Goals & Assessment Plan

Learning Goal	Assessment	Assessment Format	Adaptation
1. SWBAT Investigate, in two main steps, the origin of sand and how sand can be made from larger rocks through weathering, erosion, and deposition in a hands on lab laboratory.	Pre-Assessment	Do now: Have students look at a picture of the Grand Canyon and ask, “What events or processes do you think caused these rock layers to form?” This will reveal students ideas before you begin.	Read and/or rephrase the question out loud to accommodate auditory learners.
	Formative Assessment	Observe and record the results of the sand making. Students will record their observations through drawings, and descriptions of sand in their science journals.	Guide student’s observations. Point out certain characteristics of the sand.
	Post Assessment	Discuss the homemade sand: Prompt students with questions to see what they have learned about sand	Re-word questions for students to better understand what you are asking.

Learning Goal	Assessment	Assessment Format	Adaptations
2. SWBAT Describe through observation the location, shape, sorting, grain size, and composition of different kinds of sand in a hands on laboratory.	Pre-Assessment	Do Now: “Is all sand the same? Why or why not?”	Read and/or rephrase the question out loud to accommodate auditory learners.
	Formative Assessment	Assist students in making descriptive observations about the sand samples and have them write their observations in their science journals, and on their “Sand Observations” lab sheet.	Guide student’s observations when they are observing the sand samples.
	Summative Assessment	I will review their science journals at the end of the lesson to check for understanding.

Learning Goal	Assessment	Assessment Format	Adaptations
3. SWBAT Relate through observation the features of sand to the geological features that created it in a teacher prepared, stream table laboratory. 4. SWBAT Determine how the processes of weathering, erosion, and deposition contribute to the formation of sediments,  sedimentary rock, and landforms such as the Grand Canyon by watching a weathering and erosion video.	Pre-Assessment	Questioning: Ask students, “What geological process creates sand?” Gain students prior knowledge.	Re-phrase question to probe response.
	Formative Assessment	Review landform   vocabulary and have student’s record it in their science journals. Also, introduce the stream table and have students record their observations in their science journals and on the Grand Canyon model sheet, and stream table map.	Guide student’s observations at the stream table. Explain what is happening.
	Summative Assessment	Collect and grade the Grand Canyon model sheet and stream table map.

Learning Goal	Assessment	Assessment Format	Adaptation
5. SWBAT Make inferences based on evidence about the source of sedimentary rock particles and the environment of deposition in their science resource books.	Pre-Assessment	Do Now: “Which came first, sand or sandstone?” Discuss possible answers.	Read the question out loud for auditory learners. Also, rephrase question for better understanding.
	Formative Assessment	Assist students as they create a layer of sandstone. Once they are finished have them write a reflective paragraph in their science journals about their steps and observations during the lab.	Reinforce what you want them to write about in their journals and guide their responses.
	Summative Assessment	Exit Ticket: Have the students look at the same picture of the Grand Canyon from the beginning of the unit and ask, “Using the information you've learned, what events or processes do you   think caused these rock layers to form?” Students will also have a departmental benchmark for this unit.

Pre-Assessment:

            Asking students to explore personal beliefs, past experiences, and current understandings is an essential precursor to effective teaching and learning. What is already known or felt largely shapes how any individual will interact with a new learning situation. When teachers give students the opportunity to explore their prior knowledge and beliefs and then thoughtfully look and listen at what is revealed they are gathering information for responsive instruction. This style of teaching intentionally connects what students already know with the desired outcomes. Approaches to investigating prior knowledge vary from methods such as interviews, and think-aloud sessions. Each explores pre-existing understanding from a unique perspective. Regardless of the method used to activate and probe for prior knowledge, the important thing is that gaps in understanding and misconceptions are revealed; the two major targets of instructional planning.

Formative Assessment:

            As a teacher, it is important to assess the students learning throughout the unit in order to make any lesson modifications.  During the unit, students will complete journal entries in their science journals. Depending on the activity, they will list observations, facts they have learned on one of the topics, or predication's and conclusions.  This will not only help me to see what the children are learning and serve as a way to document their progress, but it will also incorporate language arts and give the children practice in expressing scientific ideas in writing. During the unit lessons I will also assess what the students have learned by asking questions throughout the lesson, and reviewing their worksheet and other activities completed during class or for homework.   

Summative Assessment:

At the end of the unit, I will have students gather their work to create a science portfolio, and also review their science journals. I will give the students some choices on what they want to include, and this will serve as an excellent measure of what they have learned during the unit.  I will encourage students to include their best work, and this will provide an opportunity to work on editing and re-writing as well.  Portfolios are a great tool to use for parent-teacher conferences and to document strengths and weaknesses and progress of a particular student. I may also give an exam at the end of the unit.