Julie Schwieger

4/23/15
ED 434
Assessment Artifact
This would be an end of a unit assessment. The students will have to create something based on a
globe or a map, and being able to identify things on a map and a globe. Also using the correct
terminology as well.
Content Area: Social Studies
Standard: 2. Geography
Grade Level Expectation: Third Grade
Concepts and skills students master:
1.

Use various types of geographic tools to develop spatial thinking

a.
Read and interpret information from geographic tools and formulate geographic questions
(DOK 1-2)
b.
Find oceans and continents, major countries, bodies of water, mountains, and urban areas,
the state of Colorado, and neighboring states on maps (DOK 1)

Option 1: In this option I would have students write a song. They would need to have terms that
weve gone over in class. They also need to be able to perform it in front of a class. This would
be WIDA level 3. The reason for this would be because they are not just creating something that
will more than likely rhyme, theyre adding a beat to it and performing it. They also need to
incorporate those main ideas and terminology that weve gone over as well.
Option 2: This would be having the students create their own 3D model. This could be their own
representation of the earth, a 3D map, or a globe. Things would need to be labeled. Key terms
weve gone over need to be on the models. This would be WIDA level 2, because theyre going a
little higher than just labeling continents and bodies of water, but theyre also taking the time and
creating something with their hands. After they have made their models, they will have to write a
paragraph about what they put and why.
Option 3: This option would be making a brochure. They can label places to visit in the world.
They will need to pick a place, and write what country its in, where its located, have pictures,
and even write things to get people to visit that certain place. I would place this in WIDA level 4
because theyre doing a lot of work here. Theyre persuading people to go there, writing a lot,
labeling pictures, and proving that they know the content of maps and globes. They are also
doing an insane amount of writing in this as well.

Option 4: In this option students will draw their own maps. They will have to label and color
what theyve created. They will need to label all the key vocabulary and terminology that weve
gone over to receive full credit. I would put this at the WIDA level 1 because they are doing the
bare minimum on this. They could have chosen to do something higher in ability, but this is the
lowest level an ELL would be at. Which gives it a 1.

For the rubrics I want to focus on making the 3D model, which is a level 2 on the WIDA
standards.
Content
Rubric

Language
Rubric

Level 1
Student has
just labeled
the
continents
and oceans.

Level 2
Student has
classified
what type of
model they
have made.

Level 3
Student
described the
process of
making their
model.

Level 4
Student has
differentiated
that
continents
and oceans
look different
from one
another.

Level 5
Student has
compared
and
contrasted
globes and
maps.

Level 1
Student has
written about
some of the
key
vocabulary.

Level 2
Student has
written about
all the key
vocab.

Level 3
Student has
written about
all the key
vocab using
descriptive
words.

Level 4
Student has
written about
all the key
vocab
including
descriptive
words and
has used
complex
sentences.

Level 5
Student has
written about
all of the
previous in a
paragraph
form.