My Backyard Assessments

Mrs. Wyrick’s Fourth GradeBy: Abby Spence

Evidence of Thinking

“My Backyard” JournalsThroughout the three weeks, we asked the students to keep “My Backyard” Journals. ?We asked them to reflect, ask questions, write observations, collect data, and even write poetry in. These journals are an example of evidence of thinking because the content reveals our students’ thought processes through every stage of the unit.

Phase 1

Phase 2

Phase 3

Work Samples

Dream Backyards Students were asked to draw their

“dream” backyards and to be as creative as possible.

We used this activity in our second lesson as a part of phase one, in order to help lead into a discussion about what kinds of things keep us from having our “dream” backyards. This activity was a good transition into our discussion on pollution.

Joseph Kurtz

Morgan Armstrong

Johnson Huynh

Zion Williams

News Reports In order to help the students make a

connection between the types of pollution we were learning about and the concept of citizenship in phase 2, we asked them to find news articles that talked about pollution or recycling in their communities.

After the students found these articles, they filled out a worksheet explaining what their article was about and reported them as a news broadcast in pairs.

Avery Bradley

Shontaja Cadwell

Twanea Kemp

Zion Williams

“My Backyard” Glossaries After our lessons on the different types of pollution and

recycling, we asked students to create glossaries of the words they have learned.

We wrote the words on the board and asked the students to define them in their own words using their journals and our books from the library on pollution as references.

We used this activity to end our lessons on pollution and recycling, and get the students to apply their knowledge and use their own words to describe the words they had learned. We also wanted them to be able to use these glossaries when writing their proposals and taping their commercials so they would be familiar with the terminology.

Ajani Wilson

Johnson Huynh

Brant Flickinger

Alliyah Kemp

In The Classroom Benchmarks

Week 1: Cause and Effect WorksheetsRubric

Benchmark: Students will be able to identify and describe a cause of pollution in 3 steps.› Student has identified a clear cause for

pollution› Student has identified a clear negative effect

of pollution.› Student demonstrates understanding of the

type of pollution they were assigned.› Student provides a one sentence explanation

of the pictures they have drawn.

Joseph Kurtz

Cause and Effect Worksheet Rubric

In the Classroom Benchmark: Students will be able to identify and describe a cause of pollution in three steps.

Yes No

1. Student has identified a clear cause for pollution. X 2. Student has identified a clear effect for pollution. X 3. Student shows understanding of the type of pollution they

were assigned. X 4. Student provided a one sentence description for each picture

drawn. X

Water Pollution

Nicole Trout

Cause and Effect Worksheet Rubric

In the Classroom Benchmark: Students will be able to identify and describe a cause of pollution in three steps.

Yes No

1. Student has identified a clear cause for pollution. X 2. Student has identified a clear effect for pollution. X 3. Student shows understanding of the type of pollution they

were assigned. X 4. Student provided a one sentence description for each picture

drawn. X

Water Pollution

Micheal JohnsonCause and Effect Worksheet Rubric

In the Classroom Benchmark: Students will be able to identify and describe a cause of pollution in three steps.

Yes No

1. Student has identified a clear cause for pollution. X 2. Student has identified a clear effect for pollution. X 3. Student shows understanding of the type of pollution they

were assigned. X 4. Student provided a one sentence description for each picture

drawn. X

Land Pollution

Elon SmithCause and Effect Worksheet Rubric

In the Classroom Benchmark: Students will be able to identify and describe a cause of pollution in three steps.

Yes No

1. Student has identified a clear cause for pollution. X 2. Student has identified a clear effect for pollution. X 3. Student shows understanding of the type of pollution they

were assigned. X 4. Student provided a one sentence description for each picture

drawn. X

Air Pollution

Week 2: Proposals Benchmark: Students will be able to identify an

environmental problem in their community that they will plan a solution for and write up in a formal proposal.› Student has complete heading in the top right hand corner of

proposal.› Student has identified a clear environmental problem.› Student has proposed a clear solution to environmental

problem.› Student provides explanation for how the solution will be

funded and what materials will be used.› Student provides a conclusion.› Student has signed their name in the bottom left of the page.› Student uses complete sentences and proper

spelling/punctuation.

Alexis GriffinProposal Rubric

In the Classroom Benchmark: Students will be able to identify an environmental problem in their community that they will plan a solution for and write up in a formal proposal.

Yes No

1. Student has a complete heading at the top of the proposal. X 2. Student has identified a clear environmental problem. X 3. Student has proposed a clear solution to environmental problem. X 4. Student provides explanation for how the solution will be funded and what

materials will be used. X 5. Student provides a conclusion. 6. Student has signed their name in the bottom left of the page. X 7. Student uses complete sentences and proper spelling/punctuation. X

Banners

Governor StovellProposal Rubric

In the Classroom Benchmark: Students will be able to identify an environmental problem in their community that they will plan a solution for and write up in a formal proposal.

Yes No

1. Student has a complete heading at the top of the proposal. X 2. Student has identified a clear environmental problem. X 3. Student has proposed a clear solution to environmental problem. X 4. Student provides explanation for how the solution will be funded and what

materials will be used. X 5. Student provides a conclusion. 6. Student has signed their name in the bottom left of the page. X 7. Student uses complete sentences and proper spelling/punctuation. X

Cleaning the River

Johnson HuynhProposal Rubric

In the Classroom Benchmark: Students will be able to identify an environmental problem in their community that they will plan a solution for and write up in a formal proposal.

Yes No

1. Student has a complete heading at the top of the proposal. X 2. Student has identified a clear environmental problem. X 3. Student has proposed a clear solution to environmental problem. X 4. Student provides explanation for how the solution will be funded and what

materials will be used. X 5. Student provides a conclusion. 6. Student has signed their name in the bottom left of the page. X 7. Student uses complete sentences and proper spelling/punctuation. X

Planting Flowers and Trees

Jalyn RudolphProposal Rubric

In the Classroom Benchmark: Students will be able to identify an environmental problem in their community that they will plan a solution for and write up in a formal proposal.

Yes No

1. Student has a complete heading at the top of the proposal. X 2. Student has identified a clear environmental problem. X 3. Student has proposed a clear solution to environmental problem. X 4. Student provides explanation for how the solution will be funded and what

materials will be used. X 5. Student provides a conclusion. 6. Student has signed their name in the bottom left of the page. X 7. Student uses complete sentences and proper spelling/punctuation. X

Planting Flowers and Trees

Week 3: Haiku Rubric Benchmark: Students will be able to use

their knowledge on pollution and recycling to construct a haiku. › Student has identified a topic we have

discussed in class.› Student has followed the format for a haiku

that they were shown.› Students ideas are well thought out and

creative.› Student demonstrates an understanding of

rhythm and fluency.

Morgan ArmstrongPoetry Rubric

In the Classroom Benchmark: Students will be able to use their knowledge on pollution and recycling to construct a haiku.

Yes No

1. Student has identified a topic we have discussed in class X (ex: pollution, recycling, core democratic value, etc.)

2. Student has followed the format for a haiku that X they were shown.

3. Student’s ideas are well thought out and creative. X 4. Student provided picture with their poem. X

Smog

Zion WilliamsPoetry Rubric

In the Classroom Benchmark: Students will be able to use their knowledge on pollution and recycling to construct a haiku.

Yes No

1. Student has identified a topic we have discussed in class X (ex: pollution, recycling, core democratic value, etc.)

2. Student has followed the format for a haiku that X they were shown.

3. Student’s ideas are well thought out and creative. X 4. Student provided picture with their poem. X

Recycling

Hannah WilsonPoetry Rubric

In the Classroom Benchmark: Students will be able to use their knowledge on pollution and recycling to construct a haiku.

Yes No

1. Student has identified a topic we have discussed in class X (ex: pollution, recycling, core democratic value, etc.)

2. Student has followed the format for a haiku that X they were shown.

3. Student’s ideas are well thought out and creative. X 4. Student provided picture with their poem. X

Land Pollution

Bradlee RonningPoetry Rubric

In the Classroom Benchmark: Students will be able to use their knowledge on pollution and recycling to construct a haiku.

Yes No

1. Student has identified a topic we have discussed in class X (ex: pollution, recycling, core democratic value, etc.)

2. Student has followed the format for a haiku that X they were shown.

3. Student’s ideas are well thought out and creative. X 4. Student provided picture with their poem. X

Sharks and Water Pollution