Chelsea Schmieding

EDUC 461 Student Teaching

TWS #4 Assessment Plan
Throughout my social studies unit on the regions of South Carolina, I will use a variety of
assessments to record and gain evidence of student progress. This data will be taken over three
weeks of lessons. The third grade SC Social Studies Standard that this social studies unit will address is
3-1: The student will demonstrate an understanding of places and regions in South Carolina and the
role of human systems in the state. Students will learn and describe the six landform regions, four
major river systems, and cities of the state following the completion of this unit. In order to meet the
planned objectives, I will use pre, during, and post assessments. The accommodations that will be
provided are: Students with difficulty seeing or hearing will have the opportunity to sit closer to the
front, if they choose. Throughout these lessons, I will speak loud and clear for all students to hear the
material. I will also move throughout the classroom, maintaining close proximity to any students who
may be distracting other students or those who have trouble staying on task. Notes outlines will be
provided to students who may struggle with note taking in a timely manner.
Pre-Assessment:
For this unit, I decided to do a quick turn and talk discussion with the class. We discussed South
Carolina and what all they already knew about the subject. This will be a great way to get the students
thinking about our wonderful state and what all it has to offer. This partner discussion will be a way
for the teacher to see just what the students know about South Carolina in general. The teacher will
visit with each partnership to hear what all they know about SC. These notes will be taken mentally
and then recorded onto a chart for the teachers use and benefit. A rubric (attached) will be used
after the lesson to determine the grade of the pre-assessment discussion. The possible scores were 05. Students will receive a 4 (or 100 points) if they could name five or more facts about South Carolina.
Students will receive a 3 (or 80 points) if they could name at least three facts about South Carolina. A
score of a 2 (or 60 points) will be given to students who can name at least one fact about SC and a 1
(or 0 points) for those who cannot name one fact about SC or do not participate. The main focus of
this discussion is to get them thinking about the world around them and to introduce the unit.
Students have been previously taught how to properly participate in partnership discussions.
During Assessment:
There were several different types of assessments used throughout the instructional time in
this unit. I will take mental notes during the conversational opportunities provided to the students
(turn and talk, small group discussions, and whole group discussions). Mental notes will also be taken
on which students were engaged and which students were having difficulty. Students will be expected
to participate and complete all activities and assignments to the best of their ability. Throughout this
unit, students will complete daily activity sheets (map labeling, note outlines, regions book and rivers

brochure). The teacher will collect these to ensure that maximum student participation was achieved.
Students will have several opportunities to demonstrate their understanding of the locations of the
regions, river systems, and major cities by labeling maps. A quiz will be given after the first several
lessons on the Blue Ridge and Piedmont regions of South Carolina. A copy of this quiz is attached.
Several exit slips will be given after lessons to keep the students focused and responsible for learning
the information. The regions book will be another assessment to ensure the students are able to
located and describe the regions of South Carolina. A review game called I have, Who has? will be
played and notes will be taken on those students who are having difficulty in automatically knowing
the answer. Student work will be checked for completeness and correctness. Any student having
difficulty or frustrations will be assisted on the spot. If in the event of several students having the
same issues, they will be called to the table or carpet for assistance or I will stop and review with the
whole class. The assessments chosen to be given during this social studies unit will be beneficial to
track students progress.
Post-Assessment:
Following this unit on the different places and regions in South Carolina, students will take an
assessment of the knowledge presented. This will be a cumulative test and will cover the things
taught over the past few weeks. This assessment is thirty questions and consists of a variety of test
questions including multiple-choice, fill in the blank, true or false, short answer, and map labeling.
Each answer will be worth one point. The scale they will be graded on is the total number correct out
of 56 with 56 being the highest and zero being the lowest. Multiple skills will be assessed from this
unit. This assessment will be checked and graded for completeness and correctness. Scores will be
recorded on my data chart for each student individually. Students will receive a social studies grade
for the second nine weeks from this assessment as well. Collected data will be used for future
instruction (remaining indicators under SC Social Studies Standard 3-1). It will inform me of what topic
or concept was misleading or confusing to the students and what needs to be reviewed. I will
carefully consider how to address any issue or common errors made. In the event of the majority of
students missing the same question on the assessment, I will be able to remediate understanding of
that content. It will also allow me to make sure the activities and lessons taught were within the
students zone of proximal development. This data will also allow me to become knowledgeable of
other ways to incorporate scaffolding to the students.

Learning Objectives:
SC Social Studies
Standard 3-1.1:
Categorize the six
landform regions of
South Carolina-the

Format of Formative
Assessments:

Assessments:

-Pre-Assessment
-During Assessment
-Post-Assessment

Pre-Assessment: Students
will participate in a Turn
and Talk discussion with a
partner about what they
know about South Carolina
already. The teacher will

Accommodations:
The appropriate
accommodations to fit
the needs of my students
so learning can be
created are:

visit with each partnership

to hear what all they know
about SC. These notes will
be taken mentally and then
recorded onto a chart for
the teachers use and
benefit. A rubric was used
after the lesson to
determine the grade of the
pre-assessment discussion.
The possible scores were 14. Students received a 4 (or
100 points) if they could
name five or more facts
about South Carolina.
Students received a score of
3 (or 80 points) if they could
name at least three facts
about South Carolina.
Students received a 2 (or 60
points) if they could name
two facts about South
Carolina. A score of a 1 (or 0
points) was given to for
those who could not name
a fact about SC or did not
participate. The main focus
of this discussion is to get
them thinking about the
world around them and to
introduce the unit.

Blue Ridge, the

Piedmont, the Sand
Hills, the Inner
Coastal Plain, the
Outer Coastal Plain,
and the Coastal
Zone according to
their climate,
physical features,
and natural
resources.

Objective(s):
When given facts
and information on
the Blue Ridge and
Piedmont regions,
students will be able
to describe the
physical and human
features of each SC
region with 90%
accuracy.
When given
information on the
Sand Hills and Inner
Coastal Plain
regions, students
will be able to
describe the
physical and human
features of each
region with 90%
accuracy.
When given
information on the
Outer Coastal Plain
and Coastal Zone
regions, students
will be able to
describe the

During-assessment:
Students will be observed
throughout all instructional
time as well as any activity
planned and completed.
Students will be expected to
participate and complete all
assignments throughout
this unit. The teacher will
monitor/observe and take
anecdotal notes in the
event of an error or
misconception occurring as
well as engaged students
(seeming to understand)
and unfocused or off-task
students. Student errors will
be noted and students will
be assisted on the spot. If
several students have
similar issues, they will be

-Notes outlines for lower

students to use during
note-taking.
-Allow students with
vision or hearing
problems the opportunity
to move closer to the
front if they choose to.
-Speak in a loud, clear
voice for all students to
hear the lesson.
-Walk around and
monitor student work,
especially checking in
with students who have
difficulty paying attention
and staying on task.

called to the table/carpet

for assistance OR stop and
review for the whole class.
Several types of during
assessments will be used:
exit slips, daily map
labeling, brochures and
activity books, quiz, and a
review game. Students will
be assessed on their
knowledge of the material
taught throughout this unit.

physical and human

features of each
region with 90%
accuracy.
---------------- SC Social Studies
Standard 3-1.2:
Describe the
location and
characteristics of
significant features
of South Carolina,
including landforms;
river systems such
as the Pee Dee River
Basin, the Santee
River
Basin, the Edisto
River Basin, and the
Savannah River
Basin; major cities;
and climate regions.

Students will be
able to describe and
label on a map the
Savannah River
system and the
Santee River
system with 80%
accuracy.
Students will be
able to describe and
label on a map the
Edisto River system
and the Pee Dee
River system with

Post-Assessment: The
students will take a test at
the end of the unit. This test
will be consisted of multiple
choice, fill in the blank, true
or false, short answer, and
map labeling, worth a
combined score of 56
points. Students will be
scored on completeness
and correctness. Students
will receive a social studies
test grade for 2nd nineweeks for this assessment
on 3-1.1 through 3-1.2.

80% accuracy.

When locating
Greenville and
Columbia on a map,
students will be able
to understand their
contribution and
importance to SC
history.

When locating

Myrtle Beach and

Charleston on a
map, students will
be able to
understand their
contribution and
importance to SC
history.

Checklists:
For this unit, I created a chart with a column for each childs name, pre, during, and post assessments,
and space for any notes. Students names will be deleted for confidentiality purposes in the student
assessment data chart once the post-assessment data has been collected. 70% of the students will reach an
80% or higher on the post assessment. This will determine whether or not the student met the lesson
objectives or concepts taught from the three consecutive lessons.

Student

Pre

During Post

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Pre-Assessment Rubric:
Points:

Description:

Student was able to name 5 or more facts

about SC. (100 points)
Student was able to name at least 3 facts
about SC. (80 points)
Student was able to name one fact about SC.
(60 points)
Student was unable to name one fact about
SC, or did not participate. (0 points)

3
2
1

Comments

Quiz:
Regions Quiz: Part 1

Name________________________

Circle the best answer.

1.

The ___________ region is the smallest region in South Carolina.

a. Coastal Zone
b. Sandhills
c. Blue Ridge

2.

__________ are a thriving agriculture industry in the Piedmont region.

a. Grains
b. Peaches
c. Sunflowers

3.

Rivers ___________ the fall line are slow moving and smooth.
a. above
b. below
c. beside

True or False.
4.

Sassafras Mountain is a monadnock in South Carolina. ___________

5.

Piedmont means foot of the mountain. __________

6.

The Fall Line separates the Inner Coastal Plain and the Outer Coastal Plain. ___________

Answer the following.

7.

There are __________ landform regions in South Carolina.

8.

Name 3 geographic features that border South Carolina.

______________________________
______________________________
______________________________

9.

Rivers _________________ the fall line are swift and choppy.

10. Label the map.

-Blue Ridge
-Georgia
-Piedmont
-Sand Hills
-Inner Coastal Plain
-North Carolina
-Outer Coastal Plain
-Fall Line
-Atlantic Ocean
-Coastal Zone

Post-Assessment (Unit Test)

Name ___________________________

South Carolina Regions and Rivers Test

Circle the correct answer.
1. Which region is best known for its beautiful mountains and waterfalls?
a. Outer Coastal Plain
b. Sand Hills
c. Blue Ridge
d. Inner Coastal Plain
2. Which major city is located in the Coastal Zone region and has one of the busiest ports on the eastern coast
of the United States?
a. Columbia
b. Charleston
c. Myrtle Beach
d. Greenville
3. While on vacation, Miss Schmieding visited a monadnock. What region was she in?
a. Blue Ridge
b. Outer Coastal Plain
c. Sand Hills
d. Piedmont
4. Which two regions border the Sand Hills region?
a. Blue Ridge and Piedmont
b. Inner Coastal Plain and Piedmont
c. Outer Coastal Plain and Coastal Zone
d. Piedmont and Sand Hills
5. Which region has success growing crops due to its rainfall, good soil, and long growing season?
a. Blue Ridge
b. Inner Coastal Plain
c. Sand Hills
d. Piedmont
6. The Outer Coastal Plain has low land, which has helped create _____.
a. swamps and marshes
b. mountains and waterfalls
c. hills and valleys
d. oceans and beaches
7. What types of rivers are found above the fall line?
a. fast moving rivers
b. no rivers at all
c. slow moving rivers
d. frozen rivers

8. Which agricultural industry thrives in the Piedmont region?

a. soybeans
b. peaches
c. cotton
d. pickles
9. Which of the following are physical features of the Coastal Zone?
a. beaches, golf courses, and historic sites
b. grasslands, man-made lakes, and Carolina Bays
c. barrier islands, marshes, and beaches
d. sandy soil, the Fall Line, and relatively flat land
10. The states highest peak is _____________.
a. Table Rock
b. Sassafras Mountain
c. Flat Rock
d. Appalachian Mountains
11. The Fall Line separates ______.
a. the Coastal Plains and Coastal Zone
b. the Piedmont and the Blue Ridge
c. the Sand Hills and the Coastal Plains
d. the Piedmont and the Sand Hills
12. The Coastal Zone relies heavily on the _____ industry.
a. cotton
b. timber
c. peach
d. tourism
13. Piedmont means _______________.
a. rolling valleys
b. fast oceans
c. foot of the mountain
d. mountain top
14. South Carolina is located in which climate region?
a. humid subtropical
b. cool subtropical
c. tropical
d. humid

Fill in the blank.

15.

There are _________________ major river systems in South Carolina.

16.

The state capital is located in the ___________________ region.

17.

Rivers _______________ (above or below) the fall line are slow and smooth.

18.

There are _________________ landform regions in South Carolina.

19.

All of the major river systems eventually flow into the _____________________________.

20.

Greenwood is located in the ________________________ region.

True or False?
21.

Greenwood is considered a major city in South Carolina. _______________

22. The Piedmont region takes up 1/3 of our state. ________________

23. Timbering, soybeans, and cotton are thriving agriculture industries in the Inner and Outer Coastal Plains
regions. ______________
24.

South Carolina was the tenth (10th) state. _________________

25.

The Edisto River is the only major river system that does not flow into another state. _______________

Complete the following.

26.

List the landform regions of South Carolina.

_______________________________

_________________________________

_______________________________

_________________________________

_______________________________

_________________________________

27.

List the bordering geographical features of South Carolina.

28. Label the river systems and lakes on the

map.
Savannah River
Edisto River
Pee Dee River
Saluda & Santee River

29.

Lake Marion
Strom Thurmond Lake
Lake Moultrie

Label the major cities of SC on the map.

Columbia
Myrtle Beach
Greenwood

Greenville
Charleston

30. Label the map.

Georgia
North Carolina
Blue Ridge
Inner Coastal Plain
Atlantic Ocean

Coastal Zone
Fall Line
Sand Hills
Piedmont
Outer Coastal Plain

Post Assessment Results:

Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Average
Score:

Post-Assessment
Score (Unit Test)
77
73
61
45
91
59
45
50
96
82
80
80
46
48
41
64
86
39
96
89
48
66.48%