Textbook Assessment Presented By The Scientific Six

Presentations OrganizationI. Introduction to the textII. StandardsIII. Pros &ConsIV. Assessment Methods Before Modifications

(The Matrix, Examples, & Similarities within the text)

V. Assessment Methods After Modifications (Technology, Parental Involvement, Supports of ESL & Disabled, Multicultural, & Hands-on)

VI. Activity VII. Conclusion

Introduction to Text• Title: Environmental

Science • Year: 2003• Authors: Scott Foresmen &

Addison Wesley• Subject: Science • Grade: 11th grade (NDHS)• Chapter: “Resources in the

Biosphere”

Text’s Teacher Resources• Planning and Pacing guide • Laboratory safety & suppliers of

equipment and materials• Portfolios in science & concept

mapping• Cooperative learning• Science skills matrix• Students with individual needs• Program overview, program

components, & the lesson cycle

Unit Chapters

• “Minerals & Social”

• “Land Pollution”

• “Water”

• “Water Pollution”

• “Air & Noise Pollution”

Standards

CONTENT STANDARD 9:

Ecology

Students will:• Know that changes in ecosystems can be

caused by natural and human activities which may affect all members of the system

• Describe the responsibilities human beings

have as the stewards of the environment

Performance Indicators

• 9.HS.1 Demonstrate how biodiversity is the sum total of different kinds of organisms, and how it is affected by alterations of habitats

• 9.HS.2 Analyze changes in an ecosystem resulting in changes in climate, human activity, or introduction of non-native species

Pros• Connections to other areas of study• Sections objectives assessed by section

review• Engaged different learners• Cooperative learning • End of the chapter review offered variety

of assessments• Chapter resources • ESL & learning disabled

accommodations

Cons• Technological assessments &

support

• Parental involvement

• Organization

• Multicultural perspectives

• Questionable questions

• Answers and grading

• Musically inclined?

• Main assessment method

Assessment Method

Select Response Essay Performance Oral Observation Self-Assessment

Learning Targets

Knowledge -Section Review Questions (342, 347, 350, 352)-Chapter Review (353-4) 26

-Section Review Questions (342, 347, 350, 352)-Do it Field Activity (342, 352)-Experiment Questions (348 and 355)-Chapter Review (354) 11

-Review Questions (create A chart of diagram) (342)3

-Cooperative LearningGroup discussionpresentations (351) 1

-Graphic Analysis (355) 6

Reasoning/ Critical Thinking

-Experiment Questions (348 and 355)-Chapter Review (353-4) 5

-Think About It Activities (344)-Chapter Review (354)11

-Cooperative Learning group DiscussionPresentations (351)1

Skill

Product -Concept Mapping (Multiple Choice) (338)

1

-Review Question (create a chart or diagram)(342)-Map Drawing (340)-Do It Field Activity Table drawing (342, 352)-Chapter Review Portfolio (Draw and Create) (354)7

-Experiment (directions) (348 and 355)2

Affect Section Review Question (what do you think) (350 and 352) 2

Parental Involvement

Parental Involvement Ideas• Science at Home

Activity

• Chaperone/Volunteer for Landfill fieldtrip

• Interview

• Parent Letter

Science at home: Air Pollution Activity

What solid particles are in your air?

Materials: two Clean, empty glass jars, Vaseline, & a family member

• Set up two particle collectors. • Smear Vaseline on the inside of two

clean, empty glass jars. Place one inside your home (suggest that students place the inside jar in a busy room, such as the kitchen or living room) and the other outside (yard or close to the driveway or street). Make sure both jars are in the locations where they will not be disturbed.

• Predict what you will find if you leave the jars in place for a few days & then Compare the solid particles in each jar.

• Finally, Share and report your findings with the class.

Directions

Rubric

CATEGORY Excellent Good FairNeeds

ImprovementContent Shows a full

understanding of the topic and compares both particle collectors.

Shows a good understanding of the topic and compares both particle collectors.

Shows a good understanding of parts of the topic and compares both particle collectors.

Does not seem to understand the topic very well and does not compare both particle collectors.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared, but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Technological Modifications

Technology Assessment Ideas

“Go W

ith th

e Flow”

PSA

Jingl

e

Philippine O

il Spill

Philippine Oil Spill News Cast

News Cast RubricCATEGORY Excellent 4 Good 3 Fair 2 Needs Improvement1

Accuracy of Facts All supportive facts were reported accurately.

Almost all facts were reported accurately.

Few facts were reported accurately.

No facts were reported accurately OR no facts were reported.

Speaks clearly Speaks clearly and distinctly all of the time and mispronounces no words.

Speaks clearly and distinctly all of the time, but mispronounces 1 word.

Speaks clearly and distinctly most of the time and mispronounces no words.

Does not speak clearly and distinctly most of the time and/or mispronounces more than 1 word.

Posture and Eye Contact

Stands or sits up straight and looks confident & relaxed. Establishes eye contact with camera during most of newscast.

Stands or sits up straight. Establishes eye contact with audience during most of newscast.

Slouches or appears too casual, but establishes good eye contact with audience during most of newscast.

Slouches or appears too casual and establishes little eye contact with audience during newscast.

Attire Very professional clothing and accessories.

Business casual look. Clean and attractive student look. Attire does not detract from credibility of presentation.

Sloppy appearance which detracts from credibility of presentation.

Point of View – Purpose

Newscast establishes a purpose at the beginning and maintains focus throughout.

Establishes a purpose at the beginning, but occasionally wanders from that focus.

The purpose is somewhat clear, but many aspects of the newscast seem only slightly related.

It was difficult to figure out the purpose of the newscast.

Duration of presentation

The newscast fell between the 2-4 minute time period and was well-paced.

The newscast went 15 seconds over/ under the 2-4 minute time period and was decently paced.

The newscast went thirty seconds over/under the 2-4 minute time period and seemed hurried or slowed.

The newscast went over/under the 2-4 minute time period by one minute or more.

Multicultural Assessments

Cultural Relevance

• The BBQ Ban Debate

• Measuring the pH of Guam’s waters

• Measuring soil pH

• How Green Are We?

How Green Are We?

• Home & Community Audits

• Students will devise a plan with their family on ways they can lower energy consumption

• Oral Presentation

Criteria   Excellent Good Fair Needs Improvement

Home & Community Audits

Students give a full explanation of home and community audits

Student gives a partial explanation of home and community audits

Student gives a full explanation of only one audit

Student give a partial explanation of only one audit

Action Plans Student gives a full explanation of home and community action plans

Student gives a partial explanation of home and community action plans

Student gives a full explanation of only one action plan

Student gives a partial explanation of only one action plan

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Oral Presentation Rubric

ESL & Disabled Student Modifications

ESL & Disabled Ideas

• KWL Charts

• Firecrackers on Guam

• Student Made Books: Sound Pressure Levels

Student Made Books Activity

• Individual

• Students will look at the sound pressure levels and cut out pictures and explain the environmental harms associated with the noise pollution

• Home language

• Disabled variation

• Don’t overwhelm

CATEGORY Excellent 4 Good 3 Fair 2 Needs Improvement 1

Content - Accuracy

All facts in the book are accurate.

99-90% of facts in the book are accurate.

89-80% of facts in the book are accurate.

Fewer than 80% of facts in the book are accurate.

Attractiveness & Organization

The book has exceptionally attractive formatting and well-organized information.

The book has attractive formatting and well-organized information.

The book has well-organized information.

The book’s formatting and organization of material are confusing to the reader.

Graphics/Pictures

Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the book seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Rubric

Hands-On Modifications

Hands-On Ideas • Have students plant

local fruits and vegetables

• Have students create a scientific journal about growing plants with different soils.

• Have students design a “rock garden.”

Recycling

Everything we throw away has an effect on

everybody….including YOU!!!

SO LET’S RECYCLE!!!

Recycling activity!!

(Creating a rubric and writing instruction steps to it)

Creating an ornament rubric

****4 (excellent), 3 (good), 2 (fair), 1 (needs improvement), 0 (did not participate)

After Modification Matrix

Assessment Method

Select Response Essay Performance Oral Observation Self-Assessment

Learning Targets

Knowledge -Section Review Questions (342, 347, 350, 352)-Chapter Review (353-4)26

-Section Review Questions (342, 347, 350, 352)-Do it Field Activity (342, 352))-Experiment Questions (348 and 355)-Chap. Review (354) 1

-Review Questions (create a chart of diagram) (342) 3

-Group discussion presentations (351) 1

-Graphic Analysis (355) 6

-Finding the source of pollution

-KWL Chart

-Select Response GWA Quiz

-Firecrackers on Guam & Noise Pollution

-Seepy Sandwiches -Science Experiment at Home

Reasoning/ Critical Thinking

-Experiment Questions (348 and 355)-Chap. Review (353-4) 5

-Think About It Activities (344)-Chap. Review (354)11

-Cooperative Learning group discussion presentations (351) 1

-Finding the pH of soil-Finding the pH of water

-BBQ Ban Debate-How Green Are We

Skill

Product -Concept Mapping (Multiple Choice) (338) 1

-Parental Involvement Interview -Review Question (create a chart or diagram)(342)-Map Drawing (340)-Do It Field Activity Table drawing (342, 352)-Chapter Review Portfolio (Draw and Create) (354)7

-Experiment (directions) (348 and 355)2

-Philippine Oil Spill News Cast-Water Protection Jingle -Public Service Announcement-How Green Are We?-Student Made Books-Recycled Ornament -Rock Garden -Science Journal-Planting Local Fruits and Veggies

Affect -Student PDN Response Essay

Section Review Question (what do you think) (350 and 352)2

-Bikini Atoll Song -Student PDN Response Blog Post

Resources & Works Cited• Foresman, Scott and Addison Wesley. Environmental Science.

Teacher’s ed. New York: Addison Wesley Longman, Inc., 2003. • All rubrics were generated from http://www.rubiStar.4teachers.org

and altered by users for accuracy. • Guam’s Department of Agriculture. • Guam Environmental Protection Agency• http://www2.nsta.org/sciencesites/ • http://www.kn.pacbell.com/wired/fil/pages/listscilinksba.html• http://www.youtube.com • http://www.videojug.com• http://www.guamwaterworks.org/kids_corner.html • http://philippinecommentary.blogspot.com/2006/08/guimaras-island-

oil-spill.html • http://www.thedeepradioshow.com/Column/2006/06-08-23.htm

Any Other Questions, Comments, or Concerns?