Grade and Standard

Science: 2nd Grade

2.ESS.3: Long- and short-term weather changes occur due to changes in energy.

Objective

Given the vocabulary that was learned in today’s lesson, TSW create a weather journal entry by

describing what they learned about weather changes in today’s experiment using the newly

learned vocabulary.

Description of Assessment

This is a weather journal assessment that students will fill out on the provided papers.

Rationale

On the weather journal assessment, the students will need to write what they learned about

concerning how changes in energy affect different aspects of weather. Students will have a word

bank of the vocabulary words that they learned in the lesson. They will need to include these

vocabulary words in the sentences they are writing. In the lesson, we discussed these different

vocabulary words, as well as how changes in energy affect different aspects of weather, so they

should be familiar with the content.

Description of Scoring Guide

The students will be given a checklist to remind them of everything that they need to include on

their weather journal entries. This will help remind students that they need to include sentences

about how changes in energy cause changes in weather. It will also remind them that they need to

include the vocabulary words they learned in their sentences. Students will be given 5 points for

turning in the checklist with their weather journal entries.

 Did I include 5 sentences in my paragraph
about what I learned about how changes in YES or NO
energy cause changes in weather?

Did I include the word “energy” in a YES or NO

sentence?

Did I include the word “weather” in a YES or NO

sentence?

Did I include the word “temperature” in a YES or NO

sentence?

Did I include the word “melt” in a sentence? YES or NO

Did I include the word “freeze” in a sentence? YES or NO

Differentiation

Students that finished their work early were asked to draw what they thought the process of snow

melting or freezing would look like. For students with academic challenges, the teacher helped
those students with the checklist and read for them anything that they needed read to them.

Students who have trouble focusing were sat closer to the teacher in order to keep them on task

and positively redirect them if necessary.

Grade and Standard

Math: 2nd Grade

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m.

and p.m.

Objective

Through guided instruction, TSW identify time to the nearest 5 minutes and differentiate

between a.m. and p.m. by using manipulative analog clocks to complete an exit slip with 95%

accuracy.

Description of Assessment

This is an exit slip that requires students to read the time on the analog clock, as well as

determine if it is A.M. or P.M. Students will fill out their answers on the provided sheet.

Rationale

For this assessment, TSW need to correctly identify the time on the clock and determine if the

time is A.M. or P.M. Students will need to look at the three clocks and the times they show (8:25,

12:30, 8:45) and write the correct time down. TSW also need to look at the three scenarios that

go along with the times (eating breakfast, playing at recess, getting ready for bed) and determine

if the time is A.M or P.M. The students did very well with telling time prior to this lesson, so that

is why this assessment was appropriate.

Description of Rubric
TSW need to complete the exit slip that is given to them. The students will receive a point for

each time they identify correctly (1 point each for a total of 3 points). The students will receive a

point for correctly identifying if the time was A.M or P.M. (1 point for each for a total of 3

points). This will make the assignment out to be a total of 6 points.

Student Name:____________________________________________

Category Keep Learning! 😃 😃😃 😃😃😃

Telling time No times were 1 time was 2 times were 3 times were
identified identified identified identified
correctly, but correctly! correctly! correctly!
don’t worry, we
will keep
learning!

Differentiating You struggled to You were able to You were able to You were able to
between A.M. differentiate differentiate differentiate differentiate
and P.M. between A.M. between A.M. between A.M between A.M.
 and P.M. We and P.M. on one and P.M. on two and P.M. on
will keep problem! problems! three problems!
learning
together!

Total:____/6

A note to the student:

Differentiation

For this assignment, all students were graded using the same rubric. Students with academic

challenges that were struggling to read the time on the clock were able to use a manipulative

analog clock to help them if needed. Students with academic challenges that were struggling

with A.M. and P.M. were able to use an A.M and P.M. timeline chart if needed. Students that are

more advanced were instructed to come up with their own scenarios for the times that were

given.

Grade and Standard

ELA: 2nd Grade

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)

supply rhythm and meaning in a story, poem, or song.

Objective

Given a poem read-aloud, TSW identify words and phrases in a poem that contribute to the

rhythm and meaning of the poem by answering questions in their poem response journals with

95% accuracy.

Description of Assessment
TTW read the different poems to the students. After the teacher reads the poem, they will have a

class discussion and the students will need to record their answers in their poem response

journals once they are finished reading the poems and talking about them.

Rationale

Having students complete the poem response journals requires them to pay attention while the

poems are being read, as well as while the teacher is discussing them. When students answer the

questions in the poem response journal correctly, it shows that they were not only paying

attention, but they also understand the material.

Description of Scoring Guide

The students were given a checklist to remind them of everything that they needed to include in

their answers. The checklist will help students remember to use full sentences, capitalization, and

proper grammar. Students were given 5 points for turning in the checklist with their poem

response journals.
 Did you answer all of the questions on the YES or NO
paper?

Do all of your sentences start with capital YES or NO

letters?

Do all of your sentences have correct YES or NO

punctuation?

Did you relate all of your answers to the YES or NO

poems we read?

Differentiation

Students that finished early were asked to draw illustrations for one of the poems that we read.

For students with academic challenges, the teacher helped those students with the checklist and

read for them anything that they needed read to them. Students who have trouble focusing were

sat closer to the teacher in order to keep them on task and positively redirect them if necessary.

Grade and Standard

Social Studies: 2nd Grade

SS: 7. Human activities alter the physical environment, both positively and negatively.

Objective

Through guided instruction, TSW classify different pictures based on the poems they have read

of humans doing various activities such as recycling, littering, planting trees, creating smog, etc.

by placing them into 2 different categories: good for the environment and bad for the

environment.

Description of Assessment

This is a plickers game that will assess the students and will be played on the computer.

Rationale
For the assessment the students will need to decide if the picture that is shown is good for the

environment or bad for the environment. The pictures students will be looking at include people

littering, planting trees, recycling, using harmful chemicals, using reusable bags, etc. The

students did well with this previously, so that is why I believe this assessment is appropriate.

Description of Rubric

After doing the lesson, TSW answer 6 different questions on the plickers game. There will be 3

pictures that show something that is good for the environment, and there will be 3 pictures that

show something that is bad for the environment. The students will need to select which answer

they think best fits with the picture (A. Good for the environment or B. Bad for the

environment). Students will be graded based on the answers they get correct on the plickers.

Each question will be worth 1 point.

Student Name____________________

Criteria Keep Learning! 😃 😃😃 😃😃😃

Identify 3 You were not You were able to You were able to You were able to
pictures that able to identify identify 1 identify 2 identify all 3
were good for the 3 pictures picture that was pictures that pictures that
the environment that were good good for the were good for were good for
for the environment! the environment! the environment!
environment.
That’s okay, we
 will keep
learning!

Identify all 3 You were not You were able to You were able to You were able to
pictures that able to identify identify 1 identify 2 identify all 3
were bad for the the 3 pictures picture that was pictures that pictures that
environment that were bad for bad for the were bad for the were bad for the
the environment. environment! environment! environment!
That’s okay, we
will keep
learning!

Total:______/6

A note to the student:

Differentiated Rubric Explanation

The differentiated scoring guide will be for the gifted student in the class. This student will need

to identify the 12 pictures on the plickers game instead of 6. The gifted students will identify the

same 6 pictures as everyone else, plus 6 different pictures that are more advanced. The rubric

will still be out of 6 points, however the gifted student will only receive a half point for

identifying all of the pictures correctly (½ point for each picture for a total of 6).

Student Name_________________________

Criteria 😃 😃😃 😃😃😃
Identifying the 6 You identified some You identified most You identified all 6 of
pictures that are good of the pictures of the pictures the pictures correctly!
for the environment correctly! correctly!

Identify 6 pictures You identified some You identified most You identified all 6 of
that are bad for the of the pictures of the pictures the pictures correctly!
environment correctly! correctly!
Total:______/6

A note to the student: