Adaptations Performance Assessment

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Objective

Students will combine all the learning they have gained, and produce a unique story of adaptation.

Big Idea

Students will use their knowledge of adaptations in a new setting.

RAP - Review and Preview

2 minutes

I call students to the gathering area. We review the learning we have gained about adaptations. We review the adaptions animals make to hot and cold climates. Students chime in with adaptations animals have to the different biomes they chose for their projects. Students also offer suggestions about human adaptations to different parts of the world. 

Performance Assessment

30 minutes

I tell them that today they will put all this learning together in a different context. This assignment will be the final assessment for this unit. I tell students that they should use all their previous learning materials to inform this task.

I tell students that today they will write a story about an animal that tells about a problem it comes across, but is able to solve because of its adaptation. This story must have a beginning, middle, and end. It must be written from a first-person perspective. It must stick to the topic of adaptation, while being an enjoyable story to read. Emphasis must be placed on plausible adaptations rather than fanciful adaptations that require magic or chance.

I hand students the writing prompt for the assessment. I run through the expectations with them.

Your story must include:

  • descriptive details pertaining to your animal and its environment
  • facts explaining how you adapt to your environment
  • a problem that requires adaptation to resolve
  • dialogue to show what your character is thinking and feeling.
  • a clear sequence of events
  • supporting characters
  • use of appropriate content-specific vocabulary as well as descriptive words.

Rubric

 

4

3

2

1

Content Analysis

Student successfully cites key details from previous learning to make clear his/her understanding of key concepts of adaptation.

Student may have some difficulty making key concepts of adaptation clear in narrative

Key details used to support the main idea of the writing, do not clearly support the key concepts of adaptation.

Key details are missing or do not support the main idea of the writing.

Problem and Solution

Student clearly establishes the situation and introduces animal characters realistically.

 

Student uses dialogue and description to develop a clear image of the adaptive experience.

Student establishes the situation and introduces animal characters, but struggles somewhat with adding realism.

 

Student uses dialogue and description to adequately develop an image of the adaptive experience.

Student struggles to establish the situation and introduces animal characters with realism.

 

Student struggles to use dialogue and description to develop an image of the adaptive experience.

Student does not establish the situation and introduce animal characters with realism.

 

Student does not use dialogue and description to develop an image of the adaptive experience.

Writing Conventions

Student clearly describes situation with precise vocabulary to depict time and event order.

 

Student accurately uses content-specific terminology within the story line.

Student adequately describes situation with precise vocabulary to depict time and event order.

 

Student uses content-specific terminology, adequately within the story line.

Student struggles to describe situation with vocabulary to depict time and event order.

 

Student struggles to use content-specific terminology within the story line.

Student does not describe situation with vocabulary to depict time and event order.

 

Student does not use content-specific terminology within the story line.

Conclusion

Student provides a clear conclusion to the story.

Conclusion does not provide clear closure to the story.

Student tries to provide a conclusion to the story, but struggles to bring closure.

Student’s story ends abruptly with no apparent closure.

 

Wrap Up

15 minutes

I call students to the gathering area with their writing assignments. I offer students the chance to share their writing in the author's chair. Student critics provide "Two stars and a wish", which gives students two compliments and one piece of critical feedback for improvement of their writing. Students will probably not be completely done with their writing so they can make changes after receiving feedback.