Target-Method Match Template

A. High Achievement Unit Outcome (Please include the High Achievement Unit Outcome.) Make sure your verbs are measurable and
from the upper 4 levels of Bloom’s Taxonomy—Application, Analysis, Evaluation, Creating.
Write High Achievement Unit Outcome here:
K.E.3A The student will discover daily and seasonal weather patterns, while connecting changes in the
seasons to plant and animal life.

Component/Target Type Assessment Method

(See Figure 4.3) (The goal is to Triangulate—have 3 different
types of assessments for each unit, not each
K = Knowledge component.)
Components /Learning Targets for High Achievement Unit Outcome R = Reasoning
(The Components/Learning Targets should fulfill the High Achievement Unit Outcome S = Skill Note: PA (Performance assessment)
and have a variety of measurable verbs from all levels of Bloom’s Taxonomy.) P = Product includes creating Products or Projects

K R S P SR WR PA PC
Selected Written Performance Personal
Response Response Product Communi-
Project cation

1. Categorize the differences between the four seasons using the X X

appropriate vocabulary to represent each season.

2. Analyze local weather condition data to describe weather patterns X X

that occur from day to day, using simple graphs and pictorial weather
symbols.
3. Develop and use illustrations to predict seasonal weather patterns and X X
changes

4. Obtain information to support claims about how changes in seasons X X

affect plants and animals.