Running Head: YEAR END SCIENCE PROJECT 1

Final Toolkit Entry

Year End Science Project – Providing Alternatives for Learning and Assessment

Breanna Carels

Brandon University
YEAR END SCIENCE PROJECT 2

Year End Science Project – Providing Alternatives for Learning and Assessment

An emphasis on assessments, in a variety of formats, has put a lot of pressure on teachers

(Bacon, 2012, p. 39).  Teachers are tasked with preparing students for these various assessments.

In particular, there are challenges around preparing students for standardized assessments or

required divisional and provincial assessments.  Of course all teachers want their students to be

successful, but these types of assessments can be particularly challenging for some students.

Students may struggle with these assessments for a variety of reasons, and students with

disabilities are more at risk to do poorly on these assessments.  Teachers are conflicted and

unsure how to teach and assess students with disabilities (Bacon, 2012, p. 47). The goal for

teachers is to teach students in an inclusive classroom. Unfortunately, expecting all students to

learn the exact same way, and complete the exact same assessments with no adaptations is a very

restrictive learning environment.  What is suggested by these required divisional and provincial

assessments, is that if a student is struggling or failing, educators must work to improve or fix

these deficiencies so they can be successful (Bacon, 2012, p. 47). Therefore, my final toolkit

contribution focuses on taking a different approach to learning and assessment. Throughout the

semester I have been putting together this final project and adjusting it as I read new

information.  My goal in creating this was to follow Universal Design for Learning. Diversity

and individual differences were the main focus in planning this assignment. Students are given

options and freedom of choice in regards to both obtaining the information and in displaying

their learning (Hall, Meyer, & Rose, 2012, p. 4).

My toolkit entry is a final year end science project that involves many components.  In

designing the unit I wanted to ensure that students would be engaged in their learning and

excited about showing others what they have learned (Bacon, 2012, p. 41).  I teach science to
YEAR END SCIENCE PROJECT 3

middle years students and I often get questions from students about when we will be learning

about a specific topic. Often I have to inform them that we are not covering that topic in the

curriculum.  This year end unit is created to allow students to explore a topic that they are

interested in. It is an inquiry based assignment where they need to be somewhat self-directed in

the learning process. They need to determine what it is they want to learn more about and how

they will show that learning to me.  Next, I also wanted this project to focus on students'

strengths so they are confident in the process of completing this project (Bacon, 2012, p. 41).

Students will have a choice in how they obtain information. They will be encouraged to use a

variety of sources for information including books, texts, videos, demonstrations, and web links. 

The use of technology will be encouraged because there are so many ways to customize the

learning experience with technology (Hall et al., 2012, p. 12). One particular tool our students

have taken advantage of this year is Google Read and Write. It is a great resource for students

that have difficulties with reading or interpreting text. Finally, students will be given a choice in

how they want to demonstrate their learning (CAFE, UDL and Assessment Evaluation).  I have

provided them with a very long list of options they can use to demonstrate their learning or they

can run a different idea by me. There is a wide variety of options so each student is able to use

their strengths as a way to express their learning. Students are more likely to show their learning

if they are given choice in how they demonstrate it. (Usher, 2019). I have added a few additional

components to the project to extend students’ learning. They will have the opportunity to

become the teacher and teach the class what they have learned.  

An important aspect to this project is having students contribute to the planning process. 

I have built the project in a way that allows for a lot of flexibility in choice. Then I will ask them

to work with me to create a self-assessment rubric, peer-assessment rubric, as well as a final

YEAR END SCIENCE PROJECT 4

(teacher) assessment rubric (All UDL, n.d.).  Considering that there will be such a wide variety

of topics and displays of learning the rubrics need to reflect that. I have included example

rubrics to go over with the students but as of right now the rubrics that will be used are blank. 

As a class we will have some important discussions about my expectations as well as their own.

Then we will begin to build the rubrics as a class. I will be sure to highlight that each project

should be unique and represent their own learning journey.  I will also emphasize that each

student should put in their best effort, and complete this project to the best of their abilities. My

hope is that this project will create “learners who are resourceful and knowledgeable, strategic

and goal-directed, and purposeful and motivated” (Hall et al., 2012, p. 23).  

The toolkit contribution is put together in a Google Slides Presentation that has a variety

of links in the slides.  The format was chosen with my own classes in mind. Our school and

division use Google regularly so all students have a Google account.  By using Google I can

share documents with students and we can work on them together as a class. Google Classroom

will also be used to turn in any computer portions of their project as well.  This project will be

used at the end of the school year. The intention would be to use this as a project in May/June

to keep students engaged and motivated to the end of the school year. Considering the online

format of teaching we may be required to carry out in the upcoming months, this project may

actually prove to be very helpful and easy to carry out at home for students if necessary.  

This was developed for middle years students as a science unit.  The plan is easily

adaptable to other ages or subject areas. All the rubrics are created as a class so you can discuss

expectations together.  Therefore rubrics are adjustable based on age and ability level. This

concept can be used with curriculum specific outcomes as well. Rather than giving students a

free choice of the topic they are learning about, you can choose the topic of focus.  They can still
YEAR END SCIENCE PROJECT 5

be given choice in how they obtain the information as well as how they demonstrate their

learning. The overall goal of this project is to embrace the diversity of students and allow them

to use their strengths to work through the learning process.  

YEAR END SCIENCE PROJECT 6

References

Bacon, J. (2012). Navigating Assessment: Understanding students through a disability studies

lens. Enacting Change from Within, 39-59.

Center for Academic and Faculty Enrichment (CAFE). (n.d.). Universal Design for Learning.

Retrieved from https://durhamcollege.ca/cafe/teaching/udl/

All UDL: Universal Design for Learning. (n.d.). Choice of Assessment: Multiple Means of

Expression. Retrieved from https://alludl.ca/create/assessment/choice-of-assessment/

Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom:

Practical applications. Guilford Press, 1-24.

Usher, K. (2019, April 10). Differentiating by Offering Choices. Edutopia. Retrieved from

https://www.edutopia.org/article/differentiating-offering-choices