Edu

412 - Math / Science Lessons Assessment Form

Design of Assessment: Formative Assessment Process


Lesson Plan Objectives

Students will write about life before
electricity.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.

Students will explain how atoms can
either be positively or negatively
charged.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.


Students will identify different
vocabulary terms and their
meanings.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.

Assessment Description

Decision Statement

Result/instructional Implications

Students will write a descriptive
piece hypothesizing what life would
be like before electricity. They can
choose to describe how life would be
different in school, home, or work.
They must include at least three
details in their writing and
demonstrate understanding of
proper writing mechanics.


Students will add to the KWL chart
started in Lesson 1. They will add to
the L column expressing what they
have learned and if they had met
their learning target from the past
two lessons.

If 80% of students are able to
complete this with minimal
mechanical errors, then we will move
on with no discussion. If less than
80% of students are able to meet the
expectations of this writing
assignment, time between specials
and lunch will be allotted for editing
their work.

85% of students completed the
exercise with no need for
redirection. The three students were
able to hold writing conferences to
edit their work between specials and
lunch. After this time, students met
the criteria.

If 85% of students do not express
that they understanding of the days
learning objective, then there will be
a review with manipulatives and
additional practice opportunities.

100% of students were able to meet
this goal. There will be no need for
review.

Students will complete a word match
in pairs. This puzzle is designed for
students to have to match the
vocabulary term to the correct
definition. In order to complete the
task successfully, the students should
complete the puzzle of definitions
and vocabulary in the correct order.
If students are able to do this, they

If 90% of my students do not
complete this task successfully, then
the students who did not complete
the task will have time to work with a
different partner to complete the
puzzle with assistance from a
teacher.

Only 85% of my students successfully
completed the assignment. The four
students changed partners and were
given additional time to work on the
assignment. In addition, there was a
whole class review of the vocabulary
after Lesson 6.


Students will use static electricity to
stick a balloon to the wall.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.


Students will use a closed circuit to
demonstrate current electricity.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.

Students will describe different types
of electrical circuits.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.


Students will research and prepare
information about their assigned

will demonstrate that they have met

their learning target by matching the
terminology to their meanings.


Students will add to the KWL chart
started in Lesson 1. They will add to
the L column expressing what they
have learned and if they had met
their learning target from the past
two lessons.

Students will use a battery, wire, and
tape to turn on a light. Although
there will be assistance as needed
and the students will be working in
groups, students should be able to
successfully complete a closed circuit
that lights up a bulb. If they have
done this correctly, the bulb will light
up. This will demonstrate if they
have reached their learning target.


Students will complete a graphic
organizer, describing different types
of electrical circuits. If they complete
this, they will answer all of the
essential questions for this lesson by
describing each of the four types of
circuits. This will demonstrate that
they have met their learning target.

If 85% of students do not express
that they understanding of the days
learning objective, then there will be
a review with manipulatives and
additional practice opportunities.

83% of students showed that they
met their learning target. There was
a small review at the beginning of
the next lesson.

If 85% of my students do not
successfully complete this task, there
will be a review between specials
and lunch. If at least 85% of my
students complete this task, there
will be no review but there will be
additional opportunities to practice
in future lessons.

100% of students were able to
successfully complete this task.

If 85% of my students do not
successfully complete this task, there
will be a review between specials
and lunch. If at least 85% of my
students complete this task, there
will be no review but there will be
additional opportunities to practice
in future lessons.



Students will be given groups to work Students who do not receive a
in and a specific role within the
checkmark will have to complete the

100% of students turned in a
completed and accurate graphic
organizer of different types of
electrical circuits.

Students well all on task and
successfully met the days

lighthouse for their project in their

teams.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.


Students will research and prepare
information about their assigned
lighthouse for their project in their
teams.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.


Students will research and prepare
information about their assigned
lighthouse for their project in their
teams.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and
produce motion.


Students can present information in
an organized manner according to a
rubric.

4.P.1.2. Explain how electrically
charged objects push or pull on other
electrically charged objects and

group. Within the last 10 minutes of

the lesson, I will conference with
each group to determine their
progress so far. IF they have shown
sufficient work ethic and
collaboration so far, they will receive
a check mark for the day.

work that they did not accomplish

after they finish eating lunch. This is
the typical consequence for not
completing an adequate amount of
work in other subjects.

expectations.

Students will be given groups to work
in and a specific role within the
group. Within the last 10 minutes of
the lesson, I will conference with
each group to determine their
progress so far. IF they have shown
sufficient work ethic and
collaboration so far, they will receive
a check mark for the day.

Students who do not receive a
checkmark will have to complete the
work that they did not accomplish
after they finish eating lunch. This is
the typical consequence for not
completing an adequate amount of
work in other subjects.

Students well all on task and
successfully met the days
expectations.

Students have been working in
groups to complete a group project.
They have also been given a rubric.
They will be consulted during this
lesson to determine their progress
and asked to write a reflection about
their experience and growth.

Students who have not yet
completed the project will present a
later date and have to complete the
rest of their project during morning
work until they have completed their
assignments.

1 of the 5 groups seemed to be
behind and not completing their
work in a timely manner. They were
reminded of their expectations and
redirected to stay on task.

Students have been given a rubric
that explains the expectations set for
them during their presentation.
Students are expected to make a 2 or
higher in each category to receive a
passing grade.

If 85% of students complete the
presentation with a score of 2 or
higher in every category, the grades
will stand with no opportunities to
regain points. If less that 85% of
students receive a 2 or higher in each
category, groups will have time to

Only 1 group scored before a 2 in
every category. However, this group
will not receive opportunities to
regain points due to the fact that
their points were lost because they
were not on task in previous lessons
and therefore not prepared for their

produce motion.

plan and attempt their presentation

again.

presentation.