TWS 4

Assessment Plan
I selected to teach my 5th class Ecosystems as my unit. This unit is a Science unit and lasts for about 5 weeks. The unit included multiple pre-assessments, during assessments, and postassessments, including one major summative assessment at the end of the unit. All of my assessments were created to evaluate the students learning of the objectives. This unit includes four objectives: TSWBAT Summarize the composition of an ecosystem, considering both biotic factors (including populations, to the level of microorganisms, and communities) and abiotic factors. TSWBAT Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands). TSWBAT Identify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts. TSWBAT Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems. TSWBAT Students will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. Students were able to participate in many activities that went with various lessons in the unit. Pre-Assessments: Week 1: Students will be introduced to ecosystems by completing a quick preassessment on living and non-living things. This will give them the beginnings of biotic and abiotic factors. The students will continue through the first week learning and discussing biotic and abiotic factors as well as population and communities. Week 2: During this week, on Monday, students will be given a review sheet that asks them to identify abiotic, biotic, population, and communities. The sheet will be a quick multiple choice sheet. This will be given as a pre- assessment to review what was taught and quizzed on in the previous week. Students will need to have a clear understanding of these factors, because the unit builds on this basic knowledge. This will be taken up for observation purposes only. No grade will be given. Students will get these back to keep in their binders for study purposes. Week 3: During this week the pre assessment will be conducted on Monday. Students will be introduced to the terms producers, consumers, decomposers, predator/ prey, and parasites/prey. The students will have a short pre quiz on identifying producers, consumers, and decomposers. The assessment will be an identification quiz where student have to pick the proper factor from pictures. Students in fifth grade have not been introduced to these terms yet so I will be testing their knowledge to make inferences from the picture given. This assessment will be taken up for observation purposes only. No grade will be given. Students will get these back after the lesson to correct and keep in there binders for study purposes.

TWS 4

Week 4: Students will use this week to review for their unit test on Friday. No other grades will be given during this week other then the Post assessment unit test. During Assessment: Week 1: During this week students will have homework related to the days lesson. On Monday of this week students will learn about abiotic and biotic factors and will be assigned to go home and locate and record 5 abiotic and biotic factors. On Wednesday and Thursday student will be assigned to study their notes for the post assessment quiz on Friday. When students come back to school after a night of studying they will be quizzed verbally on material covered the previous day. Week 2: During this week students will complete a chart that is front and back. The front side will include terrestrial ecosystems and the other side will be aquatic/ salt marshes and estuaries. The students will fill in the chart will teacher assistance. This will be placed in their binders as a study sheet and will include details about each type of terrestrial and aquatic ecosystem. Week 3: Students will be introduced to food chains during this week. The teacher will explain and give examples of food chains and the students will create a food chain in their Science notebooks. This assessment will be a simple teacher observation of students creating food chains in their Science notebooks. Week 4: Ecosystems Review Test Prep Sheet Post Assessment: Week 1: Quiz: Students will use a picture of a pond ecosystem to complete the quiz. They will locate abiotic/biotic factors, populations, and communities. Week 2: 1.)Students will create a visualization of an ecosystem of their choice following a rubric. The students must include biotic and abiotic factors within the ecosystem. 2.) Ecosystem Quiz Week 3: Teacher Observation of students playing the game of Oh, Deer and journaling what they learned from the game. Week 4: Ecosystems Unit Test (Summative). Students food chain project due on Friday; this assignment will follow a rubric and students must include the sun, a producer, 2 consumers, and a decomposer. This project gives lines up with the objective/standard because students are engaging using information from the food chain lesson to complete this assignment.

TWS 4

Assessment Plan Table

Unit Objectives Assessments Format for Assessments Pre: Students will be given a sheet and asked to identify living and nonliving things in both a terrestrial ecosystem and an aquatic ecosystem (Formative) During: Teacher Observation of students locating in the school garden. (Lesson #4) Post: Quiz: Students will use a picture of a pond ecosystem to complete the quiz. They will locate abiotic/biotic factors, populations, and communities. (Summative) Pre: Review of abiotic/ biotic factors, population and communities by using a short multiple choice quiz. (Formative) Accommodations

Unit Objective 1 TSWBAT Summarize the composition of an ecosystem, considering both biotic factors (including populations, to the level of microorganisms, and communities) and abiotic factors.

Pre Assessment During Assessment Post Assessment

Comply with student IEPs and ESOL accommodations. This class has 4 ESOL students who all require the options of partner work, extended time on assignments, and they receive any vocabulary ahead of time. For my hearing impaired student I will make sure I speak clearly and provide visual examples. For my Autistic student; visual examples and one on one instruction can/will be provided.

5-2.2

Unit Objective 2 TSWBAT Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands). 5-2.3 TSWBAT Summarize the composition of an ecosystem, considering both biotic factors

Pre Assessment During Assessment Post Assessment

Comply with student IEPs and ESOL accommodations.

This class has 4 ESOL students who all require the options of partner work, During: Teacher extended time on Observation of charts assignments, and they students will complete receive any with abiotic and biotic vocabulary ahead of factors in terrestrial time. For my hearing ecosystems and impaired student I aquatic ecosystems will make sure I speak clearly and provide Post: 1.) Students will visual examples. For

TWS 4

(including populations, to the level of microorganisms, and communities) and abiotic factors. 5-2.2 Unit Objective 3 TSWBAT Identify the Pre Assessment roles of organisms as they interact and During Assessment depend on one another through food Post Assessment chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts. 5-2.4 TSWBAT Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems. 5-2.5

create a visualization of an ecosystem of their choice following a rubric. (Formative) 2.) Ecosystem Quiz (Summative) Pre: Q & A about Predators, Prey and Decomposers (Formative) During: Teacher observation of students creating food chains in their Science notebooks (Formative) Post: Teacher Observation of students playing the game of Oh, Deer and journaling what they learned from the game. (Formative)
Students will be assigned a food chain project. Due 10/18

my Autistic student; visual examples and one on one instruction can/will be provided.

Comply with student IEPs and ESOL accommodations. This class has 4 ESOL students who all require the options of partner work, extended time on assignments, and they receive any vocabulary ahead of time. For my hearing impaired student I will make sure I speak clearly and provide visual examples. For my Autistic student; visual examples and one on one instruction can/will be provided.

TWS 4

Unit Objective 4 TSWBAT Students will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. 5.5-2

Pre Assessment During Assessment Post Assessment

Pre: Ecosystems Jeopardy (Summative) During: Ecosystems Review Test Prep Sheet (Formative) Post: Science Benchmark Test(Not Graded) Ecosystems Unit Test (Summative) Food Chain project due this week.

Comply with student IEPs and ESOL accommodations. This class has 4 ESOL students who all require the options of partner work, extended time on assignments, and they receive any vocabulary ahead of time. For my hearing impaired student I will make sure I speak clearly and provide visual examples. For my Autistic student; visual examples and one on one instruction can/will be provided

Pre Assessment Results

Ecosystem Quiz 1 # of students 15 3 3 1 1 Ecosystem Quiz 2 Scored 10/10 9/10 8/10 7/10 6/10 0/10 # of students 9 6 3 3 1 0 Ecosystem Quiz 3 Scored 3/3 2/3 1/3 0/3 # of students 1 9 9 4

Scored 10/10 9/10 8/10 7/10 0/10

TWS 4

Pre Assessment Quiz 1 & 2 (Out of 10 ?s)

16 14 12 10 8 6 4 2 0 10 9 8 7 6 0 1

# of Students

Ecosystem Quiz 1 15 3 3 1

Ecosystem Quiz 2 9 6 3 3 1

Pre Assessment 3 (Out Of 3 ?s)

10 8 6 4 2 0 3 2 1 0 # of Students

Ecosystem Quiz 3 1 9 9 4

TWS 4

Post Assessment Results

Parts of an Ecosystem Quiz Scored A B C D U: # of Students 18 2 0 1 2 Ecosystem Quiz Scored A B C D U # of Students 11 1 3 7 1 Parts of an Ecosystem Quiz: This assessment had student look a picture of a pond ecosystem and they were to locate the desired factors according to the quiz question being asked (see attached) Ecosystem Quiz: Students were asked to fill in the correct term to match the definition; then they were to identify the type of Terrestrial Ecosystem by the given descriptions (see attached) Ecosystem Unit Test Scored A B C D U # of Students 11 4 3 0 4

Ecosystem Visualization Scored A B C D U # of Students 18 3 1 1 0

Food Chain Project Scored A B C D U # of Students 18 0 1 0 4

Visualization: Students were to follow a rubric (see attached) any student who received less than an A did not include the required amount of biotic and abiotic factors. The 1 student who received a D was deducted points for turning in his illustration late. Food Chain Project: Students were to follow a rubric (See attached). The 1 student who received a C was deducted points for inaccuracy The 4 students who received a U will get a 0 in the grade book for failure to turn in a project. Ecosystem Unit Test: This unit test was the summative assessment for the unit. Students overall did well with only 4 students not receiving a passing grade. Among those is my LOW student who had the ESOL teacher read his test to him, but he didnt attempt the constructed response questions. Most of the students lost the majority of their point on the constructed response. This may be because this type of question is new to them this year. When grading the test if a student was on the right track to the correct answer on the constructed response, I gave them the opportunity to dig a little deeper and form a more detailed answer. This helped most of the students jump into a higher letter grade. This assessment was graded according to the South

TWS 4

Carolina Grading scale: A: 93-100 B: 92-85 C: 84-77 D: 76-70 U: 69-0

Post Assessment Results

20 18 16 14 12 10 8 6 4 2 0 #OF STUDENTS

Parts of Ecosystem A B C D U 18 2 0 1 2

Ecosystem Quiz 11 1 3 7 1

Ecosystem Visualization 18 3 1 1 0

Food Chain Project 18 0 1 0 4

Ecosystem Unit Test 11 4 3 0 4