Learning Menu Assessment and Comments

Appetizer Main Course: Part 1 Main Course: Part 2 Dessert

Student A Choice: B Completed? Yes Completed? Yes Choice: A

Completed? Yes Understanding: 4 Understanding: 4 Completed? Yes
Understanding: 3 Notes: Created a car that Notes: Lots of different Understanding: 4
Notes: Concrete went up a hill (1), down ideas for each type of Notes: Used unifix cubes
understanding of what the hill (2), and crashed light. Was able to do this then drew them out on
“change” means, but she into a tree (3). pretty independently. her paper and circled her
did answer the questions answer, which was
effectively. correct.

Student B Choice: Both Completed? Yes Completed? Yes Choice: A

Completed? Yes Understanding: 4 Understanding: 4 Completed? Yes
Understanding: 3 Notes: Built a train that Notes: Was able to come Understanding: 3
Notes: Concrete went around a curve (1), up with examples for all Notes: Started with the
understanding when out the door (2), and categories, needed a right number, but did not
trying to explain what down the hallway (3). little bit of help staying on count up correctly. The
change is, but was able task but came up with the strategy of counting up
to provide a good work independently. using his fingers would
example. have been effective if he
knew to “start again”
when all his fingers were
used up.

Student C Choice: A Completed? Yes Completed? Yes Choice: A

Completed? Yes Understanding: 4 Understanding: 3 Completed? Yes
Understanding: 4 Notes: Built a car that Notes: Came up with a Understanding: 2
Notes: This student is the took people to a fair amount of examples Notes: I could see where
only one who gave an restaurant; showed many that made sense, but she was going with this,
example of change as more than 3 movements listed “motion” as an but I think this student
well as verbally defining in her explanation to me. example of motion, and got confused with the
it, showing an ability to then said “men” was an other problem and
think about change example of light. Needed landed on an answer and
conceptually. a bit of help with this with an explanation that

Student D Choice: B
Completed? Yes
Understanding: 4
Notes: This student gave
an answer that was
creative and answered
the question at the same
time.
Student E Choice: A
Completed? Yes
Understanding: 2
Notes: She doesn’t really
answer the second
question; also describes
change in a very
concrete way.
Student F Choice: B
Completed? Yes
Understanding: 4
Notes: I think this student
very clearly answered the
question and also
understands what
change is and how we
can see it all around us.
Completed? Yes
Understanding: 4
Notes: Built a car that fell
down a hill (1), had to be
pulled out of the mud (2),
and then pushed back up
the hill (3).
Completed? Yes
Understanding: 4
Notes: Built a bus that
turned into her
neighborhood (1),
stopped to pick some
kids up (2), and drove up
a hill to get to school (3).
Completed? Yes
Understanding: 4
Notes: Built a car that
drove down the driveway
(1), turned at a stop sign
(2), and drove up the hill
to school (3).
task.
Completed? Yes
Understanding: 4
Notes: This student had
all of his listed items
sorted correctly. It was
especially interesting that
he listed a hoverboard for
all three types of energy,
but was able to explain to
me how it satisfied each
type.
Completed? Yes
Understanding: 4
Notes: This student was
able to describe objects
and phenomena that
were not in the room
directly around us.
Completed? No
Understanding: 2
Notes: I had a hard time
getting this student to
come up with answers on
her own. I also think she
wrote some things that
she heard other students
talking about.
didn’t make any sense. I
think that she would very
much be able to do this
with further instruction
and practice.
Choice: 1
Completed? Yes
Understanding: 3
Notes: This student drew
tally marks to represent
each addend, and
actually drew the correct
amount, but counted
them incorrectly. Almost
there! Definitely uses an
effective strategy.
Choice: B
Completed? Yes
Understanding: 4
Notes: Used unifix cubes
to solve correctly, then
wrote the correct number
sentence on her paper.
Choice: B
Completed? Yes
Understanding: 4
Notes: This student got
the right answer by
holding up her fingers
and taking away the right
amount. Then she drew
her fingers on her paper
 and crossed some out
and wrote a number
sentence.

Overall Notes:
- Many students had a very concrete understanding about what the concept of change meant. Even after several lessons incorporating
change, they resorted to specific examples when explaining the concept. However, most of their examples were all different than
what they came up with on the first day, so that may show that they are at least able to transfer the idea.
- I had to ask each student several questions about their vehicles (main course, part 1) in order to make sure they were getting all the
required movements. They turned out to be understanding the concept and completing the task, but it took a lot longer to do that
activity because I had to listen to each student explain and then ask them follow-up questions.
- Students enjoyed activities and largely were able to show their understanding of the subject matter, the science and math, that I
taught. However, I think that I wasn’t necessarily doing a good job assessing them of their knowledge of change itself. It’s clear that
these students overall are still very concrete in their understanding of what change is, so I’m not sure that if I had activities that tried
to address this that the students would even be able to do it. Maybe with a unit that was longer in length and more encompassing
these young students would better be able to transfer and dictate their knowledge about change.
- I decided to not have the culminating performance task lead to a “final product,” such as a poem, play, etc. Rather than a final
product, I think if I had to do this project again I would maybe have students turn in a portfolio of work they had completed throughout
the teaching unit including photos, videos, and written work.