Formative and Summative Assignment

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Texas A&M University *

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5600

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Biology

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Jun 27, 2024

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5300 Module 3 Lesson Plan Grade Level and Subject: Texas Essential Knowledge and Skills for Science Sub-chapter §112.13 Elementary, Grade 2 State standards: Include both the reference number of the standard(s) and the full text of the standard: (9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (A) identify the basic needs of plants and animals; (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and (C) compare the ways living organisms depend on each other and on their environments such as through food chains. 3-5 Objectives (Bold verbs and note Bloom’s level. Each objective should have one verb as its focus. At least two of the objectives are related to the two highest levels of Bloom’s higher-order thinking: Evaluating or Creating.) 1. The students will recall previously lectured and observed organisms and non living things and their place in the food chain. (Remember) 2. The students will assemble a food chain that must contain a nonliving thing, living thing, producer, consumer, predator and at least one prey. (Create) 3. The students will illustrate the flow of energy on their food chain with each non living thing and organism. (Apply) 4. The students will categorize their food chain by labeling living and nonliving things, producers, consumers, predators, and prey. (Analyze)

5. The students will present their food chains to the class, and the class will evaluate each student’s food chain and note if their food chain would be acceptable in the environment. (Evaluate) Learning Theory: Constructivism is a philosophy that emphasizes hands-on learning and having students actively participate in lessons. In this principle, students should be able to discover lessons on their own through participating in hands-on activities, because it is the most effective way of learning and is considered true learning. Students are actively involved in seeking out information, creating projects or theories, and working with material being presented versus just sitting and listening to the teacher (“Constructivism”). While a student presents their food chain, any questions asked by students will be directed back at them to research further and present their findings during the next discussion. This allows the students to be actively participating in their learning, and form an interest in the content being taught. Lesson Warm-Up: Objective: Students will work with their table group to match environment vocabulary words with their definitions. Warm up activity will be given 20 minutes to complete. 1. Hand out each table a bag of vocabulary words and a laminated sheet of the definitions. 2. Students will be instructed to match each vocabulary word with the respective definition and will have three chances to get them all correct. 3. Students may use their science study guide to assist them in finding vocabulary words. 4. When all vocabulary words have been paired, the table will raise their hand for the teacher to verify matches. 5. Correct matches will be left on the laminated paper, incorrect matches will have their vocabulary words pulled away. 6. Students will be asked to fix the incorrect

matches, and will be given two more chances to match definitions correctly. 7. Repeat till either all matches are correct or three chances have been used. Instructional Strategies: (including at least two high-yield strategies from the module readings) Teaching and Learning Strategies: 1. Time on Task = Mastery - The art of teaching is to develop instructional tasks and activities that help motivate students and captivate their interest throughout the objective. When students are asked to engage in the food chain activity and vocabulary matching, this in turn requires them to be active rather than passive. This will tend to increase their academic engagement rates. 2. Nonlinguistic representations - Engaging students in the creation of nonlinguistic representations of a food chain model helps aid in the stimulating and increasing brain activity of each individual. Materials: Per Table Group (Warm Up): Bag of vocabulary words Laminated Sheet of Definitions Per Student: Paper Sentence Strips (Food Chain) Science Study Guide Science Notebook Pencil Markers/Map Colors Computer (To look up pictures of animals or confirm food chain configuration) Homework or Reinforcement: To reinforce the learning, students will be asked to observe their place in the food chain. Students will be asked to observe the food that they eat during school lunch, and then to analyze where their food comes from and so forth till they reach the bottom of their food chain, aka the Sun.

This will allow students to develop higher-order thinking as it relates to themselves and their place in the Earth’s food chain and support continued learning outside of class. Formative Assessment The formative assessment will be given to students after they have learned a majority of the vocabulary words and concepts. The assessment will allow me to gauge if students remembered and comprehend the material. This will also serve as a measurement tool to find out which concepts students still struggle with based on how many missed a specific question. Food Chain Practice Test will be the name of the assessment, and it is attached below this lesson plan. Below are the instructions for the teacher and students: 1. Students will be given a practice test to recall Unit 9 Organisms and Environments. (Remember) 2. The test will be administered virtually. 3. Students will have one attempt to take the practice test to demonstrate knowledge they have acquired thus far. (Apply) 4. If students receive a score 70 and under, students will be given back their test to analyze their responses. (Analyze) 5. All students given back their test due to a low grade will be able to retry for a higher score. 6. To be able to successfully increase their score, students must select an answer to the question and explain and defend their answer by locating it in their science study guides, book, or notes. (Evaluate) (Create) 7. When completed, I will review their responses and proof and grade accordingly. Summative Assessment The summative assessment will be given to students at the end of the unit. The Organisms and Environment Test will contain a vast array of questions, ranging from multiple choice (Remember), true and false questions (Remember), fill in the blank sentence (Analyze), abstract questions over a learned concept (Create), and define vocabulary words (Remember) . With various question formats, it

allows numerous ways for the students to demonstrate their thinking and understanding skills. The assessment is displayed below the lesson plan. References “Constructivism.” Office of Curriculum, Assessment and Teaching Transformation - University at Buffalo , University at Buffalo, 23 Mar. 2022, https://www.buffalo.edu/catt/develop/theory/constructivism.html#:~:text=Constructi vism%20is%20the%20theory%20that,%2Dexisting%20knowledge%20(schemas). Food Chain Practice Test (Formative Assessment)

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