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Assessment 3. Early Childhood Generalist Integrative Culminating Project
1. Brief description. This assessment is a unit assigned in CI 630.
2. This assessment is aligned with the Common Core in these ways:
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Reading Standards for Literature (K-5)
Reading Standards: Foundational Skills (K-5)
Writing Standards (K-5)
Language Standards (K-5)
3. Data:
2010-2011
Total Points- 120 Possible Points
Points Earned
Number of
Candidates
% Class earning
# of Points
% points earned
120
112
108
100
90
72
2
4
2
1
3
1
15.40%
30.80%
15.40%
7.70%
23.10%
7.70%
100%
93.30%
90%
83.30%
75%
60%
4. Interpretation of the data: Mean score: 104 (86.7%). Students demonstrated understanding of
the essential elements of planning an integrated unit. The most challenging component of the
unit is the requirement to include the big ideas and essential questions. Students may not have
fully understood the meaning of these terms and may not have had experience identifying them
and aligning elements of unit plans to them.
5. Assessment as given to students and scoring guide.
Design a Language Arts/Social Studies unit using a historical fiction novel appropriate for fourth or
fifth grade. While you do not need to write a separate lesson plan for each day (a unit with a novel
could take weeks!), provide in-depth descriptions of how you would meaningfully integrate the two
content areas to foster both literacy skills and understanding of social studies concepts, specific
instructional and assessment methods you would employ, a timeline for the unit, connections to the
Ohio Content Standards for English Language Arts and Social Studies and assignments and activities
in which students would participate. See assessment checklist for specific expectations and a
general description of the unit format.
Assessment Checklist for Integrated Unit Plan
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Connections to Ohio Content Standards, Benchmarks, and Indicators (however, do not limit
yourself to only these; you can extend the content and focus well beyond them!) 10 points
The Big Idea(s) of the unit. In other words, what essential or central question(s) does the unit
aim to address? These questions relate to both the language arts and social studies content.
These questions are very broad and general, and through daily instruction, inform the specific
objectives of each lesson. 30 points
o Example: (based off of the novel Esperanza Rising) What was life like for migrant
workers during the Depression? How do authors use descriptive language to help the
reader visualize the setting? How do authors use dialogue to portray characters’
feelings?
List of daily objectives, stated in terms of what students will be able to do, addressing multiple
levels of thinking (use Bloom’s Taxonomy for guidance if needed). Remember, these collectively
aim to address the central questions of the unit. 20 points
Timeline of instruction, in-class activities, and assignments. Describe each in detail in terms of
what students will do to demonstrate their alignment with the daily objectives. 30 points
Assessments, both formative and summative. Assessments must align with the objectives and
big ideas and essential questions of the unit to demonstrate student progress towards those
overall goals of the unit. 30 points
9-10 points
Unit plan includes Ohio
Academic Content Standards
for both Language Arts and
Social Studies. Standards are
clearly aligned with all
elements of the unit plan
27-30 points
Includes “big ideas” of the
unit, clearly describing what
essential questions teacher
intends for students to gain
as a result of the unit. Big
ideas and essential questions
reflect over-arching ideas of
the unit and are clearly
facilitated through the entire
unit plan.
18-20 points
Objectives are clearly
defined, reflect high
expectations of students as
reflected in Bloom’s
Taxonomy, and are clearly
aligned with all elements of
the unit plan.
8 points
Unit plan includes Ohio
Academic Content
Standards for both
Language Arts and Social
Studies. Reflects a general
alignment of standards with
elements of the unit plan.
24-26 points
Includes “big ideas” of the
unit and essential questions
teacher intends for
students to gain as a result
of the unit. Big ideas and
essential questions reflect a
general over-arching theme
and are partially facilitated
throughout the unit.
7 points
Unit plan includes Ohio
Academic Content Standards
for either Language Arts or
Social Studies OR includes
both content areas but does
not reflect alignment with
elements of the unit plan.
21-23 points
Big ideas and essential
questions do not reflect an
over-arching theme of the
unit. Students have limited
opportunities to reflect on
big ideas and essential
questions.
0-6 points
Unit plan is not aligned
with Ohio Academic
Content Standards.
16-17 points
Objectives are defined,
reflect multiple levels of
Bloom’s Taxonomy and are
generally aligned with all
elements of the unit plan.
14-15 points
Objectives are included but
do not reflect multiple levels
of thinking OR are not
aligned with elements of the
unit plan.
0-13 points
Objectives are not
included OR are not
appropriate for the unit
content.
0-20 points
Big ideas and essential
questions are not
included, do not reflect
an over-arching theme
of the unit, thus
preventing students
from engaging in the
“heart” of the unit topic.
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27-30 points
The timeline of activities is
detailed, indicating what
specific objectives will be
addressed for each activity,
how each activity will be
assessed, and a general
description of how students
are provided opportunities
to consider the essential
questions of the unit.
27-30 points
Assessments are clearly
linked to unit objectives
(knowledge and skills) and
include formative and
summative assessments.
Students are given an explicit
opportunity(ies) to
demonstrate that they have
met each of the objectives.
Both objective and
subjective assessments are
used.
24-26 points
Timeline of activities is
included, describing what
objectives will be addressed
and includes a general
description of assessments.
21-23 points
Timeline of activities is
included, but the description
of what objectives are
addressed and the
corresponding assessments
in unclear.
0-20 points
Timeline provides
limited information
regarding how
objectives are addressed
and assessed.
24-26 points
Assessments are clearly
linked to unit objectives
(knowledge and skills) and
include assessment of each
objective. Students are
given an opportunity to
demonstrate that they have
met each objective.
Assessments are included in
the unit plan.
21-23 points
Assessments are not clearly
linked to unit objectives
(knowledge and skills). Some
objectives not assessed.
Assessments are included in
the unit plan.
0-20 points
Assessments are
described but not
included in the unit plan
Examples of student work:
60/80
CI 632 Lesson Plan July 10, 2011
Standards:
Grade 4, Data Analysis and Probability Standard, Data Collection #2 Represent and interpret
data using tables, bar graphs, line plots and line graphs.
Grade 4, Life Science, Diversity and Interdependence of life #3 Classify common plants according
to their characteristics (e.g., tree leaves, flowers, seeds, roots and stems)
Objectives:
The students will generate a chart containing different plants and classify them according to
their characteristics.
The students will create a graph representing the information they have gathered and explain
what information the graph shows them about the plants.
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Theoretical Rationale:
I chose this lesson because the students are familiar with farm land because it is a very
rural community. Giving them some base information on plants and their needs will benefit
them because they have been exposed this type of surrounding. With this lesson the students
can discuss all the issues going on currently with the very dry conditions and what it does to
plants and how it also affects the crops that are produced in the area. This lesson will be a
hands-on student lead activity. They will be provided with the instructions and then they will be
able to take the information and generate a graph or chart in the way that fits them best. With
the students working in groups it will also help them develop social skills and abilities to work
together and generate a product as a team. “McKendry agrees that it is generally true that when
students interact in cooperative learning activities, they spontaneously raise and negotiate taskrelevant topics. Students discuss the meaning of questions, the content of good answers to
questions, and how to find answers to questions. They discuss grammar and the meaning of
words, phrases, and sentences. Students discuss their progress in completing assignments and
the relationship of the content material to their background knowledge- unwittingly, but
naturally, employing metacognitive strategies for organizing and directing their learning while
acquiring expertise in content” (pg 3, Theory into Practice, A Cooperative Learning Success Story
in Middle Level Classrooms). Working in groups to generate a common goal is important for
students of this age and this lesson will support that learning process.
Instruction:
I will begin by telling the students that we will be learning about plants today and what some of
their characteristics are. The students will be placed into three groups of 3 and will work together on
creating their graphs. I will tell the students that they will be given a picture of 6 plants and they are to
classify them into groups anyway that they feel works best. After that is completed I want you to create
a graph that displays the information that you have learned about the plants. You can create any type
of graph that you would like to show the information and the important thing is to work as group to
come up with your ideas. The plants I will be using are: Dandelion, Sunflower, Grass, Oak Tree, Cactus,
Tulip, Rose, Pine tree, Ivy, Corn, Wheat, Potatoes and Carrots.
Assessment:
I will assess the students on their performance as a group and how they classified and graphed
their information. I will be looking at the graphs to see how the information is presented and the
qualities the graph contains. I will also be asking the students questions about their information to
check for understanding of why they choose to put the information in the way they did. Overall this is
based on their performance and if they completed the activity and can explain their information being
presented to the other students.
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Very nice lesson. You do a nice job of relating what you have learned about 4th and 5th graders in
general, and the students you are working with in particular, to inform your choice of topic and
instructional method. See comments for additional feedback.
75/80
Science Lesson Plan – Fossils
Grade level/course: First Grade/ Science
Standards and Indicators:
Life Science Diversity and Interdependence of Life: 4. Observe and explore that fossils provide
evidence about plants that lived long ago and the nature of the environment at that time.
Scientific Inquiry Doing Scientific Inquiry 1) Select and safely use the appropriate tools to collect data
when conducting investigations and communicating findings to others (e.g, magnifiers)
English Language Arts Research 2. Locate sources and collect relevant information from multiple
sources.
Materials:
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20 plastic cups
4 cups of flour
2 tsp. alum
2 tbs. vegetable oil
2 cups water
2 cups salt
At least ten Fossils
At least ten Shells
10 magnifying glasses
Vaseline
Book: Fossils by Rebecca Faulkner
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Objectives and Purpose(s):
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The students will observe fossils using magnifying glasses.
The students will compare their findings on the fossils to the book Fossil by Rebecca
Faulkner.
Theoretical Input (Rational Statement)
I chose to do a lesson on fossils because fossils are something that can be found many
places that are near where the students live. Fossils and fossil hunting are something that can
provide entertainment to the students and their family during the summer month and it is
something they can do for free. I am choosing to give the fossils to the children at the end of
the lesson in hopes to spark conversation about them at home. I would also like to give them to
the students because I know that many students will not have the opportunity to go fossil
hunting and it may be the only fossil they will ever have.
I chose to do a discussion based lesson for several reasons. I will start the lesson as a discussion
because I want to find out the levels of prior knowledge that the students had about fossils. The
students come from several different neighborhood schools and the students have different levels of
knowledge about fossils. I want to gauge the level of knowledge the students had. I also chose to do a
discussion based lesson to encourage cooperative learning. I would like the students to take charge of
the discussion and ask each other questions. I would like the students to help teach each other about
the fossils. By teaching others, it also reinforces the information for the child teaching the information.
By using cooperative learning, it encourages cooperation instead of competition. It also takes advantage
of social interactions.
A discussion based lesson is also appropriate for this lesson because of the structure of the
program at my field placement. There are not a lot of times during the program that the students have
to sit still and listen. I want the students to be able to talk to each other during the lesson because they
are accustomed to interacting with each other all day. If I stick to their normal routine and rules, I think
there will be lesson management issues.
I also chose to do a lesson on fossils because I knew it would spark their interest. The students
like to show me rocks and other things that they find on the playground or parking lot around the
center. I know they like to make observations about them so I knew that this would spark their interest
and be relatable to their lives. Since we are unable to go on a field trip to do fossil hunting, it was a
small way to bring the field trip to the students. It helps bring the “real world” into the lesson.
Methods or Procedures
Grouping
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The lesson will be taking place in the art room. The tables are setup for two students and they
are arranged in a horseshoe shape. The students will be able to sit where ever they want but they must
stay where they picked once they sit down. The students will be able to share their findings with the
other student at their table as well as raising their hand and sharing it with the whole group when called
upon. The lesson will be a whole group lesson for the majority of the lesson since the lesson is based
upon discussion and sharing findings.
Instruction
I will get the students excited about learning about fossils by having a magnifying glass and a
fossil or two (depending on their size) already on their table when they walk into the room. I will tell the
students they are not to touch the fossils or the magnifying glass until instructed to. I will warn them if
they do not follow the rules, they will be sent out of the room or they risk getting their fossil and
magnifying glass getting taken away. I will start the lesson out by having a discussion about what the
students think fossils are. I will ask about where the fossils come from of where they can be found. I
will ask the students to estimate how old these fossils are. I plan on only taking a small role in the
discussion and I plan on having the students lead the discussion and ask questions to one another. Once
we have our discussion, I will allow the students 5 minutes to explore their fossils. After 5 or so minutes,
I will ask the students to share with the group some things that they observed in their fossils. Since I
already looked at the fossils, I know that there are a lot of shell imprints in the fossils. Since I anticipate
a lot of students telling me about the shells that they observe, I will ask them where they thing I found
these fossils. I will surprise them by telling them that I found them in Ohio and that they weren’t near a
lake or large water source. I will ask them why they think there are shells in the fossils if I didn’t even
find them near water. Next, I will have the students make the measurements to make the fossil dough.
The students will pour all of the ingredients into a large bowl and the bowl will be passed around so
each student can help mix the mixture with his/her hands. Next I will show them how to make the
“fossil” imprints by taking the shell that I gave them and rubbing it in Vaseline and placing it in the
dough. After the students have each made their imprints, I will ask them to remove their shell and
discuss how they look similar or different from the real fossils we observed. I will then begin to wrap up
the discussion by reviewing the things that we learned. The students will be able to take their fossils,
shells, dough, and cups home. The students will need to place those items back in the cup and write
their name on the cup.
Closure
I will ask the students to tell me one thing they learned before they can leave to go to wash their
hands to go to lunch. The students must be listening because they can not repeat something someone
else said. This will be a quick assessment of what the students learn as well as a review.
Evaluation/ Assessment
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Of the student:
I will be making observations of the students. I will be listening for what observations they are
making and why they are making those observations. I will begin the lesson with a discussion about
fossils to find out their prior knowledge. I will also wrap up the lesson with a review of what the
students have learned. I will ask questions that the students should be able to answer because of the
information that was provided during the lesson. I will ask the students to tell me one thing they
learned before they can leave to go to lunch.