Formative and Summative Assignment
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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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Question 3 of 18 -
Bio_U08_USA_FY21
Question: 1-3
A certain plant tissue, typically found in the stem and in the hard outer covering of seeds, contains very thick, rigid cells. Which of the following correctly identifies this tissue and its function?
meristem tissue; gamete formation
O vascular tissue; production of sugar
ground tissue; transportation of materials
O dermal tissue; protection against damage
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Pause
O
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Learning unit 1
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List the energy yield in ATP molecules for each of the following
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FADH₂ → FAD
Express your answer using one decimal place. If energy is being lost, indicate it by using a negative value.
IVE ΑΣΦ
?
n₁ =
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Submit
Previous Answers Request Answer
X Incorrect; Try Again; 3 attempts remaining
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ISBN:9780357191651
Author:Bowie
Publisher:Cengage
Principles Of Radiographic Imaging: An Art And A ...
Health & Nutrition
ISBN:9781337711067
Author:Richard R. Carlton, Arlene M. Adler, Vesna Balac
Publisher:Cengage Learning
Case Studies In Health Information Management
Biology
ISBN:9781337676908
Author:SCHNERING
Publisher:Cengage