Content Area: Science

Formative Assessment – Student Checklist

Learning Objective: After a lesson on learning about living things and what four things they need to
survive, students will be able to identify the four needs of a living thing of their choice by drawing a
picture to represent each.

Assessment Description: In this assessment, students will be assessed on their understanding of being
able to identify an example of a living thing. The teacher will read each box for the class so that everyone
has a fair chance and does not waste time struggling to read themselves. Next, the students must then
be able to identify the living things' needs like nutrient sources such as food and water, as well as their
environment and shelter. The students will draw a picture to represent each of the four needs of the
living thing they picked and label each picture.

Name: Label and draw

a picture to
represent the
following….
1. The living 2. Nutrient
thing: sources:

3. 4. Shelter:
Environment:

Rationale: The assessment aligns with the learning objective because it has students critically think and
identify the basic needs of living things.
Scoring Guide Description: This scoring guide serves as a checklist for students to check off as they
complete each step of the assessment. It gives students a sequenced set-up to follow to complete the
assignment. When students have completed each step, they should check the box. When completed, the
teacher will utilize the checklist to grade their assessment as well as leave any feedback necessary.

Student Name: Checklist Check the box

when complete
Feedback: Did I label and
draw a picture of
a living thing? ☐
1pts
Feedback: Did I label and
draw a picture of ☐
two nutrients the
living thing
needs?
2pts
Feedback: Did I label and
draw a picture of ☐
the living things'
environment?
1pts
Feedback: Did I label and
draw a picture of
the living things' ☐
shelter?
1pts
Feedback: Total Points:

/5pts

Differentiation: This differentiation targets the two students who have been observed, as well as many
other students in the classroom. Student one is on an IEP and has a learning disability, student two is an
ELL. Some of the student ones accommodations include prompting, redirection, fewer steps in direction,
visual timers, extended time, etc. To accommodate this student, the second checklist can be used with
her to have her still complete the same assessment, just without the writing. This student struggles with
writing greatly and still does not have 100% accuracy in letter knowledge when it comes to producing
the right sounds for the correct letters. Therefore, the student would struggle when it comes to the
labeling part, so the student can verbally tell the teacher what each picture is. The teacher would have
the student come by them to work on the assessment, or go to the student, that way the teacher can
keep the student on task and redirect/prompt. The teacher will also provide a visual timer for the
students so that they can see exactly how much time they have to complete the work and stay focused.
The teacher will accommodate by adjusting or adding on time if an extension is needed for the student.
Following that, student two is 1/16 ELLs in the classroom. Out of the sixteen, three of the students,
including student two, are struggling readers and writers. These three ELL students would also greatly
benefit from this second checklist and verbally tell the teacher what each picture represents because
they too do not have a full grip on the language.

Student Name: Points

Feedback: Did I tell my

teacher what
living thing I ☐
picked and draw a
picture of it?
1pts
Feedback: Did I tell my
teacher the two ☐
nutrients my
living thing needs
and draw pictures
of them?
2pts
Feedback: Did I verbally tell
my teacher what ☐
kind of
environment my
living thing lives in
and draw a
picture of it?
1pts
Feedback: Did I verbally tell
my teacher the
kind of shelter my ☐
living thing needs
and draw a
picture of it?
1pts
Feedback: Total Points:

/5pts