Unit Assessment Plan

Discipline: Science Course: General Science

Grade: Grade 9 Destination: Academic Level (leads to university level courses)
Unit: Sustainable Ecosystems

Concepts, ideas, processes, terms, events and people of which students should be Competences students should be able to demonstrate
able to demonstrate knowledge and understanding
BIG IDEAS
● Ecosystems are dynamic and have the ability to respond to change, within limits, while maintaining their MINISTRY EXPECTATIONS (Competencies)
ecological balance
● People have the responsibility to regulate their impact on the sustainability of ecosystems in order to B1.1 assess, on the basis of research, the impact of a factor related to human activity (e.g., urban sprawl,
preserve them for future generations introduction of invasive species, overhunting/overfishing) that threatens the sustainability of a terrestrial or
● Assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and aquatic ecosystem [IP, PR, AI, C]
evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2.1 use appropriate terminology related to sustainable ecosystems, including, but not limited to:
● investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain
bioaccumulation, biosphere, diversity, ecosystem, equilibrium, sustainability, sustainable use, protection,
how they affect the sustainability of these ecosystems and watershed [C]
● demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological
balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems. B2.2 interpret qualitative and quantitative data from undisturbed and disturbed ecosystems (terrestrial
and/or aquatic), communicate the results graphically, and, extrapolating from the data, explain the
MINISTRY EXPECTATIONS (Knowledge) importance of biodiversity for all sustainable ecosystems [PR, AI, C]
B3.1 compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic
ecosystems
B2.4 plan and conduct an investigation, involving both inquiry and research, into how a human activity
affects water quality (e.g., leaching of organic or inorganic fertilizers or pesticides into water systems,
B3.2 describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of
changes to watersheds resulting from deforestation or land development, diversion of ground water for
energy and the cycling of matter within ecosystems (i.e., carbon dioxide is a by‑ product of cellular respiration and is
industrial uses), and, extrapolating from the data and information gathered, explain the impact of this
used for photosynthesis, which produces oxygen needed for cellular respiration), and explain how human activities
activity on the sustainability of aquatic ecosystems [IP, PR, AI, C]
can disrupt the balance achieved by these processes (e.g., automobile use increases the amount of carbon dioxide in
the atmosphere; planting more trees decreases the amount of carbon dioxide in the atmosphere)
B2.5 analyse the effect of human activity on the populations of terrestrial and aquatic ecosystems by
interpreting data and generating graphs (e.g., data from Statistics Canada, Parks Canada, and other websites
B3.3 describe the limiting factors of ecosystems (e.g., nutrients, space, water, energy, predators), and explain how
on: the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae;
these factors affect the carrying capacity of an ecosystem (e.g., the effect of an increase in the moose population on
stressors associated with human use of natural areas, such as trampled vegetation, wildlife mortality from
the wolf population in the same ecosystem)
motor vehicles, and the removal of plants, animals, and/or natural objects; suburban developments and their
impact on the food supply for animals such as foxes and racoons) [PR, AI, C]
B3.4 identify the earth’s four spheres (biosphere, hydrosphere, lithosphere, atmosphere), and describe the
relationship that must exist between these spheres if diversity and sustainability are to be maintained

B3.5 identify various factors related to human activity that have an impact on ecosystems (e.g., the introduction of
invasive species; shoreline development; industrial emissions that result in acid rain), and explain how these factors
affect the equilibrium and survival of ecosystems (e.g., invasive species push out native species and upset the
equilibrium in an ecosystem; shoreline development affects the types of terrestrial and aquatic life that can live near
lake shores or river banks; acid rain changes the pH of water, which affects the type of aquatic life that can survive in
a lake)

3.1 demonstrate an understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of interactions between
living organisms and their environment

3.3 describe the roles and interactions of producers, consumers, and decomposers within an ecosystem
3.4 describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain
NOTE: ministry expectations 3.1 and 3.4 listed above, correspond to those of the grade 7 curriculum

TABLE 1: Evidence of Learning: What body of work will students complete to demonstrate success at meeting the course expectations?

Assessment of Learning

Task Task Description Using Assessment “for” and Rationale

(achievement “as” learning for Scaffolding
chart and/or Accommodations
categories +
ministry
expectations)

Written Unit Test -The unit test will have a combination 1. Exit Cards (periodically The unit test will satisfy the need for an Assessment OF
Evidence (K/U, C, T, A) of multiple choice, short answer, throughout the unit) Learning for this unit which will determine how much learning
critical thinking questions related to the 2. Review Worksheets (Every has occurred by the end of the prescribed instructional period
B2.1,B3.1, lab and other assessments made Friday) (Cooper, 2011, p. 87-88). We selected an exam format because
B3.2, B3.3, throughout the course 3.Vocabulary Review Activity it allows us to “determine how well a student is able to
B3.4, B3.5, -The test will gives an equal approach (See Below) demonstrate learning without support” (Cooper, 2011, p.84-
3.3, 3.1, 3.4 to critical thinking and communication 4. Gizmo Online activity 85).
to ensure that students gained (See Below)
essential learning of the units’ topics

Media -Students will submit research notes 1.Practice Research Session The teacher will work with the students as they develop their
Presentation for the topics they chose for their 2. Guided Annotated research notes and annotated bibliography, and give them
Research poster presentation. Bibliography focused, descriptive feedback. This will help students gain a
Notes - The research notes should align with 3. Library “Field Trip” better understanding of the criteria and improve their work
(K/U, C, A) the research questions outlined by the 4. Gizmo online activity based on the teacher’s suggestion (Cooper, 2011, p.76-77). The
teacher and should match their (earlier in the unit) purpose of this assignment is to teach students how to conduct
B2.1, B2.5 annotated bibliography. research about a topic, and how to assess the reliability and
usefulness of the different resources they come across.

Quiz -The quiz will cover the topics covered 1.Interactions Between Living The the quiz will give students an example of the types of
(K/U, C, T) in the first two weeks of class: Earth’s Things-Vocabulary Review questions that could appear on the final unit test. This will ease
four spheres, energy flow, flow of (See Below) some of the test anxiety that students may experience. The quiz
B3.1, B3.2, matter within the ecosystem, and food 2. Brief students on the types will give the teacher an opportunity to assess the students’
B3.3, B3.4, webs of questions that will appear learning and knowledge of the material covered halfway
 3.3, 3.1, 3.4 -There will be two questions for each on the quiz (ex. Matching and through the unit.
topic, and a variety of matching, fill-in the blanks).
drawing (of a food web for example),
and short answer questions

Oral Media -Students will present their research 1. Tiering: Checklists (for The multiple options for this project demonstrates tiering -
Evidence Presentation findings in creative format to rubric) constructing an assessment task and then adapting it for
(C, T, K/U, A) communicate their research topic to different students to present them with versions that suit their
their peers 2. Rubric provided to various skill levels and knowledge (Cooper, 2011, p. 108). The
B2.1, B2.5 -The tasks students can choose from students well before the due “Essential Learning” that must be demonstrated remains the
are: date (possibly during first same for each version of each task no matter how it is adapted
-Video presentation week) (p. 112), and a common/similar rubric will be used for all
-Performance (ex. skit) versions (p. 113). The options allow for “balanced assessment”
-Poster (presented to the class) (p. 114) and ensures that oral skills are developed alongside
-Compose a newspaper article writing ones. It provides a “ balance of written, performance,
(present/read from a standpoint of a and oral assessment evidence” to address the fact that “not all
journalist) students are able to show what they have learned if they only
have the opportunities to write” (p.114).
-The assignment is differentiated to
accommodate the multiple
intelligences and types of learning
found in the class. Students can choose
the format that matches their interest
or need. E.g: the newspaper article can
serve as the finished product which the
student can use to share as an
investigative report to the class as their
presentation.
Visual Class Food -Each pair of students is assigned one
Evidence Web categories: herbivore, carnivore,
(K/U, C) omnivore, autotrophs (plants)
-Each pair will research an organism
3.1, 3.3, 3.4, within their category found in the
B2.1 ecosystem that the class decides to
make a food web for
-Students will use a worksheet that will
guide their research about the animal
-When done researching, each pair will
very briefly present their findings to the
class
-Students will then post the organisms’
picture into the right spot of the class
food-web
-Students will hand in the worksheets
for the teacher to mark at the end of
class.
Authenti Inquiry Wet- -Inquiry wet lab will allow students to
c Lab collaborate around a scenario to test
Assessm (K/U, T, A) and validate water quality by using
ent biological and chemical techniques,
B2.2, B2.4, including using an ion test and the
B2.5 hilsenhoff biotic index.
1. Interactions Between Living
Things - Vocabulary Review
Activity (see below)
2. Gizmo Activity (earlier in
the unit)
3. Guiding worksheet
1. Clean Water in Your Life
Brainstorming Activity (Alone
or in Pairs).
2. Wet-Lab Worksheet: This
will provide guidance to
students in the lab as well as
assess their use of chemical
and biological techniques for
evaluating water quality.
3. Students will be
heterogeneously arranged in
groups of four to support
each other through the
activity
4.Students will have the
opportunity to look at how
water quality affects the
diversity of the aquatic
system.
The informal presentation part of this activity will serve as a
diagnostic assessment of students’ abilities to speak publicly
and present. The activity also helps to gauge students’ ability to
coordinate towards a goal and diagnose students’ ability to
collaborate. This information will be useful for future
assignments in the course. Moreover, the worksheets that the
students will hand in (assessment of learning), will give the
teacher proof of student's’ ability to answer questions about
the main concepts this and previous lessons on food chains. It
will provide proof of students’ learning through the unit so far.
The lab activity will be carried out in groups. Cooper (2011)
declared that students can be grouped homogeneously or
heterogeneously according to their ability (p. 95). Students have
been assessed in prior activities, such as the gizmo activity to
learn their aptitude for lab sessions and ability to navigate
guided instruction sessions (Cooper, 2011, Ch. 4). This previous
assessment provided insight and data on how to group students
(Cooper, 2011, p. 96). In this circumstance, it is more engaging
to have a heterogeneous mixing of four students. This
intentional arrangement allows students to safely, learn and
support each other, and serve as each other’s learning
resources. Effectively grouping students will “maximize learning
for all” because students can discuss and collaborate
throughout the activity (Cooper, 2011, p. 96). Simultaneously,
the lab format students to build a more independent style of
thinking around a problem.
 TABLE 2: Assessment for and as learning: How will students receive guidance that will help them to affirm, refine, or extend their work?
Assessment “for” and “as” Learning
Assessment Task Task Description
Interactions Students will review the terms they have
Between Living learned in the unit so far. During the activity,
Things - students will walk around the classroom and
Vocabulary quiz each other on the terms provided to
Review them (eg. quiz cards with word and definition
that students can switch after quizzing each
other). Greater interaction is encouraged.
Exit Cards Students will complete exit cards throughout
the unit. Exit cards can either be given after a
lesson to assess student ability and
understanding, or before a new topic is
presented to assess students’ prior knowledge
about the subject. This will assist teachers in
preparing Differentiated Instruction before
Differentiated Assessment (Cooper, 2011, p.
54)
This activity allows students to visually see
“Foodchain” how the populations of different species
Gizmo Activity affect each other within an ecosystem
(Informal Online (specifically in a food chain relationship).
Lab Module) Students will be given handouts with
instructions on how to navigate through the
online gizmo activity (foodchain module) and
questions to answer as they go along. At the
end of the activity students will complete a
self-assessment mini-quiz so they can gage
their understanding of the material.
Teacher guidance
Teacher may provide students with vocabulary
cards containing a term and its definition.
They instruct students to mingle and a) give
each person they interact with the word on
their card and ask them to define it, or b) give
their partners the definitions on their cards
and see if they can guess the term. Instruct
students to switch cards after each
interaction. Teacher can circulate and observe
student engagement, listen to students’
answers, and assess if students are having
trouble. At the end, the teacher may want to
get students to rate how hard the activity was
and which terms gave them trouble (e.g.
hand in anonymous notes as they leave - exit
response cards).
-Teacher may guide students by giving them
specific questions/prompts to answer on their
cards
-Analyze the exit cards to identify any
confusion or questions that students have;
teacher can address these in future lessons
-The exit cards can serve as a diagnostic
assessment (DA) for the teacher which will aid
him/her in differentiating instruction
-Teacher should provide detailed instructions
on how to access/use the gizmo activity
-Teacher should give a template that guides
students during the activity in terms of what
they need to look for. This is especially useful
for english language learners (ELL students).
Self and peer support
This activity will help students identify the
vocabulary and concepts that they may still
need to work on in order to succeed in the
unit. Students can record the words and
definitions that they have trouble with in
order to review them in future studying. This
activity allows students to assist each other in
learning and remembering important terms
and to review in a way that allows less
structured interaction and study. Students
may also feel less pressured being “tested” by
their peers, and can receive hints and moral
support from their partners.
Through the process of completing exit cards,
students might also go through the
unconscious process of self evaluation,
understanding which answers they know and
which they should review. Students are also
provided with the opportunity to show their
knowledge in a private manner and voice their
concerns to the teacher.
-Students should be allowed to work in pairs.
-Students do a self-assessment after the
informal gizmo lab/activity
-Pairs will mark each other's’ self-assessment
quiz. Students will know how well they did,
and identify any difficulties they are having so
that they can seek assistance from the
teacher.
 Students have the option of working with a
partner or individually and will submit their
worksheet at the end of the period.
Link to Gizmo:
https://www.explorelearning.com/index.cfm
?method=cResource.dspView&ResourceID=3
81
Class Foodweb Each pair of students will very briefly present
Informal the animal that they researched for the class
Presentation food web.
Library “Field -Students will work with a librarian to learn
Trip” how to find and assess reliable resources.
-Students will learn how to use databases
offered through the board’s website.
-Students will start researching their topic and
building their annotated bibliography.
Practice Research -Students will choose any topic that they are
Session interested in provided it will allow them to
met project criteria
-Once students choose their topic they will
research it. Students will find 3-4 sources on
their chosen topic and explain, for each
source, why they think it is a good, reliable,
valid resource and which areas/points within
the resource they plan to use.
The teacher will be able to give immediate
(but private) feedback to the students about
what presentation skills they are good at and
what needs to be improved.
The teacher will support students during the
library session by answering questions related
to each student’s research topic and giving
feedback and suggestions.
-The teacher will provide students with a
worksheet that will be used for the library
session research to teach students about
advanced research techniques.
-The teacher will use this as a diagnostic
assessment of how well students are able to
assess the reliability of different sources, and
if more clarification is needed.
By giving oral presentation, students will be
able to develop their speaking skills and
practice using different scientific terms and
concepts in verbal explanation and
communication.
Students will be paired after they have
gathered their resources. Shortly after,
students will exchange and assess each other's
bibliography list to validate its relevance to
their respective topic.
According to Garfield (OISE lecture, 2017),
“learning cascades” can help students solve
complex problems by learning step-by-step
concepts throughout the unit that add up to
an understanding of the final problem. The
culminating project was introduced at the
beginning of the unit to show students what
they should be able to do by the end. As the
class advances through the lessons, they gain
more crucial knowledge needed to understand
and complete the final task successfully. The
Library Field Trip and Practice Research
Session are two significant activities that will
help students grasp the effective research
process and allow them to practice specific
learning skills. This is also an opportunity for
students to get the final project started which
means less stress finishing the final
assignment and ensures that the process itself
is scaffolded. Ideally, students may not know
how to create an annotated bibliography
when the project is introduced, but they will

Review Composed of a variety of review questions
Worksheets based on different unit topics. Students will
be given these worksheets throughout the
unit for home or in-class completion.
Thought Book -Students can use this to gather information
and ideas about any of the major assessments
that they are required to complete
Checklists (for -The teacher will construct checklists that
media correspond to the different levels of the rubric
presentation for the media presentation
rubric) -Each student will receive a checklist with a
certain difficulty, based on their diagnosed
learning level
Guided Students will be given a template for
Annotated recording their information in the form of a
Bibliography simplified annotated bibliography. They will
cite sources and answer brief questions about
how the source will help them with their
research.
Inquiry Wet Lab Students will be asked to work alone or in
(Pre-activity partners. They will take scrap paper and write
Brainstorm) answers to the following questions:
1. Why clean water is important in THEIR
everyday life
2. What kinds of things would be difficult for
them if clean water was not available
3. How the environment around them would
be affected if water was not clean
4. Hypothesize ways people (or student)
might measure cleanliness of water based on
previous knowledge or things learned
Teacher will take up each worksheet with the
class in the corresponding week and will
review any topics that the class might be
having difficulty with.
The teacher will periodically review and give
feedback on the ideas students put in the
thought books. “Assessment that occurs
during the learning process must inform
students about what they are doing well, what
they need to improve, and what they should
do differently to achieve their goals” (Cooper,
p.87-88); this will allow just that.
The teacher will work closely with the
students, especially struggling ones, to
develop their skills, so that they can move to a
higher level on the rubric, gradually using
more difficult checklists
-The teacher will provide a template for the
annotated bibliography to guide the research.
-The teacher will collect these and give
students detailed feedback about their
resources and any needed adjustments.
-Teacher will encourage answers that are
honest and simple (without the use of
research, just from students’ knowledge and
life experience)
be able to do so after these guided library
research practice sessions.
Teacher will allow students to discuss the
answers with their peers to allow them to
assess their knowledge and their peers’
knowledge.
Thought books will allow students to
brainstorm, experiment, plan, self-assess, and
refine their own ideas in a writing space with
less restrictions and judgement.
The checklist enables students to gauge their
research progress and makes sure they are not
missing any important aspects. Formative
Self/Peer assessment helps students improve
work; it is less pressured and develops editing
skills that improve work based off specified
criteria (Cooper, 2011, p. 87-88).
Before handing in the annotated bibliography,
students will provide feedback to their peers.
This allows students to assess their peers and
provide new ideas.
This activity is about the student’s OWN
EXPERIENCES AND REASONING. Cooper (2011,
p.40-41) states: “engage students through an
activity that will form connection between a
new topic and their own lives.”
 throughout the course
-The students will be provided with a
Inquiry Wet Lab worksheet that allows them to learn about
(worksheet) the chemical and biological techniques for
evaluating water quality. For example the
worksheet will allow students to practice how
to use the Hilsenhoff biotic index and do the
required calculations to arrive at a decision
about water quality.
-The teacher will take up the worksheet with
the whole class after the students discuss it
within their groups
-The teacher can identify the students who
are struggling and help them understand the
concepts before the lab period to avoid any
confusion or anxiety
-Students will be heterogeneously arranged in
groups of four to support each other through
the activity
-Students will share their opinions and
techniques and learn those of their peers, and

Grading: How will the evidence of student learning be used to arrive at a final term grade? How will late or missed assignments be handled?

Grade Calculation:
The assignments are weighted based on the learning goals of the course. The thoughtbook will be used as a secondary source of assessment in
the event a student does not perform as well on a major assessment, but for which the student has put extensive preparatory work. As part of
the growing success criteria, students performance across the unit will contribute to their collegiality mark. Students will earn this collegiality
mark by participating in different class activities which require group work, and peer assistance.
Research Notes – 20% Quiz – 10% Media Presentation – 20%
Class Food Web – 10% Inquiry Wet-Lab – 10% Unit Test – 30
TABLE 3: Marks breakdown.
Unit Goals Quiz Research Class Food Inquiry Wet Unit Test Media Total Marks
Notes Web Lab Presentation

Critical thinking about issues 10 20 5 10 40 20 105

Information gathering n/a 20 2.5 5 25 10 62.5

Recall of factual information 5 10 2.5 5 35 20 77.5

Understanding of Key concepts 5 20 5 10 20 20 80

Collegiality n/a 10 5 10 n/a 10 35

Total 20 80 20 40 120 80 360

Total % of Marks 10 20 10 10 30 20 100 %

Missed assessments:
If students miss an assessment they should still be given a chance to do it. The teacher should set a final deadline, by which all assessments must
be submitted. If the student fails to submit the assessment(s) by the set deadline, then the weighing of those assessments will be added to the
student’s final exam mark.

The teacher will discuss with the student, the parent, and perhaps an advisor, about why the student is missing his/her assessments. An action
plan will be developed to help the student meet the deadlines for the assessment, and the teacher will work with the student to ensure that the
targets in the action plan are being met.

Late assessments:
If assessments are late, the student is expected to provide a good reason. It is preferred that the student tells the teacher before the due date of
the assessment that they need an extension and provide reasoning for their request.

The student will not be penalized if they submit their assessment after the deadline the first time. However, the teacher will work with the
student, a parent, and an advisor to identify the reasons that are preventing the student from handing in his/her assignments on time, and to
establish an action plan that helps the student organize their time, and submit their assignments on time (or the deadline that the teacher
specifies for the student, depending on the student’s circumstances).

If a student continuously fails to submit their work after the deadline without valid reasoning, then marks will be deduced (2% for each day late).

Plagiarism or other forms of cheating:

If there is evidence of student cheating/plagiarism, the teacher will bring it to the attention of the principal and the students’ parents. If this is
the first incident, then the teacher will deduct marks from the assignment (the mark will be reduced by one letter grade, so for example and A
would become an A-). The teacher will also work with the student to ensure that the student knows how to properly paraphrase other people’s
work and to properly cite the work.

If a student cheats/plagiarises again, then the student will be granted a mark of zero on the assessment, and the situation will be raised to the
attention of the principal.

Final Evaluation: What form(s) will the final evaluation take and how will the components be weighted (totaling 30%)
The final evaluation of the course will be in the form of a final exam. The teacher will give students all the important topics that students need to
focus on when studying for the exam. The final exam will be composed of a variety of questions, such as multiple choice, fill in the blanks,
diagram labeling/drawing, matching, short answer, and long answer questions. The final exam will equally represent all the units covered
throughout the course.

Learning Skills: How will you assess & record learning skills from your students?
Note: the following criteria have been directly taken from the Growing Success document to assess students’ learning skills within the unit,
and the whole course.(Growing Success, 2010, p.11,45)
 The evaluation of students’ learning skills will be communicated using the following categories and abbreviations: E = Excellent; G = Good; S =
Satisfactory; N= Needs Improvement.

Students will develop their learning skills and work habits to succeed in the Unit by consolidating their learning skills and work habits by
accomplishing the following:
Learning Skill Growing Success Objectives

Responsibility • fulfils responsibilities and commitments within the learning environment;

• completes and submits class work, homework, and assignments according to agreed-upon timelines;
• takes responsibility for and manages own behaviour.

Organization • devises and follows a plan and process for completing work and tasks;
• establishes priorities and manages time to complete tasks and achieve goals;
• identifies,gathers,evaluates,and uses information,technology,and resources to complete tasks.

Independent • independently monitors,assesses,and revises plans to complete tasks and meet goals;
work • uses class time appropriately to complete tasks;
• follows instructions with minimal supervision.

Collaboration • accepts various roles and an equitable share of work in a group;

• responds positively to the ideas,opinions,values,and traditions of others;
• builds healthy peer-to-peer relationships through personal and media-assisted interactions;
• works with others to resolve conflicts and build consensus to achieve group goals;
• shares information,resources,and expertise and promotes critical thinking to solve problems and make decisions.

Initiative • looks for and acts on new ideas and opportunities for learning;
• demonstrates the capacity for innovation and a willingness to take risks;
• demonstrates curiosity and interest in learning;
• approaches new tasks with a positive attitude;
• recognizes and advocates appropriately for the rights of self and others.

Self- • sets own individual goals and monitors progress towards achieving them;
Regulation • seeks clarification or assistance when needed;
• assesses and reflects critically on own strengths,needs,and interests;
• identifies learning opportunities,choices,and strategies to meet personal needs and achieve goals;
• perseveres and makes an effort when responding to challenges.
Final Write Up (Authors: Adrian, Roshen, Polina):
1. Inquiry Wet-Lab: Cooper (2011) indicated that learning should “constantly try to connect teaching and assessment strategies to students’ lives
and passions” (p. 40-41). The Inquiry wet lab addresses the expectations of the unit to understand biodiversity and the impact that mankind can
have on their environment by incorporating an interesting and realistic simulation of a real world experience of field and lab work. This activity
will be carried out in groups. Cooper (2011) declared that students can be grouped homogeneously or heterogeneously according to their ability
(p. 95). In prior activities, students have been assessed to determine their aptitude to navigate a guided instruction sessions and group work
(ch.4); these previous assessment provided some insight on how to delegate the groupings of students for this lab. In this case, it is more
engaging to have a heterogeneous mixing of four students - this intentional arrangement allows students to safely learn and support one
another, serving as learning resources for each other. All students are at different zones of proximal development and all students must “acquire
and demonstrate the same essential learning: enduring understandings and essential skills” (Cooper, 2011, p. 97), but effectively grouping
students will “maximize learning for all” because students can discuss and collaborate throughout the activity (Cooper, 2011, p. 96).

2. Poster/Media Presentation: Fairness to all students was a guiding principle in this plan. The final grade in the unit assessment is divided into
two sections to give students a chance to prove their understanding in various ways. Students will be assessed by a test and a media
presentation. The test is required as an assessment of learning to show that students have gained an understanding of the unit lessons, while in
the media presentation, students can demonstrate research and a practical approach to the topic. According to Cooper (2011, pg.106-107), in
order to differentiate an assignment but still make it meaningful, the teacher must: 1. Identify the essential learning to be demonstrated by the
students, 2. Review the strengths, needs, interests and learning profiles of students, 3. Identify assessment tasks that appropriately match the
students’ learning profiles while ensuring that all of the tasks provide evidence of essential learning. This is apparent in the poster/media
presentation assignment where the main point is to strengthen students’ research skills and to give them the opportunity to discover more
about a human impact of their choice. Although students have the opportunity to present their work in different ways, they are still required to
submit an annotated bibliography and a written piece that demonstrates the research they have done and the essential learning that they
obtained from it. Moreover, to fit the learning needs and levels of the students, the poster presentation rubric would be tiered such that
students are given checklists corresponding to their level on the rubric. The teacher will work closely with students, especially struggling ones, to
improve their skills and move to a more challenging checklist as they develop skills, until they reach level 4. Breaking up the rubric into checklists
would make the assessment less daunting for students and would encourage improvement (Cooper, 2011, pg. 116). Cooper (2011, pg.114) also
states that there needs to be a balance between written, performance, and oral assessment. In the assessment for/as/of learning tasks that are
outlined in the assessment plan, we have given students a chance to demonstrate learning through different media, such as working on a lab
(performance), presentations and group work (oral), and unit test and written pieces (written). This creates an inclusive environment for all
types of learners. (The unit test is also essential as it will indicate if students have met the goals of the unit (Case & Clark, 2008, p. 321).)

3. Scaffolding and Differentiation: Cooper (2011) suggests a specific strategy for teachers to implement in classes of mixed ability (p. 73). In our
design of the assessment plan, our group incorporated Cooper’s plan on a smaller scale throughout the unit. To diagnose the understanding of
students early on, we included a variety of assessments “for” and “as” learning. This is aimed to help the teacher gauge, through observation
and review of formative work, the students’ level of knowledge and understanding in relation to the big ideas of this unit. Furthermore, we
included diagnostic assessments that directly relate to each larger-scale summative assessment. This allows the teacher to establish the gaps
between students’ initial work and the requirements they would still need to meet to satisfy criteria. For students, this is helpful for establishing
goals for their submissions, while for teachers it helps determine the most effective scaffolding for students who may be unfamiliar with these
kinds of tasks. Such scaffolding includes the multi-step research and annotated bibliography process into which we incorporated peer and self-
assessment (checklists), brainstorming and rationale for chosen topics, and templates for research. Cooper (2011, pg. 73) suggests adjustments
of learning targets through ongoing diagnostic assessment leading into summative assessment. In our unit plan, assessments “for” and “as”
learning culminate in a main task – the research presentation and write up. Our purpose in providing multiple types of formative assessment
was also to end up with a good variety of “data” on student progress, to help determine fair, balanced, and considerate grading for all students
at the end of the unit (pg. 73), and to have a full range of evidence for student growth and improvement. Cooper (2011, Pg. 74-76) states that
the “main purpose of assessment is to improve learning.” Thus, our group included a series of assessments through which students could
practice for their final product. For example, throughout the research process, students would hand in rough drafts of research notes, chosen
issues, annotated bibliography, etc. which the teacher would return with detailed feedback. This allows each student to improve their work
based off specific teacher’s suggestions (pg. 76-77).

References

Case, R., & Clark, P. (2008). The anthology of social studies. Vancouver: Pacific Educational Press.
Cooper, D. (2011). Redefining fair: How to plan, assess and grade for excellence in mixed-ability classrooms. Bloomington, IN: Solution Tree.

Ontario Ministry of Education. (2007). The Ontario curriculum grades 1-8: Science and technology. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf

Ontario Ministry of Education. (2008). The Ontario curriculum grades 9 and 10: Science. Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/secondary/science910_2008.pdf

Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools. Retreived from
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf