4. Assessment Plan: Lesson Plan 2 (LO 2.

3) (APS 3)
TWS Standard
The teacher uses multiple assessment modes and approaches
aligned with learning goals to assess student learning before,
during, and after instruction.
Task
All of my assessments are appropriate for measuring learning, because they
charted each students ability to sort animals in either the land or water habitat. I made
sure that the pre-assessment reflected the same concept as the post-assessment. Students
were familiar with my instruction in a group on how to sort based on what habitat each
animal lived in. The colors I circled on the pre-assessment (green and blue) were the
same colors they had on theyre post-worksheet to sort land and water animals. I made
sure during my pre-assessment that the class understood what a habitat was before they
were able to go onto their safari. If the students did not respond verbally to what is a
habitat, I made sure to incorporate my lesson plan one objective. Animals and people find
their four needs of survival in their habitat, or where an animal lives.
Prompt
Pre-assessment: Informal group assessment based off accuracy of
questions and group activity.
During-assessment: Informal teacher observation of each student and I
considered if they mastered the objective if they received at least 80%
accuracy. I based it mostly off of their ability to follow directions, and
show evidence of comprehension of senses, ability to use their
scientific tool correctly, and finding evidence of animal life (concrete or
abstract)
Post-assessment: This assessment was based off of each students work
product. I measured performance in a checklist formation, and if the
student missed less than 2 animals (put in the wrong habitat) they
were considered as having mastered the objective. They were also
assessed based off of artistic skills such as cutting/pasting. To be
considered mastery they cut out the animals without cutting the
animals apart and cutting on the lines. They also were assessed based
on the position they glued the animals. (Upside-down, sideways ECT)
Although, this assessment was not counted in their grade/percentage, I
just made comments about each individuals performance in the
comment column of the chart. I did not grade them on this skill
because I did not see the students practice it enough in the classroom
prior to my lesson plan.

A. Provide an overview of the assessment plan

Lesson Objective(s)
Students will be able to
differentiate between land
and water habitats.
Students will be able to
use their senses to explore
their environment.

Assessment(s) of the
Objective(s)
Pre: Observation of
students ability to tell me
what animals go into the
water habitat and which
animals go into the land
habitat?

Use of Formative
Assessment
(TWS section 7)
If students cannot find
any signs of animals I
will give them clues to
where ones might live.

During: Observation of
students ability to use their
senses to explore the land
environment and
magnifying glasses
appropriately. Also answer
Why do we know there is
an animal close by

Accommodations
I will make sure to
ask questions and
give cues to get
students involved
and respond to the
outside activity. I
included a lot of
pictorial references
for my ESOL
students.

Post: Accuracy of
worksheets and ability to
tell me what a habitat is and
to name two different kinds
during wrap up.

Describe the pre- and post-assessments that are aligned

with your lesson objective(s).
Prior-Knowledge Assessment: For my lesson plan I needed to make
sure that my students knew how to use a magnifying glass, so I
showed them the small magnifying glasses that were inside of the
classroom and taught them how to use it. The checklist below indicates
if the child was able to grasp the concept of using the magnifying glass
or had difficulty with it. If the child grasped the concept it is indicated
with an X, if the child had some difficulty it will be indicated with an X.
For the children who did not grasp the concept, I reviewed it aging with
them one-on-one until they understood. For a child to receive a
perfect score they must hold the tool correctly, see difference when
the tool is pulled away from an object or pulled down close onto an
object, and they must be able to name one small written letter using
magnifying glass (worksheet). This assessment was just for my benefit
for my lesson, so students were not graded with numbers/percentages.
B.

Student Letter

Ability to hold
magnifying

Ability to see
difference when

Ability to name
the small

A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
(high)
Q
(middle)
R
(low)
S
T
U
V
W
X

glass

pulling it away
from the object

X
X
X
X
X
X
-X
X
X
X
-X
X
X
X
-X
X

X
X
X
X
X
X
-X
X
X
X
-X
X
X
X
-X
X

written letter
using the
magnifying
glass.
X
X
X
X
X
X
-X
X
X
X
-X
X
X
X
-X
X

X
X
X
X
X
X

X
X
X
X
X
X

X
X
X
X
X
X

Pre-Assessment:
I had a word document on the smart board of different animals that
lived in water habitats and land habitats. The students were to raise
their hand and tell me what color I should circle each animal based on
that animals habitat: green for an animal who lived in a land habitat
and blue for an animal who lived in a water habitat. Only 9 children
answered. I made sure that of those 9 students my high, middle and
low students were called on. Each student called on was able to tell me
what color to circle the object with 100% accuracy. To make sure
everyone else understood I asked the class What color circle would I
put around a elephant? and What color circle would I put around a
turtle? I then asked the class to tell me what a habitat is, and the
class was able to tell me the correct answer with 90% accuracy. The

students who did not know what a habitat was did not respond at all to
the question when asked. These students were my 2 students ESOL
students. I later reviewed the definition of a habitat one-on-one with
them using some Spanish and cueing. They were then able to tell me
the definition with 100% accuracy.
During-Assessment:
I split the children up between boys and girls and took them outside for
a safari on the playground. I graded their comprehension based on if
they used their magnifying glasses properly, followed directions, and if
they could name one animal they might see on this land habitat. I
received 100% accuracy for the group of girls. And I received 65%
accuracy for the boys, because they did not follow the directions I gave
them. The directions were as followed: stay with your partner, use your
magnifying glasses correctly, stay away from ant piles, and do not
touch the animals if you see one. Because they did not listen to my
instructions many of the boys were bitten by ants because they did not
listen when I told them to back away and do not touch. I will justify this
by saying that children at this age are curious, and that my directions
should have been repeated back to me several times not just once to
hopefully correct that problem. Although, they were able to answer the
questions pertaining to the lesson objectives with 100% accuracy,
behavioral problems just got in the way of a successful safari.
Post-Assessment:
This assessment was broken up into two stations. At the first station
the child was to cut out the pictures of the animals and paste them in
the appropriate habitat they lived in. The second station was for early
finishers, at this station the children were to get 3D animals from the
bucket and place them on the laminated colored map (same layout as
activity 1) in the correct habitat: land or water. Assessment data is
below: an X represents 100% accuracy and (number) represents how
many animals were placed in the wrong habitat. Activity 2 was not
scored, because it was only for those who finished early and not every
child was able to do that activity.
Discuss your plan for determining student progress
during the lesson(s).
I planned my assessments based on how well the children used
their knowledge gained during my lesson on individual activities or
mini-lessons. My post- assessments resembled the same concept as
my pre-assessment. They measured the same skill, but the preassessment was preformed as group instruction and the postassessment was independent practice. I implemented independent
practice so that I could be able to see exactly who was struggling with
the concept a habitat and what animals lived on the land or in the
C.

water. If the students struggled I did more one-on-one instruction

focusing on the meaning of a habitat, and the differences between land
and water habitats.

D. Post-assessment results.
Lesson Plan 2
Post Assessment
Whole Class:

Student Letter
A

Animals in the
land habitat
X

Animals in the
water habitat
X

-4

Comments
Poor cutting, one
picture upside
down and one
sideways.
(ESOL)
One picture
placed sideways
Poor cutting, and
began to color
the sun.
Placement and
cutting issues.
Placed all
animals in the
water habitat.
Was not given

one-on-one
instruction.
(ESOL)
F
G
H

X
X
X

-1
X
X

I
J

Do not have!
X

K
L
M
N

X
X

X
X

P
(high)

Q
(middle)

-1

Colored some of
her pictures
even though not
instructed too.
Also, one picture
upside down,
and one picture
sideways.
Poor cutting and
one picture
placed upside
down, two
pictures placed
sideways
Poor cutting
Poor cutting and
one animal
sideways and
one animal
upside down.
Was not cut
correctly and
one picture is
sideways.
Put the frog in
the middle
indicating the
frog lives on land
and in the water.
Perfect cutting!!
I believe that he
thought the
picture of the
chicken was a
duck and that is
why he placed it
in the water

R
(low)
S
T

-1

X
X

X
X

habitat.
Poor cutting

One picture
sideways
U
X
X
Poor cutting
V
X
-1
Poor cutting and
one picture
upside down.
W
X
X
Needed one-onone guidance
(ESOL)
X
X
X
Lower level
student although
got everything
right placement
issues and poor
cutting.
Out of 6 animals -6
-2
Percent Correct:
per child
94.21%
Total: 138
Percent
animals
Incorrect:
5.79%
These percentages were based on whole class performance.
Lesson Plan 2: Prior-Knowledge assessment checklist:
Whole Class

Prior-knowledge blank worksheet:

Pre-assessment word document:

During-assessment: (Science-Placed Based Learning Experience

Packet)

Post-assessment Blank Worksheets (Activity 1):

Post-Assessment Activity 2 blank mat (early finishers):

Student work samples of post-assessment activity 1:

Student Letter P (High Level)

Student work sample post-assessment:

Student Letter Q (middle Level)

Student samples of post-assessment:

Letter R (low level)