Entry-Level Assessment
Brainstorm- Students will fill in an online survey/questionnaire before the start of the unit to tap into their prior knowledge of the subject and to let me assess where they are at and modify my lessons as needed. The survey-monkey assessment is found below:
Formative Assessment
Guided Notes- These notes will be given for students to fill out during the Plate Tectonics Lecture (See Lesson 1). The notes will guide their note-taking during the lecture but the chart on the second page will assess their knowledge on the various plate boundaries we discussed. I can assess their understanding of the lecture and content based on the accuracy of their guided notes.
Webcercise- This exercise will be given during the Webcercise lesson (See Lesson 2). They will have to go to various websites and read, analyze, interact and understand various material related to the objectives of the unit. Having them complete this exercise and fill out the corresponding questions will allow me to assess their understanding of the material based on the accuracy and completeness of their responses.
Popplet- This mind map will be given during the graphic organizer lesson (See Lesson 3). It will be given to them after the lecture, webcercise, and a Plate Tectonics lab. The final product will allow me to assess the student’s understanding of the difference between the two distinct types of crustal rocks and their relationships with Plate Tectonics. The rubric for this Popplet will be what I use as my assessment guide.
Quizzes- Students will have random pop quizzes throughout the unit to keep them on their toes. The quizzes will be on key vocabulary, concepts, and related previously covered material. The quiz questions will be responded with short written responses, quick sketches, and filling in diagrams.
Webcercise- This exercise will be given during the Webcercise lesson (See Lesson 2). They will have to go to various websites and read, analyze, interact and understand various material related to the objectives of the unit. Having them complete this exercise and fill out the corresponding questions will allow me to assess their understanding of the material based on the accuracy and completeness of their responses.
Popplet- This mind map will be given during the graphic organizer lesson (See Lesson 3). It will be given to them after the lecture, webcercise, and a Plate Tectonics lab. The final product will allow me to assess the student’s understanding of the difference between the two distinct types of crustal rocks and their relationships with Plate Tectonics. The rubric for this Popplet will be what I use as my assessment guide.
Quizzes- Students will have random pop quizzes throughout the unit to keep them on their toes. The quizzes will be on key vocabulary, concepts, and related previously covered material. The quiz questions will be responded with short written responses, quick sketches, and filling in diagrams.
Summative Assessment
Exit Cards- After each class period students will have to fill out “exit-cards” which can be multiple choice questions, matching, short written responses, or survey questions. These cards will be collected digitally or on a piece of paper and collected before the students leave for the day. They will let me assess whether they understood my lesson for the day and whether my next lesson needs to be modified or if I should review. This is essentially a summative assessment for each part of the lesson.
Unit Exam- Exam covering the entire unit consisting of matching, short written responses, filling in diagrams, and drawing concepts. This exam will assess whether they understood the key concepts of the unit.
Class Presentation- After the students have completed a Plate Tectonics Lab the students will work in groups to create a presentation about their plate boundaries. The rubric for this presentation is attached below and the following is a brief explanation of the lab that will be completed before the presentation:
Students work in separate groups during the exercise. Each group will be given the task of a certain scientist (i.e. volcanologist, geographer, etc.) and a Tectonic Plate name (i.e. North American Plate, Pacific Plate, etc.) and have different combos for each student. Then they will be mixed at random and given a world map that goes with their specialty (i.e. volcanologists will have a map with volcano locations, geographers will have a topography map, etc.). Then each student will go through the lab (it will take a few class periods) and finally they will take all the information they learned and create a group presentation about their plate boundaries and their task group specialty( i.e. volcanologists will give a presentation on volcanoes and their plate boundary etc.).
This presentation will let me assess what they learned from the lab and whether they understand the various types of plate boundaries and what types of geological hazards and features that are found at those boundaries.
Unit Exam- Exam covering the entire unit consisting of matching, short written responses, filling in diagrams, and drawing concepts. This exam will assess whether they understood the key concepts of the unit.
Class Presentation- After the students have completed a Plate Tectonics Lab the students will work in groups to create a presentation about their plate boundaries. The rubric for this presentation is attached below and the following is a brief explanation of the lab that will be completed before the presentation:
Students work in separate groups during the exercise. Each group will be given the task of a certain scientist (i.e. volcanologist, geographer, etc.) and a Tectonic Plate name (i.e. North American Plate, Pacific Plate, etc.) and have different combos for each student. Then they will be mixed at random and given a world map that goes with their specialty (i.e. volcanologists will have a map with volcano locations, geographers will have a topography map, etc.). Then each student will go through the lab (it will take a few class periods) and finally they will take all the information they learned and create a group presentation about their plate boundaries and their task group specialty( i.e. volcanologists will give a presentation on volcanoes and their plate boundary etc.).
This presentation will let me assess what they learned from the lab and whether they understand the various types of plate boundaries and what types of geological hazards and features that are found at those boundaries.
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