Connection to the Next Generation Science Standards:
Students who demonstrate understanding of the Disciplinary Core ideas of Earth's Systems of the Next Generation Science Standards; and the Crosscutting Concepts of Systems and Systems Models and, Energy and Matter, will be able to complete this individual assessment with 75% or better accuracy.
I am also including a scoring guide that is calibrated for a standards based grading system.
Preparation time is minimal for this Lesson. Scoring of the assessment is dependent on the number of students. I estimate it takes approximately 3-4 minutes per student. I score a page at a time, which goes much more quickly.
One copy of the Plaid Pete Is Modeling Earth's Systems- End of Unit Assessment
One copy for each student of the Plaid Pete Is Modeling Earth's Systems Unit Assessment - Scoring Key
One copy for each student of Plaid Pete Is Modeling Earth's Systems - Unit Scoring Guide
Today is the big day! I hand out the Plaid Pete Is Modeling Earth's Systems- End of Unit Assessment to my students. I assure them that they have studied and are well prepared for this assessment.
I can say that with confidence, because I have had my students write "Study for Science Test" on their planners for the past few days, and required a parent initial so that I know it has been done. Students who did not have an initial received an invitation to stay in at recess and study. I want my students to be successful, but I also know that some students may not have the support in their home environment.
I can't wait to see how they do!
When students are finished with the assessment, I tell them to return to the of their Science Notebooks, where they have written the Big Ideas for unit:
Big Idea #1: Earth is a complex system in which matter and energy are moved from one part to another.
Big Idea #2: Earth is a water planet, because water is found everywhere on Earth.
I read the Big Ideas out loud. I ask students to think about all they have learned in this unit, and to create a pictures or series of pictures on each half of the page where each Big Idea is written that best represents their new learning.
This is another assessment piece that will give me a window into student understanding. It is also a way I can compare my written assessment with the pictorial representations of my English Language Learners. It gives me another way to determine their acquisition of concepts without the interference of language and vocabulary. I allow students time to work and then collect their notebooks. This is a student example of one revision.