Week 1- Phillips, Kerry

Assignment 1- Portfolio Assessment

Portfolio Type:

Ownership Portfolio-This collection of student work emphasize student choice, reflection, and self-assessment. The main
purpose of an ownership portfolio is to allow students to display and reflect on their accomplishments.

Unit Overview:

LESSON Activity Related Standards

Lesson 1 Introduction to Rock Cycle & Vocabulary 4-ESS1-1 Earth's Place Rock formations
Lesson 2 Rock Cycle & Weathering/Erosion 4-ESS2-1 Earth's Systems
Lesson 3 Hands-on Rock Cycle Lab with WS 4-ESS1-1, 4-ESS1-2, 4-ESS 2-1
Lesson 4 Earthquakes & EQ Vocabulary 4-ESS1-1, 4-ESS2-1
Lesson 5 Earthquake Content & Review 4-ESS2-2 Earth's Systems
Lesson 6 Where EQs happen 4-ESS2-2 Earth's Systems
Lesson 7 Identify Location at-risk 4-ESS3-2 Earth and Human Activity
4-ESS3-2 Earth and Human Activity,
Writing: CCSS.ELA-LITERACY.W.4.2, CCSS.ELA-
Lesson 8 Letter to EQ Location LITERACY.W.4.2.B, CCSS.ELA-LITERACY.W.4.2.D
Lesson 9 EQ-Proof Structures - Design CCSS.MATH.CONTENT.4.G.A.3 (Geometry)
Lesson 10 STEM Activity: Build & Test 4-ESS3-2 Earth and Human Activity
Lesson 11 Evaluation- Ownership Portfolio 21st century skills standards

Lessons will occur weekly (on Tuesdays during Science) for 90 minutes, with the exception of Lesson 10 which will occur for 120
minutes to allow for more time during STEM activity. Most assignments can be completed collaboratively, with peer support, but
will be collected and displayed in final portfolio to allow students to display and reflect on their accomplishments in this unit.
Each assignment will come with clear expectations and requirements (rubric) for completion and a summative reflection of the
student understanding from that particular assignment. Students will be seated in teams with individual roles that contribute to
effective group discussions. The roles are: Facilitator, Materials Manager, Recorder/Reporter, and Harmonizer. To support
students in performing their role, there are sentence frames and supports to facilitate group discussions. Students will have been
aware of these roles and have had plenty of practice.

Group Roles & Frames for Discussion:

FACILITATOR Materials Manager Harmonizer Recorder/Reporter

Get the conversation started Makes sure material needs are Make sure everyone stays Help your team decide how to
and keep it going: met: together: explain ideas in writing:

How should we start?
Does anyone have another
method?
Make sure everyone in the team
shares ideas:
What do you think, ________?
Lets listen to _______.
Help your team build on each
others ideas:
How can we connect that to
______s idea?
If we use ______s method, what
should our next step be?
What do we need for this task?
Does everyone have a ______?
Makes sure group is SET
UP/CLEANED UP:
Ill get the art supplies for
everyone.
Ill recycle all of the scratch paper!
Do we need anything else for this
project?
Lets pick up anything that fell on
the floor
Does everyone see how we got
that?
Lets wait someones still writing.
Keep the group on task:
Lets get back to this problem.
Sounds like were stuck. What else
can we try?
Make sure behavior norms are
followed :
Oops! No talking outside our
team.
Be careful with those materials
How should we show that?
Is there another we could show
it?
Report out your teams questions
and solutions to the whole
class:
Which one should we ask about?
Which idea should we share?
Organize team posters and
presentations:
Does this explain how we thought
about it?
What part do you want to

Assignment Overview:
Lesson Assignment Task
Students will have hands-on opportunity to observe
various types of rocks, will be presented with
challenge to classify rocks, and will engage in
interactive online video and slide presentation which
Introduction to Rock Cycle will introduce vocabulary: sedimentary, igneous,
Lesson 1 & Vocabulary metamorphic
Students will deepen their understanding of the
different kinds of rocks by learning about the cycle,
and the various ways in which rocks change.
Students will understand new vocabulary: weathering
and erosion and will have engage in more interactive
Rock Cycle & online learning platforms to reinforce these concepts.
Lesson 2 Weathering/Erosion
Students will have understanding of the rock cycle
and earth processes related, and will have a hands-
on experience that models the entire rock cycle.
Students will work in groups, using starburst candies
to represent rocks and will watch them change.
Students will need to connect the activities in the lab
to the content they have learned, and reflect.
Hands-on Rock Cycle Lab
Lesson 3 with WS
Students will broaden their understanding of rocks
and apply understanding to learn about Earthquakes.
Direct Instruction, group activities, and vocabulary
Earthquakes & EQ focuses on: plate tectonics, boundaries, convergent,
Lesson 4 Vocabulary divergent, and transform
Students will review the Earthquake content with
group support. Each group member will have one
component to become an expert on and will jigsaw
together to create collective understanding.
Earthquake Content &
Lesson 5 Review
Students will be presented with various charts- one
of continents, plate boundaries, where earthquakes
happen, where volcanoes occur and will make
connections with each. This will lead to
understanding of locations that are at-risk for
Lesson 6 Where EQs happen earthquakes.
Review of previous understandings will lead to
students selecting a country most at-risk for
earthquakes, and then students will research this
country for more data and earthquake history.
Students will collect data and begin to understand
the effects earthquakes have had on that country,
preparing them for the following weeks writing
assignment. Differentiation and supports provided for
Lesson 7 Identify Location at-risk students in collection of research.
Lesson 8 Letter to EQ Location Students will write a persuasive letter to the leaders
of a country at risk, asking them to please let them
design an earthquake proof structure. These letters
include the research students have found about
damages to that location, and will include information
they know about rocks, earthquakes, and why they
are at risk- including science vocabulary
say/write?
Format
Realia presented, online
worksheet to document
scientific observations, and
record information learned
through online media.
Students will record learning on
a worksheet and develop an
illustrated model of the rock
cycle. Students will also select
one process and write a short
summary or draw a comic strip
symbolizing the rock process.
Students will work in groups to
complete the lab, and will
record the steps individually in
their science lab worksheet.
Students will need to
individually observe, record,
and reflect on what each
process represents in the cycle.
All worksheets/files will be
uploaded to Google Classroom.
Students will do this through
direct instruction slide
presentations, interactive online
platforms, and online
vocabulary games.
Students will be given an
interactive slide presentation
with specific tasks and tools
presented to each person.
Students will record their
understanding in their science
notebooks and on task sheets
in Google Classroom/ Docs
Students will use online maps
and worksheets to make
connections and draw and write
their connections on science
task sheet, in Google
Classroom
Task sheets, a list of online
resources specific to various
countries, some countries
(Nepal and Japan) have articles
on NewsELA will be suggested
for students struggling with
English proficiency, so content
level can be changed. In
Google Doc
Students will receive this
assignment through Google
Classroom and each child will
type their letter in Google Docs,
various templates and frames
will be provided to students
based on need.
 accumulated throughout unit.
Students will learn about various engineered Slide presentation including
structures designed with natural disasters in mind, images of buildings designed to
they will also evaluate various structures presented survive floods, earthquakes,
in slide presentation for similarities (symmetry, large tsunamis, etc. will be shown on
base, X bracings, etc.). Students will then design a large tv and will guide class
structure for the location of their letter. discussion. Sentence frames
provided. Students will draw
EQ-Proof Structures - and label their structure
Lesson 9 Design designs on grid paper.
Students will work in teams, incorporating features of Teams will work with materials
their individual designs to build an earthquake proof (straws, paperclips, cardboard,
structure. Each team will be given a list of criteria, etc.) to build. Teacher to
the same supplies, and limited time to construct. determine if the building would
withstand an earthquake will
administer a test, students will
reflect on process in Google
Lesson 10 STEM Activity: Build & Test doc.

Evaluation:

Students will be evaluated through an Ownership Portfolio, linked individually into Google Classroom. Each assignment will have been
completed and students given a rubric for completion expectations, students will then reflect on their assignment based on how they
feel they did (through each rubric) and with a narrative reflection of their content understanding. Students will link work, tasks,
worksheets, assignments from this Earth Science Unit into the Portfolio assignment- (at least) 4 pieces required. This type of
evaluation is appropriate for this unit because Portfolios can provide a continuous picture of student progress, rather than a snapshot
of student achievement that single-occasion tests provide (Gomez, p.3). Students will have reflections at the end of each task, and it
will be important to compile a portfolio of this unit because a collection of student reflections will be an accurate depiction of student
growth. Students will all be familiar and comfortable with online learning platforms and Google Classroom/Docs, therefore, the task of
creating of the portfolio will not prevent students from demonstrating achievement.

Portfolio Content Requirements/Rubric:

TOPIC/ Assignment 3 2 1 0
Rock Cycle Content Assignment is complete, Assignment is complete, Assignment is partially Not Included
(At least 1 assignment) correct information is but incorrect information complete
provided/depicted is provided/depicted
Earthquake Content Assignment is complete, Assignment is complete, Assignment is partially Not Included
correct information is but incorrect information complete
(At least 1 assignment) provided/depicted is provided/depicted
Letter to At-Risk Country Letter provided and Letter provided and Letter provided, does Not Included
includes ALL required includes some required not include required
vocabulary/information vocabulary/information vocabulary/information
Structure Design Structure Design Structure Design Structure Design Not Included
provided and includes provided and includes provided- does not
measurements AND measurements or labels include measurements
labels or labels

*The stem activity and success of the group structure will not impact student achievement in this unit.

Example of Individual Rubric-

(Letter to Country):

Evaluation Area 3 2 1
Structure Letter includes ALL 5 required Letter includes 3-4 of the Letter includes 2 or fewer of the
parts: required parts: required parts:
Greeting, Salutation,
Introduction, Body, and Greeting, Salutation, Greeting, Salutation,
Conclusion paragraph Introduction, Body, and Introduction, Body, and
Conclusion paragraph Conclusion paragraph
Content Letter includes appropriate use
of ALL required vocabulary(10):
Rock, rock cycle, earth
process, plate tectonics, plate
boundary, divergent,
convergent, transform
Letter includes appropriate use
of 6-9 words from required
vocabulary (10):
Rock, rock cycle, earth
process, plate tectonics, plate
boundary, divergent,
convergent, transform
Letter includes appropriate use
of 5 or less words from required
vocabulary (10):
Rock, rock cycle, earth
process, plate tectonics, plate
boundary, divergent,
convergent, transform

Letter includes 5 true facts

relating to the countrys
earthquake history.
Conventions There are no errors in
grammar, mechanics, &
spelling
Letter includes 3-4 true facts
relating to the countrys
earthquake history.
There are 1-5 errors in
grammar, mechanics, &
spelling
Letter includes 2 or fewer true
facts relating to the countrys
earthquake history.
There are 6 or more errors in
grammar, mechanics, &
spelling

Appropriateness for ELs:

The tasks presented in this unit are appropriate for students that struggle with English proficiency (English
Learners, Special Education students, etc.) because the tasks will be appropriately scaffolded and differentiated to meet
each learner where they are. Some examples of the differentiation techniques provided in this unit are: differentiated
sentence frames, leveled readings, and thoughtful partners. In addition to the tasks being adapted to create equity, the
portfolio assessment is appropriate for diverse student populations because all students, including English language
learners, can be included in assessment portfolios, since this involves collecting samples of student work and scoring
them according to predetermined criteria (Gomez, p.6). I know that this portfolio and the related tasks leading up to it are
appropriate measures of student achievement because the specific learning goals are aligned to standards, and the
evidence included in the portfolio reflects either students progress toward meeting standards or achievement of specific
standards (CDE, p.844). Furthermore, the ELA/ELD Framework provided by the California Department of Education,
mentions that, use of technology that enables students to give immediate responses to teachers (e.g., clickers, mobile
devices) helps teachers with large numbers of students gain an ongoing sense of students understanding during a lesson
(p.831). This is reassuring, as most of the formative assessments and data collection will occur through the interactive
online tools. Some of these tools are: ExitTicket.com, Quizlet.com, teacher created Google Forms, BrainPop.com, etc. I
believe that technology serves as an amazing equalizer for students, as well as a comfort to students that struggle.
Through technology, I push out assignments and tasks in Google Classroom, but I am able to assign particular versions of
assignments to specific students, this means that while all students appear to be completing the same task, some
readings may be provided at various levels, writing assignments delivered with various scaffolds, etc. Students are
engaged in online assignments, and teachers are able to differentiate without singling out students or making it obvious
that their task may be slightly different. Additionally, feedback given through online platforms is private and immediate and
allows students to make changes and improvements instantly. Feedback is also provided on the written reflections
throughout the unit and oral group discussions. Strategies such as recasting or restating are helpful for English Learners,
because it can be framed positively and can correct English structure without impacting student self-efficacy or esteem.
This type of feedback will be provided in discussions, for example, the ELA/ELD Framework suggested recasting and
providing implicit feedback by stating student comments back to them, positively, in proper English. An example of this,
relating to the unit of study presented might beStudent: Rock made from Lava Feedback: Thats absolutely right!
The igneous rock is made from the cooling of lava! The CDE also states teachers should focus first and foremost on
effective communication and meaning making (p.846). In the example I provided, I would be stressing the correctness of
the students statement and reinforcing the concept in English, which encourages the student, their learning, and
academic risk taking. Because assessment portfolios are considered medium or long-cycle assessments, this is
appropriate for this 11 week Earth Science Unit. Students will be able to select assignments they want to highlight in their
Earth Science portfolio and will include the reflections that followed each assignment. Portfolios are said to tell the story
of student growth during a particular time frame (CDE, p.845), and this unit will convey the students knowledge and
understanding of various content standards over 11 weeks.
Resources:

California Department of Education (CDE). English Language Arts, English Language Development Framework for CA Public Schools,
(2014). Retrieved July 18, 2017 from: http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwchapter8.pdf

Gomez, Emily Lynch. (1999). Assessment Portfolios and English Language Learners: Frequently Asked Questions and a Case Study
of the Brooklyn International High School. Retrieved July 18, 2018 from: https://www.brown.edu/academics/education-
alliance/sites/brown.edu.academics.education-alliance/files/publications/ass_port_ell.pdf

Standards from:
4th Grade Next Generation Science Standards. (n.d.). Retrieved July 18, 2017, from https://www.nextgenscience.org/4th-grade-topics-
model

English Language Arts Standards Writing Grade 4. (n.d.). Retrieved July 18, 2017, from http://www.corestandards.org/ELA-
Literacy/W/4/

Partnership for 21st Centruy Learning (n.d.). Framework for 21st Century Learning. Retrieved July 18, 2017, from
http://www.p21.org/our-work/p21-framework