name: Nirale Kogers Day 10: Where in the World is Ms. G?: Summative Assessment COVER PAGE General Assessment Rules/information (© No talking to other students. ‘© Whisper when talking to the teacher. © Keep your eyes on your own paper. © Youmay complete the test in any order, but this test is similar to our Skyping experience, so itis most helpful to go in order. © Feel free to ask the teacher if you do not understand any directions. © Read all the directions carefully and take your time. © You do not need to worry about the objectives in the box. They are there for my reference and so you are aware that each test question correlates with one of our objectives, Directions © Ms. Gisin mystery a place in the Western Hemisphere. © Try to guess where she is at. © Each of the following tasks will guide you toward discovering the mystery place as well as ask you information about the place you think she may be. Scoring © Youwill not be receiving an overall score on the assessment, since each item (test question) ‘measures your mastery or proficiency of a particular standard. Therefore, each item will be scored using a 4 point scale (below). Remember, a3 is your goal, @ 4 only means you went above and beyond expectations. Each item also lists what is expected to earn a3 on the scale. You will find that information in the boxes under each question.(© If there are multiple items that assess the same standard | will use a determine an overall score for that standard. If the scores vary between two items you will receive the lower score for the standard that the item addresses, since there appears to be a gap in understanding. However, if ‘there are an odd number of items addressing the same standard, | will consider the mode, or the score that appears the most. If this is not possible, it will be up to my judgement about what score best represents your mastery of that individual standard overall. oduct Gade sae = Eempary Taree Throgaany = Basing WARE aves at tne Tan Note: f 50% oF more ofthe product grade 's composed ofthe student will recive an-¥ overal for their product grade ‘throughout the semester, and if 50% or ‘more ofthe product grade stil composed of 1s atthe end ofthe semester, they wil eaceive a falling grade Inthe course and or subject area, {uskey, 201. p. 5; Marzano, 2006)yore vist led, eed eces Wen reir ‘On your iPad, go to: https://sites.google. com/site/climatetypes/home The place Ms. G is at has mostly a tropical wet and dry climate ‘What are 2 possible continents she could be on based on this information? (You may look up which continents are which if you need to, since | am assessing how well you can use the graphical information, not if you remember the continents.) oh & Neither of these paces have Topical wer and dry climates ° Canc ty them onthe mae 3=rofient 2 accurate pcesgven (TY Objective: The student wil use (Bloms Taxonomy: Application) information trom modern technology such 2 Geographic Postion System and satelite remote sensing to locate information of the Western Hemisphere (Gay 1,2, an25) (Social tudes ice 61.2.5) Note: This item ask stents to identify a continent. tis assumes that students wil know their continents by 6” grade. Wa student does nt know tel continents they may look them up, since thisitem ase them oleate information not have the continents memorize 2. Describe this type of climate (tropical wet and dry). Give 2 characteristics. You masiered this ©) (pre-order en Ont: The students dure foot Tnenomy: rowed he cima of the Western Heme (sy) (Soctl sues Gice 6~ 62.2.)These are all tuo Far away [more than : 4000 mites From Tackson, MI ‘Show your steps/ how you got your answer for at least one of your answers above: The scale © 2,000 miles @ you will need 2 of them side-by-side YW be 4,000 miles ¥ Remember 000 oh ooo how we used “i.008 Hde-marks ih Class 7 3=Proiient- 3 acurate laces giv, work/steps shown fora lest 1 anewer ven | ‘Objective: The student wil use (Bloom's Taxonomy: Application) ratio reasoning to solve resold and mathematical problems. {0ayand 7) (eess.amera cONTENT.6 0.4.3)(North and South America, 2015)(4 torate these major landforms by labeling them on the map below: © Andes Mountains © Rocky Mountains (2) rosct cameo (Foresman, n.d) 1 = Profit all Tandforms are accurately located/labeled onthe map ® (Objective: The students wil leat (Bloom's Taxonomy: Comprehension major landforms ofthe Western Hemisphere. (Gey) ; (Soda sttes 6-612.)5. Locate these major rivers by labeling them on the map below: © Amazon River © Colorado River © Mississippi River ~ Mississiggn River hong River Proficent-al 3 rvers are accurately ocated/fabeled on tho map ‘objective: The students wil leate (leon’s Taxonomy: Comprehension jor iver ef the Western Hemisphere, (o2y2) (soda studies 61.2.1) (Foresman. n.d)Here are some questions about major landforms answered by Ms. G to help you: (You do not need to answer anything here.) © Are you north, south, east or west of the Mississippi River? Ms. G: East © Are younorth or south of the equator? © Ms. G: South © Are you north, south, east, or west of the Amazon River? * Ms. G: South (© xs pontyouw stv avesion top ound her shes a Te ie ttn about what a good question may)be. © Write your question for Ms. G he Ar Nou wv through thesé Qs Mesice is northot the equate and Atnaron River Raise your hand once your question is written, and Ms. G will come around and write the ‘answer to your question about her location here: Already answered fur you. No 3 = Proficient question asked bythe student used nfamavon relevant o solving the mystery lation and dé not ask a question that was already previcusy answered inthe assessment. Objective: The studant wl apply (looms Taxonomy: Appiaton) heels of geographic ngs seating _Reographic information organizing geographic information, analyze geographic formation, and answerie eeoerapve question) to analyze 3 problem arissueot-mpottano to a epin of the Western Hamisphere Note: "he probleme tolocate MG. {this process occurred throuehout al days of the unit). (Godil Studie 6-12.65) Note:The format af the entre est Set uo na manner to foster geographic inquiry. Therefore, by completing the test, making an educates 0ess, asking the teacher 3 question, and answering questions st the pace being described, the students are demonstrating thelr ablity to _2pply the sks of gaograpic inquiry.7, While Ms, G is at your desk, and writing down the answer, get out your iPad and go to Google Earth. Ms. G will verbally ask you to locate 2 places using Google Earth. © Comisland ~~ © Duckisland ~~ mastered |@ Proflent- securely used Google Earth to locate 2 places | Objective: The stucents wl us (Bloom's Taxonomy: Application) information from modern tachnology such at Geographic | sition System and satelite remote sensing to location information ofthe Westarn Hemphere (ay,2,ana5) | {Socal studies GLCE 6 ~G1.2.5) Mica - Miia bs further than 4,000 miles From Jauson, ML, ~ Africas AIS North & the equater and the Amazon KNer (see mY comments - Q wv) 3 = Proficient educated guess warnusible and alins with ll the elves given abeve/ up to this pont inthe assessment ‘Objctive: The student will aps ans Txenany:Appation) the tls of eogropicngury(sting geowaohc questions acauing royapic foraton, orang geographic nrmstor, SRaNaESNEIMEHR, nd newer geceraphcqvesins to araye problem oriceue-atimpentares toa region ofthe Western Hemisphere, Note: “the problem ito locate Mb. G (his process occured throughout al days ofthe unit). {Social Studies GLCE 6-61.26) ‘oe: The format ofthe anti test sat up in a manner to faster geogrephic inquiry. Therefore, by competing the test making en educsted 0255, asking the teacher a question, and aneweringquostion ato the place being deserved, the student ere demonstatng tei ily to analy thesis of geographic inquiry.Develop a picture model including the Earth and Sun to show where the Earth and sun would be if it were winter in this place (the place you decided on in your educated guess for #8). It will be helpful to recall the paper models we made in class Suet = @ 1 6 Af the emer SH —[raenens || ¥aemansor | nconpiee een Inbetotegen a -LaeeeDict | tomtted || moctonues ole bree ante + | etezoy ore giezoyae S bre sdauonl rsa mss OP) | seat cla id inthe xo inthe mode! ge Comments | “ot Mares enzeo ey yo hice Te ew ei (ons aromy Shes model ofthe arth Sun to (oayst(2.)sine the picture of the ocean currents below, describe how the regional climate of the place ‘you have guessed in #8 may be affected by oceanic circulation. (Horton, 2008) ‘Oceanic Grulation/Reglona Chats Scoring Gude Sere é 3 1 1 ‘eturate formation | Atleast? accurate Teast accurate ‘Noaazurtezenteness | Ineorplate {es above and beyond | sentences/statements theinformatio istedin | ware given, referring to the3 column. Writing | the map below and morethan 2sentences | discussing how the place oes not gusrantee 4 _| queried i fectec, Ssentence/statement was] | given, sentences donot ven, but may not refer] | refer tothe map below or totemapeelow or | | discus how the place cuss how theplace | | guescodicatectad Huessed affects ‘Comments —= You are correct, bu Fake tb a step Ruther and explain _ Objective: omitted, £035 not to give away answers an to get an accurate representation of what students know without assistance] (0593) (Seinee NGSSMS-£552.6)© How confident do you feel about your mastery of the content on this assessment? (Check the box for your answer.) Very Confident 0 Somewhat Confident {Not Confident ‘© Was the format of this assessment easy for you to follow? Please explain you answer. 1 24 {teem 6 focuses on asking geographic questions, however other inquiry sls, such as analyzing geographic information are ‘needed in order to decide what question to ask. So, | will combine items 6 and 8 into one standard mastery score.)