Summative Assessment Concept and Culminating Activity

The summative assessment and culminating activity for this unit will consist of the students using the knowledge of their own needs to help the needs of others. The students will first take a field trip to a homeless shelter, such as Jackson Interfaith Shelter. The class trip will take place during a morning. One bus will be scheduled to take the entire class along with five volunteer parents. Field trip forms will be sent to parents two weeks in advance (on a Friday) and students will be expected to place forms in their take home folders and bring them back to class the following Friday, signed by one parent or legal guardian. The trip will contain a tour as well as the opportunity for students to assist in serving a lunch meal at the homeless shelter. The director will be contacted weeks in advance. The students will come with one question prepared, and will have a question and answer time with the director about how he meets the needs of the people in his community and about how we can help him meet their needs. The next day of class, a portion of time will be dedicated to brainstorming ideas and possible methods for looking beyond the students own needs and wants and meeting the needs and wants of others. The teacher will present a sheet to the students, which is blocked off into the four different areas of need, being, food, clothing, shelter, and safety as well as four for emotional needs, being, love/belonging, freedom, power, and fun. The assessment measures the applicability of students to be able to demonstrate learning of how their own needs relate to the needs of others and will actively help meet the needs of others. The students will be asked to draw a picture for each of the four boxes which will indicate a method by which the class can meet this need of the people in the homeless shelter. In this project, there will be a component benefitting the safety, shelter, clothing, emotional, food, and developmental needs of the people in the shelter. Options that students may come up to serve will be things like a can and clothing drive, drawing pictures and writing letters to cheer the people up, going back and doing a service project to improve the shelter (with the help of their parents), writing letters to the police

department to advocate for the safety of the homeless people, etc. The brainstorm will assess the students understanding of what each need is, and the subsequent actions taken will serve as the culminating activity. The students pictures for this summative assessment will be graded according to the rubric below. This project based summative assessment includes both an indication of student knowledge on the topic and an application of that knowledge, which were the Blooms Taxonomy levels for the majority of the units objectives. After the drawings have been graded, the teacher will select one activity presented by one, or multiple, students that is accomplishable and beneficial for kindergarteners by the teacher. The teacher will present this idea to the class and will send a letter to parents for ways to assist their child in completing the subsequent project for the class.

Safety

Food

Clothing

Shelter

Love/Belonging

Freedom

Power

Fun

Rubric for Drawing

1- Not Included

2- Partially Completed

3- Completed

Color Other-Centered Pertains to specified need All 4 needs are completed

Students do not use any color. None of drawings pertain to helping another. No drawing line-up with specified need. 0-1 Drawings are completed.

Students use one or two colors. 2 to 3 drawings pertain to helping another. 1-2 drawings align with specified need. 2-3 Drawings are completed.

Students use more than two colors in their drawings. All four drawings focus on helping someone else. 3-4 drawing align with specified need. All 4 needs are accompanied by a drawing.

Field Trip Form

I give permission for my child,________________________________________________________ To attend, (Field Trip)_______________________________________________________________ Where: ___________________________________________________________________________ When: ___________________________________________________________________________ I understand my child will be driven by________________________________________________ And there are chaperones on the trip.

I understand that permission cannot be granted over the phone. If this form is not submitted by the day of the trip, the student cannot attend. Student Signature: Parent Signature: Please sign again below if you can chaperone this trip. . Date: Date: . .