Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray

Grade 6
Program of
Studies
Learning
Objectives
Assessment Plan
Assessment
tool
S
t
u
d
e
n
t

b
l
o
g

e
n
t
r
y

G
r
o
u
p

r
e
s
e
a
r
c
h

&

p
r
e
s
e
n
t
a
t
i
o
n

F
o
o
d

B
a
n
k

S
t
a
f
f

I
n
t
e
r
v
i
e
w

V
o
l
u
n
t
e
e
r
i
s
m


A
r
t
i
c
l
e

C
o
n
c
e
p
t

M
a
p

x
3

P
r
o
j
e
c
t

S
p
r
e
a
d
s
h
e
e
t


S
t
u
d
e
n
t

i
n
d
i
v
i
d
u
a
l

r
e
f
l
e
c
t
i
o
n

j
o
u
r
n
a
l

P
e
e
r
/
S
e
l
f

A
s
s
e
s
s
m
e
n
t

G
r
o
u
p

d
i
s
c
u
s
s
i
o
n

a
n
d

d
e
c
i
s
i
o
n

m
a
k
i
n
g

O
b
s
e
r
v
a
t
i
o
n


F
i
n
a
l

P
r
e
s
e
n
t
a
t
i
o
n


Type
(Formative/
Summative)
S/F S F S S/F S S F

F
F

S

Weight 10% 25% N/A 15% 15% 5% 5% N/A N/A N/A 25%
Social Studies


6.S.1 develop skills of critical thinking
and creative thinking:
assess significant local and current affairs
from a variety of sources, with a focus on
examining bias and distinguishing fact from
opinion
critically evaluate ideas, information and
positions
re-evaluate personal opinions to broaden
understanding of a topic or an issue
generate original ideas and strategies in
individual and group activities
seek responses to inquiries from various
authorities through electronic media
x x x x x

x x
6.S.4. demonstrate skills of decision
making and problemsolving:
propose and apply new ideas, strategies
and options, supported with facts and
reasons, to
contribute to decision making and problem
solving
consider multiple perspectives when
dealing with issues, decision making and
problem solving
collaborate with others to devise strategies
for dealing with problems and issues
-select and use technology to assist in
problem solving
-use data gathered from a variety of
electronic sources to address identified
problems
-solve problems requiring the sorting,
organizing, classifying and extending of
data, using
such tools as calculators, spreadsheets,
databases or hypertext technology
-use graphic organizers, such as mind
mapping/webbing, flow charting and
outlining, to
present connections among ideas and
information in a problem-solving
environment
-solve issue-related problems, using such
communication tools as a word processor or
e-mail to involve others in the process
-generate alternative solutions to problems
by using technology to facilitate the process
x x x x x

x x x
Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray
6.S.5 demonstrate skills of cooperation,
conflict resolution and consensus
building:
demonstrate the skills of compromise to
reach group consensus
work collaboratively with others to
achieve a common goal
record group brainstorming, planning and
sharing of ideas by using technology
extend the scope of a project beyond
classroom collaboration by using
communication
technologies, such as the telephone and e-
mail
x x x

x x x
6.S.6 develop age-appropriate behaviour
for social involvement as responsible
citizens
contributing to their community, such
as:
demonstrate commitment to the well-
being of their community by drawing
attention to situations of injustice where
action is needed
x x x

x x x
6.S.7 apply the research process:
determine reliability of information
filtering for point of view and bias
formulate questions to be answered
through the research process
use graphs, tables, charts and Venn
diagrams to interpret information
draw and support conclusions based on
information gathered to answer a research
question
include references in an organized manner
as part of research
formulate new questions as research
progresses
design and follow a plan, including a
schedule, to be used during an inquiry
process, and
make revisions to the plan, as necessary
access and retrieve appropriate
information from the Internet by using a
specific search path
or from given uniformresource locators
(URLs)
organize information, using such tools as
a database, spreadsheet or electronic
webbing
use a variety of technologies to organize
and synthesize researched information
reflect on and describe the processes
involved in completing a project
x x x x x x x x x
6.S.8 demonstrate skills of oral, written
and visual literacy:
express opinions and present perspectives
and information in a variety of forms such
as oral
or written presentations, speeches or
debates
express reasons for their ideas and
opinions, in oral or written form
use skills of informal debate to
persuasively express differing viewpoints
regarding an issue
respond appropriately to comments and
questions, using language respectful of
human
diversity
listen to others to understand their
perspectives
organize information gathered from the
Internet, or an electronic source, by
selecting and
recording the data in logical files or
x x x x x x x x x x x
Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray
categories
communicate effectively through
appropriate forms, such as speeches, reports
and
multimedia presentations, applying
information technologies that serve
particular audiences
and purposes
English Language
Arts



1.2 Clarify and Extend
Combine Ideas
use talk, notes, personal writing
and representing, together with
texts and the ideas of others, to
clarify and shape understanding
x x x x x

x x x
2.1 Use strategies and clues
Use prior knowledge
combine personal experiences and the
knowledge and skills gained through
previous experiences with oral, print and
other media texts to understand new ideas
and information
x x x x x

x x x
2.4 Create original texts
Structure texts
determine purpose and audience needs to
choose forms, and organize ideas and
details in oral, print and other media texts
Determine information needs
decide on and select the information
needed to support a point of view
x x x x x

x x x
3.1 Plan and focus
Plan to gather information
develop and follow own plan for
accessing and gathering ideas and
information, considering guidelines
for time and length of investigation
and presentation
x x x

x
3.2 Select and process
Use a variety of sources
locate information to answer research
questions using a variety of sources, such as
printed texts, bulletin boards, biographies,
art, music, community resource people,
CDROMs and the Internet
x x

x
3.3 Organize, Record and Evaluate
organize and develop ideas and
information into oral, print or other media
texts with introductions that interest
audiences and state the topic, sections that
develop the topic and conclusions
x x x

x x
3.4 Share and Review
select appropriate visuals, print and/or
other media to informand engage the
audience
x x

x x
Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray
5.2 Work within a group
identify and participate in situations and
projects in which group work enhances
learning and results address specific
problems in a group by specifying goals,
devising alternative solutions and choosing
the best alternative
x x x x x x
Health



R6.9 make decisions cooperatively;
e.g., apply a consensus-building
process in group decision making x x x x
L6.8 analyze and assess the impact of
volunteerism in the school and community
x x x x x x
L6.7 identify the volunteer
accomplishments of the
community, and communicate
information and appreciation
x x x
Information and
Communication
Technology

C.1 - Students will access, use and
communicate information froma variety
of technologies.
2.1 access and retrieve appropriate
information from the Internet by using a
specific search path or from given uniform
resource locations (URLs)
2.2 organize information gathered from the
Internet, or an electronic source, by
selecting and recording the data in logical
files or categories; and by communicating
effectively, through appropriate forms, such
as speeches, reports and multimedia
presentations, applying information
technologies that serve particular audiences
and purposes.
x x x x x x x x
C.2 - Students will seek alternative
viewpoints, using information
technologies.
2.1 seek responses to inquiries from various
authorities through electronic media
x x x
C.4 - Students will use organizational
processes and tools to manage inquiry.
2.1 design and follow a plan, including a
schedule, to be used during an inquiry
process, and make revisions to the plan, as
necessary
2.2 organize information, using such tools
as a database, spreadsheet or electronic
webbing
2.3 reflect on and describe the process
involved in completing a project
x x x x x x x x x
Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray












Project Assessment Overview
Assessment Tool Description of tool
Assessment
FOR
learning
Assessment
AS
learning
Assessment
OF
learning
Individual Student Blog
(10%)

Students will :
-Contribute to the weekly class blog on the Weebly site.
-Write a 2 paragraph (min.) entry describing the project
progress and discussion of the project essential questions.
x x x
Group Research and
Presentation (25%)
-Group research (15%)
-Presentation group (5%)
-Individual contribution to
presentation (5%)
Students will :
-Work in groups of 5
-Choose a facet of the problem to research and present to
peers
-make decisions by consensus
-divide research into sub-goals and split workload evenly
between group members
-research using a variety of online sources
-assemble research in a collaborative document
- organize research into a digital presentation
-divide presentation tasks evenly between group members
x x x
Food Bank Staff
Interview
(formative)

Students will :
-formulate interview questions based on preliminary
research
-interview Food Bank staff using recording technology
-create research sub-goals based on interview results
x x
C.5 - Students will use technology to aid
collaboration during inquiry.
2.1 retrieve data from available storage
devices, such as a shared folder, to which a
group has contributed
2.2 record group brainstorming, planning
and sharing of ideas by using technology
2.3 extend the scope of a project beyond
classroom collaboration by using
communication technologies such as the
telephone and email.
x x x x x x x x
Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray

Volunteerism article
(15%)

Students will :
-write an article describing the importance of community
volunteerism
-clearly explain their ideas and reference the essential
question of what can we do to help the Food Bank provide
services to the residents of Medicine Hat?
-draw from personal experience in volunteering
x x x
Concept Mapping (15%)
-map 1 (5%)
-map 2 (5%)
-map 3 (5%)

Students will :
-as a class, create an initial digital concept map of what we
already know about Food Banks.
-individuals will create a second concept map, adding new
information to the original map
-individuals will create a third concept map, adding final
information and conclusions

x x x
Spreadsheet (5%)
Students will :
-organize information using a spreadsheet
-create columns, rows, add formulas and format spreadsheet
to suit information entered
-work collaboratively in a shared document

x x
Reflection journal (5%)
Students will :
-maintain a daily journal to be completed in ELA as a
reflection of the project process
-identify any challenges that they are experiencing with the
project and/or group work
-set goals and timeline for individual sub-goal completion
-reflect on the purpose and intent of the project

x x x
Peer/self assessment
(formative)
Students will :
-complete a peer evaluation sheet at the midway point of the
project to assess peer contribution, group dynamic and
identify challenges
-complete a peer evaluation sheet at the end of the project to
assess peer contribution, group dynamic and to reflect on
the process as a whole.

x x
Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray
Group discussion and
decision making
(formative)
Students will :
-discuss and evaluate the problem
-determine the best course of action to solve the proposed
problem
-collaborate on strategies to solve the problem
-discuss research process and re evaluate to overcome
challenges
-make group decisions by consensus
-demonstrate understanding of the problem through
discussion
x x
Observation
(formative)
The teacher will :
-observe students during group discussions and decision
making to ensure understanding and participation
-observe individual contribution to group activities
-observe for evidence of learning in individual work
Teacher observation will serve to identify areas in need of
support, either for individuals or groups.

x x
Final Presentation (25%)
Students will :
-collaboratively assemble a digital presentation for the
culmination activity
-organize group research into a cohesive and well structured
presentation
-invite guests to the presentation assembly
-divide assembly responsibilities evenly between all
students
x x













Hungry For Change Project Assessment Plan

EDUC 4767OL- Lucinda Gray