Wax Museum Assessment.docx - Wax Museum Assessment Grand...

This preview shows page 1 - 4 out of 6 pages.

Wax Museum Assessment Grand Canyon University: ELM 550 Claudia Cortez May 29, 2019
Wax Museum Assessment Part 1: Grade: 5th Social Studies Standard: 5.5 Students explain the causes of the American Revolution - Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document’s significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain. Arts Standard: Connections and Applications 5.1 Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history–social science. Learning Objectives: Students will understand the significance of the Declaration of Independence and its role in the American Revolution. Students will be able to use their theatrical skills to reenact an important part in history to explain the information that they learned in a creative way. Students will be able to understand how different subjects can intertwine and can be used to connect information. Formative Assessments: Strategic Questioning: This formative assessment can be used either with individual students, with the entire class, or with a small group of students. In using strategic questions as a type of formative assessment, students are able to think and answer higher order thinking questions (Watanabe-Crockett, 2019). In using this strategy, it can help me see the student’s level of understanding of the topic. We can tell whether the students are understanding what the declaration of independence is, how it came to be, and what its role was in the American Revolution. In asking these types of questions we can see how well they are understanding the topic and if they need more of an explanation Think-Pair Share: In using this strategy as a formative assessment, it provides an easy way to get insight on what the student is thinking. As we ask questions, we take the time to let students think about their answer. Once they are done, they can pair up with one of their peers and discuss their thoughts. As I walk around while they are paired up, I can listen in on their conversations and get an insight on their level of understanding about the topic (Watanabe-Crockett, 2019). Taking the time to understand the information and connect such as with social studies and art, can help a student figure out different ways to present the information.
Creative Extension Projects: To get students to demonstrate their comprehension, we can provide them with simple in class projects they can do. These quick projects help students apply their higher order of thinking. Having them create a collage or a poster about the declaration of

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture