ComprehensiveUnitFormat,PartB(Form1)

DesignofAssessment:FormativeAssessmentProcess

LessonPlanObjectives

AssessmentDescription
(attachasadministered)

DecisionStatement
(Tobemadebeforescoring)

Result/instructional
Implications
(describeafteradministered)

Lesson1:
Studentswillknowthatfossils
areremainsturnedintostone
fromplants/animalsthatliveda
longtimeago.
Studentswillunderstandthat
fossilsarelikerockcopiesof
theorganism.

Theformativeassessmentfor
thislessonwillbeintheform
ofanotecardattheendofthe
lesson.Iwillhandoneoutto
eachstudentandhavethem
writeonethingtheylearnedon
thefrontandonequestionthey
stillhaveontheback.

Ifatleast75%oftheclasshave
writtendownanaccuratefact
ormajorconceptaboutwhata
fossilis,thenIwillmoveonto
Lesson2andteachabouttrace
andbodyfossils.

14/17(82%)ofmystudents
wroteanaccuratefactabout
fossilsandtheirformationora
generalconceptwehadtalked
aboutinthelesson.Therefore,I
willproceedtoLesson2as
planned.

Lesson2:
Studentswillunderstandthe
differencesbetweentrace
fossilsandbodyfossils.
Studentswillbeabletoexplain
whytheythinkapictureofa
fossilisatraceorabodyfossil.
Studentswillgenerate
examplesoftraceandbody
fossils.

Duringanactivityduringthis
lesson,Iwillshowstudentsa
pictureofafossilandtheywill
holdupthegreencardIhave
giventhemiftheythinkitisa
TraceFossilandtheredcardif
itisaBodyFossil.Attheend
ofthelesson,Ihadthemdraw
anexampleofeachontheback
oftheirredandgreencardsas
aticketoutthedoor.

Ifatleast80%oftheclasscan
produceoneexampleofatrace
fossilandoneexampleofa
bodyfossil(eitherwrittenor
shownthroughadrawing),
thenIwillcontinuetomove
ontoLesson3asplanned.

20/20(100%)ofmystudents
wereabletogivemean
exampleofbothatracefossil
ANDabodyfossil.Sincethey
performedatanastonishing
rate,Iwillbemovingonto
Lesson3.

Lesson3:
Studentswillrecallprevious
knowledgelearnedabout
fossilstoaddtotheclasslist.
Studentswilldrawconclusions
aboutanorganisms
environmentbasedonthe
featuresobservedinitsfossil.

Lesson4:
Studentswillcreatetheirown
moldfossils.
Studentswillchooseobjects
fromoutsidebasedontheir
knowledgeofwhatisorganic
andwhatisnot.
Studentswillunderstandhow
thisactivityisareflectionof
howfossilsareformedin
nature.
Lesson5:
Studentswillcreatetheirown
castfossils.
Studentswilldrawconclusions
aboutafossilizedobjectbased
onitsfeatures.
Studentswillunderstandhow
thisactivityisareflectionof
howfossilsareformedin

Duringthislesson,students
werepartneredupandgiven5
picturesoffossils.Theythen
workedtogethertodetermine
whetheritwasabodyortrace
fossilandthenhadtopredict
theenvironmenttheybelieve
theorganismwouldhavelived
inandexplaintheirreasoning.
Eachstudentsindividual
worksheetwascollected.
Iwillseeifstudentsunderstand
whatanorganicmaterialis
basedonwhatobjectthey
choosefromoutside.
Iwillreadthestudents
predictionsaboutthefossilsto
seeiftheyhaveagrasponhow
fossilsareformedinnature.

Ifatleast70%ofmystudents
(thathavecompletedthe
worksheet)areableto
determinewhetheritisabody
ortracefossilandefficiently
andmeaningfullyexplainedthe
reasoningforchoosingthe
predictedenvironment,thenwe
willmoveontoLesson4as
planned.

Roughly76.9%ofthestudents
wereabletocompletethetwo
partsoftheassignment.This
wasexpected,sinceitwasa
higherlevelassignmentand
requiredworkingwitha
partner,soIanticipatedthe
successratestobelowerthan
normal.

If90%ofmystudentsbringin
anorganicobjectfromoutside,
thenwewillcontinueto
Lesson5.

100%ofmystudentsbrought
inanorganicmaterial/object
infromournaturewalk
outsidesowemadethemolds
oftheirfossils.

Duringtheclosure,Iwillread
studentstwoarticlesfroma
KidsNationalGeographic
magazineaboutdinosaur
fossilsfoundintheUnited
States.Astheirticketoutthe
door,studentswillwrite1
connectionfromthistextto
whatwehavebeentalking

If85%ofmystudentsareable
tomakeatleastoneconnection
fromthetexttotheunitthey
havebeenlearning,thenwe
willconcludethescience
heavyportionofthisunitand
moveontothemoreEnglish
languageartsheavyportion.

92%ofstudentswereableto
comeupwithatleastone
connectionfromthearticleto
thecontenttheyhavelearnedin
class.

nature.
Studentswillconnectatext
aboutfossilstowhattheyhave
learnedinclassthusfar.

aboutinclass.(Whetheritbe
thementionoftraceorbody
fossils,thetermpaleontologist,
etc.)

Lesson6:
Studentswillknowhowto
writeanopinionpiece.

Theformativeassessmentfor
thisassignmentwillbea
ticketoutthedoor.This
lessonintroducesopinion
writingandtheOREOgraphic
organizer,soIthinkthebest
waytogaugetheir
understandingistohavethem
writedownanyquestionsthey
stillhaveonaprintedout
ticket.
Studentsticketoutthedoor
willbethemrespondingtothe
followingquestiononaticket:
HowwillyouusetheOREO
modeltohelpyouwriteyour
opinionpiece?

If70%ofstudentshavea
questionwrittenontheirticket
thatwedidNOTdiscussin
class,thenIwilltakethetime
atthebeginningofthenext
lessontoreviewtheiranswers.

75%ofstudentsasked
questionsthatIdidNOT
discussinmyintroductory
lesson.Despitethat,theywere
greatquestionssoIwillspend
thebeginningofthenextlesson
answeringafewrelevantones
outloud.

If90%ofstudentsanswer
somethingalongthelinesofI
willusetheOREOmodelto
organizemythoughtsand
paragraphsformyopinion
piece,thenwewillmoveon
tothemwritingaroughdraftof
theiropinionpieceinthenext
lesson.

Studentswillcompletea
CheckIntoevaluatehow
theyfeelabouttheirprogress
writingtheirfirstdraftoftheir
opinionpieceandiftheyhave

If80%ofstudentsgave
thumbsupandhadno
questions,thenwewillmove
ontopeerconferencinginthe
followinglesson.

97%ofstudentsansweredthat
theywillutilizetheirOREO
modeltoeitherorganizetheir
wordsortheirthoughtswhen
writingtheirpaper,sowewill
moveontoLesson8as
scheduled.Theyveryclearly
understoodthepointofusinga
graphicorganizer,whichIwas
surprisedaboutbutveryhappy
about.
88%ofstudentsgavethumbs
upinallthecategoriesontheir
CheckInsheetand
subsequentlydidnothaveany
questions,sowewillmoveon

Lesson7:
Studentswillcompletea
graphicorganizerinorderto
beginwritinganopinionpiece.

Lesson8:
Studentswillwritetheirown
opinionpiecesincorporating
transitionalwordsandphrases.

anyquestions.
Lesson9:
Studentswilluseachecklistto
evaluateandanalyzethework
oftheirpeers.

Lesson10:
Studentswillcompleteafinal
draftoftheopinionpiecethey
havebeenworkingonforthe
pastweekbyusingthe
correctionsmadebytheirpeer
andreferencingtheirchecklist
toensuretheyhaveallthe
requiredpartoftheirpiece.

Theformativeassessmentfor
thislessonwillbedoneona3
tieredpaintchip.Studentswill
signtheirnameinthetierthat
theythinkdescribestheir
confidence/comfortlevelofthe
assignmentthusfarhaving
usedthechecklistfilledoutby
theirpeer.
Darkestshade:Ifeelgreat
aboutthisandhaveno
questions
Mediumshade:Ifeelokabout
thisandhaveaquestionortwo
Lightestshade:Idonotfeel
confidentaboutthisandhavea
lotofquestions
Thestudentsindividual
formativeassessmentwillbeat
theendofthelessonwhere
theywriteonethingthey
learnedaboutfossilsandone
thingtheylearnedabout
opinionwriting.Thiswillbe
doneonaconstructionpaper
cutoutofadinosaur(their
favoritetypeoffossiltotalk
about).

topeerconferencing.
If90%oftheclassfillsin
eithertheMediumORDark
shade,wewillmoveontofinal
drafts.

Hopefully,morethan92%of
studentsareabletonameboth
onethingtheylearnedabout
fossilsANDonethingthey
learnedaboutopinionwriting
(whetherthatbewhatitis,
whatitincorporates,examples
oftransitionalwords,etc.)

97%ofthestudentseither
filledouttheMediumor
Darkestshadeandtherefore
feelveryconfidenttoaveragely
confidentabouttheirprogress
andtheuseofthechecklistin
theirpeerconferencesowe
willmoveontowritingfinal
drafts.