Learning Goal 1 Before and after the unit, students will be evaluated on their ability to identify the four key parts of a plant (roots, stem, leaves, and petals) and label them on a visual representation (LG1). The teacher will use a checklist to record the student’s ability to do so. I chose to use this method based on the knowledge that my students learn information in a variety of ways and they are able to perceive information through different outlets. The students will be evaluated on their ability to identify each part of the plant and label them.
Learning Goal 2 Along with the first learning goal, before and after the lesson, students will be assessed on their ability to describe the lifecycle of a plant and the steps required for a seed to become a plant (LG2). Students will be given a pretest where they will be asked, to sequence the lifecycle of a plant and will be scored on their ability to do so. This will be evaluated using a checklist to assess if students were able to meet the standard. This assessment is appropriate for kindergarteners because they are learning to make predictions in science and test out their theories as a part of scientific experimentation. Students of this age should be able express their knowledge verbally or through illustrations. The student will be assessed before the unit using a KWL chart and after the unit using the checklist.
Formative Assessment
Assessments Used:
Anecdotal Notes
Group Discussions
Plant Recording Sheet
Work Samples
Partner Discussions
Throughout the unit, I will assess the first learning goal through anecdotal notes of our class discussions. This will show whether or not students were able identify the parts of a plant. I will also assess students through a partner discussions lead by the teacher. The teacher will ask a series of questions to prompt student discussion. These assessments work best for my students because I am able to see what information the students have gathered from the lesson so that I can direct instruction and discussion accordingly. Anecdotal notes throughout the experiment will help me to understand student thought processes and the pace at which they understand the objectives. The second learning goal will be assessed through anecdotal notes. The students will be given a recording sheets on plants that will allow students to use knowledge of its lifecycle to make predictions about its next step. Group discussion on their findings will allow me to assess student knowledge of these topics as well as gauge what else students need to know. This assessment will allow me to see which student understand the objectives. Group discussion allows me to see whether or not the child’s predictions were correct and how their ideas changed through experimentation.