Assignment One: Mapping and Differentiation of Assessment

Cassidy Shostak
January 27th

Grade 7 Unit A: Interactions and Ecosystems (Social and

Environment Emphasis)

Student Learning Outcome

Pre-Requisite Grade 5 Topic E: Wetland

1.Identifyhumanactionsthatcanthreatenthe
abundanceorsurvivaloflivingthingsin
wetlandecosystems;e.g.,addingpollutants,
changingtheflowofwater,trappingorhunting
pondwildlife.

2.Identifyindividualandgroupactionsthatcan
betakentopreserveandenhancewetland
habitats.

Grade 6 TopicE:TreesandForests

10. Identify an issue regarding forest

use, identify different perspectives on
that issue and identify actions that
may be taken.

Addressed/Assessed 4. Describe the relationships among

knowledge, decisions and actions in
maintaining life-supporting environments

Analyze a local environmental issue or

problem based on evidence from a
variety of sources, and identify
possible actions and consequences
(e.g., analyze a local issue on
the control of the beaver
population in a nearby
wetland, and identify possible
consequences)

Subsequent Grade7Unit
B: Plants for Food
and Fibre (Science and Technology

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 Emphasis)

4.Identify and interpret relationships among

human needs, technologies, environments, and
the culture and use of living things as sources
of food and fibre

Identify the effects of different

practices on the sustainability of
agriculture and environmental
resources (e.g., identify positive
and negative effects of using
chemical fertilizers and
pesticides and of using organic
farming practices)

Grade 8 Unit E: Freshwater and

Saltwater Systems (Social and
Environmental Emphasis)

4. Analyze human impacts on aquatic systems;

and identify the roles of science and
technology in addressing related questions,
problems and issues

Identify current practices and

technologies that affect water quality,
evaluate environmental costs and
benefits, and identify and evaluate
alternatives

Specifically what are my students supposed to understand, know,

and able to do?

Students will be able to identify a variety of local environmental issue and

understand the consequences of different environmental problems. Students
will be able to research evidence from a variety of sources (internet, books,
videos, magazines etc.) on a chosen environmental issue. They will be
expected to better understand the environmental issue and what were the
causes that created that problem. In their research, students will find larger
consequences of the environmental problem and different possible actions to
better the environmental in regard to their researched topics. Students will
present their ideas to the class and students will then know a variety of local
environmental issues.

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What prior understandings should they have? How would I know if
they do?

The students would have previously learned about environmental issues

regarding the wetlands in Grade 5 and forest and tress in Grade 6. They
should have learned how human actions have consequently damage the
environment if that is destroying habitats or affecting the survival of living
things. The students should have also previously learned different actions
that humans can take to preserve the environment or better enhance what is
left. It would also be expected that students would know how to do effective
and proper research using a variety of sources so they could properly and
effectively complete their summative performance task. If this knowledge
and/or these skills are lacking in students I must make the proper
instructional adjustments to teach about environmental issues and
researching skills. To know if they have a general idea regarding this
knowledge and have these particular skills I would have to perform a pre-
assessment to direct and drive my instructional choices.

What pre-assessment should occur and how would it inform

differentiated teaching?

There should be two different types of pre-assessments preformed to

effectively assess student understandings. The first pre-assessment that
shows student understanding and awareness of environmental issues and an
additional pre-assessment that illustrates students ability to research a topic
using a variety of sources (Internet, library, and other resources).

To pre-assess students on their understanding of environmental issues and

their awareness of issues I would use a Carousel Brainstorm activity. Chart
papers containing statements for student consideration are posted around
the classroom (for example, environmental issues, human actions positive
affect on the environment, human action negative affect on the environment,
consequences of environmental issues, environmental protection, and
rehabilitation ideas). Groups of students brainstorm at one station and then
rotate to the next position where they add additional comments. When the
carousel stops the original team prepares a summary and then presents
the large groups findings. Instructional choices would change if students do
not have a foundation of knowledge in regard to environmental issues and an
understanding of human actions causing positive and/or negative effects on
the environment. I would give a variety of environmental issues and study
the issues as class case studies. Mirroring the process of the performance
task for the students to scaffold the expectations and required information
the students will need for the performance task.

Another pre-assessment to calibrate students understanding on

environmental issues and the desired concepts connected to these issues is

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asking students to create KWL charts. These charts can be used to introduce
a case study topic on what they know, what they want to know, and later the
students could fill the chart on what they have learned. These charts could
help drive teachers instruction based on students initial understandings
regarding the case study and what they students are interested in. This
strategy also shows students the progression of knowledge and how what we
may have been interested in initially can change.

To assess students research skills I would give students guided questions

about different environmental problems that they would have to use different
resources to find the answer. Students will be asked to use the Internet,
provided environmental books, and other resources like journal articles and
magazines. The teacher will circulate the class when students are
researching to observe students ability to extensively research topics. If
students are struggling with researching skills, which, is shown by
observations and student questioning, there will have to be one or more
lessons in regard to researching depending on students skills. Instructing the
students on how to properly research to find in depth information about a
particular topic is important if students are having trouble with skill. This
instructional period will further scaffold the required research portion of the
performance task.
What specific learning outcomes in subsequent courses am I
preparing them for?

I am preparing the students for an additional specific learning outcome in the

Grade 7 year in their Plants for Food and Fibre unit where they will be asked
to identify different practices on the sustainability of agriculture and the
environment where this relationship can be either positive or negative.

These Grade 7 specific learning outcomes will then prepare the student for
Grade 8 science in the unit Freshwater and Saltwater Systems (Social and
Environmental Emphasis). The sequential specific learning outcome support
by what was learned in Grade 7 is to identify current practices and
technologies that affect water quality, evaluate environmental costs and
benefits, and identify and evaluate alternatives.

By preparing students in their understanding of environmental issues and

humans affect on the environment (both negative which harms the
environment and positive regarding actions to restore the environment) will
scaffold the students in learning other environmental issues and give them
the skills they need to do the necessary research.

What accommodation and modification would be relevant to this

SLO?

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The accommodations that would be relevant to this specific learning
outcome are being culturally aware of our students backgrounds and
adjusting teaching strategies to better fit these children for example,
student-centered instruction and teaching from multiple perspectives. For
students who struggle with reading and have little prior knowledge on
environmental issues showing videos and picture may help these student
more meaningful connections. Also allowing students who come from
different countries to research those local environmental issues may help
students engage more in the assignment. If needed there may be a need for
an interpreter, braille versions of assessment, large-print, and/or audio
versions of instruction.

The modifications that would be relevant to this specific learning outcome

are students who struggle with literacy. As a teacher we may have to modify
the way we teach science by breaking down the complexity of the language
of science and give the students resources (example word walls, dictionary of
science terms) to better comprehend scientific readings. Also giving students
science articles more suited to their learning ability will help teach within
students zones of proximal development. As a teacher, I could use varied
resources and incorporate cooperative learning strategies to better fit my
students. Using presenting content at various different levels of complexity
will be beneficial for low-level learners and also high-level learners.

What would the summative assessment for this SLO look like?

The summative assessment for this specific learning outcome would be a

performance-task. The performance task would ask students to work in a
group and choose a local environmental issue from a list provided or an issue
they know about and is approved by the teacher. The students would then
research the cause and effects of their chosen issues, consequences of the
issue, and potential actions that can be taken to restore the environment or
inhibit from any further damage.

Students will be asked to get evidence and facts from a variety of sources
using the Internet, library, and other provided and guided resources.
Students will build a platform of knowledge and become experts in their
environmental field. The groups will then organize their findings in a poster,
brochure, handout, website, video, podcast or another form of their choice to
present their ideas.

Students will then present their ideas to their class to extend their
knowledge of an environmental issue to their peers. This will allow students
to have a wider understanding of the different local environmental issues
and possible actions they were originally unaware of.

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What specific accommodation or modification should be made for
the exceptional
learners in the summative assignment?

The specific accommodations that should be considered and made for

exceptional learners in the performance task students whom struggle with
literacy. Reading and writing is a main aspect of the performance task so
allowing students to express their knowledge orally or in a video will better
accommodate to these students. If needed there may be a need for an
interpreter, braille versions of assessment, large-print, and/or audio versions
of assessment.

The specific modifications that should be considered and made for

exceptional learners for the summative performance task is having
alternative expectations more fitting and appropriate to the students needs.
Students may also need an educational assistant to assist in completing their
performance-based assessment when it comes to reading, comprehension,
technology, etc.