Emily Rohwer

10/6/14
Assessment Plan
Assessment 1: Timeline
Description: This is a formative assessment that will be used in a 3rd grade unit about
early Michigan history to review at the end of the unit. Students will be given 10 events,
each on a slip of paper, which they will arrange into the proper sequence and glue onto
a piece of construction paper to make a timeline. They will also draw a picture or some
kind of visual to accompany each event on their timeline.
Objective: Given 10 events, the learner will accurately arrange them into a timeline and
will draw an accurate and relevant picture or visual to accompany each event.
GLCE: 3 H3.0.10 Create a timeline to sequence early Michigan history (American
Indians, exploration, settlement, statehood).
Student Instructions:
1. You will be given 10 events from Michigans history in an envelope.
2. Arrange the events into the correct order of when they happened so that all the
events together make a timeline. For example, the French and Indian war should
be before the Toledo war on your timeline.
3. Once you have your events arranged correctly get a piece of construction paper,
use a ruler to draw a line down the middle of the paper, and glue your events
along this line in order to make your timeline.
4. Draw a picture or any kind of visual that you think summarizes the event or
shows part of the event next to each one on your timeline. Every event should
have a picture or another kind of visual next to it.
Student Example:

Native American
peoples first
came to
Michigan

French explorers
arrived in
Michigan

Northwest
Territory created

French and
Indian War

American
Revolution

Detroit & Ft. Mackinac

surrendered to British in
War of 1812

Michigan Territory
created

Territorial
capital built in
Detroit

Toledo War

Michigan
becomes a
state

Rubric:

Assessment 2: Carousal Activity

Description: This activity will be used to pre-assess students at the beginning of a 3rd
grade unit on the Michigan state government to see what they know about the three
branches of government. Each of the 3 branches will be written up on the board with
space underneath for students to write. Students will go up in groups of 3-4 and will
write descriptors, examples, or anything that comes to mind about each branch. If they
see anything that they think is wrong, they can cross it out or correct it. Students will
rotate to each of the three categories so that the teacher gets an idea of what the class
knows about each branch of government.
Objective: Each student will write at least 2 descriptors, examples, or things that come
to mind under each of the three branches of government listed on the board.
GLCE: 3 C3.0.3 Identify the three branches of state government in Michigan and the
powers of each.
Student Instructions:
1. Each of the three branches of Michigans state government (legislative,
executive, and judicial) is written up on the board. We are going to write things
we know about each branch down below where each branch is written.
2. When I call your table group, go up with them to the branch of government that I
tell you to begin at. Each person in your group needs to write at least 2 things for
each branch. You could write descriptions, examples, or just anything that comes
to mind when you hear the name of the branch of government.
3. You may not repeat anything that is already written. If you see something that
you think is wrong, you may cross it out and correct it if you wish.

4. You will rotate to each branch of government when I tell you and then return to
your seats to have a class discussion about what we have written.
Assessment 3: Exit Slip
Description: This is a formative assessment that will be used at the end of a 3rd grade
lesson on Michigans natural resources. Students will write one natural resource that
they have learned about, mark where their natural resource is located on a map of
Michigan, and will write 3 sentences about how it is used and what consequences the
use of their natural resource has had on Michigan.
Objective: Given an exit slip with a map of Michigan, the learner will identify one natural
resource found in Michigan and will mark on the map where the resource is located, and
will write 3-4 sentences explaining how the resource is used and the consequences of
its use.
GLCE: 3 G5.0.1 Locate natural resources in Michigan and explain the consequences
of their use.
Student Instructions:
1. Write one natural resource that is found in Michigan that you remember learning
in todays lesson at the top of the slip.
2. Mark on the map of Michigan where you think the natural resource is located. It
could be one spot or many spots on the map.
3. Write 3 or 4 sentences explaining how your resource is used and the
consequences that using it has had on Michigan it could be on people, the
land, the economy, etc.
4. Hand the slip to me before leaving class.
Rubric:

Student Example:

Fish
The Native Americans used to fish to have food for
themselves. The settlers and explorers also fished for
food. People in Michigan still fish. Fishing is good for
the economy in Michigan but some fish are going
extinct.

Assessment 4: Letter
Description: This is a summative assessment for 3rd grade that will aim to see if
students understand how the first European explorers and settlers in Michigan lived.
This assessment will be assigned at the end of a unit about the early settlements of
Michigan. Students will write a letter from the perspective of either an explorer or settler
living in early Michigan to someone back home in Europe. They will include details in
their letter of how they used their environment, how they interacted with American
Indians, and what their daily life was like.
Objective: The learner will write a 3 paragraph letter from the perspective of either an
explorer or settler living in early Michigan writing to someone back home in Europe,
including 2 details of how they adapt to and use their environment, 1 detail of how they
interact with American Indian groups, and 3 details of what their daily life was like.
GLCEs: 3 H3.0.5 Use informational text and visual data to compare how American
Indians and settlers in the early history of Michigan adapted to, used, and modified their
environment.
3 H3.0.6 Use a variety of sources to describe interactions that occurred between
American Indians and the first European explorers and settlers in Michigan.
3 H3.0.7 Use a variety of primary and secondary sources to construct a historical
narrative about daily life in the early settlements of Michigan (pre-statehood).
Student Instructions:
1. For this assignment, you will be writing a 3 paragraph letter from the perspective
of either an explorer or settler living in early Michigan writing to someone back
home in Europe. First, decide if you want to pretend to be an explorer or a settler.

2. Once you have decided, brainstorm and write down how you would have
adapted to and used your environment, what you would have thought about
American Indians you encountered and how you would have interacted with
them, and what your daily like would be like (ex. What jobs or chores you would
do, who you would live with, what kind of house you would live in, etc.). Try and
think of 3-4 details for each one.
3. When you are done brainstorming, choose 2 details of how you use your
environment, 1 detail of how you interact with American Indians, and 3 details of
what your daily life was like that you want to include in your letter.
4. Begin writing your letter to someone in Europe (for example: a family member or
friend) telling them what life in Michigan is like - and make sure to include the
details you chose.
5. Make sure your letter is correctly formatted (has a date, name of the person you
are writing to, salutation, sign-off, and signature) and that it is at least 3
paragraphs long.
Assessment 5: Venn Diagram
Description: Students will make a Venn diagram to compare and contrast how American
Indians such as the Anishinaabeg lived in early Michigan and how they live now. This
assessment is meant to be used after 3rd grade students have already learned about
the American Indians of early Michigan and after a lesson about the modern American
Indian tribes. Students will have at least 4 things in each part of their diagram. Then,
they will write one sentence describing how a modern American Indian group has kept a
tradition or built upon an aspect of the culture of their early Michigan ancestors.
Objective: The learner will use information learned about the early Michigan American
Indian tribes and the modern American Indians to create a Venn diagram comparing
and contrasting the two peoples, with at least 4 things in each part of their diagram, and
then will write one sentence explaining how a modern American Indian group has kept a
tradition that is the same as what the early Michigan American Indians did.
GLCEs: 3 H3.0.4 Draw upon traditional stories of American Indians (e.g.,
Anishinaabeg - Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron
Indians) who lived in Michigan in order to make generalizations about their beliefs.
3 G4.0.4 Use data and current information about the Anishinaabeg and other
American Indians living in Michigan today to describe the cultural aspects of modern
American Indian life; give an example of how another cultural group in Michigan today
has preserved and built upon its cultural heritage.
Student Instructions:
1. You will be given a blank Venn diagram. Label one side early Michigan
American Indians and one side modern Michigan American Indians.

2. Using what you know about each group of people, write at least 4 details about
how these groups of people are different in each of the outer circles, and 4
details about how they are the same in the inner circle.
3. You should have 4 details in each of the sections of your diagram, for a total of
12 details.
4. At the bottom of your paper, choose one detail from your same section and
write a sentence explaining how a modern American Indian group has kept a
tradition from their past. Questions to think about before you write your sentence:
what is one thing modern American Indians still do that the early Michigan
American Indians did? Is it done exactly the same way or have they changed it at
all?

Rubric to grade Assessment Plans: