Elizabeth Kolb ECED 429 Spring 2014 Assessment Plan: Lesson #4 Overview: My fourth lesson was a review of the

unit on matter. The pre-assessment was for the students to recall their knowledge of the states of matter and their properties. The scoring was either a yes or no. The during assessment were the students making their predictions about the science experiment. I did a scoring of the during assessment with a checklist of yes or no. The post assessment for the students was to illustrate a real life experience or event that had a chemical reaction with a solid, liquid, or gas. They had to label the parts of their illustration with solid, liquid, and gas. The scoring of their drawing was a yes or no. Lesson Objective: Assessment of Objective: Pre: Students will be asked what the states of matter and the properties of each of the states of matter. Students will also be asked how the states of matter change i.e. solid to liquid, liquid to gas. Use of Formative Assessment: The pre assessment was a review for the students to remember what the states of matter were and how they change. The purpose of the pre assessment was for the students to let me know what they have learned so far about matter. The students also had to tell me properties of matter as part of their review. For the pre assessment, I used question and answer. The during assessment was for the students to make predictions about the experiment. I wanted them to really think about the states of matter and how they change because they are using a solid and a liquid. During the experiment students will observe and take Accommodations:

When during the experiment, students will be able to make predictions about what would happen when mixing vinegar and alka seltzer and they would draw pictures of something similar blowing up with an accuracy of 80%.

During: Students will make predictions about what would happen if we put an alka seltzer tab in 2liter bottle of vinegar. Students will also be asked what the properties of both items including the bottle are. Students will be

Some of the accommodations that I made during the assessment was that I had my low ESOL student describe to me what he thought was going to happen. He needed extra attention for the predictions part because his writing is not where it should be. I had him to label his parts on his drawing. Another accommodation I made was that I spelled the words, solid, liquid, and gas on the Smart Board so students do not have to ask how to spell it. I especially use that accommodation for the low students who have trouble spelling words. Another accommodation I made was during the

asked to take out their science notebooks and write their predictions down.

mental notes about their predictions and deciding if they were right or wrong. They will also discuss in their notebooks what really happened. For the during assessment, students wrote down their predictions in their science journals.

Post: Students will be asked if their predictions came true, what was different, and what was the same. Students will also create pictures of things that also blow up by real life experiences.

experiment, I had student jobs to help me carry the materials outside. The reasoning was so that I can give the students another sense of responsibility. My early finishers took a lot of time on the first drawing so I decided to not have them draw another picture of The purpose of the post something else that assessment was for the would explode when students to really think it comes to a reaction. about their predictions. Students will share with each other about their predictions. Also as part of the assessment students will relate the experiment to a real life experience and label the parts of their pictures that describe the solids, liquids, and gases. For the post assessment, I used a picture with labeled parts and a mental checklist.

Post-Assessment Results: Number of Students Number of Students who labeled illustration Number of Students who did not label illustration Percentage of Class Achievement:

24 20 4 83%