AssessmentPhoto Album

All SubjectsKindergarten

Overview of Unit The goal of this unit is to provide students with a variety of hands-on-learning

experiences. These authentic learning experiences will allow them to learn from the world around them by using their five senses.

Students will understand: that making observations is a way of learning about the world around us. that the human body has distinct structures that serve different

functions. that there are five senses and that there are specific parts of the body for

each of the five senses that they can classify objects based on attributes how to organize and interpret data in graphic displays

Students will be able to: use reasoning along with their senses to describe objects by their

attributes (color, size, shape, texture, sound, and tastes). organize and interpret data in graphic displays.

My Five Senses

Learning

State Standards for Kindergarten

Science K-5.5 Students must identify observed objects or events by using the senses.

Mathematics K-5.8 Students will classify objects according to one or more attributes such as color,

size, shape, and thickness.

Essential Questions How do we observe with our senses? (K-1.1)

How are we alike and different? (K-3.1)

How is touch a part of my daily life? (K-3.1)

How can our eyes help us to see? (K-3.2)

What body parts allow us to feel things? (K-3.1,4)

Assessment Methods Assessment and Purposes Overview

Authentic Performance Tasks- motivate students to be engaged in the performance tasks at all times

Diagnostic Assessments will check prior knowledge about family history and students’ awareness of their body parts.

Formative Assessments will check on-going learning and growth of the five senses so students can practice and teachers can refine and revise their future lessons.

Summative Assessments will check students’ overall growth and to see if their understandings have changed over time.

Teacher and Student Assessments will be done

in two ways Stop Light

Smiley Faces

Assessment Overview by Day

Task 1:  Diagnostic Assessment #1 

Task 2: Assessment Focus on Family/Community #2 

Task 3: Formative Personal Goal Assessment #3 

Task 4: Formative Assessment Using Stated Propositions #4

 Task 5: Summative Assessment –Performance #5 

Diagnostic Assessment #1Body Parts Assessment

Students will look at the picture of the body part and tell me the name. If they tell me the name, they will color the smiley face. If they do not know the name, they will color the sad face. I will share the results of this diagnostic assessment with my students at the conclusion of the assessment. I will use this data to inform my instruction. If necessary, I will take a step back and review all the body parts by playing “Simon Says” where students will point to a certain body part when named.

Assessment Focus: Family/Community #2

Parents will complete a home survey about their family’s medical history. This will make me more aware of the student’s family and be sensitive to their needs.

Formative Personal Goal

Assessment #3Five Senses Formative Assessment Student Name: ________________________

Body Part Picture

Question/ St. Answer

“What is this body part called?”

_____________

“What do we use this body part f or?”

_____________

2 questions answered correctly

1 question answered correctly

0 questions answered correctly

“What is this body part called?”

_____________

“What do we use this body part f or?”

_____________

“What is this body part called?”

_____________ “What do we use this body part f or?”

_____________

“What is this body part called?”

_____________ “What do we use this body part f or?”

_____________

“What is this body part called?”

_____________ “What do we use this body part f or?”

_____________

Body Parts And

5 Senses Check-Up

Five SensesBar Graph

Cut and sort the pictures into five piles depending on if they can be smelled, felt, tasted, heard, or seen. Once sorted, glue the pieces onto the five senses bar graph for the sense you think is being used the most.

Formative Assessment Using Stated Proposition

#4 “If you want to identify

observed events and events, you must use

your senses.”

Students will understand that using their senses is

just one of many ways that they can learn from

the world around us.

True True/False ?“You use your senses to identify objects

and events.” False True/False ?

“You do not use your senses to identify objects and events.”Fill-in-the Blank ?

“If you want to identify observed objects and events, you must use your

______________.” Multiple Choice ?

“If you want to identify observed objects or events, you must use your

(a) hands (b) eyes (c) nose (d) senses.”

Essay-Not Developmentally Appropriate

Part I- Performance ProjectDescription of Performance Task using

GRASPS The goal is for students to gain a better understanding of how the five senses help us

learn from the world around us. The students’ role is to cut out pictures from magazines and glue them under the correct

body part picture that matches that particular sense. My audience is my students. The situation or challenge is that students will have to sort their pictures into five piles depending on if they can be smelled, felt, tasted, heard, or seen. Variation due to students’ readiness levels:

High (3-5 pictures each) Low (2 pictures each) Product, performance, and purpose-The students will create five pages with pictures that represent each of the five senses in order to show their understanding by using higher levels of thinking. Standards and criteria for success- The students’ work will be judged by both the teacher

and the student. Students will color in the stoplight at the top of each of the five senses pages according to how they think they did. I will then fill in the stoplight beside it to show my assessment of their work to see if we come to a similar conclusion. A successful result will be shown with a green stoplight on each page.

Summative Assessment Performance

#5

My Five Senses Magazine Project Rubric

Body Parts3-Exceeds

Expectations2-Meets

Expectations1-Needs More Time/Support

3 2 1

Student has five pictures that represent the sense of

sight. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has three or four pictures that represent the

sense of sight. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has less than two pictures that represent the

sense of sight. 

Student cannot explain why they chose their

pictures to go with the corresponding body part.

Student has five pictures that represent the sense of

touch. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has three or four pictures that represent the

sense of touch. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has less than two pictures that represent the

sense of touch. 

Student cannot explain why they chose their

pictures to go with the corresponding body part.

Student has five pictures that represent the sense of

smell. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has three or four pictures that represent the

sense of smell. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has less than two pictures that represent the

sense of smell. 

Student cannot explain why they chose their

pictures to go with the corresponding body part.

Student has five pictures that represent the sense of

taste. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has three or four pictures that represent the

sense of taste. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has less than two pictures that represent the

sense of taste. 

Student cannot explain why they chose their

pictures to go with the corresponding body part.

Student has five pictures that represent the sense of

hearing. 

Student can explain why they chose their pictures to go with the corresponding

body part.

Student has three or four pictures that represent the

sense of hearing. 

Student can explain why they chose their pictures to go with the corresponding

body part

Student has less than two pictures that represent the

sense of hearing. 

Student cannot explain why they chose their

pictures to go with the corresponding body part

Student Scores and Reflections

Assessment

Score Reflection

#1

#2

#3

#4

#5

Total

3 (Exceeds Expectations)

2 (Meets Expectations)

1 (Needs More Time) 0 (Needs More Support)

Essential Questions

The essential questions are

developmentally appropriate

and relate to the learninggoals.

The essential questions are

relevant to the lesson and

require students to use prior

knowledge.

The essential questions use

student-friendly language.

A few of the essentialquestions are

developmentallyappropriate and are

related tothe learning goals.

A few of the essentialquestions are relevant

to thelesson and require

students touse prior knowledge.

A few of the essentialquestions use student-

friendly language.

One of the essential questions

is developmentallyappropriate and is

somewhatrelated to the learning

goals.

One of the essential questions

is relevant to the lesson, but

no prior knowledge isActivated.

One of the essential questions

use student-friendly language.

The essential questions arenot developmentally

appropriate and are notrelated to the learning

goals.

The essential questions arenot relevant to the lesson

andprior knowledge is not

Activated.

The essential questions do not

use student-friendly language.

Learning Goals

The essential questions areclearly stated.

The learning goals aredevelopmentally

appropriateand are related to the

essentialquestions.

The learning goals contain

knowledge, reasoning, and

product/performances.

The essential questions are

stated.

The learning goals aredevelopmentally

appropriateand are related to the

essentialquestions.

The learning goals contain

knowledge, reasoning, and

product/performances.

The essential questions are

not stated.

The learning goals are notdevelopmentally

appropriateand are not related to the

essential questions.

The learning goals contain

two of the following:knowledge, reasoning,

andproduct/performances.

The essential questions arenot stated.

The learning goals are notlisted or are notdevelopmentally

appropriateto the essential questions.

The learning goals containnone or one of the

following:knowledge, reasoning, and

product/performance.

Group Rubric: My Part

My Score on Walden Project

Total Score

Teacher RevisionsExperience with Project:This project was definitely interesting and challenging. I experimented with several new web-based technology tools, particularly Webspiration because I have never worked with it before. At first, I thought this would be easy to use because it is basically a flowchart. Then, I had to take a step back and look at it from the perspective of my students, who I did not think would be able to understand it very well. It also did not allow for much writing and explanation to take place. This is why I decided to make a Power Point presentation. This allowed me to show my creativity and make my Photo Album more appealing through clipart and animations. I think that the use of a photo album would be more efficient for students in higher grade levels, simply because they are more computer savvy. Overall, I am pleased with the way it turned out.

Co-creation of Rubric:I personally did not like creating a rubric as a group through an online class. I found that it was hard staying in contact with one another and that everyone waited until the last minute to begin the assignment. I for one am normally the person who likes to get things done ahead of time. I know that creating a rubric as a group would be beneficial and more convenient if my group members and I were in the physical classroom together and could meet face to face. E-mail is a wonderful way to collaborate and keep in touch. However, it can be very hard to keep in touch when it is not checked regularly and multiple times a day.

Peer Review Process:Once my peers have reviewed my photo album, I will make any necessary revisions in hopes that my photo album will exceed the expectations for this assignment.