1. Assessment Photo Album
All Subjects
Kindergarten

2. Overview of Unit Students will understand:
The goal of this unit is to provide students with a variety of hands-on-learning experiences. These authentic learning experiences will allow them to learn from the world around them by using their five senses.
Students will understand:
that making observations is a way of learning about the world around us.
that the human body has distinct structures that serve different functions.
that there are five senses and that there are specific parts of the body for each of the five senses
that they can classify objects based on attributes
how to organize and interpret data in graphic displays
Students will be able to:
use reasoning along with their senses to describe objects by their attributes (color, size, shape, texture, sound, and tastes).
organize and interpret data in graphic displays.

3. My Five Senses

4. State Standards for Kindergarten
Learning
State Standards for Kindergarten
Science K-5.5 Students must identify observed objects or events by using the senses.
Mathematics K-5.8 Students will classify objects according to one or more attributes such as color, size, shape, and thickness.

5. Essential Questions How do we observe with our senses? (K-1.1)
How are we alike and different? (K-3.1)
How is touch a part of my daily life? (K-3.1)
How can our eyes help us to see? (K-3.2)
What body parts allow us to feel things? (K-3.1,4)

6. Assessment Methods Assessment and Purposes Overview
Teacher and Student Assessments will be done
in two ways
Stop Light
Smiley Faces
Authentic Performance Tasks- motivate students to be engaged in the performance tasks at all times
Diagnostic Assessments will check prior knowledge about family history and students’ awareness of their body parts.
Formative Assessments will check on-going learning and growth of the five senses so students can practice and teachers can refine and revise their future lessons.
Summative Assessments will check students’ overall growth and to see if their understandings have changed over time.

7. Assessment Overview by Day
Task 1:  Diagnostic Assessment #1
Task 2: Assessment Focus on Family/Community #2
Task 3: Formative Personal Goal Assessment #3
Task 4: Formative Assessment Using
Stated Propositions #4
Task 5: Summative Assessment –Performance #5 

8. Diagnostic Assessment #1 Body Parts Assessment
Students will look at the picture of the body part and tell me the name. If they tell me the name, they will color the smiley face. If they do not know the name, they will color the sad face. I will share the results of this diagnostic assessment with my students at the conclusion of the assessment. I will use this data to inform my instruction. If necessary, I will take a step back and review all the body parts by playing “Simon Says” where students will point to a certain body part when named.
Assessment Focus: Family/Community #2
Parents will complete a home survey about their family’s medical history. This will make me more aware of the student’s family and be sensitive to their needs.

9. Formative Personal Goal Assessment #3
Body Parts
And
5 Senses
Check-Up

10. Five Senses Bar Graph

11. Formative Assessment Using Stated Proposition #4
“If you want to identify observed events and events, you must use your senses.”
Students will understand that using their senses is just one of many ways that they can learn from the world around us.
True True/False ?
“You use your senses to identify objects and events.”
False True/False ?
“You do not use your senses to identify objects and events.”
Fill-in-the Blank ?
“If you want to identify observed objects and events, you must use your ______________.”
Multiple Choice ?
“If you want to identify observed objects or events, you must use your
(a) hands (b) eyes (c) nose (d) senses.”
Essay-Not Developmentally Appropriate

12. Part I- Performance Project Description of Performance Task using GRASPS
The goal is for students to gain a better understanding of how the five senses help us learn from the world around us.
The students’ role is to cut out pictures from magazines and glue them under the correct body part picture that matches that particular sense.
My audience is my students.
The situation or challenge is that students will have to
sort their pictures into five piles depending on if they
can be smelled, felt, tasted, heard, or seen.
Variation due to students’ readiness levels:
High (3-5 pictures each) Low (2 pictures each)
Product, performance, and purpose-The students will create five pages
with pictures that represent each of the five senses in order to show
their understanding by using higher levels of thinking.
Standards and criteria for success- The students’ work will be judged by both the teacher and the student. Students will color in the stoplight at the top of each of the five senses pages according to how they think they did. I will then fill in the stoplight beside it to show my assessment of their work to see if we come to a similar conclusion. A successful result will be shown with a green stoplight on each page.

13. 3-Exceeds Expectations 1-Needs More Time/Support
My Five Senses Magazine Project Rubric
Summative Assessment Performance #5
Body Parts
3-Exceeds Expectations
2-Meets Expectations
1-Needs More Time/Support 3 2 1
Student has five pictures that represent the sense of sight.
Student can explain why they chose their pictures to go with the corresponding body part.
Student has three or four pictures that represent the sense of sight.
Student has less than two pictures that represent the sense of sight.
Student cannot explain why they chose their pictures to go with the corresponding body part.
Student has five pictures that represent the sense of touch.
Student has three or four pictures that represent the sense of touch.
Student has less than two pictures that represent the sense of touch.
Student has five pictures that represent the sense of smell.
Student has three or four pictures that represent the sense of smell.
Student has less than two pictures that represent the sense of smell.
Student has five pictures that represent the sense of taste.
Student has three or four pictures that represent the sense of taste.
Student has less than two pictures that represent the sense of taste.
Student has five pictures that represent the sense of hearing.
Student has three or four pictures that represent the sense of hearing.
Student can explain why they chose their pictures to go with the corresponding body part
Student has less than two pictures that represent the sense of hearing.
Student cannot explain why they chose their pictures to go with the corresponding body part

14. Student Scores and Reflections
Assessment
Score
Reflection #1 #2 #3 #4 #5
Total

15. 3 (Exceeds Expectations)
Group Rubric: My Part
3 (Exceeds Expectations)
2 (Meets Expectations)
1 (Needs More Time)
0 (Needs More Support)
Essential Questions
The essential questions are
developmentally appropriate
and relate to the learning
goals.
relevant to the lesson and
require students to use prior
knowledge.
The essential questions use
student-friendly language.
A few of the essential
questions are developmentally
appropriate and are related to
the learning goals.
questions are relevant to the
lesson and require students to
use prior knowledge.
questions use student-friendly language.
One of the essential questions
is developmentally
appropriate and is somewhat
related to the learning goals.
is relevant to the lesson, but
no prior knowledge is
Activated.
use student-friendly language.
not developmentally
appropriate and are not
not relevant to the lesson and
prior knowledge is not
The essential questions do not
Learning Goals
clearly stated.
The learning goals are
and are related to the essential
questions.
The learning goals contain
knowledge, reasoning, and
product/performances.
stated.
not stated.
The learning goals are not
and are not related to the
essential questions.
two of the following:
listed or are not
to the essential questions.
none or one of the following:
product/performance.

16. My Score on Walden Project

17. Total Score

18. Teacher Revisions Experience with Project: Co-creation of Rubric:
This project was definitely interesting and challenging. I experimented with several new web-based technology tools, particularly Webspiration because I have never worked with it before. At first, I thought this would be easy to use because it is basically a flowchart. Then, I had to take a step back and look at it from the perspective of my students, who I did not think would be able to understand it very well. It also did not allow for much writing and explanation to take place. This is why I decided to make a Power Point presentation. This allowed me to show my creativity and make my Photo Album more appealing through clipart and animations. I think that the use of a photo album would be more efficient for students in higher grade levels, simply because they are more computer savvy. Overall, I am pleased with the way it turned out.
Co-creation of Rubric:
I personally did not like creating a rubric as a group through an online class. I found that it was hard staying in contact with one another and that everyone waited until the last minute to begin the assignment. I for one am normally the person who likes to get things done ahead of time. I know that creating a rubric as a group would be beneficial and more convenient if my group members and I were in the physical classroom together and could meet face to face. is a wonderful way to collaborate and keep in touch. However, it can be very hard to keep in touch when it is not checked regularly and multiple times a day.
Peer Review Process:
Once my peers have reviewed my photo album, I will make any necessary revisions in hopes that my photo album will exceed the expectations for this assignment.