Assessment (1) - Assessment KWL Chart Make sure yt‘iu...

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Unformatted text preview: Assessment KWL Chart Make sure yt‘iu revisit the chart throughout the study to note when misconceptions have been “cleared up.” You do not have to wait untii the end of the unit to revisit your chart. You ean do this daiiy- tnake a new “What We iiave Learned" chart often. Drawings ... Students can draw what they know about a particular subject. For example. if you were discussing insects you could ask your students to draw and label the parts of the insect at the beginning of the study and at the end. You could also ask them to draw and write about how they would learn about a worm or how they wouid design an. experiment about a worm. Then ask the students to do the same drawing/writing at the end. Compare and document the number of new understandings or concepts as indicated by the drawing. Recording results with colored dots m At the end of an investigation have record their results. Photographs e Take pictures of students‘ final products or during an investigation. Use the photographs as a way for students to remember the results or the procedures they followed to write about their investigation on another day. Checklists ~ If a checklist is used the question posed to the children or the concept you are checking needs to be clearly defined. For example if you are focusing on the use of the scientific method you might want to know if the student can make detaiied observations. A checklist that says the child observed, “yes” or “no” is very vague and gives you little information A better question would be, “Can the chiid make three observations about water?” Interview ~- This takes time but can give you valuable insight. Have the child teil you What they know about a concept or topic (the content). You could even ask thein What they know about how to conduct or design a scientific investigation (the process). You conduct the same interview at the end of the unit. Quantify the information given during both interviews and compare the growth. Rubrics m Create a rubric to evaluate science journal entries or information gained during the interview process. Science journals— This is an excellent way to help children document their learning and to keep you informed about understandings and misunderstandings. Observation M For observation to be really useful it should be documented and you should have a cleariy defined purpose for your observation. You. might watch for how the students pose questions during an. investigation or how they are demonstrating their understanding. JQEEQEEAKS HIE: *Efifi QL&.$$R%%& “,5- Webbing ea Record all the jobs you know about in the science field. er‘ Record all the living things that might be found in a given environment (sea, forest, and so on). C'Eose Observation 5 Watch a seed grow and describe its appearance each day er Make a daily recon}. of changes in the weather. Altered Point of View 3 From an animal’s point of View, explain the effects of clear cutting a forest/drairfing wetlands. 6? Imagine you are an alien from another planet interpreting earth. er Summarize the life story of a seed. e imagine you are a neutron/star/rnountain/grein of sand. e Look fifty to one hundred years into the fiiture and tiescribe your city or surroundings. Unsent Letters ee Write to Copernicus, Einstein, or another renowned scientist to tell him or her about the effect on the world of his or her work. or Pretend you are an animal in the zoo. Give advice to the zoo keeper. Me-maps fmeing 5 Diagram the steps you took to determine the outcome of an experiment. as”? Illustrate the life of an animal living in a specific environment (rain forest, tunéra, Antarctic). Team Jammie es Log the growth of plants in your vegetable garden project. a After walking together in a nearby park, diocese the typee of plante’treeez’ineeets. M A T 3 Free Wriférzg 55 Write an equation for a fine graph one then explain your equation in worfie. 4* fiesm‘ibe fractions for a fifirdgrader. (Thie is a task for older etuéentefi or Express how you feel about moth-mcomfort or anxiety. o Create a etory about a math problem‘ or obout your favorite number. or Reflect on the math you’ve learned since beginning school in grade one and write a math autobiography. 5* Are boys better in math than girls? Why or why not? Listing e Identify things around your house (or the ciassroom) that are square’rectangflar/cireularfoval/tfiangflar. as List ten things that are soEd in sets (socks, towels, and so on). are Note down all the factors of one number. er Record and share all the ways you use numbers. Altered Point of View 9? Predict What will happen to a coin or doliar bifl when it leaves your hand. or Pretend you are a number and vmlte about your importance. Unsent Letters e Compose a letter to a famous mathematician criticizing or mterpreting his or her theories. or In a letter to a friend, illustrate and describe your favorite shape. SCIENCE Free Writing Promse and describe a useful invention, 2:? Explain. gravity {or another similar concept). ” DESCfibe Your favorite phase of the moon. Listing ? Name plants or animals that flyg’groWI/CI‘ewb-ewim, g: Explore whatq‘f questions. From a class list, choose one and answer it. {What ifsnakes could fly? What if the earth had three moone?) Classifi? plants/eoimaisfroc ‘ ks by sizefcoiooi’ehapef weight. z'yessagwumfiw WW , Rubric t9: 1151913 5215359 Rama‘s féf‘your Fmsécfifia‘sw Find am new 9:: make this rutwc intergctéve CATEGORY Graphing Participation Stemiflo Stem mtg? Lt; ¢§§E§é Apple Graphing Stuéent gram-led an of the Gators correctly, I Student sat qu§efly and participatad in discussion . kind at app£a. Student graphed if the app§e had a stem or no 523m. Date Created: Aprit 12. 2007 Student graphetf some of the caters cuneatéy. Studem was not setting quéeity, butparticépatad in same at the discussion kinds 9! appies. Student gmghed either the stem or no stem. £33333“? QuézStar i Tracksuit! NotaStar I Profiter Prat More Touts “" Capyn'[email protected] 2000u20WAL rec, the Univeisjry a! Kansas. Studem did not graph my salon; Coriectly. Student was not'aeiting qtfietty and did not participate in the éficussion. Stu d not late arty of'the apples. Student did not graph either stem car no stem RubiStar en Esszafioi i Cnntact Us é Terms of Use Maw fiéééfigtmtg' flégch‘fl hm Rubfiitar an 35mm: Rama 3 $3356 Rufinc g {imam Rum: 1 Legtn g S 7 - was {5015: Waypcmt imp:ffmbistar.4ieacher3.0rgfindex.yhp‘kcmmziShewRubric&mbrisjdmE w E 93 83a: @ii {EEZQGCJ' é'fé‘sssistésts PreuSchGGI F 111! Year Math Skifls‘ Jose I magma “ms ME} 1 940438 Ewes “M 243.99 ' § was "M“ E £1.33 # L3 & ”7.8 3 #15 3: 18,19 3 #148 E g { mist-s 6 8: 9 E Still inconsistent with 6 E Censistmtty rece'agnizes é f ' g at: 9 a all #3 ' i _ gm“ w E W u _ M m _ 7 23‘ Prints numsmis L It) mg" 4m ‘ ”J m: +— «i 3, Rate count to 18 { 20 by s T” = and at year) L .i j Tad-t. E’laccs numerals in propcrmj 7 a T” sequence 1-10 E ‘— 5—. w _ M “J 5M5. Undeistarzds one to me ”"1 - . corresptmdencc a I r - F” "" 4" '* "’ ' (S. Recegmzes shapes 5 r‘“ ”.3 - . L - M. 7‘ Makes camparisaas (size. {M ’ length} F 1._ 8. Understands cascegts DEW-“q more than and less then 9. Understands concept of m’ w T estimatjrig ' L— 4— 4— r 10. Able to do simple hr addition ( Prewk latte in the Lvear} _L 15f: grade 1 unit: over math— Whole Class Math Investigations What comes in 2’ s and 4’ s r Explains ” Puts strategy ’ Puts strategy Writes How they selved strategy into pictu: es into words addition ' L“ probiem .E—-« m—_;._... J ' Aden ’u" + + + K ’w 1’s rum—~— w A; —+u ml Caleb m’ x X x x ’ X “1 2’s to 10 and then counted on ' .,__4 m4 ”—1 ml Connor V’ V" V“ + 1’s ”Elm v“ v“ . v’ ./ F" 1’s “" .i ms Elizabeth 1» + + a + Doubled 8+8 1...". .4, L" L. L J. Jose Absent Absent Absent Absent Absent .1 "Lindsey w’ + X ’ k T «K 7 2'5 Travis V“ + ’r x ’" x ’m x V Added 2+2+2+2+2+2+2+2 Lu 2—» ‘ Vaughn ’ x F + + ’w + T 4 peopie have 8 hands, 8 ’ ’ a people have 8+8 hands x Mastered «I» Practicing v” Needs Assistasce wa~v.--»WM v»... ., m a . w u u “A figsegsmooo Foroo and Motfofi l? you wanted to make an 0%};th go dowo the {:22ng more ofowiy, what woo $3 you do? Draw and iaboi the romp ma: you wooffi buiié; - if you wanted to make an obj eat 90 cfown a ramp more quickly, what would you do? Draw and iabel the ramp that you wouid baild. Assessment Force and Motion ' If you wanted to make an object go down the ramp more stowiy, what would you do? Brew and Eabei the ramp that you woutd buéfci . i: you wanteo to make an object go down a ramp more quickiya who: woufd you do? Dam and label 829 {amp :th yoga wooki buiid. Can each of these puzzles be fined with exactly 5 green triangfes just Eike this one ’2 Circie “yes" or “:19” for each. M M U ‘ yes no Tesnnaéogy Ea" ‘nar‘refii earns Pg :3? Gamay? Educafim 86‘ assmgm fiemar zéwsmnu MA "53 Q»: A} (”:5 t) t i ; ~ A». w . ...
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