal, and safe uses of technology for lifelong learning. Generating a message on the Classroom Blog (after SAFE online training) would definitely meet this criterion. Learning Objective #4 This applies to the Iowa Core Curriculum because a tenant for third graders is that they acquire this skill: Use an effective writing process. Constructing a story with 100% of the word bank words used & spelled correctly meets this criterion. Learning Objective #5 This applies to the Iowa Core Curriculum because a tenant for third graders is that they acquire this skill: Compare different representations
of the same data using these types of graphs: bar graphs, frequency tables, line plots, and picture graphs.

Displaying data with 100% accuracy using a graph would meet this criterion.

Ideas and Content

Word Choice

Conventions

5 Specific, clear, and focused… Does it keep the reader’s attention? A. It is clear that the writer knows a lot about the topic. B. The writer was able to “show” what was happening, rather than “tell”. C. Reader can easily identify “the point” of the paper. 3 There are some really awesome parts; Some still need work though… A. Details given are general. B. Some new ideas are given. C. Writer seems to be thinking aloud on paper trying to find a good idea.

5 Very clear, and easy to understand... Did you choose the right words for the right places? A. Words used are colorful, vibrant and snappy. B. Energetic verbs were chosen! C. Words and phrases are very vivid. D. No unclear, overdone or flowery language is found. 3 Your words do get the message across. However, you haven’t captured the reader’s attention. A. Many words and phrases are unclear. B. Some words are misused. C. Same words are used over and over. D. The words written do not make pictures.

5 Mostly correct... There are only a few errors in your paper. A. Spelling is accurate. B. Capitals are used correctly. C. Punctuation is used correctly and is in appropriate places. D. Grammar/usage is consistent and shows control.

3 You’re about halfway there. Some meddlesome mistakes are cropping up. A. Spelling correct on simple words. B. Capitals used correctly most of time. C. Some problems in punctuation are present. D. Several grammar problems are evident. 1 Your editing is not under control yet. We would need one reading to decode and a second reading in order to get the message from your writing. A. Spelling errors are common. B. Capital letters are scattered about or not at all. C. Punctuation is limited. D. Grammar errors are made frequently.

1 You are just beginning to figure out what it is you want to say… A. Not much information has been shared. B. Details are very vague. C. No specific information has been pin-pointed. A. Not much information has been shared. B. Details are very vague. C. No specific information can be much information has been shared. D. Details are very vague. E. No specific information can be pin-pointed.

1 It’s a little confusing. The reader may not understand what you meant. A. Everyday words are used very well. B. The reader is able to figure out what I meant even if I made some mistakes in my writing. C. Words used are not very specific.

One additional assessment that I created to accompany this assessment plan is a Crossword Puzzle. However, since I need to submit this to you via WebCt, I think it’d be easier to show you the questions and answers and leave the crossword boxes out of it. (I created the crossword with pen and paper and have no idea how to translate that to software.) a. (across) What heats the incubator? (two words) b. (down) What controls the light bulb and the heat in the incubator? c. (down) What do you use to incubate eggs? d. (across) What do you call an unborn chick? e. (across) What does a thermometer measure? f. (across) What job must be done with the eggs three or more times a day? g. (down) What is the process of the eggs breaking called? h. (down) How many days to you turn the eggs before leaving them still? A. heatcoil B. thermostat C. incubator D. embryo E. temperature F. turning G. pipping H. eighteen

Name _______________________

Chick Incubation
Figure out what words the clues represent. Then find the words in the grid. When you are done, the unused letters in the grid will spell out a hidden message. P ick them out from left to right, top line to bottom line. Words can go horizontally, vertically and diagonally in all eight directions.

G M B C K T N K M M F L

N E I E U C V C O M B V

I M N R A E M B R Y O P

L B N E N K T H T D X G

D R E T A B U C N I N N

N A F S M M W K M I Y S

A N G E I K N L P K O H

C E S D R A C P P C L E

H C I S H T I I N O K L

A T U S Q P I T H H R L

Y H C N C F K L R C R T

T T A T S O M R E H T N

www.WordSearchMaker.com

Beak Candling Chick Comb Embryo Fertile Hock Humidity Incubate

Membrane P ipping Shank Shell Thermostat Turn Vent Yolk

G

N

I M N R A

L B N E N K T

D R E T A B U

N A

A N G E I K N L P K

C H
E S D R A C P P C L E C I S H T I I N O K L

A T U

Y H C N C F K L R

T T A T S O M R E

M E B
C K I E U C

F
S M M W K M I

S
Q

T
N K M M F L

E
M

P
I T H

V

C B
O M B V R Y O P

H C
T D X G N

I
N N

H C H
R L R T

Y O S H

T
N

THE PARTS OF AN EGG
Name_________________________________

Label each part of the egg with the correct term. A. (Vitelline Membrane) B. (Tail) C. (Chalaza) D. (Albumen) E. (Yolk)

F. (Egg Shell) G. (Air Pocket) H. (Embryo)

Sign up to vote on this title
UsefulNot useful

Master Your Semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master Your Semester with a Special Offer from Scribd & The New York Times

Cancel anytime.