ASSESSMENT PLAN TEMPLATE

Title of Unit: Economic Impact in the 1800s

Intended Grade Level: 4th Grade

Name: Christine Kucera

Pre-Assessments to aid in Instructional planning:

Plickers.com I plan to incorporate a pre-assessment as part of the
introductory lesson to the unit. I will be able to gain a little
understanding of what students know about , basic economic concepts,
various events and people in the 1800s, different geographical areas
that impacted economics, gather an understanding of how civics and
government are involved, and lastly how economics impact culture.
Picture Walk I plan on using a picture walk to stir student curiosity.
Students will observe different pictures related to the lesson and maker
inferences.
Mystery Bag For another lesson I would use a mystery bag with
various props to engage students attention. I would use this as an
avenue to introduce the lesson.
Class Discussion Of course whole group discussion will be a part of
activating
prior
knowledge
and
assessing
what
students
know/remember.
During Instruction:
Assess What? (Objective)

Assess How/Using what tool?

1) How did certain events and

people in history impact the
economics of the U.S.?

Students will be placed in small groups to research

their topic. This will look something similar to a Jigsaw
Puzzle activity. After researching a key event or key
individual, students will briefly present how their topic
relates to economics.
I will use Plickers.com and give students the
opportunity to show they know what resources are
and what category a resource belongs in. Students
will be quizzed over specific
events/people/professions/lifestyles/etc. that are
related to physical, capitol, human, and intermediate
resources.
Referring back to their history topic of event or key
individual, students will be expected to write a
paragraph explaining how their topic related to state
and national government. Students will be given the
opportunity to research and use resources. Once they
have wrote a paragraph, the class will combine their
paragraphs to create a class book. Once the book is
completed, the class will gather to have story time.

2) How did physical, human,

capitol, and intermediate
resources impact the economics
in the 1800s?

3) Discuss how the roles and

responsibilities of people,
events, and professions impact
the state and national
government.

4) How did businesses, historical

events, people, scientific
inventions, etc. contribute in
creating culture?

5) Explain how various historical

events in the 1800s from
different geographical areas
involved economic practices like
supply, demand, saving,
investing, opportunity, and risk.

This will provide an opportunity for everyone to make

connections between people and events with state
and national government.
I plan to use the Dinner Place Mat activity to allow
students to show how historical events, people,
inventions, etc. created culture and connected
people. Students will pretend to be a character from
history relating to their place mat, and they must
create relatable discussion.
I will use the Business Plan Contract assignment
and Open Exchange Day activity to assess students
on their understanding of basic economic principles.
Students will be expected to explain in their contract
what supply, demand, saving, investing, opportunity,
and risk is. In addition, students will have to share
how these concepts relate with the business they
plan to open.

After Instruction:
1) Informal Assessment This will something that is day to day. I plan on
incorporating Kagan pair-share opportunities for students to talk. I will also
be assessing students as they ask questions referring to topics.
2) Traditional/Formal Assessment At the end of the unit, students will take a
paper/pencil test. It will consist of a variety of questions like T/F, multiple
choice, matching, and short answer. I can also incorporate weekly quizzes
within the unit plan.
3) Authentic Assessment The Business Contract will serve as the
authentic assessment. Students will participate, perform, and apply
economic concepts. In addition, they will have to analyze how their business
plan integrates these concepts by writing a business contract.
4) Portfolio The Dinner Place Mat activity is a portfolio project. I will be
able to see what students know about a specific event/key individual. In
addition, The Jigsaw-Puzzle activity will require the small groups to present
their event/key individual. Students may use an anchor chart as a visual aid
(this would serve as a portfolio). Students will be expected to turn in a one
paragraph paper as part of the class book, and this too will serve as a
portfolio project.
Overall Evaluation of Lesson UnitEach of the assessments will lend direction for how effective my unit and
teaching was. I want to be a successful teacher that is always growing and
changing; therefore, I will evaluate student work to determine how effective I

was and what I can improve at. One example I will refer to is the business
contract assignment. I will see how well the students grasp the basic
principles of economics. In addition, I will look at the results of the formal
assessment the students submit. Again, based on student scores I will be
able to determine what direction of improvement I need to take. Lastly, I
would like to have the students retake the Plickers quiz that served as a preassessment. As a teacher I will be able to see how much knowledge the
students had prior to learning about economics in the 1800s, therefore I will
be able to compare to their post-assessment scores.