Individual Goal(s) Objectives Pre- Formative Summative If I were to Technology

Lessons Assessment Assessment Assessment teach this again

I would…
1 1, 2, 3, •   Students will Students will Students will On the day •   Spend more •   Document
(Intro) and 4 label the take a Pre- contribute to a before our time on the Reader and
parts of a Assessment to whole class KWL whole unit creation of Projector
plant demonstrate chart. summative the whole
•   Students will their current Documenting assessment class KWL
create a knowledge their the students chart.
diagram of about plants. contributions will will add their •   Give the
the life cycle The help me see how findings to our students
of a plant. assessment much each whole class more time
•   Students will will ask about student knows KWL. This to complete
illustrate parts of each about plants and will not be the pre-
what plants learning goal. gather graded but assessment.
need to grow (Performance information about serve as a
and survive. Based and what they want to review.
•   Students will Written) know. (Discussion)
generate (Discussion)
questions
about an
experiment.
2 2, 3, 4 •   Students will Students will I will look at the At the end of •   Plan to •   Document
(Bean conduct a engage in turn first observation the unit I will have Reader and
Seeds) plant related and talk with log to see if the collect each student Projector
experiment. partner. They students included students create their
•   Students will will discuss all of the individual own
communicate what they think observation bean log. I success
observations a bean seed elements and will look at all criteria.
during the would need to documented at of the •   Explicitly
experiment. grow. This will least one observations address
•   Students will be a discussion ‘noticing’ about holistically what plants
predict what based their seed. and use a need vs.
 will happen observational (Written Task) checklist to what helps
if plants do assessment. score the plants
not get what Pre-assessment whole log. grow.
they need to specifically in Students will •   Plan to
live. relation to also have an have the
•   Students will plant opportunity to students
record knowledge will peer assess ‘plant’ 3
observations be pulled from their different
of a plant lesson one’s observations. kinds of
going pre-assessment (Peer bean seeds.
through its (question 2). Assessment
life cycle. and Written
Task)

3 1, 3, 4 •   Students will Pre-assessment At the end of this Students will •   Be more •   Real plant
(Plant Parts label the specifically in lesson the demonstrate explicit photos
and parts of a relation to students will take their plant about self projected
Functions) plant (roots, plant a quick matching parts assessment •   Parts of a
stem, leaves, knowledge will assessment that knowledge in criteria. plant song
flower). be pulled from asks them to the summative •   Emphasize •   Brain Pop
•   Students will lesson one’s match the plant assessment. the need Jr. Plant
list plant assessment parts to their Specifically, for Parts video
parts that are (questions 1 functions. They question 1 students to
so small we and 4). will also label a will assess the explain
can only see (Performance simple plant to plant parts and why their
them with a Based Task) identify its parts. question 2 carnations
magnifier. They will correct will ask the changed
•   Students will their own students to color.
compare and matched when match the •   Review
contrast a they are finished plant parts to safety
healthy plant (self their protocol
to an assessment). functions. about
drinking
 unhealthy (Performance dyed
plant. Based Task) liquid.
•   Students will
conduct a
plant related
experiment.
4 2 •   Students will In lesson one During this At the end of •   Include a •   Time lapse
(Plant Life record the students lesson the the unit I will whole body videos of
Cycles) observations will participate students will analyze the plant life plants
of a plant and contribute work in partners summative cycle growing
going to the whole to draw and label assessment ordering
through its class KWL. a plant life cycle. (question 6) to activity.
life cycle. These I will collect this see who •   Emphasize
•   Students will contributions work after the knows the life using the
create a will be activity to see cycle of a word bank
diagram of analyzed to see who gets the plant. as a tool on
the life cycle what students concept and those Question 6 the plant
of a plant. know about who are on the will ask them part
•   Students will plant life right track. to label and labelling
give cycles. I will (Observation draw each assessment.
examples of also look at and stage of the
how a each individual Performance life cycle.
seedling is students pre- Task) (Written and
different assessment Performance
from an adult scores Task)
plant. (question 3).
(Discussion)
5 3, 4 •   Students will I will use During this At the end of •   Prepare •   Smart
(Plant illustrate observations lesson the this unit the more of the Board and
Survival what plants from the lesson students will students will ‘deprived’ Projector
Needs) need to grow two discussion write down (or take a beans for •   Plant needs
and survive about what our draw) predictions summative closer virtual
bean seeds will about what will assessment. simulation
 (water, sun, need to grow happen to bean They will list student
air, light). in order to seeds that are the 4 things exploration.
•   Students will inform the deprived of key that plants
predict what starting point survival needs. I absolutely
will happen of this lesson. will look at these cannot live
if plants do I will also look predictions to see without
not get what at the which students (question 3).
they need to beginning of already know It is also an
live. unit KWL to what happens option for the
•   Students will see if there are when a plant does students to
compare and any not have sun, draw the 4
contrast a misconceptions water, or air. things that
healthy plant about what (Written Task) plants need.
to an plants need to Questions 4
unhealthy live. and 5 will ask
plant. (Observation students to
•   Students will and examine the
conduct a Discussion) differences
plant related between a
experiment. healthy and
•   Students will unhealthy
explain plant.
conclusions (Performance
about an Task)
experiment.
6 1, 2, •   Students will I will look at During this In the last •   Allot more •   Smart
(Small Plant and 4 list plant the plant part lesson the lesson I will time for Board and
Part parts that are pre-assessment students will keep collect the bean projector
Dissection) so small we from lesson an informal list of finished bean dissection. •   Virtual
can only see one (questions the small plant logs and score •   Provide flower
them with a 1 and 4) and parts they find in them using a more dissection
magnifier. pull data from their carnation. checklist. I clarity of website
the whole class They will also will look to what
•   Students will KWL chart in label and draw see evidence students •   Brain Pop
identify the relation to small parts of a of small plant would see Jr. Bean
functions of plant parts. bean/seed. The part inside of Parts video
each plant (Performance bean drawing will knowledge the bean. •   Brain Pop
part. Task) be collected to but will assess •   Dye more Jr.
•   Students will gauge mostly their flowers! carnation
give understanding of investigative experiment
examples of small plant parts and explanation
how a and I will observational
seedling is personally skills (goal 4).
different discuss with (Written
from an adult students what Task)
plant. they find for parts
•   Students will in the carnation.
illustrate (Written Task
what plants and Personal
need to grow Communication)
and survive
(water, sun,
air, light).
•   Students will
conduct a
plant related
experiment.
•   Students will
explain
conclusions
about an
experiment.  
 7 1, 2, 3, This lesson will N/A The students will On the final •   Give the •   Document
(Finish and 4 touch upon all work as a whole day the students Reader and
KWL, learning group to students will more time Projector
Summative objectives since complete the ‘L’ take the to provide
Assessment, it includes a column on our summative meaningful
Student review, and class plant KWL assessment. It feedback.
Feedback) summative chart. This will will have •   Plan on
assessment help me address questions using sticks
and relating to to call on
misconceptions each learning students so
before the goal and that each
assessment. objective that one
The students will we have been contributes
also be engaging working on to the ‘L’
in a peer for the on the
assessment of duration of whole class
each others bean this unit. KWL chart.
logs. This will be (Performance
another Task)
assessment for
goal 4.
(Discussion)