Assessment Plan

Allison Plummer

STANDARDS	LESSON	ASSESSMENT PROCEDURE
H&SS3-4:12 Students show understanding of human interaction with the environment over time by…  Describing how people have changed the environment in Vermont for specific purposes. Identifying and participating in ways they can contribute to preserving natural resources (e.g., creating a class or school recycling center).	4 and 5	In lesson 4 my students participated in being an active member in the community by cleaning up the beach. This gave my students an opportunity to reflect back on ways they can help prevent water pollution.
H&SS3-4:7 Students communicate their findings by… Giving an oral, written, or visual presentation that summarizes their findings.	3	After discussing in groups about the photograph they’ve received of a place that is suffering from water pollution, I will ask them to draw this same image, without water pollution. At the bottom of the sheet write ways they can prevent this from happening in the future, and different emotions they felt while drawing this image.
H&SS3-4:6 Students make connections to research by…  Explaining the relevance of their findings to the research question.  Proposing solutions to problems and asking other questions. Identifying what was easy or difficult about following the research plan	2	After creating the terrariums in lesson 2, I will ask my students to observe, take notes, and reflect on them. They will be asked to explain how the water cycle works by observing their terrariums.
H&SS3-4:4 Students conduct research by…  Referring to and following a plan for an inquiry. Locating relevant materials such as print, electronic, and human resources. Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases	2 and 1	In lesson 1, after learning about the water cycle, I will ask my students to create water cycle bracelets. They also will learn a song to help memorize. In lesson 2 my students will create terrariums to observe the water cycle, which they use multiply materials to conduct.
H&SS3-4:5 Students develop reasonable explanations that support the research statement by…  Organizing and displaying information in a manner appropriate to the research statement through tables, graphs, charts, narratives, and/or posters, maps, dioramas. Classifying information and justifying groupings based upon observations, prior knowledge, and/or research. Using appropriate methods for interpreting information such as comparing and contrasting.	3	I will hand out to each group of students a photograph from all different places around the world that have water pollution. I will also give them the location. I will then ask them to talk in their groups about what they see, how it makes them feel, ways they could maybe prevent this pollution, etc. After this they will be asked to draw an image of their own to show how to prevent water pollution and use examples.
H&SS3-4:11 Students interpret geography and solve geographic problems by… Observing, comparing, and analyzing patterns of local and state land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.	1	In this lesson, I introduced the water cycle and the different resources each body of water provides for us. My students will learn about the water cycle and be able to understand its importance.
National Core Arts Standards/Artistic Processes and Anchor Standards: Connecting- Students will: Synthesize and relate knowledge and personal experiences to make art. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.	5	In lesson 5, after participating in a beach cleanup, my students will use their imagination to take trash items and create them into reused materials for the classroom.
H&SS3-4:2 Students develop a hypothesis, thesis, or research by…  Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont’s natural habitats).	5	After the beach cleanup, I will give my students time to reflect and come up with new ideas to preserve water in our classroom. As a class we will come up with a new way for our class to work, including one of the ideas of reduce, reuse and recycle. (Reuse activity each week to transform items for different uses, or recycling better.)
H&SS3-4:14 Students act as citizens by…  Identifying the rights and responsibilities of citizenship in a school and local community, demonstrating positive interaction with group members (e.g., working with a group of people to complete a task). Identifying problems, planning and implementing solutions in the classroom, school or community	4	After coming back from the beach cleanup, we will talk as a group and look over our checklists together. We will be able to observe and compare all the different forms of water pollution we have found, we will next be talking about which of these products we use in our lives and different ways we can reuse them.