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Comprehensive Unit Format, Part B (Form 1)

Design of Assessment: Formative Assessment Process


Lesson Plan Objectives

Students will know that fossils are


remains turned into stone from
plants/animals that lived a long
time ago.
Students will understand that
fossils are like rock copies of the
organism.
Students will understand the
differences between trace fossils
and body fossils.
Students will be able to explain
why they think a picture of a
fossil is a trace or a body fossil.
Students will generate examples
of trace and body fossils.
Students will recall previous
knowledge learned about fossils
to add to the class list.
Students will draw conclusions

Assessment Description
(attach as administered)

Each student will receive a


notecard and they will have to
write one thing they learned in the
presentation/from the video, and
one question they still have.
Criterion: I am looking to see that
students are able to produce at
least 1 concept/fact from the
lesson.
At the closure of the lesson,
students will draw an example of
a trace fossil on the red card, and
an example of a body fossil on the
green card.
Criterion: I am looking to see that
students identified a correct
example of a trace and body
fossil.
Each student will receive several
pictures of fossils and have to fill
out a chart explaining where they
think the organism lived and how
they came to that conclusion.

Decision Statement
(To be made before scoring)

Result/instructional
Implications
(describe after administered)

If at least 40% of my students do


not produce a fact or concept from
the lesson, I will make this the
primary focus of tomorrows
lesson instead of moving on to
learn about body and trace fossils.
Students must understand what a
fossil is before being able to
differentiate between two types.

85% of my students produced a


fact or concept from the lesson, so
we can proceed as planned to
learning about body and trace
fossils.

If at least 50% of my students do


not give a correct example of a
trace and body fossil, I will make
this the primary focus of
tomorrows lesson. Because this is
a spiraling concept and we will
continue to build off of this
lesson, if at least 50% do give a
correct example, I will continue
with my lesson as planned, but
address any misconceptions at the
beginning of the lesson.
If at least 60% of my students do
not sufficiently back up their
claims about the majority of their
fossils (some students may
complete all 5 fossils, some may

All but 2 of my students correctly


identified both body and trace
fossils, and the 2 students who did
not mixed up the two types.
Therefore, I will continue the
lessons as planned but check in
with those two students the next
day.

50% of my students were able to


back up their claims and shared
them with the class. This means I
will keep the lessons as planned
(in that we will spend two days

about an organisms environment


based on the features observed in
its fossil.

Students will create their own


mold fossils.
Students will choose objects from
outside based on their knowledge
of what is organic and what is not.
Students will understand how this
activity is a reflection of how
fossils are formed in nature.
Students will create their own cast
fossils.
Students will draw conclusions
about a fossilized object based on
its features.
Students will understand how this
activity is a reflection of how
fossils are formed in nature.
Students will connect a text about
fossils to what they have learned
in class thus far.

Criterion: I am looking to see that,


even if I do not agree with the
environment that the organism
may have lived in, the student was
able to back up his/her opinion
with sufficient evidence.
Each student will be required to
pick out an object from outside
that is organic.
Criterion: I am looking to see that
the student picks out an object to
use for their fossil that is organic,
not inorganic, demonstrating that
they understand what the
difference between the two is.
After reading an article on
modern fossil discoveries in the
United States, each student will
write down a connection they
made between the article and the
material we have learned on
fossils in class.
Criterion: I am looking to see that
the student recalls something from
the text and is able to describe
how it is similar or different to
information we have learned in
class.

only do 2 or 3), I will condense


the making fossils lesson into 1
lesson and spend an extra day
working on inferences before
students write their opinion
pieces. Students must understand
how to draw conclusions before
being able to write an independent
opinion piece about a fossil.
If any of my students pick out an
object that is inorganic, I will
explain to them that it is not
organic and they have to go pick
out something that is made by the
earth, not by a human. If at least
25% of my students pick out
objects that are not organic, I will
review what makes something
organic vs. inorganic as soon as
we come back to the classroom.
If at least 60% of my students
cannot produce both a fact from
class and a fact from the article, I
will spend the beginning of the
next lesson going over some
connections that they could have
made between the article and
what we have learned from class.
I will also share some of the
correct answers (if any).

making mold and cast fossils), but


will spend extra time instructing
and giving examples of correctly
done inferences about an
organisms environment before
the students write their opinion
essays.
100% of my students picked out
something that was organic, so
lessons will be continued as
planned.

75% of my students were able to


produce both a fact from the
article and a fact from class but
could not figure out how to tie
them together. We had a couple of
extra minutes at the end of the
lesson so I gave some examples of
how one could tie them together.

Lesson 6:
Students will know how to write
an opinion piece.

I can make inferences about


where my fossil might have lived
and how my fossil might have
lived.

The formative assessment for this


assignment will be a ticket out
the door in which the students
write any questions they still have
about writing opinion pieces.
Criterion: I am looking to see if
students seem to have a solid
grasp on how to write an opinion
piece. I will gauge this based on if
they have any questions/what kind
of questions they ask.
By the end of class, each student
should have thoroughly and
correctly completed their OREO
chart.

I can complete an OREO model.

Criterion: I am looking to see that


each student will be able to
produce 2 opinions about their
assigned fossil, and then use
reasons and examples to back up
their opinions before restating
them.

Students will write an opinion


piece on where and how their
fossil lived.

Students will complete a CheckIn to evaluate how they feel


about their progress writing their
first draft of their opinion piece
and if they have any questions.

Students will use at least four

If 70% of students have a question


written on their ticket that we did
NOT discuss in class, then I will
take the time at the beginning of
the next lesson to review their
answers.

75% of students asked questions


that I did NOT discuss in my
introductory lesson. Despite that,
they were great questions so I will
spend the beginning of the next
lesson answering a few relevant
ones out loud. For the questions
that I did not answer or were
already covered in class, I will
circulate to those students and
check in with them individually.

If at least 65% of my students


have not completed the OREO
chart by the end of class, I will
give them time to complete it in
class the next day. If the
percentage of incomplete charts is
less than 65%, I will assign those
students the chart to finish as
homework. If students seem to be
struggling with a fact vs. an
opinion, I will photocopy my
example chart for them to bring
home to use as a guide when
completing their own OREO
model.

50% of my students did not


complete the chart by the end of
class. Of those, 30% were on the
right track and just ran out of
time, and 20% of the students
were confused about what made
an opinion different than a fact, so
I spoke to them individually and
gave them each an example of
what they could write about as
well as a copy of my example
chart to bring home. If their charts
come into school still incorrect
tomorrow, I will pair them with
students with the same fossil who
came up with opinions, not facts,
and have the correct student
explain what he/she wrote to the
struggling student.
70% of students gave thumbs-up
in all the categories on their
Check-In sheet and
subsequently did not have any
questions, so we will move on to

If 70% of students gave thumbs


up and had no questions, then we
will move on to peer conferencing
in the following lesson.

transitional words when


completing an opinion piece.

Students will review and edit the


rough draft of a classmate.
Students will be able to utilize the
checklist provided to better their
classmates work and ensure that
they have all components
required.
Students will know what they
have to change in their rough draft
for their final copy.

Students will complete a final


draft of the opinion piece they
have been working on for the past
week.

Criterion: I am looking to see that


students feel confident going into
writing their rough drafts of their
opinion pieces based on how they
self-assess their understanding.

The formative assessment for this


lesson will be done on a 3-tiered
paint chip. Students will sign their
name in the tier that they think
describes their
confidence/comfort level of the
assignment thus far having used
the checklist filled out by their
peer (darkest shade indicates a
strong understanding, medium
indicates somewhat
understanding, lightest shade
indicates many questions and
confusion).
Criterion: I am looking to see that
the students feel comfortable and
confident writing opinion essays
as indicated on their paint chips.
The students individual formative
assessment will be at the end of
the lesson where they write one
thing they learned about fossils
and one thing they learned about

If 80% of the class fills in either


the Medium OR Dark shade, we
will move on to final drafts.

Ideally, morethan92%of
studentswillbeabletonameboth
onethingtheylearnedabout
fossilsANDonethingthey
learnedaboutopinionwriting

peer conferencing. I will cover a


couple of the questions asked at
the beginning of the next period in
case any of the other students
have confusion in the area and
just did not think to ask the
question. Also, I will try to pair
those who did not feel confident
either with me for peer
conferencing or with another
student who has a solid grasp on
what they are doing.
85% of the students either filled
out the Medium or Darkest shade
and therefore feel very confident
to averagely confident about their
progress and the use of the
checklist in their peer conference
so we will move on to writing
final drafts. For those who did not
feel confident, I will work with
individually and some time can be
given to work on these during
intervention.

95% of students were able to


produce one thing they learned
about fossils and one thing they
learned about opinion writing.

Students will understand what


makes an opinion piece complete
and finished.

opinion writing.
Criterion: I am looking to see that
each student is able to produce
one thing they learned about
fossils and another that they
learned about opinion writing, as
they are both concepts they had
not been previously exposed to
before this unit.

(whetherthatbewhatitis,whatit
incorporates,examplesof
transitionalwords,etc.)