During this unit, there were various types of pre, during, and post assessments used to monitor daily

progress and participation. At the end of the unit, students completed a summative assessment in which they demonstrated what they learned by answering eleven multiple choice questions and one short answer response question. All test questions were read aloud. Accommodations were made for ESOL students as well as the student with an IEP. These accommodations are listed in the table below for each objective. A pre-assessment was given for each objective. The pre-assessments included true/false/not sure questions as well as turn and talks. I used a true/false/not sure quiz to pre-assess students in the first lesson. The same quiz was used for the post-assessment in the first lesson. I collected the quizzes and marked which questions, if any, that students got wrong. I was able to compare the pre-assessment with the post-assessment and determine if students were ready to move to the next lesson in the unit. This type of pre-assessment was also used in lesson four and five of this unit. I pre-assessed students in lessons two, three, and six by instructing them to participate in a turn and talk in which they discussed information according to the objective of the day. For the turn and talk pre-assessments, I used check lists to record each students participation. During assessments were also completed for each objective. During assessments varied from students drawing pictures, participating in activities, and cooperating during group activities. In the first lesson of this unit, students were instructed to draw a picture of a deers habitat in their science journals. As students drew their pictures, I walked around the classroom and used a checklist to make sure all students were engaged and participating in the activity. In the second lesson, students were encouraged to answer questions during a class discussion and highlight important terms and information in their notes. I used a checklist to record participation during this part of the lesson. In the third lesson of the unit, students worked on completing a worksheet

independently. I walked throughout the room during this activity to make sure students were participating and completing the worksheet. In the fourth and fifth lessons, students worked independently to research information. As students did their research, observed each student to make sure they were using the iPads correctly, following directions, and answering questions. A checklist was used for this during assessment. In the next two lessons (six and seven), students completed a hands-on activity in which they worked in pairs to dissect and sort owl pellets. They were assessed on following instructions and safety procedures, participating, and working cooperatively with their partners. In the eighth lesson, students participated in a class discussion in which we reviewed all information that they had learned throughout the unit. This review was completed in order to prepare students for the summative assessment that they completed the next day. Post-assessments were also completed for each objective. In the first lesson, students completed a true/false quiz that I collected and graded. In the second lesson, students wrote down three things that they learned in the lesson and I collected them. I graded these postassessments for accuracy of information. Students completed a worksheet during lesson three that was collected and graded for completion. In lessons four and five, students did research on iPads. They were required to answer questions on a worksheet that they received. These worksheets were collected at the end of the lesson and graded for accuracy of information. Students worked in pairs for lessons six and seven. They dissected and sorted owl pellets in these two lessons. They used a sorting chart for the second day of the lesson. These sorting charts were collected and graded for participation. At the end of the unit, a summative assessment was given to students. The summative assessment included eleven multiple choice questions as well as one short answer response question. The test questions in the summative assessment included

information that students learned throughout the unit. The information students learned throughout the unit came from the South Carolina Science Support Documents. Students grades on the summative assessment varied. This assessment was graded using a grading scale from zero to one hundred.

Assessment Plan for Lesson 1 Format of Formative Assessment Pre: Students will take a short pre-assessment in During assessment which they will answer five true/false/not sure questions. Post-assessment These questions will include statements about habitats and characteristics of habitats that support living things. During: The students will be instructed to draw an example of a deer habitat depending on what the deer needs to survive. They will complete these in their science journals and the teacher will check them for participation.

Lesson Objective

Assessments

Accommodations

Students will be able to define what a habitat is. Students will also be able to recall characteristics of habitats that allow living things to survive there.

Pre-assessment

The teacher will provide all students will notes of the important information from the lesson. This will allow all students to follow along with the notes that will be discussed. IEP: All notes will be read aloud and presented on the SmartBoard. ESOL: Many illustrations will be used in habitat notes.

Post: Students will retake the All vocabulary and quiz from the preassessment. This time there will not be a not sure choice. This assessment will show if each student was able to retain the knowledge necessary to move forward with learning about habitats. important information will be read aloud while students can follow along on their own copies of notes.

Assessment Plan for Lesson 2 Format of Formative Assessment Pre: Students will quickly Pre-assessment During assessment Post-assessment list any changes that may affect a habitat and share with a neighbor. During: This assessment will be monitored by teacher observation and students will be monitored for participation in answering questions and highlighting notes. A checklist will be used to record participation. Post: Students will list three changes that may occur in habitats and how the changes affect living organisms.

Lesson Objective Students will be able to explain how changes in the habitats of living things affect their survival.

Assessments

Accommodations The teacher will provide all students will notes of the important information from the lesson. This will allow all students to follow along with the notes that will be discussed. IEP: All notes will be read aloud and presented on the SmartBoard. ESOL: The teacher will use many visuals to describe the information being taught.

Assessment Plan for Lesson 3 Format of Formative Assessment Pre: Students will participate in a turn and talk in which they will discuss two things they know about how changes in habitats affect living organisms. During: The teacher will observe participation in independent work.

Lesson Objective Students will be able to identify whether changes to habitats are beneficial, harmful, or neither. They will also be able to determine whether these changes are natural or caused by human activity.

Assessments Pre-assessment During assessment Post-assessment

Accommodations The teacher will review background information for students before beginning the lesson. The teacher will read all instructions aloud and walk students through the lesson

Post: Students will complete step-by-step. IEP: Instructions and a worksheet in which they will write what they observe about changes in habitats. These will be collected and graded for completion. information will be read aloud. The teacher will assist this student as needed during independent work. ESOL: The teacher will use a visual aid to present information. The lowest learner student will work with a higher learner to complete this activity.

Assessment Plan for Lesson 4 and 5 Format of Formative Assessment Pre: The student will complete a true/false quiz in which they will answer questions about the food chain. During: Students will be using a worksheet to do research on food chains. As the students are completing the sheet, the teacher will walk around and observe participation and using the iPad correctly. Post: The worksheets that students complete will be collected and graded for accuracy of information.

Lesson Objective Students will be able to summarize the organization of simple food chains and define the roles of producers, consumers, and decomposers.

Assessments Pre-assessment During assessment Post-assessment

Accommodations The teacher will provide students with a website that they will use to do research. The teacher will also read all directions aloud and assist students with their research throughout the lesson. IEP: This student will have extra time to complete the assignment. ESOL: All information will be read aloud and there will be visuals for important information on the website. The lowest learner will be partnered with a higher learner for this activity.

Assessment Plan for Lesson 6 Format of Formative Assessment Pre: Students will complete a turn and talk in which they will discuss why dissecting owl pellets might help them learn more about the food chain. During: Students will cooperatively work in pairs to dissect owl pellets. The teacher will observe cooperation and participation using a checklist. Post: The final assessment will be completed in the second part of this lesson.

Lesson Objective Students will cooperatively work in pairs to dissect owl pellets.

Assessments Pre-assessment During assessment Post-assessment

Accommodations The teacher will read all directions aloud and transition throughout the room during the activity in order to assist all students. ESOL and IEP: Students at a lower learning level will be paired with students at a higher learning level.

Assessment Plan for Lesson 7 Format of Formative Assessment Pre: Pre-assessment was completed during day one of the lesson. During: A checklist will be used to record students participation during the sorting activity.

Lesson Objective Students will cooperatively work in pairs to sort owl pellets and match certain bones with the correct type of animal.

Assessments Pre-assessment During assessment Post-assessment

Accommodations The teacher will read all directions aloud and transition throughout the room during the sorting activity to assist students as needed.

Post: Finalized sorting charts IEP and ESOL: Lower level learners will be collected and graded for participation. will be paired with higher learners for this activity.

Assessment Plan for Lesson 8 Format of Formative Assessment During assessment- A checklist will be used during the review lesson in order to record participation of students.

Lesson Objective

Assessments

Accommodations

Students will work cooperatively as a whole class to review material.

During assessment

All review questions will be read aloud.

Assessment Plan for Lesson 9 Format of Formative Assessment This is a summative assessment and will include all information that students

Lesson Objective

Assessments

Accommodations

Students will demonstrate what they have learned by completing a formative assessment on habitats and how the changes in habitats affect organisms that live there. Students will demonstrate what they have learned about the organization of food chains as well defining important vocabulary words including producer, consumer, and decomposer.

Post-assessment

The teacher will read all instructions aloud and read each

have learned in the days prior question aloud. The to this assessment. This summative assessment will be used in order to see if students retained the information they were taught or if the information needs to be reviewed. teacher will give wait time in order for students to complete each question. IEP: The student will have an extended amount of time to complete the assessment. ESOL: All directions and test questions will be read aloud.