Assignment II: How Things Grow and Reproduce
Samuel Nowack
March 10, 2013
Marist College
Abstract
Within this assignment, I have taken my classroom description and expanded in include
specific methods of instruction for the diverse learners in my classroom. I have also created a
unit blueprint that represents a 5th grade science unit focused on the living environment,
specifically, “How Living Things Grown and Reproduce.” The unit focus is in learning that all
living things have characteristics that allow them to be classified. In this unit students learn how
to classify organisms while also learning about the growth and reproduction cycles of organisms.
This assignment takes eight specific points from the unit blueprint and breaks them down. These
points will include the reasoning behind why they are included in the unit, as well as how they
will be formatively assessed throughout the unit.
Classroom Background
The following assignment will be based around teaching a fifth grade inclusion class. The
assignment has be developed for science in the subject of the living environment, specifically
how living things grow and reproduce. The table below is a breakdown of the diverse
characteristics of the students that are a part of the classroom. This 5th grade classroom is made
up of 24 students, 14 boys and 10 girls. The students come from a diverse background having 10
Caucasian, 7 African American, 4 Asian, 3 Hispanic students. Three students have learning
disabilities (LD) and have IEPs. Two students have ADHD; only one takes medication to help
curb his hyperactive tendencies. Two students are also at risk; they are well below the poverty
level and are constantly missing school.
Name
William
James
Nasir
Nick
Stephen
Cameron
Sergio
Jesus
Kevin
Marco
Curtis
Sam
Lee
Matt
Mary
Kyanna
Michelle
Hannah
Asyra
Cierra
Emma
Bella
Kahlila
Rachel
Gender
M
M
M
M
M
M
M
M
M
M
M
M
M
M
F
F
F
F
F
F
F
F
F
F
Intelligence
Caucasian
Caucasian
African American
Caucasian
African American
African American
Hispanic
Hispanic
Asian
Caucasian
African American
Caucasian
Asian
Caucasian
Hispanic
African American
Caucasian
Asian
African American
Caucasian
Caucasian
Caucasian
African American
Asian
Main Intelligence
Linguistic
Visual-Spatial
Intrapersonal
Linguistic
Kinesthetic
Kinesthetic
Naturalist
Intrapersonal
Kinesthetic
Visual-Spatial
Visual-Spatial
Visual-Spatial
Logical-Mathematical
Naturalist
Visual-Spatial
Kinesthetic
Linguistic
Logical-Mathematical
Kinesthetic
Linguistic
Linguistic
Linguistic
Kinesthetic
Naturalist
Special Needs
At Risk
LD
ADHD (Medicated)
LD
At Risk
LD
ADHD
Methods of Instruction
The methods of instruction within this unit include the inquiry based learning, building a
community of learners, and project based learning. These three overarching methods encompass
smaller learning activities such as group work, formative assessments, peer-interaction, jig-saw
activities, public sharing, think-pair-share, and other collaborative type activities. As discussed in
assignment 1, my methods of instruction include utilizing Howard Gardner’s Theory of Multiple
Intelligences, Inquiry-based learning, and building a Community of Learners. With this
assignment I have also included Universal Design for Learning. I have broken the specific
methods of instruction down into the different types of students I will need to reach. This
includes:
§
§
§
§
Classroom as a Whole
Students with Learning Disabilities
Students with ADHD
Students At Risk
§
ok
By breaking down the types of instruction into these groups, I make sure that I am
addressing all of my students learning needs. In each section I will discuss how UDL has helped
to differentiate instruction to reach all students.
Methods to address the classroom as a whole: As Gardner’s Theory of Multiple
Intelligences can be applied to all students, I will be focusing most of my differentiation on the
student’s perceived intelligence type. This unit will have activities and assessments designed to
open instruction to all students. Based on Howard Gardner’s theory, a student who is logicalmathematical has “ability to understand the underlying principles of some kind of causal system”
and use logical reasoning (Gardner 1985). Throughout the whole unit, students are classifying
and understanding underlying principles that govern the living environment of organisms.
Visual-spatial students have the ability to use spatial judgment and to visualize with the mind’s
eye. Using the dichotomous key inquiry lesson will allow this student to see and use their ability
while classifying beans. The linguistic intelligence is based on the students’ ability to utilize
words, language, reading, and writing to memorize information. As this unit has a text book, a
linguistically inclined student has the option to reference the written material as well as verbalize
information to their classmates through group activities. Group work is a vital aspect throughout
the unit, therefore, students who thrive in these situation can be classified as utilizing the
interpersonal intelligence. As student collaborate and build communal knowledge, the
interpersonal student can learn and teach their peers. Self-reflection is another key aspect, which
is where the intrapersonal intelligence comes into play. The entire unit is based on the living
environment; which connects easily to the naturalistic student. Gardner described the naturalist
as a student who can utilize their natural surroundings to create and relate new information
(Gardner 1985). Good ideas and description of use of Gardner’s MI
Intelligences tie directly into UDL as they allow differentiation at the expression,
representation, and engagement levels. Including using a inquiry based method. The inquiry
based method of instruction is based on students having hands-on experiences of their own to
learn the content (Taylor et al, 2012). The inquiry based method is also used as a way to allow
students to build their own knowledge as they work through a problem. Students are able to
differentiate their own learning as they analyze and assess their actions and experiences.
Methods to address Learning Disabilities: In teaching these students, I will have to use
UDL at all levels. At the multiple means of representation level, I know that there will be
activities where students are learning from a book, but also from each other through the inquiry
method (Jones, 2011). Students with learning disabilities (LD) can benefit from an inquiry based
approach. For example, Brigham, Scruggs, and Mastropieri (2011) review strategies that allow
for inquiry based instruction to improve learning outcomes for students with LD. They found
that students who participated in the inquiry activity outperformed their peers who were taught
using a text book method (2011). In planning for this unit, I will plan activities and assessment to
include an inquiry based method, so all students are able to gain deeper understanding of the
content.
At the multiple means of action and expression, these students will need different outlets
than the general population. For example, in a formative assessment, I would not have these
students write out their understandings, but instead, they have the option to describe them to me.
Using an oral strategy over a written one will allow me to still monitor instruction (Jones, 2011).
Methods to address ADHD: To make sure instruction is reaching these two students,
utilizing multiple means of engagement will be especially important with these students. If I am
able to differentiate the engagement, I will be able to keep these students from becoming bored
with content and material. The inquiry based method also helps to support this goal. As students
are building their own knowledge, theses two students will be able to regulate their learning
based on formative assessments. Another important aspect of instruction with ADHD students is
a consistent behavior management system. This is not a direct method of instruction, but it is a
factor that will affect instruction. With behavior management strategies, it is important that there
is something in place to help these two students to self-regulate their behavior and attention.
Methods to address At Risk: The two students who are at risk need extra support both in
the classroom and outside of the classroom. As they are absent often, I plan to have notes made
or a copy of another students notes ready to send home. I also sit individually with these students
a few times a week to make sure they are ready to proceed. With UDL, I will have to constantly
differentiate the readiness level of activates, especially if one or both of these students has been
absent. By differentiating the readiness level, I am allowing the students to still have access to
the content and concepts as well as keeping them moving forward with the class. To do this, I
plan to implement collaborative group work. Project or activity based learning is
complementing both inquiry and a building a community of learners. In an activity-based
science, the essential question is selected by the teacher to gain student attention (Crawford,
Krajcik & Marx, 1998). From there the question can be broken down for students to work in
small groups as different students tackle different areas of the question. In the end, student share
their ideas and experiences in public sharing, allowing all students access to more content then
just their own work. Activity-based learning also allows for a “focus more on helping the
students do the kinds of things that scientists do” (Brigham, Scruggs, & Mastropieri 2011). By
the ADHD students working in groups, it allows them to see behaviors of other students, as well
as regulate their behavior that is required for group work.
Major
content areas
Remember
1. How are
living things
grouped?
1. List types of
classifications.
2. Plant
growth and
reproduction
Identify correct
terminology
related to plant
growth and
reproduction.
Describe how a
seed is different
from a spore.
6%
2%
3. Animal
growth and
reproduction
Identify traits of
growth and
reproduction in
animals.
Explain how
living things
communicate.
4. Classify
animals based on
specific traits.
2%
5%
4%
2. Define
adaptation.
Describe how an
adaptation
develops and how
it helps the
organism survive.
1%
12%
3%
11%
3%
4. Adaptations
TOTALS
Understand
3. Summarize
why scientists
classify
organisms.
1%
Apply
Classify
organisms based
on specific traits.
2%
Conduct an
experiment
demonstrating the
effect of water and
light on plant
growth.
9%
0%
15%
Analyze
Evaluate
Create
TOTAL
Use a dichotomous
key to determine
what kind of bean
they are observing.
4%
7. Reflect on how
their own mind
classifies
information.
4%
Determine the
advantages and
disadvantages of
angiosperm seeds
and gymnosperm
seeds.
3%
Engineer
classification of a
new organism based
on specific traits.
8%
22%
5. Analyze why
the different
environments
affect seed growth.
6%
6. Compare and
contrast growth
and reproduction
patterns.
7%
Students will
pinpoint why a
specific adaptation
provides an
advantage in a
specific
environment.
4%
21%
0%
8. Design a
controlled
experiment.
7%
Engineer a new
organism describing
growth,
communication, and
reproductive traits.
12%
Judge efficiency
of adaptations in
organisms.
7%
14%
33%
30%
15%
0%
27%
100%
Formative Assessment
In this assignment, I have chosen six formative assessment modalities that address the
eight points highlighted in yellow above. Formative assessments are a key aspect of instruction
as they allow the teacher to see the progress of student learning. The six modalities I have chosen
to include to represent the blueprint points are:
1.
2.
3.
4.
5.
6.
7.
KWHL
3-2-1
Exit Card
Graphic Organizer (Venn-diagram)
Group Work Checklist (Anecdotal)
Think-pair-share
2 Stars and A Wish
A KWHL is a chart that would be used at the beginning of the unit to assess what
background knowledge the students are coming in with. A 3-2-1 strategy can be used as exit slip,
or within classroom instruction. In a 3-2-1 strategy, students have to write 3 things they learned,
two questions they have, and one main idea based on the lesson taught that day. An exit card is a
strategy used at the end of lesson/topic where the students are presented with a question. In order
to move to the next activity, the student has to answer the question and return the slip. The
anecdotal group work checklist is looking specifically for student language and participation in
the collaborative group work. The think-pair-share activity has a similar purpose. It allows
students to think on their prior knowledge, pair with a partner and discuss their thoughts, and
finally present to the group. In this formative assessment students are able to refine their thinking
as well as compare their thinking to a peer. Finally, 2 Stars and A wish is used as a formative
assessment within a project or group work setting. It allows either the student or the peer to find
two things they did well in their process, as well as something they need to work on. This allows
the teacher not only to assess the student’s knowledge, but also allows the students a chance to
self-regulate their learning. Good description of your assessment measures --- please specify
which is informal and formal formative assessment
Blue Print Justification
In this section of the assignment, I discuss the eight assessment points chosen to represent
my text blue print. Each point is an intersection between the content which I plan to teach and
the Bloom’s cognitive dimensions. Each blueprint point below will have the content, cognitive
and knowledge dimension, standard, formative assessment, and a description of why that specific
point was chosen.
Assessment points 1-6 address Science Standard 4. This standard stats that “Students will
understand and apply scientific concepts, principles, and theories pertaining to the physical
setting and living environment and recognize the historical development of ideas in science
(NYSED VLS).” These points are directly related to the elementary level content addressing the
Living Environment. The key ideas span from recognizing traits to adaptations. Assessment
points 7-8 address Science Standard 1. This standard states that “Students will use mathematical
analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek
answers, and develop solutions (NYSED VLS).” This standard addresses science in a more
general manner. As students are learning to use science, they must understand the process of
scientific inquiry.
1. List types of classifications
Content: How Are Living Things Grouped?
Conceptual Level: Remember
Knowledge Level: Factual
Standard: Standard 4
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in
continuity of structure and function between parent and off spring.
Performance Indicator 1: Recognize that traits of living things are both inherited and
acquired or learned.
This point was included in my blueprint because it is the basis for the entire unit.
Understanding the types of classifications at the beginning of the unit will allow students to build
their knowledge as they progress through the unit. For example, a student who does not know the
different types of classifications will have a difficult time of classifying organisms based on
traits. As this is the essential knowledge what type of knowledge? needed for this entire unit, I
have decided I would use formal formative assessment in form of a KWHL chart using the
question “What are the different types of classifications for living things?” to assess this
blueprint point. It is appropriate for this point because there are many different classifications. If
the students know some of them, as a class, we can organize them as a follow up activity. As this
is also a broad question, students may also think up different traits, adaptations, and growth
information that are within the rest of the unit. This can also lead to a discussion about official
classification of organisms, as well as defining specific traits.
2. Define adaptation.
Content: Adaptation
Conceptual Level: Remember
Knowledge Level: Conceptual
Standard: Standard 4
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 1: Describe how the structures of plants and animals complement
the environment of the plant of animal.
This assessment point was included because it distinguishes traits versus adaptation.
Students are able to understand what an adaptation is, and why is it important to the growth and
reproduction of an organism. Again, this is a basic building block for the rest of the unit.
Students will need to use this conceptual knowledge to complete some of the more difficult tasks
later in the unit. For example, students will have to describe why an adaptation has developed
and how it helps that organism survive. If a student cannot define adaptation, they cannot
describe or defend the necessity of an adaptation. The formal formative assessment modality that
will be used to assess this point is an exit card. As it is a simple definition, students should be
able to write down their answer in a quick concise sentence. Using an exit card is appropriate
because it allows the teacher to see if the students have gained knowledge of the definition.
Again, as it is only the definition, there is no need for a more in-depth formative assessment
about how to apply the knowledge of the definition. As I stated above, the students with LD will
be able to relay their knowledge orally to the teacher instead of having to write an actual exit
card.
3. Summarize why scientists classify organisms.
Content: How Are Living Things Grouped?
Conceptual Level: Understand
Knowledge Level: Factual
Standard: Standard 4
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in
continuity of structure and function between parent and off spring.
Performance Indicator 1: Recognize that traits of living things are both inherited and
acquired or learned.
Prior to teaching this topic, students will know the types of classifications and the types
of organisms. Students will learn the reason why scientists classify organisms as well as
understand how this is done. This assessment point was included in my blueprint because it
assesses if students understand the why scientists use classifications. It is important that students
know is this procedural or conceptual knowledge? why scientists classify organisms because it
connects the skill with theory and fact. It also gives the student motivation as to why they should
use classification. As motivation is important to the students with ADHD, this is a content they
should learn. Also understanding why scientists do something also allows students to connect
their own live and why they do something, to that of a scientist.
The informal formative assessment modality used in assess this point is a think-pairshare. The think-pair-share activity is completed during the class instruction. The think-pairshare activity will be completed toward the beginning of the lesson. This will allow the teacher
to gather information about what the students already know about the topic, and where there
thinking is going. For the students will LD, listening and speaking about the topic will help them
to internalize the information to a deeper degree. I believe that the think-pair-share is an
appropriate formative assessment because it allows students to discuss and build knowledge
together, as well as informs the teacher of their thinking.
4. Classify animals based on specific traits.
Content: Animal Growth and Reproduction
Conceptual Level: Apply
Knowledge Level: Procedural
Standard: Standard 4
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in
continuity of structure and function between parent and off spring.
Performance Indicator 1: Recognize that traits of living things are both inherited and
acquired or learned.
This assessment point builds off the beginning of the unit. After students learn about how
living things are grouped, and about how plants grown and develop, they move into learning
about how animals are classified. Learning about the traits of animals is different from learning
about the traits of plants. Animals have different characteristics that make them different from
plants and each other. As the students learn about these traits, they are also learning how they
can be classified. This is an important assessment point because it assesses the student’s
knowledge what type of knowledge? Factual conceptual procedural metacognitive? Here and in
above and below the same note. of the types of traits, but also if they can accurately use that
knowledge and classify animals based off those traits.
The formal formative assessment modality that I used to assess this point would be an
exit card. On the exit card would be a picture of an animal. The job of the students would be to
write down the observable traits and what those tell you about the classification of that animal. In
creating this formative assessment, students are displaying knowledge of the different traits, and
also their ability to use those traits to classify the animal. This is an appropriate assessment
strategy because it allows students to show how they apply their knowledge.
5. Analyze why the different environments affect seed growth.
Content: Plant Growth and Reproduction
Conceptual Level: Analyze
Knowledge Level: Conceptual
Standard: Standard 4
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 1: describe how plants and animals, including humans, depend
upon each other and the nonliving environment.
This assessment point was included in my blueprint because this is a skill that has
students finding and analyzing why the environments affect seed growth. Students have to apply
and understand the knowledge to truly analyze the reasons the seeds are affected. It is important
that the students know this because if students are unable to analyze the environments, they will
not be able to complete the later tasks where they have to defend their reasoning about
adaptations (content later in the unit). This is also important to have included in the formative
assessments because as the students are making their experiment, and testing which
environments are best for seed growth, they have to understand what they are doing. If students
are unable to complete this assessment point, they will not be able to accurately design an
experiment that tests seed growth.
The formative assessment modality that I will use to assess this point will be the 3-2-1
strategy. The 3-2-1 strategy is an appropriate formal formative assessment measure for this
assessment point because there is many different reasons each environment can affect seed
growth. The student can pinpoint three facts they learned about the environments that affect seed
growth. The two questions will allow the teacher to see what students are thinking and what they
still want to know. The one main idea will allow the teacher to see if students can generalize
their knowledge and actually make a big idea. I feel that this formative assessment strategy is
also important because students are displaying knowledge, questions, and their ability to
generalize. It lets the students see for themselves that they are within the content and learning.
6. Compare and contrast growth and reproduction patterns.
Content: Animal Growth and Reproduction
Conceptual Level: Analyze
Knowledge Level: Conceptual
Standard: Standard 4
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 1: Describe the major stages in the life cycle of selected plants
and animals.
Performance Indicator 2: Describe evidence of growth, repair, and maintenance, such as
nails, hair, and bone, and the healing of cuts and bruises.
This assessment point was included in my blueprint because of the direct connect to the
science standards. Students need to know this as it pertains to the science standards.
Understanding the major stages of life and growth is the main point of the entire unit. This is one
of the biggest points on the blueprint table because it can encompass so much content. This
assessment point is also important because it has the students analyzing the content to compare
and contrast growth. Students need to be able to distinguish growth traits between animals to
understand how the different animals grown and develop. The formal formative assessment
modality that I will use to assess this point is the graphic organizer, Venn-diagram. This
formative assessment allows for student choice. They are picking two different animals and
using the Venn-diagram to compare and contrast them. I feel that this is an appropriate
assessment strategy because it does not give any hints about content like a question would.
Students have to pull from their own knowledge and understanding to fully analyze the two
animals. As the Venn-diagram has both similarities and differences, students have to think about
the content and specific traits that the animals have. This in-depth analysis of the content will
allows students to build their knowledge as they put it down on paper. The formative assessment
will also inform the teacher about what traits the students are most comfortable with. For
example, if all of the students write something about the grown cycle, but write completely
incorrect information about the reproductive cycles, the teacher will know that they have to go
back and teach more about the reproductive cycles in animals. This type of information from this
assessment is important because it lets the teacher know what traits the students are having
difficulty understanding.
7. Reflect on how their own mind classifies information.
Content: How Are Living Things Grouped?
Conceptual Level: Evaluate
Knowledge Level: Metacognitive
Standard: Standard 1
Key Idea1: The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing creative process.
Performance Indicator 2: Questions the explanations they hear from other and read
about, seeking clarification and comparing them with their own observations and
understandings.
This assessment point was included in my blueprint because is it a metacognitive skill
where students are comparing the content to their own thinking. Students reflect on why
scientists classify information, and how they classify information. I felt that this is an important
skill to teach and assess because students are able to reflect on what they are able to do with new
information. This is important for students to know before the summative assessment because it
will allow students to remember a process of classification. The informal formative assessment
modality that I will use to assess this point will be a think-pair-share as an informal and an ‘exitcard’ as a formal formative assessment. The think-pair-share will be done during the lesson to
give students the opportunity to think about their own thinking, then share and compare their
thinking with a peer. It will also allow the teacher an opportunity to guide the students to make a
connection between their own thinking, and the scientific process of classifying organisms. The
exit card formative assessment is important because it is a formal record of what and how the
students are thinking about their thinking. It will also allow the teacher to see the student ability
to reflect on their own learning. This assessment is less about content, and more about the
teacher understanding how the student is developing as a thinker and scientist.
8. Design a controlled experiment.
Content: Plant Growth and Reproduction
Conceptual Level: Create
Knowledge Level: Procedural
Standard: Standard 1
Key Idea1: The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing creative process.
Performance Indicator 3: Develop relationships among observations to construct
descriptions of objects and events and to form their own tentative explanations of what
they have observed.
This assessment point was included in my blueprint because it is important for students to
reflect on their work as they develop. It is important that students know the scientific process and
can utilize the correct steps that are needed to complete an experiment. This point is something
that would need a formal formative assessment because before the students start their
experiment, the teacher needs to make sure that they are on the correct path. The formative
assessment modality that I used to assess this point is the ‘2 Stars and A Wish.’ In this
assessment the students are looking at their experiment to find two aspects they did well, and one
where they need to improve. As the students are completing the ‘2 Stars and A Wish’ for their
experiment, they are also completing one for a peer. By having the students also reading over a
peer’s experiment, they are applying knowledge of the scientific procedure against a different
experiment. This not only helps both students, but it also helps the teacher see that the student
can find discrepancies in other’s work.
Reflection
Overall, one of the hardest aspects of creating this blueprint was actually assigning points
and percentages for each category. When making the blueprint, I feel that some of the aspects
could were not broken down as thoroughly as they should be. For example, in one part of the
blue print I have “Define Adaptation” and in another I have “Compare and contrasts the grown
and reproductive patterns.” After completing this assignment, I can’t help but think that the
second one could have been broken down into more parts. But then I get in to the problem of
where would I put that broken down assessment point into the blueprint? How about writing
your SLOs at higher level so you can use then multiple modalities and assessment measures to
assess them. Looking at the assessment points in the ‘knowledge’ column, I feel that those points
were not as advanced as some of the others. They are basic, and could have been assessed as part
of another skill. I feel that they are included in the blueprint so that the students with LD have the
scaffolding for the unit. The more advanced students will already be past the knowledge level.
Some of the factors that might affect the reliability are if the blueprint points are fairly
represented across the assessment. Looking back at what I have created, I think that I may need
to go back and adjust the percentage values as some topics may be more work than others. For
example, looking back, I feel that I need to put more weight on the middle two topics of
plant/animal grown and reproduction. It is all based on your standards and what you want to
reach. You are the teacher who makes decisions. Based on the assessment results you will
modify both instruction and assessment measures. Right now it is relatively evenly split between
all four topics, and that may not represent what I will be assessing at the end. As I discussed
above, I was not positive that the assessment points had a fairly distributed amount of points
across the unit. One way that I can enhance the reliability is to spread the points more evenly
across the table. I also may want to make sure that the difficultly level across the table opens the
content to all students, and not just the upper level students.
In order to make sure that my assessments are valid, I made sure that each point
corresponded to the NYSED Science Standards. To make sure that my classroom assessment is
valid, I would use the wording from the standard in my teaching, feedback, and assessment
strategies. This will allow the students to become familiar with the standard language. Another
way that I will make sure my assessment are valid, is I would have other science teachers look at
my assessment and ask for feedback.. A better alignment with standards will help you out
Feedback on formative assessments is an important aspect of teaching. It allows the
teacher a chance to discuss with students where the student should be going, and it allows the
student to understand the aspects of the content they still need to work on. Feedback will vary
based on the type of formative assessment. For example, after giving the KWHL, feedback will
happen in the form of a discussion. Both the teacher and the student can reflect on what the
students already know. The teacher can use that chart to inform their instruction about the topics
the student want to learn about by using the questions they came up with. The teacher can also
give suggestions of how the students can find information. After an exit card, the teacher can use
that assessment to inform instruction through answering the question ‘did the students get it or
not?’ With an exit card, that really is the anser, yes or no. As feedback, the teacher has to go back
and re-teach if students did not get it Or the teacher will review the exit card as a way to start the
next lesson. Either way, the students are getting feedback on their assessment. When a teacher is
using an informal assessment strategy, the feedback should be immediate. For example, when
working in groups, the teacher sees a student off task, and not using the language of the lesson.
References
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Crawford, B. A., Krajcik, J. S., & Marx, R. W. (1999). Elements of a Community of Learners in
a Middle School Science Classroom. Science Education, 83(6), 701–23.
Gardner, H. (1985). Frames Of Mind: The Theory of Multiple Intelligences. Basic Books.
Jones, J. L., Jones, K. A., & Vermette, P. J. (2011). Planning Learning Experiences in the
Inclusive Classroom: Implementing the Three Core UDL Principles to Motivate,
Challenge and Engage All Learners, Electronic Journal for Inclusive Education, 2 (7).
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Appendix
NYSED Science Standards
(Taken from VLS http://eservices.nysed.gov/vls/welcome.do)
Standard 1- Analysis, Inquiry and Design: Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop
solutions.
Scientific Inquiry:
Key Idea1: The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing creative process.
Performance Indicator 2: Questions the explanations they hear from other and read
about, seeking clarification and comparing them with their own observations and
understandings.
Performance Indicator 3: Develop relationships among observations to construct
descriptions of objects and events and to form their own tentative explanations of
what they have observed.
Standard 4-Science: Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and recognize the historical
development of ideas in science.
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in
continuity of structure and function between parent and off spring.
Performance Indicator 1: Recognize that traits of living things are both inherited and
acquired or learned.
Performance Indicator 2: Recognize that for humans and other living things there is a
genetic continuity between generations
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 1: Describe how the structures of plants and animals
complement the environment of the plant of animal.
Performance Indicator 2: Observe that differences within a species may give
individuals an advantage in surviving and reproducing.
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 1: Describe the major stages in the life cycle of selected plants
and animals.
Performance Indicator 2: Describe evidence of growth, repair, and maintenance, such
as nails, hair, and bone, and the healing of cuts and bruises.
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 1: describe how plants and animals, including humans, depend
upon each other and the nonliving environment.