Karisma Cruell

TWS 4

April 4, 2015

TWS 4
Assessment Plan (Science: Weather Unit)
*Table Below*
Pre-Assessment: I will pre-assess my students by asking probing questions and finding out how much they already
know about the different types of weather and the changes in weather.
Examples of some questions that will be asked:
What do you know about weather?
What are some types of weather?
Does weather change?
How does weather change?

During Assessment: I will assess my students throughout the unit by teacher-observation and anecdotal notes,

recording their participation and how well they recall certain information. The students will, however, take one quiz
during the unit.
Quiz Key:

Karisma Cruell

TWS 4

April 4, 2015

Post-Assessment: I will assess my students after the unit using a test and by their participation. We, as a class, will

complete an anchor chart about weather to hang in the hallway and show the other second graders what they have been
learning.
Test Key:

Anchor Chart:
Our anchor chart will include everything we have learned about weather including weather terminology, different types of
weather, and the water cycle.

Plan for Determining Progress: I plan to determine student progress by monitoring how well the students participate
during discussions and during classroom activities. If the students are not eagerly participating then I will know that there
is something that they do not understand. Based on the results of the quiz, if students do not make good progress, then I
will know that we need to review the material for a few more days.

Karisma Cruell

TWS 4

April 4, 2015

Assessment Plan- Second Grade Science:

Unit Objectives
Main Objective: Using a
variety of methods, students
will be able to identify
various types of weather
conditions, explain those
conditions using weather
terminology, show
examples through
illustrations, and record
data from daily weather
conditions, with 90%
accuracy.
1. Objective: Students will be
able to identify daily and
seasonal weather
conditions through
pictures and experiences
and use the weather
terminology in their
explanations, with 100%
accuracy.

2. Objective: Students will be

able to show their

Assessments

Format of Assessments

Pre: I will assess by asking

probing questions- What are
some different types of
weather? What are some
ways the weather changes? I
will assess by teacher
observation.

Pre: Teacher observation and

anecdotal records

During: I will assess by

observing how well the
students can recall the
different types of weather and
how well they are participating
in discussion.

During: Teacher observation

and anecdotal records

Post: Students will be

questioned about the content
learned and will assessed
based on their participation.
Pre: I will assess by asking
probing questions- What are

Post: Teacher observation and

anecdotal records
Pre: Teacher observation and
anecdotal records

Accommodations

I have four ESOL students that

need extra help with work and
understanding directions. I
will repeat the directions to
them individually and be
available to help them when
needed. I have two students
with IEPs and, if they are in
the room at the time, I will
make sure I give them clear
directions and am readily
available to help them when
needed. Extra time on work
will also be allowed.

I have four ESOL students that

need extra help with work and

Karisma Cruell
understanding of daily and
seasonal weather
conditions through
drawings, with 100%
accuracy.

3. Objective: Students will be

able to provide a
description of the water
cycle and recall weather
terminology in the
description, when
prompted, with 90%
accuracy.

TWS 4

April 4, 2015

the four seasons? What are

some differences in the
weather in the different
seasons? I will assess by
teacher observation.
During: I will assess by
observing how well the
students participate in
discussion and I will take
anecdotal notes.

During: Teacher observation

and anecdotal records

Post: I will assess by observing

how well the students
participate in discussion and
how detailed their drawings
were. Also, how well they
could explain the details of
their drawings to me.
Pre: I will assess by asking
probing questions- What do
you think the water cycle is?
Is it true that some water
changes into vapor? I will
assess by teacher observation.

Post: Teacher observation and

anecdotal records

During: I will assess by

observing how well the
students can recall the water
cycle and other things learned
and remember the sequencing,
when prompted, and during
the activity. I will assess by
teacher observation. I will also
continue to ask probing
questions as we go through the
lesson. For example, when we

During: Q&A, probing

questions (also Teacher
observation)

Pre: Teacher observation and

anecdotal records

understanding directions. I
will repeat the directions to
them individually and be
available to help them when
needed. I have two students
with IEPs and, if they are in
the room at the time, I will
make sure I give them clear
directions and am readily
available to help them when
needed. Extra time on work
will also be allowed.

I have four ESOL students that

need extra help with work and
understanding directions. I
will repeat the directions to
them individually and be
available to help them when
needed. I have two students
with IEPs and, if they are in
the room at the time, I will
make sure I give them clear
directions and am readily
available to help them when
needed. Extra time on work
will also be allowed.

Karisma Cruell

TWS 4

April 4, 2015

start to discuss water vapor I

will ask, Does water vapor
condense when it gets cold?

4. Objective: Students will be

able to follow the
procedures of measuring
and recording daily
weather conditions, with
90% accuracy.

Post: Students will complete a

3-question quiz and be
required to draw the water
cycle, including labeling the
stages, and write a sentence
explaining what was drawn on
their papers.
Pre: I will assess by asking
probing questions that deal
with the review of everything
learned thus far- What types
of weather could there be?
Does is have to be cold to be
rainy? If it is raining, what
comes next in the water
cycle?
During: I will assess by
observing how well the
students can follow the
procedures given and
participate by working
together with their classmates.

5. Objective: Students will be

able to recall safety
precautions that should be

Post: Students will be assessed

on how well they followed
procedures and used the
correct symbols when
recording the weather for the
week.
Pre: I will assess by asking
probing questions- What are
some types of bad weather?

Post: Quiz and drawing

Pre: Teacher observation and

anecdotal records

During: Teacher observation

and anecdotal records

I have four ESOL students that

need extra help with work and
understanding directions. I
will repeat the directions to
them individually and be
available to help them when
needed. I have two students
with IEPs and, if they are in
the room at the time, I will
make sure I give them clear
directions and am readily
available to help them when
needed. Extra time on work
will also be allowed.

Post: Teacher observation and

anecdotal records

Pre: Teacher observation and

anecdotal records

I have four ESOL students that

need extra help with work and
understanding directions. I

Karisma Cruell
followed during severe
weather conditions, with
90% accuracy.

TWS 4

April 4, 2015

What are some precautions

that should be taken during
some bad weather
conditions?
During: I will assess by
monitoring student
participation and taking
anecdotal records.
Post: Students will be
questioned about the content
learned and will assessed
based on their participation.

Post-Assessment Results:
Students
(Represented by their numbers)
3 students are highlighted below
1
2
3
4
5
6

During: Teacher observation

and anecdotal records

Post: Teacher observation and

anecdotal records

will repeat the directions to

them individually and be
available to help them when
needed. I have two students
with IEPs and, if they are in
the room at the time, I will
make sure I give them clear
directions and am readily
available to help them when
needed. Extra time on work
will also be allowed.

Credit Received
If the student received higher than a 90% on the
final test then they will have a dot

Average

7
8
9
10
Low

11

Karisma Cruell

TWS 4

April 4, 2015

12
13
14
15
16
17

18
19
20
21
22
23

High