Flowers and Plants

Assessment Guide
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Revised and Updated May 2013
This indicates the content learning
area or subject area for the learning
objectives and activities.
Instructions on how the teacher can
best achieve the learning objectives.
This is always at the beginning of
each activity and should be read in
advance to ensure that the teacher is
comfortable and familiar withe activity.
All learning objectives are summarized
at the beginning of each activity and
duplicated in the assessment book for
easy reference.
For assessment purposes, all learning
objectives are achieved on a scale
from 1-5. (See Assessment key for
further detail)
Introduction
The International Preschool Curriculum (IPC) sets high standards for early childhood education and provides teachers with a comprehensive
framework for curriculum delivery, suggested activities and Assessment. Each thematic unit is drafted by one or more qualifed and experienced
curriculum drafters and reviewed by an advisory committee consisting of early childhood academics, consultants and teachers. The IPC ofers a support
network for teachers to discuss their ideas and obstacles and encourages its members to be at the forefront of the organizations development.
IPC Editorial Team
Dr. Erika Burton, Ph.D.
Prof. Donna Skinner, Ph.D.
Dr. Rebecca Reynolds, Ed.D.
Gabriela Brown, M.A.
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1.0 Geography
Teachers constant observation of students ability and demonstration of comprehension for following directions, answering
questions and participating in discussion by providing relevant comments.
N/A 1 2 3 4 5
(L1-L3) The student will follow a simple set of instructions
to accomplish a task.
(L1-L3) The student will successfully locate Africa, Asia and
North America on a large-scale map.
(L1-L3) The student will color in specifc locations on a
world map with assistance as needed.
Teacher: Date Tested:
Assessment Key
N/A
Absent or ungraded
1
Insufcient or very basic understanding of the learning objective. Learning objective not attained.
2 Somewhat satisfactory understanding of the learning objective and execution
of the activity.
3
Satisfactory understanding of the learning objective and execution of the activity.
4 Good understanding of the learning objective and demonstration of superior skills that allowed the
objective to be completed without assistance.
5 Excellent understanding of the learning objective. Demonstration of superior skills with an initiative to
discuss, share and refect on the completed learning objective.
Example of a filled out Assessment:
Jane Doe
12/10/12
P
P
P
1.0 Patterning
Teacher observation of students ability to understand and complete activity of patterning and the use of fne
motor skill levels (threading).
N/A 1 2 3 4 5
L1
The student will use prior knowledge to create
a pattern.
- L2 L3
The student will work independently developing fne
motor skills and pattern awareness.
Teacher: Date Tested:
1.1 Symmetry
Teacher observation of students ability to recreate the symmetry of an object.
N/A 1 2 3 4 5
L1
The student will experience the concept
of symmetry.
- L2 L3
The student will fnish the fower following the
rule of symmetry.
Teacher: Date Tested:
Teacher Notes/Remarks
1.2 Number Sense
Teacher observation of students ability to count using one-to-one correspondence, number sense, work
cooperatively with partner and be able to follow simple directions.
N/A 1 2 3 4 5
L1 The student will be able to count up to 10.
L1 L3 -
The student will use one-to-one correspondence.
- L2 L3 The student will be able to count to 20.
Teacher: Date Tested:
1.3 Sorting
The teacher will listen to the students as they verbal their reasons during sorting.
N/A 1 2 3 4 5
L1
The student will be able to sort objects based on one
characteristic.
- L2 L3
The student will be able to sort objects based on
several characteristics.
Teacher: Date Tested:
Teacher Notes/Remarks
1.4 Time Awareness and Sequencing
The teacher will evaluate the fnal product to determine skill mastery.
N/A 1 2 3 4 5
L1 The student will be able to sequence items.
- L2 L3
The student will be able to sequence items based on
the passage of time.
Teacher: Date Tested:
1.5 Comparison of Quantity
Teacher observation of students ability to think their way through the various groupings.
N/A 1 2 3 4 5
L1
The student will compare groups of objects using
more and less.
L2
The student will compare groups of objects using
more, less and some.
L3
The student will compare groups of objects using
more, less, fewer, some, most and least.
Teacher: Date Tested:
Teacher Notes/Remarks
2.0 Observation
Teacher observation of the students abilities to create life like fowers and queries to see who can name the
parts.
N/A 1 2 3 4 5
L1
The student will identify the diferent colors
fowers can be.
- L2 L3
The student will be create a plant picture, using
the various parts by name.
Teacher: Date Tested:
2.1 Classification and Sorting
Teacher observation of students ability to examine seeds and be able to sort them and explain their reason
for classifcation.
N/A 1 2 3 4 5
L1
The student will examine seeds for similarities
and diferences.
- L2 L3
The student will work in a small group to classify and
sort an assortment of seeds.
- L2 L3
The student will classify and explain their reason for
grouping seeds.
Teacher: Date Tested:
2.2 Observation
Teacher observation of students ability to follow simple steps to plant seed.
Teacher observation of students ability to record growth over a period of time.
N/A 1 2 3 4 5
L2
The student will use their senses to observe and
examine plant growth.
L2
The student will demonstrate the ability to follow
simple steps to accomplish a task.
- L2 L3
The student will observe a plant growing
and graph the results.
Teacher: Date Tested:
2.3 Cause and Effect
The teacher will question students on an individual basis: why was the grass dying?, listening for the
responses that indicate the mastery of the concept.
N/A 1 2 3 4 5
L1 L3 -
The student will discover that plants need the sun
to grow.
Teacher: Date Tested:
Teacher Notes/Remarks
2.4 Cause and Effect
The teacher will question students on an individual basis: why was the plant dying?, listening for student
responses that indicate the mastery of the concept.
N/A 1 2 3 4 5
L1 L3 -
The student will discover that plants need water to
grow.
- L2 L3 The student will name 2 things plants need to live.
Teacher: Date Tested:
Teacher Notes/Remarks
3.0 Literacy - Prediction and Auditory Memory
Teacher observation of students who can picture read and have the oral language and auditory memory to
predict what will happen next.
N/A 1 2 3 4 5
L1 L3 -
The student will use their auditory memory to
predict what will happen next to the story.
Teacher: Date Tested:
3.1 Reading Comprehension
Teacher observations of students ability to listen attentively, recall and sequence story events.
N/A 1 2 3 4 5
L1
The student will listen attentively to a story and
be able to answer questions to demonstrate
comprehension.
- L2 L1
The student will be able to retell parts of the
story using details.
- L2 L3 The student will be able to sequence story events.
Teacher: Date Tested:
Teacher Notes/Remarks
3.2 Fluency and Auditory Memory
Teacher observes students ability to repeat a simple rhyme and makes notes of the students who could
identify the rhyming words.
N/A 1 2 3 4 5
L1
The student will develop phonological
awareness by participating in the rhyming activity.
- L2 L3 The student will recite the rhyme with success.
- L2 L3 The student will identify the rhyming words.
Teacher: Date Tested:
3.3 Letter Recognition
Teacher observation of students ability to listen, comprehend story and identify the letter R.
Teacher observation of students fne motor skills needed in writing.
N/A 1 2 3 4 5
L1
The student will develop awareness for the
letters R.
L2 The student will write the letter R.
L3
The student will use their own drawing to convey
meaning of a printed word.
Teacher: Date Tested:
3.4 Writing Skills
Teacher observation of students who are actively participating and trying to learn their letters.
N/A 1 2 3 4 5
L1
The student will actively participate in learning how
to write the letter R.
- L2 L3
The student will actively participate in practicing
the writing of alphabet letters.
Teacher: Date Tested:
3.5 Letter Sounds
Teacher observation of students who recognizes and can state the beginning sounds of a letter.
N/A 1 2 3 4 5
L1
The student will recognize a letter and its
corresponding sound.
- L2 L3
The student will recognize 5 or more letters and
their corresponding sounds.
Teacher: Date Tested:
Teacher Notes/Remarks
3.6 Critical Thinking
Teacher will rate responses based on the depth of their reasoning in their responses. For example a response:
because I liked itwould rate low, a response such as because the sunfower reaches for the sunwould rate higher.
The teacher makes note of the mastery levels of the students, based on those needing assistance to sequence and
those that have mastered this skill.
N/A 1 2 3 4 5
L1 The student will decide what is real and what is not.
- L2 L3
The student will use their imaginations and expand
their vocabularies.
L1 L3 -
The student will analyze and judge the story line, as
evidenced by their critical thinking oral responses.
Teacher: Date Tested:
3.7 Letter Sounds
Teacher observation of students reading readiness skills: how students are able to hold the book correctly, turn pages
appropriately, determine the front from the back, readthe pictures and enjoy the process of reading readiness
and the use of directionality. The teacher will assist or model the appropriate skills for students not practicing the
appropriate skill level.
N/A 1 2 3 4 5
L1
The student will experience the left to right
directionality of reading.
- L2 L3
The student will discover and experience the left to
right directionality of reading.
Teacher: Date Tested:
3.8 Literacy - Prediction and Auditory Memory
Teacher observation of students ability to picture read and who has the oral language and auditory memory
to predict what will happen next.
N/A 1 2 3 4 5
L1 L3 -
The student will use their auditory memory to
predict what will happen next in the story.
Teacher: Date Tested:
3.9 Visual Memory
Teacher observation of students active participation and who remembers their colors and fower names.
N/A 1 2 3 4 5
L1 The student will identify colors.
- L2 L3
The student will be able to match fowers with their
color and name.
Teacher: Date Tested:
Teacher Notes/Remarks
3.10 Reading Readiness
Teacher observation of students happily engaged in reading books and encourage those not enjoying
(looking at) a book.
N/A 1 2 3 4 5
L1
The student will enjoy reading books
with classmates.
L2
The student will enjoy reading books and telling a
classmate about the book.
L3
The student will enjoy reading books and will read
it to a small group of students.
Teacher: Date Tested:
3.11 Fine Motor Writing
Teacher observation of students fne motor skills and exclaims how wonderful each student can write!
N/A 1 2 3 4 5
L1
The student will be able to write and recognize the
frst letter of their name.
L2
The student will be able to write and recognize
their frst name.
L3
The student will be able to write and recognize
their frst name and show being mastery of their
last name.
Teacher: Date Tested:
4.0 Natural World
Teacher observation of students active participation creating his or her own bird feeders and listen to their
thoughtful responses to the I wonder questions.
N/A 1 2 3 4 5
L1
The student will develop awareness of the
natural wonders of nature.
L2
The student will construct using a variety of
materials.
L3 The student will observe cause and efect.
Teacher: Date Tested:
4.1 Conservation
Teacher observation of students active interest and participation in the garden.
The teacher listens carefully to the responses of
- L2 L3
student to the critical thinking questions;
determining their grasp of the importance of planting, maintaining, and caring for our natural environment.
N/A 1 2 3 4 5
L1 L3 -
The student will participate in planting the
class garden.
- L2 L3
The student will develop awareness for the
importance of gardening and farming (critical
thinking).
Teacher: Date Tested:
5.0 Visual Art
Teacher observation of students ability to follow through simple steps to make a fower crown and take
pride in their creation.
N/A 1 2 3 4 5
L1
The student will cut, glue and use creativity to
make a fower crown.
L1 L3 -
The student will be able to describe their own
creative work.
L1 L3 -
The student will express their self through art.
Teacher: Date Tested:
5.1 Visual Art
Teacher observation of students ability to follow simple steps (auditory memory)
and work with teachers guidance, using fne motor skills, to create a small bouquet of tissue paper fowers.
N/A 1 2 3 4 5
L1
The student will use a variety of materials to
create an original work of art.
- L2 L3 The student will describe their own project.
L1 L3 -
The student will build hands on sensory
development through the hands-on project.
Teacher: Date Tested:
5.2 Visual Art
Teacher observation of students ability to work cooperatively with teachers and classmates and to be able to
use their artistic creativity to make an original work of art.
N/A 1 2 3 4 5
L1 The student will use art as a form of self-expression.
L1 L3 -
The student will follow simple steps to create a piece
of art.
L3
The student will show interest in making their own
piece of art look neat and fnished.
Teacher: Date Tested:
5.3 Art Appreciation
The teacher will ask: Who was Van Gogh and what did he paint? - Noting the students who respond
appropriately: A famous artist, who painted a sunfower picture.
N/A 1 2 3 4 5
L1 L3 -
The student will critique a famous piece of art.
- L2 L3
The student will recreate their own Van Gogh
painting.
Teacher: Date Tested:
Teacher Notes/Remarks
5.4 Sensory Art
Teacher observation of students active participation, fne motor development and enjoyment.
Teacher observation of
- L2 L3
students ability to identify sweet and sour tastes.
N/A 1 2 3 4 5
L1 L3 -
The student will create a fower from
edible materials.
- L2 L3 The student will identify various savory favors.
Teacher: Date Tested:
Teacher Notes/Remarks
6.0 Gross Motor
Teacher observation of students participation and coordination of motor movements.
N/A 1 2 3 4 5
L1 L3 -
The student will use their imaginations and move
their bodies based on commands.
Teacher: Date Tested:
6.1 Balance
Teacher observation of students that can balance things on their heads and walk.
N/A 1 2 3 4 5
L1 L3 -
The student will demonstrate a sense of balance.
Teacher: Date Tested:
6.2 Fine Motor Skills
Teacher observation of students ability to correctly hold a pencil and manipulative skills of the student.
N/A 1 2 3 4 5
L1 L3 -
The student will utilize their fne motor skills to draw.
- L2 L3
The student will identify the roots, stems, leaves,
and fowers in their drawings.
Teacher: Date Tested:
7.0 Music and Movement
Teacher observation of students active participation and enjoyment.
N/A 1 2 3 4 5
L1 L3 -
The student will actively participate in a sing along.
- L2 L3
The student will make their own actions to the
words in the song.
Teacher: Date Tested:
7.1 Music and Rhythm
Teacher observation of students active participation and rhythmic movements as per developmental age.
N/A 1 2 3 4 5
L1 The student will demonstrate rhythm.
- L2 L3
The student will demonstrate and march
in rhythm.
Teacher: Date Tested:
Teacher Notes/Remarks
8.0 Following Rules and Social Skills
Teacher observation of students use of social skills and visual memory.
N/A 1 2 3 4 5
L1
The student will demonstrate their ability to follow
simple game rules.
L2
The student will demonstrate their ability to follow
simple game rules and respect for others.
L3
The student will demonstrate their ability to follow
simple game rules, respect for others and
helping others.
Teacher: Date Tested:
9.0 Descriptors
Teacher observation of students active listening, eagerness to participate and oral language development.
N/A 1 2 3 4 5
L1 L3 -
The student will use oral language to describe the
world around them.
L3
The student will use descriptive words and
complete sentences.
Teacher: Date Tested:
Teacher Notes/Remarks
9.1 Personal Identity
Teacher observation of students recognition and knowledge of their own name.
N/A 1 2 3 4 5
L1
The student will orally recognize their frst and last
name, along with their address.
L2
The student will orally recognize their frst, middle
and last name, along with their address.
L3
The student will state their frst, middle and last
name, along with their address.
Teacher: Date Tested:
10.0 Critical Thinking
Teacher observation of students participation, oral language development and thinking skills.
N/A 1 2 3 4 5
L1 L3 -
The student will use problem solving by orally
responding to open ended thought provoking
questions about the plant world around them.
Teacher: Date Tested:
Teacher Notes/Remarks