Kolb EDUC 461 Fall 2014

Assessment Plan: All About a Leaf

Instructional Objective:

Assessments:

Students will apply

information about leaves into
a research topic about a leaf
they like with a success rate
of 75%.

Pre-Assessment: Students
will asked be asked what pets
needed to survive. These
essentials will be applied to
what plants need to survive.
During-Assessment:
Students will compare and
contrast different leaves and
discuss with turn and talk
partners.
Post-Assessment: Students
will complete an All About a
Leaf research with a leaf of
their choosing. They have to
include information about
what they need to have to
survive.

Accommodations:
Students who have finished
early will color their All
About a Leaf paper.
Students will also get a leaf
from the pile and use a white
paper and create the pattern
of the leaf by coloring the
paper on top of the leaf. It
will go with their research
sheet.
Students who are having
trouble will receive more
individualized attention from
me. I will have a yellow
marker ready for the students
who are having trouble
writing. I will orally ask them
what they want to say and
write it in yellow so they can
trace over it.

b) The pre-assessment was a review from when we did pets about two weeks prior to this weeks
unit. It is part of the kindergarten science standards that they know how animals and plants have
to survive. The students were supposed to give me four of those things that plants needed to
survive which was air, water, food, and sunlight. The post-assessment for the students was for
them to include information about the leaves that I showed them including size and color. The
students were supposed to apply what they were taught about leaves as well as know basic things
about leaves like how they change colors and how the trees keep growing them. Their post was a
research topic about a leaf that they liked and having to write about it.
c) For the pre-assessment, I used a checklist that I made just like I did for other two lessons. The
students had to know the four things plants needed to survive and it was the score of a one or
two. For the during assessment, I had the students to use turn and talk partners for a discussion of
compare and contrast of the different leaves I have shown to them. It would help me monitor
them better as well decide who was listening to the lesson about leaves. For the post assessment

it was their research project paper about their leaves. It shows me what they have learned as well
as see what know about their leaf that they wanted to share.
d) See table attached.