Вы находитесь на странице: 1из 4

Summative Assessment 2: Fourth Grade Habitat Assessment

Name of the project: Habitat Travel Agency



Burning issue or big idea: Students will learn about the different types of habitats around the
globe; students will learn about the living and nonliving attributes of diverse habitats.

Teachers involved (ESL, bilingual, general education): General Education Teacher; if available,
a bilingual teacher would be beneficial to this instruction as well.

Grade level or grade-level cluster(s): 4th

Duration of assessment: 3-4 days

I. Planning: The Parameters for Assessment
A. Content
1. Content area(s), academic content standards, and performance indicators assessed:
Language Arts: SOL Language Objective 5.7 The student will write for a variety of
purposes: to describe, to inform, to entertain, to explain, and to persuade.
SOL Language Objective 5.1 The student will listen, draw conclusions, and share
responses in subject-related group learning activities.
Science: SOL Science Objective 4.5 The student will investigate and understand how
plants and animals, including humans, in an ecosystem interact with one another and with
the nonliving components in the ecosystem. Key concepts include habitats and niches;
History: SOL World Geography Objective 2: The student will analyze how selected
physical and ecological processes shape the Earths surface by identifying regional climatic
patterns and weather phenomena and their effects on people and places

2. Content objectives:
Language Arts: Students will compose a persuasive essay regarding why individuals should
visit their assigned habitat.
Students will orally present information on an assigned habitat.
Science: Students will describe the animals, plants, and climatic features which
characterize an assigned habitat.
History: Students will analyze how climatic features affect the animals and plants living in
an assigned habitat.

3. Language(s) of instruction and assessment: English and when possible bilingual teacher
will provide native language instruction

B. Language
1. Language domains, English language proficiency standards, and performance indicators
assessed:
Level 1:
Students will match oral descriptions to illustrations of various habitats.
Students will name animals, plants, and physical features of an assigned habitat.
Students will match illustrations with the names of habitats.
Students will draw pictures and label diagrams for the travel brochure.
Students will identify (by pointing) to features of an assigned habitat.

Level 2:
Students will sort images according to oral descriptions of diverse habitats.
Students will describe the animals, plants, and physical features of an assigned habitat.
Students will locate facts concerning their assigned habitat using reference materials
Students will make a list of reasons to visit an assigned habitat.

Level 3:
Students will follow multi-step directions
Students will respond to questions on the Fact Sheet with information from video and text
resources.
Students will identify facts about their assigned habitat from reading reference materials
and leveled texts.
Students will compose a written description of their assigned habitat (1 paragraph).

Levels 4:
Students will identify information from videos to include on the Habitat Fact Sheet.
Students will give an oral report on an assigned habitat.
Students will find details that support their claim- that others should visit their habitat
Students will summarize information about their habitat in an essay.

Level 5:
Students will identify information from videos and text to include on the Fact Sheet and in
the brochure
Students will explain why classmates should visit their assigned habitat.
Students will conduct research to glean information from multiple sources.
Students will write a persuasive essay describing why individuals should visit their
assigned habitat.

2. Language objectives:
Listening:
Students will listen to oral directions.
Students will listen and respond to questions and ideas from peers during group/partner
work.
Students will listen to videos concerning their assigned habitat.

Speaking:
Students will use appropriate vocabulary in describing the attributes of an assigned
habitat.
Students will orally convince classmates to visit an assigned habitat.

Reading:
Students will read text resources and identify the main idea
Students will read about their assigned habitat and find details to support their
persuasive essay.

Writing:
Students will record facts and responses on the Fact Sheet
Students will describe their assigned habitat within a brochure
Students will write a persuasive essay convincing tourists to visit an assigned habitat
Students will respond to the self/peer questionnaire

3. Targeted levels of English language proficiency: All

C. Type(s) of Assessment: This project represents a performance assessment. The only
component which diverges from the performance construct would be the Clozed Item Fact
Sheet. Individual student grades for the written and oral reports will be broken down
analytically according to a rubric. Students will receive a group score for the brochure.

1. Product(s) or student work sample(s): At the conclusion of the project, students will
submit their completed Fact Sheet, a group brochure, individual written reports, and
completed self as well as peer assessment forms.

2. Type(s) of student response(s): While the assessment as a whole is performance-based,
the grades are broken down into certain constructed and selected response tasks. The
clozed item fact sheet represents a selected response task. The brochure and reports will
be assessed according to rubrics.

3. Materials or resources (visual or graphic support): Students may refer to provided text
resources and video resources. ELs may use a bilingual dictionary and leveled texts.

4. Type(s) of documentation (rubric) or scoring guide(s): Students will be assessed
according to accuracy on the Clozed Item Fact sheet. Students will also receive scores
according to the written report and oral presentation rubrics. Rubric items are broken
down by content objectives and language tasks.

II. Delivering: The Instructional Assessment Sequence for a Project

Task 1: Clozed Item Fact Sheet
Grouping of students: Small Groups of 3-4 students and individual
Description of what students do:
Students will research an assigned habitat
Students will read provided text resources and watch provided video clips
Students will complete the clozed item fact sheet about their assigned habitat

Task 2: Brochure
Grouping of students: Individual and Small Group
Description of what students do:
In small groups, students will design a brochure with pictures and a description of an assigned
habitat.
Brochures should include examples of flora and fauna, physical features, and a description of the
climate in the habitat.

Task 3: Persuasive Report
Grouping of students: Individual
Description of what students do:
Students will write a report convincing classmates to visit their assigned habitat.
Students will share ideas with their group members.
Groups will present an oral report to the class.

III. Interpreting Results
Peer or student self-assessment:
Students will peer-assess according to a questionnaire. Students will also receive copies of the
questionnaire and rubrics at the commencement of the project.

Teacher assessment:
The teacher will assess student work via a rubric/analytic scoring guide. The clozed item fact
sheet will be scored as a selected item task with a simple score for accuracy and brief comments
as needed. The brochures, written reports, and presentations will be scored according to
individual analytic scoring guides/rubrics.

IV. Feedback and Use of Information
Peers will provide feedback via the questionnaire. Students will receive an opportunity to assess
their own work via the same questionnaire. The teacher will provide feedback via personalized
comments and individual scores on the grading rubric.

From rubrics or documentation forms:
A list of tasks will be distributed at the beginning of the project. Students will also receive the
self and peer questionnaire prior to commencing the project. The teacher will present the
grading rubric before assessment and use the same rubric to provide feedback following
completion.

From teachers:
The teacher will make comments/corrections on the paragraphs, as needed. The teacher will
provide comments on each rubric related to the tasks. The teacher will review self and peer
assessments. The teacher will conference with students as requested/needed.