Unit Assessment Plan - Ed 5500

Subject Area CTF ( Language Arts, Science)
ED 5500 Grade Level CTF- grade 5-9 ( Language Arts, Science –

Grade 5)
Unit Assessment Plan Topic Cluster: Resources ( Environmental
1001510 Stewardship and Wildlife )
Length of Unit (days) 6 months

Stage 1 – Desired Results
Established Goals: (GLO’s from Program of Studies)

CTF Essence Statements and Learning Outcomes
• exploring interests, passions and skills while making personal connections to career
possibilities. CTF 1
• planning, creating, appraising and communicating in response to challenges. CTF 2
• working independently and with others while exploring careers and technology. CTF 3

Interdisciplinary Learning Opportunities: Cross-curricular connections to other subject areas that
support the challenge. This challenge to be completed in Grade 5 and addresses the following learning
outcomes from Language arts and Science:

Language Arts
Express ideas and develop understanding
• use appropriate prior knowledge and experiences to make sense of new ideas and
information 1.1
• read, write, represent and talk to explore personal understandings of new ideas and
information 1.1.2
• use own experiences as a basis for exploring and expressing opinions and
understanding 1.1.3
Consider others’ ideas
• seek others’ viewpoints to build on personal responses and understanding 1.2
Combine ideas
• use talk, notes, personal writing and representing to explore relationships among
own ideas and experiences, those of others and those encountered in oral, print and
other media texts 1.2.1
Extend understanding
• search for further ideas and information from others and from oral, print and other
media texts to extend understanding 2.1
Use prior knowledge
• describe ways that personal experiences and prior knowledge contribute to
understanding new ideas and information 2.1.1
• use knowledge of organizational structures, such as tables of contents, indices, topic
sentences and headings, to locate information and to construct and confirm meaning
2.1.1
Use comprehension strategies
• preview sections of print texts, and apply reading rate and strategies appropriate for
the purpose, content and format of the texts 2.1.2
• comprehend new ideas and information by responding personally, taking notes and
ideas with others 2.1.2
Fall 2015: Marynowski
Adapted from Wiggins and McTighe (2005)
Grade 5)

• monitor understanding by comparing personal knowledge and experiences with
information on the same topic from a variety of sources 2.1.2
Use textual cues
• use text features, such as maps, diagrams, special fonts and graphics, that highlight
important concepts to enhance understanding of ideas and information 2.1.3
Use a variety of sources
• locate information to answer research questions using a variety of sources, such as
newspapers, encyclopedias, a series by the same writer, scripts, diaries,
autobiographies, interviews and oral traditions 2.1.3
Access information
• use a variety of tools, such as chapter headings, glossaries and encyclopedia guide
words, to access information, skim, scan and listen for key words and phrases 3.2.1
Evaluate sources
• determine the usefulness and relevance of information for research purpose and
focus, using pre-established criteria 3.3.1
• use clear organizational structures, such as chronological order, and cause and effect,
to link ideas and information and to assist audience understanding 3.3.2
• organize ideas and information to emphasize key points for the audience 3.3.3
• add, delete or combine ideas to communicate more effectively 3.3.4
Record information
• combine ideas and information from several sources 3.3.5
• record ideas and information in relevant categories, according to research plan 3.3.6
Evaluate information
• connect gathered information to prior knowledge to reach new conclusions 3.3.7
Share ideas and information
• communicate ideas and information in a variety of oral, print and other media texts,
such as illustrated reports, charts, graphic displays and travelogues
select visuals, print and/or other media to inform and engage the audience 3.4
Review research process
• assess personal research skills using pre-established criteria 3.4
Appraise own and others’ work
• develop criteria for evaluating the effectiveness of oral, print and other media texts
4.1.1
• use developed criteria to provide feedback to others and to revise own work 4.1.2
Present information
• organize ideas and information in presentations to maintain a clear focus and engage
the audience 4.3.1
Enhance presentation
• use effective openings and closings that attract and sustain reader or audience
interest 4.3.2
Use effective oral and visual communication

Grade 5)

• adjust volume, tone of voice and gestures to engage the audience; arrange
presentation space to focus audience attention 4.3.3
Cooperate with others
• accept and take responsibility for fulfilling own role as a group member 5.2.1
• discuss and decide whether to work individually or collaboratively to achieve specific
goals 5.2.3
Work in groups
• formulate questions to guide research or investigations, with attention to specific
audiences and purposes contribute ideas to help solve problems, and listen and
respond constructively 5.2.2
Science
Skills Focus
• ask questions that lead to exploration and investigation S 1.1
• identify one or more possible answers to questions by stating a prediction or a
hypothesis S 1.2
• identify problems to be solved and the purpose(s) of the problem-solving activity S
1.2
Explore and Investigate
• identify one or more ways of finding answers to given questions S 1.3
• select appropriate materials and identify how they will be used S 1.4
• work individually or cooperatively in planning and carrying out procedures S1.3
• identify sources of information and ideas and access information and ideas from
those sources S1.3
Reflect and Interpret
• communicate with group members to share and evaluate ideas, and assess progress
record observations and measurements accurately, using a chart format where
appropriate. S 1.6
• display and interpretation of data state an inference, based on results. The inference
will identify a cause and effect relationship that is supported by observations S 1.6
• evaluate how well the procedures worked and identify possible improvements S 1.7
• identify possible applications of what was learned S 1.8
• identify new questions that arise from what was learned S 1.9
• evaluate the procedures used to solve the problem and identify possible
improvements evaluate a design or product, based on a given set of questions or
criteria. S 1.9


Grade 5)

Understandings: Essential Questions:
Students will understand that…
1. How does the management and conservation of the
1. What it means to focus on environment foster sustainable development and use
conservation and sustainable use of of resources?
natural resources. 2. In what ways do human pursuits impact the natural
2. There is a need for all members of environment, animal species and the ecosystem?
society to work toward conversation 3. How can we monitor and assess the impacts of
and responsible use of air, energy, environmental factors on the growth, health and
forests, land, water and wildlife. reproduction of organisms in our local environment?
3. It is important to monitor and assess
the natural local environment.
4. Why as humans we need to consider
the impact of various human pursuits
on species and ecosystems.

Students will know… (SLO’s from Programs of Students will be able to do… (SLO’s from Program of
Studies – knowledge outcomes) Studies – performance outcomes)

• The research skills needed to • explore interests and passions while
complete a research project. making personal connections to career
• How to design an information style possibilities. (CFT 1.1)
brochure. • use occupational area skills, knowledge
• How to present their view points and and technologies. (CTF 1.2)
data finding to an audience. • follow safety requirements associated
• How to design and build a bat house with occupational areas and related
that is safe and inviting for the local technologies. (CTF 1.3)
population of brown bats. • demonstrate environmental stewardship
• How self- assessment and peer associated with occupational areas. (CTF
assessment can encourage a better 1.4)
product. • plan in response to challenges. (CTF 2.1)
• The ways human pursuits impact bats • make decisions in response to challenges.
and their environment. (CTF 2.2)
• The effects of human intervention on • adapt to change and unexpected events.
the bat population. (CTF 2.3)
• The need and impact for • solve problems in response to challenges.
environmental stewardship actions (CTF 2.4)
and organizations. • create products, performances or services
• The importance of land use in response to challenges. (CTF 2.5)
management. • appraise the skills, knowledge and
• How ecological footprints effect technologies used to respond to challenges.
humans and the other organisms in (CTF 2.6)
Grade 5)

the local environment. • communicate my learning. (CTF 2.7)
• The interrelatedness of factors within • determine how my actions affect learning.
a habitat and how those factors affect (CTF 3.1)
wildlife populations (focusing on bats • develop skills that support effective
and wind power) relationships. (CTF 3.2)
• The economic significance of wildlife • collaborate to achieve common goals. (CTF
(focusing mainly on bats) 3.3)
• The environmental significance of
wildlife (focusing mainly on bats) Interdisciplinary
• The ethical considerations for land
use. v ask questions that lead to exploration and
investigation
v identify one or more ways to finding answers to
given questions
v identify sources of information and ideas from
those sources.
v record observations, keep records and display
and interpret the data
v identify possible applications of what was
learned
v identify new questions that arise from what was
learned


Grade 5)

Stage 2 – Assessment Evidence
Performance Tasks, Projects
• Alberta Bat Action Team (ABAT) Brochure – individually students will create a three fold
brochure: explaining about the types of bats found in Alberta, the role of bats in their local
environment, how bats are impacted by human pursuits, how AABT monitors and assess the
impact of the bats in their local environment.
• Design and Build a Bat House - individually students will design and build a bat house that is
the best design for bats living in southern Alberta. (this is also assessed using the CTF 3 Scale
Assessment System)
• Oral Science Presentation – in small groups studnets will present to an audience about their
CTF Challenge and the results of being part of ABAT.
Quizzes, Tests, Assignments
No Quizzes or tests are in their unit as the Bat House, Oral Presentation and the Research Project:
Brochure are the summative assessment tools used. The main focus of this unit is to achieve the CTF
learning outcomes, so the challenge’s assessment focuses on the students’ ability to plan, create,
appraise and communicate about the challenge they have done.
Other Evidence (observations and discussions) Student Self-Assessment

• 3-2-1 Chart – Students write down 3 • Keeping Track of My Progress in CTF - using
things they learned, 2 things they found a three point rubric to assess their own
interesting and 1 thing they still have a achievement of the learning outcomes for the
question about bat management in CTF challenge.
Alberta. • A Self-reflection - by using a journal to
• Think Pair Share – the teacher will capture their process of learning as they
pose a question to the students about complete the challenge.
how humans impact their local
environment, focusing on wildlife and
using bats as an example. The students
think quietly about the question, then
discuss with a partner their ideas and
then finally share their answers with the
whole class.
• Concept Map – students work together
to build an understanding of the
concepts to design a bat house that will
a successful habitat for bats.
• Peer Assessment – a check list
assessing the construction of the bat
house and giving feedback about what
was good and could be improved.

Grade 5)

Assessment Tool Title Outcomes Brief Description For AS OF
The teacher will pose a question to the students

about how humans impact their local
environment, focusing on wildlife and using bats
as an example. The students think quietly about
Think Pair Share the question, then discuss with a partner their
ideas and then finally share their answers with
X
the whole class. This assessment gives the teacher
a chance to gauge what the students’ prior
knowledge is on this topic and a starting point for
where the teacher needs to begin in regards to
vocabulary and concepts that are needed to
understand the CTF challenge.
After attending a presentation by Alberta
Conversation Association about bat management
in Alberta, students write down 3 things they
learned, 2 things they found interesting and 1
thing they still have a question about. After
3-2-1 Chart completing this task, the teacher and ACA will X
review the students’ charts and discuss what the
students have written. After this formative
assessment, the students will enter their first self
reflection entry into their journals.

Individually students will create a three fold
information brochure: explaining about the types
of bats found in Alberta, the role of bats in their
Research project:
local environment, how bats are impacted by
Alberta Bat Action
human pursuits, how AABT monitors and assess X
Team (ABAT) Brochure
the impact of/on bats in their local environment.
This summative assessment will be used to help
the students gain the knowledge they need to
move onto the next stage of the CTF Challenge.
Students work together in small groups to build
an understanding of the concepts of design for
building bat houses. They discuss the
Concept Map relationships between what will make their bat X
house a successful habitat for bats. Working
together they will begin to create of a blue print
for their bat houses.

Grade 5)

Students will use a three point rubric to assess if
they are achieving the the CTF outcomes for this
challenge. This would be done at various times
Keeping Track of My
through out the challenge. This type of
Progress in CTF X
assessment is for the student so they are aware of

their own learning. They will use the words: I am
just learning, I can do this with help and I can do
this.
Students will write in a journal through out the
Self Assessment
whole challenge. They will reflect on the process
they went through to finish the CTF challenge and
A Self-reflection X
their reflections of how this challenge has effected
they way they view their own environment and
the wildlife that they share it with.
Individually students will design and build a bat
house that will be the most successful habitat for
bats living in Southern Alberta. This assessment
is of, as and for learning. It will be assessed using
Design and Build a Bat
the CTF 3 Stages Assessment System. The X X X
House
students will be not given a grade but will be
placed at one of the stages: Acquire, Apply or
Adapt.
Students will discuss and create a check list of

what would be considered an excellent
workmanship when constructing a bat house.
Peer Assessment
Then the students will do a peer assessment of
Workmanship X X
the workmanship of one of the other student’s bat
house. Students will give back oral feedback about
what was good and could be improved in the
workmanship of the bat house.
This will be the final summative assessment of the
Challenge. In small groups students will present
to an audience about their CTF Challenge and the
results of being part of ABAT. This will be a
chance for the students to share their whole
Oral Presentation experience with an audience that is outside of the X
classroom.This gives the students an authentic
opportunity to share what they have learned
during this process and explain how it has
influenced their views of human impact on the
environment and wildlife.
Grade 5)



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Subject Area CTF ( Language Arts, Science)

ED 5500 Grade Level CTF- grade 5-9 ( Language Arts, Science –

Fall 2015: Marynowski

Fall 2015: Marynowski

Fall 2015: Marynowski

Other Evidence (observations and discussions) Student Self-Assessment

Fall 2015: Marynowski

The teacher will pose a question to the students

Fall 2014: Marynowski

Students will discuss and create a check list of

Fall 2014: Marynowski

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