TABLE 1: Evidence of Learning: What body of work will students complete to demonstrate success at meeting the course expectations?

Assessment of Learning

Task Task Description Using Assessment “for” and Rationale

(achievement “as” learning for Scaffolding
chart and/or Accommodations
categories +
ministry
expectations)

Written Unit Test -The unit test will have a combination 1. Exit Cards (periodically The unit test will satisfy the need for an Assessment OF
Evidence (K/U, C, T, A) of multiple choice, short answer, throughout the unit) Learning for this unit which will determine how much learning
critical thinking questions related to the 2. Review Worksheets (Every has occurred by the end of the prescribed instructional period
B2.1,B3.1, lab and other assessments made Friday) (Cooper, 2011, p. 87-88). We selected an exam format because
B3.2, B3.3, throughout the course 3.Vocabulary Review Activity it allows us to “determine how well a student is able to
B3.4, B3.5, -The test will gives an equal approach (See Below) demonstrate learning without support” (Cooper, 2011, p.84-
3.3, 3.1, 3.4 to critical thinking and communication 4. Gizmo Online activity 85).
to ensure that students gained (See Below)
essential learning of the units’ topics

Media -Students will submit research notes 1.Practice Research Session The teacher will work with the students as they develop their
Presentation for the topics they chose for their 2. Guided Annotated research notes and annotated bibliography, and give them
Research poster presentation. Bibliography focused, descriptive feedback. This will help students gain a
Notes - The research notes should align with 3. Library “Field Trip” better understanding of the criteria and improve their work
(K/U, C, A) the research questions outlined by the 4. Gizmo online activity based on the teacher’s suggestion (Cooper, 2011, p.76-77). The
teacher and should match their (earlier in the unit) purpose of this assignment is to teach students how to conduct
B2.1, B2.5 annotated bibliography. research about a topic, and how to assess the reliability and
usefulness of the different resources they come across.

Quiz -The quiz will cover the topics covered 1.Interactions Between Living The the quiz will give students an example of the types of
(K/U, C, T) in the first two weeks of class: Earth’s Things-Vocabulary Review questions that could appear on the final unit test. This will ease
four spheres, energy flow, flow of (See Below) some of the test anxiety that students may experience. The quiz
B3.1, B3.2, matter within the ecosystem, and food 2. Brief students on the types will give the teacher an opportunity to assess the students’
B3.3, B3.4, webs of questions that will appear learning and knowledge of the material covered halfway
 3.3, 3.1, 3.4 -There will be two questions for each on the quiz (ex. Matching and through the unit.
topic, and a variety of matching, fill-in the blanks).
drawing (of a food web for example),
and short answer questions

Oral Media -Students will present their research 1. Tiering: Checklists (for The multiple options for this project demonstrates tiering -
Evidence Presentation findings in creative format to rubric) constructing an assessment task and then adapting it for
(C, T, K/U, A) communicate their research topic to different students to present them with versions that suit their
their peers 2. Rubric provided to various skill levels and knowledge (Cooper, 2011, p. 108). The
B2.1, B2.5 -The tasks students can choose from students well before the due “Essential Learning” that must be demonstrated remains the
are: date (possibly during first same for each version of each task no matter how it is adapted
-Video presentation week) (p. 112), and a common/similar rubric will be used for all
-Performance (ex. skit) versions (p. 113). The options allow for “balanced assessment”
-Poster (presented to the class) (p. 114) and ensures that oral skills are developed alongside
-Compose a newspaper article writing ones. It provides a “ balance of written, performance,
(present/read from a standpoint of a and oral assessment evidence” to address the fact that “not all
journalist) students are able to show what they have learned if they only
have the opportunities to write” (p.114).
-The assignment is differentiated to
accommodate the multiple
intelligences and types of learning
found in the class. Students can choose
the format that matches their interest
or need. E.g: the newspaper article can
serve as the finished product which the
student can use to share as an
investigative report to the class as their
presentation.
Visual Class Food -Each pair of students is assigned one
Evidence Web categories: herbivore, carnivore,
(K/U, C) omnivore, autotrophs (plants)
-Each pair will research an organism
3.1, 3.3, 3.4, within their category found in the
B2.1 ecosystem that the class decides to
make a food web for
-Students will use a worksheet that will
guide their research about the animal
-When done researching, each pair will
very briefly present their findings to the
class
-Students will then post the organisms’
picture into the right spot of the class
food-web
-Students will hand in the worksheets
for the teacher to mark at the end of
class.
Authenti Inquiry Wet- -Inquiry wet lab will allow students to
c Lab collaborate around a scenario to test
Assessm (K/U, T, A) and validate water quality by using
ent biological and chemical techniques,
B2.2, B2.4, including using an ion test and the
B2.5 hilsenhoff biotic index.
1. Interactions Between Living
Things - Vocabulary Review
Activity (see below)
2. Gizmo Activity (earlier in
the unit)
3. Guiding worksheet
1. Clean Water in Your Life
Brainstorming Activity (Alone
or in Pairs).
2. Wet-Lab Worksheet: This
will provide guidance to
students in the lab as well as
assess their use of chemical
and biological techniques for
evaluating water quality.
3. Students will be
heterogeneously arranged in
groups of four to support
each other through the
activity
4.Students will have the
opportunity to look at how
water quality affects the
diversity of the aquatic
system.
The informal presentation part of this activity will serve as a
diagnostic assessment of students’ abilities to speak publicly
and present. The activity also helps to gauge students’ ability to
coordinate towards a goal and diagnose students’ ability to
collaborate. This information will be useful for future
assignments in the course. Moreover, the worksheets that the
students will hand in (assessment of learning), will give the
teacher proof of student's’ ability to answer questions about
the main concepts this and previous lessons on food chains. It
will provide proof of students’ learning through the unit so far.
The lab activity will be carried out in groups. Cooper (2011)
declared that students can be grouped homogeneously or
heterogeneously according to their ability (p. 95). Students have
been assessed in prior activities, such as the gizmo activity to
learn their aptitude for lab sessions and ability to navigate
guided instruction sessions (Cooper, 2011, Ch. 4). This previous
assessment provided insight and data on how to group students
(Cooper, 2011, p. 96). In this circumstance, it is more engaging
to have a heterogeneous mixing of four students. This
intentional arrangement allows students to safely, learn and
support each other, and serve as each other’s learning
resources. Effectively grouping students will “maximize learning
for all” because students can discuss and collaborate
throughout the activity (Cooper, 2011, p. 96). Simultaneously,
the lab format students to build a more independent style of
thinking around a problem.