Animal Kingdom Science Lesson
Assessing Communicative Skills – Animal Kingdom Science Lesson
Jennifer L Givens
Grand Canyon University – ESL 523N
June 12, 2013
Assessing Communicative Skills – Animal Kingdom Science Lesson
SOLOM Assessment The student in this assessment is a male 5th grade student whose native country is Burma (Myanmar). He is very quiet and was new to this school environment. He attended school one day and then did not come back the next. The classroom teacher wrote a letter and had the other Burmese students take it and translate it for him. He then came back the next day and has continued to come every day. He is very quiet and hesitant to speak in English but when he does you can tell he has had a decent introduction to the English language. …show more content…
* Students will build on their knowledge by first trying to group animals simply based on a chart of pictures and a name. They will then learn that scientists use different characteristics when grouping animals and then will try to find another way to regroup the chart of living things. * Next they will look at animals grouped as vertebrate or invertebrates and determine why they are grouped that way and write down their definitions of each word. * They are then introduced to the five vertebrate groups and compare and contrast the different characteristics. * The final formative assessment is to revisit the vertebrate list from Activity 2 and classify the vertebrates into the appropriate animal group.Lesson 5 will serve as the student’s summative assessment. This is assessment is worth 100 points. * Partners will create a flowchart that can be used to help someone classify an animal. The flowchart will demonstrate the student’s knowledge of animal groups (mammal, bird, reptile, amphibian and fish), what characteristics the animals in that group have in common and how someone can use that information to classify an animal. * The flowchart must contain all five vertebrate groups, the characteristics of each group and how someone would use that information and follow the flowchart to determine the classification of an animal. * Students will receive 4 points per animal group listed for a maximum of 20 points earned and 5 points for each animal characteristic listed, for a maximum of 30 points. They will receive 25 points for presentation and 25 points for use of key vocabulary words. * Students will be expected to show that they know the characteristics of all five animal classes.
Jennifer L Givens
Grand Canyon University – ESL 523N
June 12, 2013
Assessing Communicative Skills – Animal Kingdom Science Lesson
SOLOM Assessment The student in this assessment is a male 5th grade student whose native country is Burma (Myanmar). He is very quiet and was new to this school environment. He attended school one day and then did not come back the next. The classroom teacher wrote a letter and had the other Burmese students take it and translate it for him. He then came back the next day and has continued to come every day. He is very quiet and hesitant to speak in English but when he does you can tell he has had a decent introduction to the English language. …show more content…
* Students will build on their knowledge by first trying to group animals simply based on a chart of pictures and a name. They will then learn that scientists use different characteristics when grouping animals and then will try to find another way to regroup the chart of living things. * Next they will look at animals grouped as vertebrate or invertebrates and determine why they are grouped that way and write down their definitions of each word. * They are then introduced to the five vertebrate groups and compare and contrast the different characteristics. * The final formative assessment is to revisit the vertebrate list from Activity 2 and classify the vertebrates into the appropriate animal group.Lesson 5 will serve as the student’s summative assessment. This is assessment is worth 100 points. * Partners will create a flowchart that can be used to help someone classify an animal. The flowchart will demonstrate the student’s knowledge of animal groups (mammal, bird, reptile, amphibian and fish), what characteristics the animals in that group have in common and how someone can use that information to classify an animal. * The flowchart must contain all five vertebrate groups, the characteristics of each group and how someone would use that information and follow the flowchart to determine the classification of an animal. * Students will receive 4 points per animal group listed for a maximum of 20 points earned and 5 points for each animal characteristic listed, for a maximum of 30 points. They will receive 25 points for presentation and 25 points for use of key vocabulary words. * Students will be expected to show that they know the characteristics of all five animal classes.