Peggy+Assessment+Timeline

Samples of unit [|assessment timeline]. Product and Presentation ||
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Discussion || Graphic Organizers: Spider Map, Venn Diagram, Frayer Model, Describing Wheel, Ticktacktoe || Unit Test ||
 * K-W-L || Exit Tickets || Comic Life: Animal Comic
 * || Science Journal ||  ||
 * || Glogster: Animal Adaptation Poster ||  ||
 * || Wiki Entry: How one animal adapts ||  ||
 * || Kidspiration: Model of a food web ||  ||
 * || Persuasive Ad: Why we need decomposers ||  ||
 * || Discussion ||  ||
 * || iMovie: How change affects living things ||  ||

K-W-L Spider Map Venn Diagram Frayer Model Describing Wheel Ticktacktoe || Students complete a variety of graphic organizers to assess whether they understand concepts of adaptations and interdependence, and are able to articulate and justify their answers. Students use graphic organizers as visual representations of their thoughts, and to organize and interpret data throughout the unit. || Formative || Qualitative || 1 || Food Web || Students create a model of a food web that represents how living things are interdependent through feeding relationships. Students use food web checklist to ensure that they include all requirements. Teacher will use the checklist/rubric to assess the poster. || Summative || Quantitative || 3 ||  ||   ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * Discussion || Students participate in a discussions to activate prior knowledge, share ideas and reflect with partners, groups, and whole class. || Formative || Qualitative || 1 ||
 * Graphic Organizers:
 * Exit Ticket || Students reflect on their daily learning using an exit ticket at the end of class. Its purpose is to clarify student learning and build awareness of questions they may have, as well as inform instruction for the teacher. || Formative || Qualitative || 1 ||
 * Science Journal || Students answer prompts in their science journals related to the unit and document learning from an experiment with the goal of focusing attention on the big ideas. || Formative || Qualitative || 1 ||
 * Glogster: Animal Adaptation Poster || Students research one Maine animal to create a visual representation that demonstrates understanding of its physical and behavioral adaptations, and how that helps the animal meet life needs. Students use a poster checklist to ensure that they include all requirements. Teacher will use the checklist to assess the poster. || Summative || Quantitative || 3 ||
 * Blog Entry One: How One Animal Adapts || Students demonstrate that they understand how one animal adapts to meet life needs. || Formative || Qualitative || 2 ||
 * Kidspiration:
 * Persuasive Ad: Why We Need Decomposers || Students create a persuasive advertisement from the point of view of an earthworm, termite, bacteria, mushroom, or other decomposer of choice, responding to the following prompt: Why you need me. || Formative || Qualitative || 2 ||
 * Blog Entry Two: How humans affect the living and non-living environment || Students demonstrate that they understand the influence that humans have on the living and non-living environment. || Formative || Qualitative || 2 ||
 * iMovie: Change Affects Living Things || Small groups choose one topic of change for their movie (i.e. change in population, sources of food or water, climate, predator-prey relationship, etc. and complete a storyboard for their movie. Students complete a checklist for required components of the movie as a formative assessment. || Summative || Quantitative || 2 ||
 * Unit Test || Students complete a unit test to demonstrate understanding of key vocabulary and concepts from the unit. || Summative || Quantitative || 2 ||
 * Comic Life: Final Product || The teacher uses the product rubric to assess the final project, a comic strip about an animal experiencing change in its environment. A checklist that students complete with required components is included in this rubric. Students use the checklist with required components to monitor the quality of their work. || Summative || Quantitative || 3 ||
 * Comic Life: Final Presentation || The teacher uses a presentation rubric to assess the final oral presentation of their animal comic. || Summative || Quantitative || 3 ||