lifeassess

Structures of Life Assessments

Standards and Benchmarks Observation
Assessment Reflective
Question
Assessment Reflective
Question
Rubric

Pictorial
Assessment Pictorial
Assessment
Checklist Hands On
Assessment Hands On
Assessment
Checklist

Standards and Benchmarks (Structures of Life)

Standards:
12-A Know and apply concepts, that explain how living things function, adapt and change.
12-B Know and apply concepts that describe how living things interact with each other and with their environments.
Benchmarks:
Identify and describe the structures and properties of crayfish and living plants and their major functions. (12-A)
Describe what is necessary for crayfish and a variety of plants to sustain life within their environments. (12-B)

Observation

I have chosen this means of assessment to have factual descriptions of meaningful incidents and events that occur during group work of the science activities. This method will be used mainly to describe social adjustment, since this is a skill that we are beginning in third grade group activities. I have developed a class system of recording information on index cards that are taped to a clip board. With this system, I can easily walk around the room and jot down anecdotal notes as I see them. After reviewing the index cards, I can conveniently see who I need to observe. This process will help me determine how and if students are following the scientific procedures which is measured on our quarterly report cards.
click here to see a sample of this observation

Reflective Question Sheets/ Structures of Life

The Reflective question Assessment is made up of written questions that ask students to express and use what has been learned and how well that information can be transferred to novel situations. Students will complete the Reflective Question Sheet at their own desk in a time period of 15 minutes. If individuals are being grade level in reading, I would read the test orally. Some students with IEP's may need additional time or have the alternative to take the test with the special ed. teacher.

1. What are the main structures of plants? _________________________________________
2. Name two seeds that are good to eat. ___________________ ______________________
3. How many walking legs do crayfish have? _________________
4. How many feelers do crayfish have? ____________________
5. Name two other structures, besides legs and feelers, that crayfish have and tell how they are useful to the crayfish._________________________________________________________________
6. Name two other animals that are like crayfish in some way.
        Animal one ________________
        How is it like a crayfish? ___________________
        Animal two _______________
        How is it like a crayfish?
7. Describe two things you must always do if you take care of an animal. ____________________
____________________________________________________________________________
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Scoring Rubric for Reflective Questions Assessment

	4-Advanced	3-Proficient	2-Basic	1-Novice	Score
Questions 1&2 (recall of information)	Correctly identifies all six structures of plants and two seeds that are good to eat.	Correctly identifies four/five structures of plants and one/two seeds.	Correctly identifies two/three structures of plants and one seed.	Attempts to answer the questions, may be incorrect.
Question 3&4 (recall of information)	Correctly identifies number of legs and feelers and describes them.	Correctly identifies the number of legs and feelers.	Identifies the number of legs and feelers, but is incorrect.	No attempt is made, or answer is illegible.
Question 5 (Apply knowledge of crayfish)	Correctly identifies more than two structures and their use.	Correctly identifies two structures and their use.	Identifies other structures, but has no explanation.	No attempt is made to answer, or answer is illegible.
Question 6 (Comparison)	Correctly identifies two animals and states how they are like a crayfish.	Correctly identifies one animal and states how it is like a crayfish.	Identifies other animals, but explanation is incorrect.	No attempt is made to answer, or answer is illegible.
Question 7 (Apply knowledge of animals)	Describes more than two ways to take care of an animal.	Describes two ways to take care of an animal.	Describes one way to take care of an animal.	No attempt is made to answer, or answer is illegible.

Total Points _________

Score:
19-20 points A
16-18 points   B
14-15 points   C
12-13 points   D
below 12 points   Unsatisfactory
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Pictorial Assessment/Structures of Life

This type of assessment is made up of tasks different from standard fill-in, multiple choice, one word answer tasks. This type of assessment requires students to determine the sequence of events in the germination process from a set of pictures, the results of an experiment with an isopod, and the similarities between the crayfish and other animals. The test should take about 15 minutes. If there are individuals in the class that are well below grade level in reading, I would read the test aloud to them. Additional time may be given to those with IEP's.

Seed Growth Pictorial Assessment (Six seedlings are shown in random order.)
1. Number the seedling pictures in the order that shows the proper growth of the seed.

2. Look at the picture you numbered 3. Describe what is happening in that picture. ___________
___________________________________________________________________________

Crayfish Pictorial Assessment (Picture of a crayfish is labeled at the top.)
1. Tell one way that each of the animals pictured below is like the crayfish.
a. spider __________________
b. frog ___________________
c. fish ____________________
d. bird ____________________
e. dragonfly _______________

Isopod Investigation (Three pictures of isopods in various groupings showing where they are located on Day 1, Day 2, and Day 3).
1. How is the second picture different from the first? ______________________________
2. How is the third picture different from the second? ______________________________
3. On the third day, why do you think there are no isopods near the water? _______________

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Pictorial Assessment Checklist

For this Pictorial Assessment a Checklist can be used to provide a visual summary of individual's and class's understanding of the "Structures of Life."
The teacher can use the following numeric scoring for each category.
Scoring:
    3- Correctly explains or identifies answer.
    2- Appropriate, but not well-stated explanation.
    1- Inappropriate or incorrect response.
    0- No response is given.

Seed Growth

Student
Name Question 1
Orders pictures Question 2
Describes segment of
process Score

1.

Comparing Crayfish to Other Animals

Student
Name 1a
Spider 1b
Frog 1c
Fish 1d
Bird 1e
Crab 1f
Dragonfly Score

1.

Isopod Investigation

Student
Name 1
Describe first change 2
Describe second change 3
Describes third change Score

1.

Total Score _________________

Score:
32-33        A
29-31         B
26-28        C
24-25        D
Below 24   Unsatisfactory

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Structure of Life/ Hands-on Assessment

The hands-on assessment lets you see how well the students can perform, or use his or her knowledge and skill in a practical way to resolve a problem, gather data, and record information. This assessment will allow individuals to investigate seeds and the behavior of an animal. There are four parts to this hands-on assessment involving sorting seeds and examining seed pods, a seedling, and an isopod. After an introduction of the four stations, students will take turns to complete each station. Each station would take about five minutes to complete.

Station 1 - Sorting Seeds
At this station there would be 12 different kinds of bean seeds. (Purchase a package of 15-bean soup).
1. Sort the seeds by one property. Which property did you use?_____________________
2. Sort the seeds by a second property. Which property did you use?_________________
3. What other ways could you sort the seeds? _________ ____________ ____________
4. Now, line the seeds up on the basis of size, from smallest to largest. Compare the smallest and the largest seeds.
4a. List two ways that they are alike. ________________ __________________
4b. List two ways that they are different. ____________ __________________
5. Find two different seeds that are about the same size. Compare them.
5a. List two ways that they are alike. _______________ ___________________
5b. List two ways that they are different. ___________ ___________________

Station 2 - Seedling Station
Two days before this assessment, sprout about 32 radish seeds. Keep them moist in a container until ready to use.
1. Draw a picture of the seedling. Label its parts.
2. Compare the seedling and the seed. Describe how the seedling is different from the seed.
______________________________________________________________________

Station 3 - Seed Pod Station
At this station you would need a pea pod and a peanut for each student.
1. List two ways that the pods are alike. _________________ ____________________
2. List two ways that the pods are different. _____________ ____________________
3. After opening the pods, list two ways the insides of the pea pod and the peanut are alike.
_____________________ ___________________
4. After opening the pods, list two ways the insides of the pea pod and the peanut are different.
_____________________ ___________________

Station 4 - Isopod Station
You would need an isopod in a plastic cup, and a hand lens. Keep extra isopods in a covered container. These can be ordered from our Science Equipment department in advance.
1. Draw a picture of the animal. Label any parts you can identify.
2. Describe two interesting thing that you observe about the animal.
_____________________ _______________________________
3. Describe what you would have to know about this animal to keep it alive in the classroom.
_______________________________________________________________________
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Scoring Checklist for the Hands-on Assessments

For this Hands-on Assessment a Checklist can be used to provide a visual summary of individual's and class's understanding of the "Structures of Life."
The teacher can use the following numeric scoring for each category.
Scoring:
    3- Correctly explains or identifies answer.
    2- Appropriate, but not well-stated explanation.
    1- Inappropriate or incorrect response.
    0- No response is given.

Sorting Seeds

Student
Name Question 1 Question 2 Question 3 Question 4a Question 4b Question 5a Question 5b Score

identifies
property identifies second
property identifies more
properties lists two
likenesses lists two
differences lists two
likenesses lists two
differences

1.

Seedling

Student
Name Question 1 Question 2 Score

Identifies parts Compares seed and seedling

1.

Seed Pods

Student
Name Question 1 Question 2 Question 3 Question 4 Score

Lists
likenesses (outside) Lists
differences (out) Lists
likenesses (in) Lists
differences (out)

1.

Isopods

Student
Name Question 1 Question 2 Question 3 Score

Identifies Parts Lists two observations Care of animal

1.

Cumulative Hands-on Score _________

Score:
45-48        A
41-44         B
38-43        C
32-37        D
Below 32    Unsatisfactory

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Standards and Benchmarks	Observation Assessment	Reflective Question Assessment	Reflective Question Rubric
Pictorial Assessment	Pictorial Assessment Checklist	Hands On Assessment	Hands On Assessment Checklist

Student Name	Question 1 Orders pictures	Question 2 Describes segment of process	Score
1.

Student Name	1a Spider	1b Frog	1c Fish	1d Bird	1e Crab	1f Dragonfly	Score
1.

Student Name	1 Describe first change	2 Describe second change	3 Describes third change	Score
1.

Student Name	Question 1	Question 2	Question 3	Question 4a	Question 4b	Question 5a	Question 5b	Score
	identifies property	identifies second property	identifies more properties	lists two likenesses	lists two differences	lists two likenesses	lists two differences
1.