TWS 3 Assessment Plan: I selected to teach my science lesson entitled, Transpiration for my showcase lesson.

The lesson includes a pre-assessment, during assessment, and post-assessment. All of these assessments were created to evaluate students learning of the learning objective. The objective for this lesson is: Sixth grade students will correctly set up a system to observe and measure plant transpiration and record findings. The lab activity is based on learning the process of transpiration and creating a visual representation to further understanding of the process. The purpose of the pre-assessment is to assess the prior knowledge of the water cycle and how it may relate to the processes that plants need in order to survive. Students have some prior knowledge of transpiration. The purpose of the during assessment is to make sure students are observing their plant and on task during the lab activity. The purpose of the post assessment is to see what students learned from visually representing their terrariums. For the pre-assessment, I asked the students to turn and talk to their partner about what they remembered about the water cycle and how it may relate to plants. Then, we would discuss, as a class, what everyone thought. Students were scored with a Met or Not Met. As long as students participated actively in the discussion, they received a score of Met. During the lab activity, I constantly walked around to make sure that students are on task and actively engaged in the lab. Students were assessed informally during their group work in the lab activity. For the post assessment, students were asked to visually represent and label all the parts of their terrarium on their lab report. Students were given a score of 1, 2 or 3. A score of three points indicates that the student represented all parts of their terrariums and labeled each part appropriately. A score of two indicates that students represented most parts of their terrariums or did not label all parts of the terrarium. A score of one indicates that the student drew but did not label any parts of the terrarium. During the above stated assessments, some students may require accommodations. Slow learners will be read the directions twice. Students with IEPs will be groups with students who are able to assist the student if needed. Assessment Pre-assessment Assessment Format Pre: Students turn and talk to their partners about what they remember about the water cycle and how it may relate to the processed plants need to

During assessment Post Assessment

survive During: Teacher observation. A checklist will be used to record if the students are on-task during the lab activity. Post: Students are asked to visually represent and label all parts of their terrariums on their lab reports.