Unit Assessments
1. Formative Assessment for Beginning of Unit
Alaska Seas and Rivers Curriculum guide recommends using the formative assessment attached below as a probe for teachers to get a sense of students' thinking and prior knowledge. This guide comes from Sea Grant Alaska. Go To: http://seagrant.uaf.edu/marine-ed/curriculum/grade-3/formative-assessment.html
Alaska Seas and Rivers Curriculum guide recommends using the formative assessment attached below as a probe for teachers to get a sense of students' thinking and prior knowledge. This guide comes from Sea Grant Alaska. Go To: http://seagrant.uaf.edu/marine-ed/curriculum/grade-3/formative-assessment.html
formative_assessment.pdf | |
File Size: | 110 kb |
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2. Summative Assessment: Water Unit Concept Map and Foldable
At the end of this unit, I ask students to draw a concept map of the story of water on earth, using "one well" as a theme, or global water cycle, or sources of water on earth. Concept maps should include: water cycle, sources of water on earth, plants, animals and humans' use of water, water pollution, water conservation. Students are also asked to include definitions of key vocabulary words and create foldable of water cycle to illustrate what they have learned in the unit.
The water cycle map cut and paste is a modified summative assessment.
At the end of this unit, I ask students to draw a concept map of the story of water on earth, using "one well" as a theme, or global water cycle, or sources of water on earth. Concept maps should include: water cycle, sources of water on earth, plants, animals and humans' use of water, water pollution, water conservation. Students are also asked to include definitions of key vocabulary words and create foldable of water cycle to illustrate what they have learned in the unit.
The water cycle map cut and paste is a modified summative assessment.
3. Summative Assessment: Water Conservation Project
At the end of this unit, students create water conservation project focusing on either improved water quality or decreased water quantity. This is a chance to have students explore individual areas of interest and make real-life connections. A differentiated project to challenge students can be found at http://ciese.org/curriculum/drainproj/overview/.
At the end of this unit, students create water conservation project focusing on either improved water quality or decreased water quantity. This is a chance to have students explore individual areas of interest and make real-life connections. A differentiated project to challenge students can be found at http://ciese.org/curriculum/drainproj/overview/.