1. Context:
Assessment and closing activities of a unit exploring whales through literature, writing, science and math.
A. Activities will be for the entire class.
B. Students understanding of these mammals and how they live will help students understand the importance of how we live effects other creatures. Whales are mammals living in the oceans, are part of the ecological systems of our oceans, and are harmed by water pollutants.
2. Objective:
A. Students will complete a written assessment of their general knowledge about whales, where they live, what they eat, what type of animal they are, and related vocabulary.
B. Students will be expected to express their existing knowledge in writing.
C. Students will be expected to be good listeners and follow oral instructions.
3. Method
A. Materials needed
1) Students will need a sharpened pencil and erasers.
2) I will need the book: Whale Watch CD-Rom and whale tests.
B. Students are arranged at tables with up to eight students at each set of tables for seat work.
C. 1.) Today students will begin by completing their whale tests. I have created a combination fill in the blank, forced choice and whale anatomy diagram test. Students must answer questions using words from a word bank for the fill in the blank section. The whale anatomy diagram is to be labeled from memory.
2.) As students complete their tests, they are to be instructed to complete their research papers on the whale of their choice. Most students have completes their research, a couple still need to complete information gathering.
3.)Once research papers are written in final form on the whale border writing paper, students are to continue writing in their whale journals adding to their "what you have learned pages" or completing a whale story of their own.
4. Evaluation: Students will be assesses on written tests and research papers.
A. I will use the following rubric to assess student's progress:
4 = 93% or above on writeen test / well written, coherent research paper including which oceans they are found in, diet, description, opening and closing.
3 = 85% to 92% on written test / research paper which consists of all main components, but needs improvement.
2 = Child has scored 77% to 85% on written test / research paper has missig information and /or poorly written.
1 = Child did not score above 76% / wrote little or nothing for research paper.
Students with limited capabilities will be scored according to those capabilities on the research paper.
B. I will record student progress in each area according to the above rubric. The test and research papers will serve as evidence of assessment.
C. Tests, journal content, and research paper competence will determine if the information has been sufficiently covered to continue with our next science topic.
5. Feedback:
conference with Mrs. St. Ivany.
6. Reflection I was impressed with the research papers completed. They were impressive enough to proudly display on our wall with the life size Orca. Nearly every student has compeleted their KWL in their journals. Scores on the test were not as high as I would have liked, but mostly 3's and 4's. Those scoring lower were typical for those students.
Lesson One | Lesson Two | Lesson Three | Lesson Four | Lesson Five
Lesson Six | Lesson Seven | Lesson Eight | Lesson Nine
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