Duration: 1 week of introduction
and 3 weeks of observation and assessments
Purpose:
The
purpose of this assessment plan is to assess the student’s knowledge of the life
cycle changes in familiar plants and animals over the course of a month. The students will participate in a
performance-based assessment of both group and individualized projects with the
goal of mastering two learning outcomes.
Learning Outcome:
1. The
child will be able to draw or talk about observed life cycle changes in a
familiar plant.
2. The
child will be able to draw or talk about observed life cycle changes in a
familiar animal.
Assessment
Context:
Large Group: Poem- “Five Daffodils”
Stories- The Tiny Seed and The Hungry Caterpillar- Eric Carle
Discussions-
critical thinking questions- who, what, when, where, how
and why
Small Group: Plant Part poster
Green
Thumbs, Green Heads
Search for
Butterflies Book
Retell
stories through flannel board pieces/ sequencing
Individual: Sequencing Picture cards of life cycle changes
Sequencing
game on computer program
Recreating
life cycle through art media
Classroom Environment:
Science
area- Caterpillar observation area
Seed
to plant observation area
Include scientific tools
such as rulers and magnifying glasses
Dramatic
Play- Create a Garden Shop
Sensory- Plastic grass with seeds and plastic
bugs to hunt
with tweezers and magnifying glasses
Literacy
area- provide writing tools within every
area
Books
related to life cycle changes
Art- Materials to recreate, glue,
cut and draw and manipulate the
life
cycle changes in familiar animals
Holistic
Rubric
Level
|
Proficient
|
Basic
|
Non-performance
|
Remember
|
The
student shows ability recall information about the life cycle changes in a
familiar animal, such as: caterpillar, chrysalis, butterfly and using the
term metamorphosis
|
The
student shows the ability to recall some information about the parts of the
life cycle of a familiar animal, such as: caterpillar, chrysalis, butterfly
|
The
student does not respond to prompts or have the ability to recall information
about the life cycle changes of a familiar animal
|
Understand
|
The
student has the ability to express in their own words the life cycle changes
of a familiar animal using scientific terms without help
|
The
student has the ability to express with help in their own words the life
cycle of a familiar animal
|
The
Student does not respond or does not have the ability to express in their own
words the life cycle of a familiar animal
|
Apply
|
The
student has the ability to recreate a detailed life cycle change of a
familiar animal through art media without assistance
|
The
student has the ability to recreate a life cycle of a familiar animal through
art media with assistance
|
The
student does not respond or recreate a life cycle of a familiar animal
|
Testing
Constraints:
Performance test
Time- continuous
assessing throughout the 4-week process
Prior Knowledge-
students will be separated into project groups according to prior
knowledge, those will a lot of knowledge,
little knowledge or
no knowledge
Scoring Criteria-
Students will know the desired learning outcomes throughout
the duration of the assessment plan with
on-going assessing
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