1. Assessment Photo Album Name: Kristy Wilson Subject: science Grade: third

2. Unit Overview: Georgia Habitats The purpose of the habitat unit is for students to understand the differences between the habitats of Georgia and their inhabitants. It is also important for them to recognize the adaptive characteristics that allow them to survive in the existing habitat. Students will also see how other disciplines can be integrated with the subject. Students will understand that… There are different habitats in Georgia. There are different habitats in Georgia. There are different characteristics of each habitat as well as plants and animals. (Including adaptive traits) There are different characteristics of each habitat as well as plants and animals. (Including adaptive traits) Students will be able to… Investigate the difference between the environment Investigate the difference between the environment Identify the characteristics of the plants and animals that assist in adaptation Identify the characteristics of the plants and animals that assist in adaptation Explain the effects of pollution to the habitats of plants and animals. Explain the effects of pollution to the habitats of plants and animals.

3. Georgia Habitats Established Goals: Established Goals: Georgia Professional Standards (GPS)- S3L1. a-d Students will investigate the habitats of different organisms and the dependence of organisms on their habitat S3L1. a-d Students will investigate the habitats of different organisms and the dependence of organisms on their habitat

4. Essential Questions: What is a habitat? What is a habitat? What are the habitats in Georgia? What are the habitats in Georgia? What are some examples of adaptations and which animals do they belong to? What are some examples of adaptations and which animals do they belong to? How can adaptations of animals help determine where they live? How can adaptations of animals help determine where they live? How might a person in the Math field use their skills to gather information on habitats? How might a person in the Math field use their skills to gather information on habitats?

5. Assessment Methods and Purposes Students: Listed to the right is the breakdown of the type of assessments to be included in the unit. Included in this unit study are a variety of assessments for you to complete to determine your degree of understandings of the concepts of habitats and their inhabitants. Follow the directions for the given assessment. In many activities you will be given an opportunity to show your creative side! Good luck and have fun! Unit: Habitats 1. Diagnostic: Family survey Wall Categorizing (prior knowledge) 2-7 Formative: Survey graph Habitat brochure “Who am I?” Jig-saw puzzle Georgia map quiz 8. Summative: Paper-and-Pencil Test (assess knowledge gained)

6. Diagnostic Assessment: Assessment #1 Diagnostic Assessment: Assessment #1 Family Survey: You will complete the “What’s in Your Habitat?” This will allow for the opportunity to work with your family to determine the properties of your habitat. The assessment includes a list of questions for both you and your family to answer about the inhabitants and their roles with in the habitat as well as their adaptive characteristics. This is supposed to be a fun activity that will give me an idea of whether or not you have a general idea of what a habitat is as well as its components. You will reflect on this later in the unit. Assessment #2 Wall Categorizing: In this activity you will be given one or more pictures of plants and animals. Based on your prior knowledge, you will move to the wall that has the picture of the habitat in which you believe your plant and/or animal lives. The purpose of this assessment is to allow me to see what you already know about the plants, animals, and their habitats.

7. Formative Assessment: Assessment #3 For this assessment you will be completing a jig-saw activity. While in groups of five you will gather information from books and power point presentations on your assigned habitat. You will be given a concept map with specific details to be gathered. After gathering all of the information you will teach the rest of the class what you have learned. I will be there to assist in any questions, however you will be primarily teaching.

8. Formative Assessment: Assessment #4 Habitat Brochure: Habitat Brochure: For this task you will chose your favorite habitat and create a brochure that would persuade a tourist to come visit. In the brochure you must include where the habitat is located, the climate of the habitat (perhaps what to bring or wear there), the plants, animals, and adaptations that reside in the habitat. Remember to include the aspects that make a brochure most effective. We will discuss examples and effective characteristics before you complete the task. You will be given a brochure to follow as you complete the task. Be sure to refer back and use this tool to self-reflect on things you may need to improve on.

9. Formative Assessment: Assessment #5 Georgia Map Quiz: For this quiz you will use what you have learned to locate the habitats of Georgia on a blank outline map of Georgia.

10. Formative Assessment: Assessment #6 Survey and Graph: Survey and Graph: For this activity you will survey all of the third grade classes about their favorite habitat and create an appropriate graph to display the data. Be sure to include all parts of a graph we have learned about. You will also use the rubric we made to help guide you along.

11. Performance Assessment: Assessment #7 “Who am I and Where do I live?” Goal: To write a compilation of information to illustrate an animal and its habitat. Role: Students are to pretend they are an animal and they are to describe themselves and their surroundings. Audience: Class peers Context: The students will find themselves in their animal’s habitat. Performance and Purpose: For the students to create a puzzle in order to give clues about the animal and its surroundings for the students to guess which animal and habitat it lives in. By putting yourself in the mindset of the animal, the you will be able to better describe the surroundings. Standards and criteria for success: Will be that you are able to accurately describe the animal and its habitat. If you are able to, a successful result will include the other students being able to guess your puzzle.

12. Assessment #7 continued “Who am I and Where do I live?” You will use Power Point to create a slide with your puzzle on it to present. After the students have guessed your puzzle you will continue to the second slide where you have created a picture of the habitat itself. You may draw this picture or use one from the internet. If you need help let me know! This is meant to be a fun activity where you show your creative side! You should use the rubric we made as a class to guide your completion of the task.

13. Rubric:“Who am I?” Category 3 Meets 2 Progressing 1 Does Not Meet Voice All of the puzzle is written in first person as if the animal itself was talking. Most of the puzzle is written in first person as if the animal itself was talking. None of the puzzle is written in first person as if the animal itself was talking. Transition Words (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. The transitions between ideas are unclear or nonexistent. Use of Adjectives Writer uses many "juicy" adjectives to make writing more interesting to read. Writer uses minimal "juicy" adjectives to make writing more interesting to read. Writer uses NO "juicy" adjectives to make writing more interesting to read.

14. Rubric Continued Categories 3 Meets 2 Progressing 1 Does Not Meet Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distract the reader from the content. Writer makes 1-3 errors in grammar or spelling that distract the reader from the content. Writer makes more than 3 errors in grammar or spelling that distract the reader from the content. Accuracy of Facts and Descriptions All supportive facts and descriptions are reported accurately. Most supportive facts and descriptions are reported accurately. NO facts and descriptions are reported OR most are inaccurately reported or described. Content: Animal Includes description of the animal with many details. Includes some description of the animal with minimal details. Includes NO description of the animal and NO details.

15. “Who am I?” Rubric con’t Categories 3 Meets 2 Progressing 1 Does Not Meet Content: Animal's Adaptive Traits and Characteristics Includes description of the adaptive characteristics of the animal with many details. Includes description of some adaptive characteristics of the animal with minimal details. Includes NO description or details of the adaptive characteristics and NO details. Content: Habitat Includes description of the animal's habitat, including many details to enhance deeper understanding. Includes description of the animal's habitat, including minimal details to enhance deeper understanding. Includes NO description of the animal's habitat as well as NO details to enhance deeper understanding. Power Point: Habitat Picture Includes a detailed picture of the animal in its habitat. Includes a picture of the animal in its habitat with minimal details. Includes a picture of the animal in its habitat with NO details or NO picture is included.

16. Paper-and-Pencil Assessment: Assessment # 8 Paper-and-Pencil Assessment: Assessment # 8 The purpose of this assessment is to determine if you have learned all components of the unit. All questions on this final test will be derived from the following proposition: Georgia has several habitats and inhabitants. Each inhabitant has special traits and characteristics that allow for their specific environment. The test will be in the following format: The test will be in the following format: True/False True/False Short answer Short answer Multiple Choice Multiple Choice Essay Essay

17. Use this to keep track of your progress. AssessmentScoreReflection Assessment 1: Family Survey Assessment 2: Wall Categorizing Assessment 3: Jig-saw Assessment 4: Brochure Assessment 5: Georgia map Assessment 6: Survey and Graph Assessment 7: “Who am I?” Assessment 8: Paper and pencil test Total

18. Exceeds Expectations (3 points) Meets Expectations (2 points) Needs More Time (1 point) Learning goals matched to assessment methods Incorporates 21st century skills of thinking critically and creatively while obtaining information/evidence of student learning. Multiple assessments (pictures) that vary in type to make inferences from evidence. Authentic opportunities of reallife application of knowledge and skills that gives students the opportunity to work in their own learning preferences. Various methods and approaches for obtaining information/evidence of student learning. Includes a variety of assessments to make inferences from evidence; a photo album, not a single picture. Provide opportunities for authentic application of knowledge and skills. One method or approach of obtaining information/evidence of student learning. A single picture. Non-authentic opportunities for application of knowledge and skills. Diagnostic assessments (pre-assessments) Multiple pre-assessments that involve a student’s family or community. Multiple opportunities of reflection. Used in multiple forms more than at the beginning of a unit. At least one that provides information about a student’s family or community. Enables reflection on the student’s part. Ungraded. Given at the beginning of the unit, identify misconceptions, skill levels, interests, reveals learning preferences. Purposeful with a clearly focused identified target. May include: pre-tests, skill checks, concept maps, drawings, KWL charts Does not include information about the student’s family. Does not provide reflection for the students. Graded. Does not identify misconceptions or skills levels, interests, or learning preferences. Not focused on an identified target.

19. Exceeds Expectations (3 points) Meets Expectations (2 points) Needs More Time (1 point) Descriptions of formative assessments Multiple assessments in multiple forms to reach the multiple learning preferences of the students. Involve the students in the formation of the assessment mechanism by suggestions or the test, performance assessments, co-constructing rubrics, and record keeping. Descriptive feedback related to the criteria is given. Followed up with high-quality corrective instruction to help students remedy whatever learning errors are identified Ongoing assessments that are used to constantly monitor the progress of the students and to inform the instruction of the teacher. Involve the students in the formation of the assessment mechanism in at least one way so that students know their learning goals. Students self-assess their own performance. Feedback related to the criteria is given. Followed up with corrective instruction. Are not ongoing assessments. Does not involve students in the formation of the assessment mechanism. Students do not have clear learning goals. Students are not given an opportunity to self-assess their own performance. Non-specific feedback (A, 82%, etc.). Not followed up with corrective instruction.

20. Exceeds Expectations (3 points) Meets Expectations (2 points) Needs More Time (1 point) Outline of performance assessment (summative assessment) Build upon the knowledge students already have in order for transfer to take place. Includes backward mapping. Students are involved in regular feedback and experience constructive corrective teaching. Includes scaffolding. Adapted to all different learning styles (ex. Visual, auditory, kinesthetic). Includes a broad mixture of testing components (ex. constructed response, multiple choice, performance, fill in the blank). Authentic application related to a real-world situation that engages all students and allows for deeper understandings to be shown. Given at the beginning of the unit. Frame the essential questions. Includes the ability for students to transfer knowledge. Provides regular feedback to the student. Adapted to most all areas of learning styles. Includes at least two testing components (ex.: constructed response, multiple choice, performance, fill in the blank). The assessment is mostly authentic and students are engaged. Not given at the beginning of the unit. Not focused on the essential questions. Lack of regular feedback. Focuses mainly on one learning style. Only one testing component is incorporated into assessment. The assessment is not authentic and has no relevance to a realworld situation. Assessment pieces do not provide engaging activities for students.

21. Exceeds Expectations (3 points) Meets Expectations (2 points) Needs More Time (1 point) Rubric for performance assessment Provides clear and focused goals that are well explained. Written in kid language. Students take part in co-writing the rubric. Students are given an opportunity to self-evaluate, and adjust. Provide students feedback comments that include action steps to improve the assessment. Multiple models of students work at varying ability levels (excellence and poor) are provided and discussed with students. Specifically aligned with learning goals. Understandable to students. Students are informed for what is expected. Students are given an opportunity for self- adjustment. Feedback comments are incorporated. Models of student work are provided and discussed with students. Vague relation to learning goals and enduring understandings. Written in adult language. Uninformed receiver. Lacks the opportunity for students to gain insight from feedback and adjust. Feedback is not incorporated. No models of student work are provided.

22. Your Score on Walden Project Summary Assessment #1 ScoreComment Assessment #2 Assessment #3 Assessment #4 Assessment #5 Overall Alignment

23. Total Score Comment 18-27: Poor Presentation is unclear and difficult to understand. 28-44: Average Presentation is well thought out and presents information so students can use it with meaning. 45-54: Excellent Presentation instantly conveys subject and meaning to students.

24. Teacher Revisions Briefly state your revisions and your reflection on process on one slide instead of a separate paper.