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TWS 4: Assessment Plan Channa Griham During my showcase lesson there were many different types of assessment that I used to record the progress of my students. Throughout my showcase lesson I used assessments before, during and after the lesson to record the progress of my students learning. For my first learning objective students will be able to understand the effects of moving air on various objects through hands on explorations, I used many different types of assessments. For my preassessment, we started out by having a whole class discussion about what they believed moving air was. During this discussion, the students were able to tell me that they believed that moving air was known as wind. Students explained to me that wind moves by blowing things and can come in many different speeds. I was able to see that many of the students had prior knowledge on what wind was and what effects it has on everyday objects. During this discussion, I also asked questions that would trigger the students prior knowledge on the concept of wind. When asking these questions, I made sure that I asked different students to answer so that I could get an idea of who understood what wind actually was. During the lesson, the assessment I used was the experiment portion of the lesson. During the experiment, students were asked to make connections between the objects that they were observing. In their bags, the students had a feather, a piece of paper, a cotton ball and a single die. I gave the students a series of questions to answer as they were conducting their experiment. Some of the questions I asked were, why is it easier to move the feather than the dice, why do you think it was easier to move the cotton ball, and what did you notice about the paper when you asserted wind on it. I would ask individual students to explain to me their answer to the questions that they were asked. While the students were giving me their answers, I kept a checklist to keep track of their understanding of the

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concept. By doing this assessment during the lesson, I was able to see how the students understood my lesson so far. When I noticed that some of the students did not understand, I made necessary adjustments so that they would benefit from the remainder of my lesson. For my post assessment, the students were asked to complete a writing prompt in their science notebooks. I introduced the students to the Line of Learning concept. With this strategy, the students are asked to draw an L across the top of the page. After the students have done this, I instructed the students to write one sentence explaining what they have learned from the science experiment about wind. I also instructed the students to draw a picture of what they observed beneath their sentence. At the end of the lesson, I collected these journals to review them for understanding the concept. When grading the lessons, I used a basic rubric to see if the students have obtained mastery of the concept of moving air being known as wind. For my second objective that I used in my showcase lesson, I also used pre-, during and post- assessments. My second learning objective was, Students will be able to understand how wind affects objects and what wind can do. For my pre- assessment, I had review a poem that I had created that was describing things that wind could do. The poem was a What am I poem, so the students had to read the poem and tell me what the poem was talking about. The title was not given so the students had to look at the context of the poem to figure out what the title of the poem should be based on the content. I asked the students to write their answer down in their notebook and to not let anyone around them see. After about 5 minutes, I asked all of the students to come to their final answer of what they thought the poem was talking about. When this was over I asked all of the students to raise their notebooks in the air. After seeing all of the answers I asked the children to give me a thumb up if they thought the poem was talking about wind. Many of the students had given me thumbs up saying that they have written wind. I knew

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this to be true by observing and reviewing their answers. For the during assessment portion of the lesson, students were given a worksheet out of their science notebooks to complete. As a class, we read the passage together to make sure that the students understood what they were reading. After we have read the passage, I asked the students to go back through passage and underline any of the information that they believed would help them understand what wind can do to things. While the students were doing this, I walked around to make sure that each student understood what information from the text could help them understand what wind could do. I kept in my head the students who were having trouble understanding what information was important and also what students understood some of the things that wind could do. For my post assessment, I had the students complete the questions on the worksheet on their own. Students were asked to read the questions and refer back to the text to answer the questions. At the conclusion of the lesson, I collected the worksheets to see what the students took away from the lesson. After I reviewed the results of the worksheets, I was able to see what students need further instruction on the concept and what students have mastered the concept. As a summative assessment for the unit, the students were given a short quiz to grade their comprehension of the topic of moving air (wind) and what effects wind can have on objects. Being that 2nd graders do not receive letter grades in science, the quizzes were kept as reference so that I could review them when needed. From the data collected, I realized that some students did not fully grasp the concept and I addressed this in a later lesson in the classroom. By re-teaching the topic, I was catering to those students who needed more help on understanding the concept of moving air being known as wind and some of the things that wind can do.

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Assessment Plan Table Showcase Lesson: Science Learning Objectives Objective 1: students will be able to understand the effects of moving air on various objects through hands on explorations Assessments Format of Formative Assessments Pre- ObservationWhile students are participating in group discussion, I will keep note of what students understand the questions being asked and what students may need more attention during the experiment portion of the lesson. During- students were asked to make connections between the objects in the experiment. While observing the students notes were taken to track the learning of the students Post- students were asked to create an entry in science notebook to explain what they have learned from the experiment. Used a basic rubric to grade the students overall understanding of the concept. Accommodations While teaching this lesson, there are going to be many students who are going to need accommodations. Also, there may be children in the classroom who have learning disabilities or special needs that will be addressed. When teaching this lesson, I took in consideration each students level of learning that they are on. I based my lesson around each of the children to make sure that everyone is capable of learning the information. Because my classroom contains students who are hard of hearing or have vision problems, I made sure to present my lesson in a way that would accommodate these needs. This will accommodate the students needs and allow them to learn

Pre-Assessment During Assessment Post-Assessment

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more effectively. Also, I have students that take longer to analyze and think of reasons to the questions that I ask, I work with them to figure out a correct response that has quality information that pertains to the questions I have asked. Learning Objective 2: Students will be able to understand how wind affects objects and what wind can do Pre-Assessment During Assessment Post- Assessment Pre- Students will be given a poem that talks about wind and the students will have to figure out what the poem is talking about. Answered were reviewed for accuracy and understanding During- students will be asked to underline information from text that described what wind was. During this activity, I walked around and observed the students and kept a running record in my head of what students understood the concept. Post- students were asked to complete a worksheet summing up what wind could

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do and made a broad definition of what wind was. When reviewing the worksheets a check list was used to keep track of what students understood the concept and what students would need further instruction in the future on the topic.

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Lesson 1: Moving Air (Wind) Rubric

Understanding Student fully moving air understands the concept of moving air (wind) and some of the things wind can do

Student partially understands partially the concept of moving air (wind) and some of the things wind can do

Student Demonstrates misconceptions regarding moving air (wind) and some of the things wind can do

Students does demonstrate any understanding of the concept of moving air (wind) and will need one on one help with the concept

3= Student meets mastery of concept 2= Student partially understands the concept 1= Student needs more instruction on the concept 0= student does not understand the concept at all; may need accommodations

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Pre- and Post-Assessment Data

3.5 33 3 2.5 2 2 Pre-Assessment 1.5 1 1 1 0.5 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 0 0 1 1 1 1 1 1 1 Post- Assessment 22 2 2 2 2 2 2 2 22 3 33 3 3 3 3 3 3 3

Assessment Data
Student Pre-Assessment During Assessment Post- Assessment Pre/Post Gain 1 3 3 3 0 2 2 3 3 1 3 3 3 3 0 4 2 2 2 0 5 0 1 1 1 6 1 2 2 1 7 1 2 2 1 8 0 1 2 2 9 1 3 3 2 10 2 3 3 1 11 1 2 3 2 12 2 3 3 1 13 1 2 3 2 14 1 3 3 2 15 0 1 1 1 16 1 2 2 1 17 2 3 3 1 18 2 2 2 0 1.39 2.28 2.44 1.06