CS Pt B Sample 4
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University of Calgary *
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3504
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Health Science
Date
Feb 20, 2024
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7
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October 16, 2016 ED3504 – Case Study Part B Reflection
Kate, Gianna, and Molly do not require differentiation. In their interviews, they all expressed that they enjoy reading, which will likely be helpful in the research portion of the performance task. They also all enjoy creative projects which may be helpful in presenting the material. Gianna and Molly also like animals and nature, which will likely increase their engagement in the task. Patrick may require differentiation because he is an English Language Learner (ELL) from Guatemala. This may affect Patrick’s
ability to research his animal if he is unable to understand the information that he finds. Wyatt may require differentiation as he does not do much reading outside of school, so he may also struggle with finding quality resources and information. To support Patrick, students may be given the option to complete research in pairs so they may work together to find quality resources and information. Wyatt also shared that enjoys working in groups, so having the option to collaborate with other students may help him achieve the Learner Outcomes for this task. By being given the opportunity to work with another student for the research portion of the task, students may be more successful in finding quality resources and information. Students should understand that animals have basic needs (food, water, shelter, and space) and that animals have different habitats to meet their needs. Students may identify, discuss, and compare the habitats and needs of different animals. This may be formatively assessed by having students sort animals into their habitats, such as desert, rainforest, arctic, etc. as a class or in smaller groups. Students should also understand that environmental conditions may threaten animal survival. This may be formatively assessed by asking students to list their own needs and discuss what would happen if their needs were negatively impacted (e.g. lost access to water, lost their home/shelter). This discussion may be extended to include animals and what happens if their needs are negatively impacted and how these negative impacts might threaten their survival (e.g. water became polluted or dried up, habitat was lost to create more farmland). Students may then identify and discuss ways that humans can assist habitat preservation. Prior to beginning this task, students should have an opportunity to practice research and understand where to find resources. This may be done by completing a formative class research project on an animal, answering similar questions to those that are included in the performance task. Each student may be assigned a brief question to answer using a variety of resources (classroom, library, community, computer, etc.) and share the resource they used to find the answer. Students may be given the opportunity to present their research in a method of their choosing rather than limiting their final product to be a brochure. By expanding the ways that students can represent what they know, they are able to use their unique strengths such as writing, drawing, speaking, or acting, to create a quality product that demonstrates their understanding (Davies, 2011). Patrick and Wyatt both enjoy using computers, so they may choose to create a PowerPoint presentation or another form of presentation that uses technology. Kate, Molly, and Gianna all enjoy writing and creative projects, so they may choose to create a poster or booklet to present their research. Students could be given the option to research their animal independently or with a partner. By extending this option to all students, the fairness of the task is maintained. However, if students choose to do their research with a partner, they must not research the same animal. This allows students to share resources and help each other find information on their animal without them having the exact same information. If both students were researching the same animal, is would take away from the
October 16, 2016 integrity of the task because they may not both contribute to the research equally and would therefore not demonstrate their ability to assess and retrieve information (Specific Learner Expectation C1-1.1). Students will record their research in a Mind Map which will be submitted with their final project. Once students have completed their research, they may exchange their mind map with a new partner for peer feedback. Students will give each other two stars and a wish to ensure that they have all the information required for the task and offer a suggestion to improve their work. The Mind Map can be used to formatively assess the student’s research and engagement in the activity. It all
ows the teacher to see that students were recording their research and addressing each issue in the task. The peer feedback can also help the teacher identify how students used the feedback they were given from their peers and what kind of feedback is being exchanged between students. This is important because the ability to give and utilize peer feedback is an valuable skill for students to develop. Providing opportunities for peer assessment increases students’ access to descriptive feedback, which helps promote development and increase the focus on student learning (Davies, 2011) Students may also construct a project checklist as a class to help focus their research and keep them on track as they complete the task. The Alberta Animals in Danger Checklist is a sample of what the checklist may look like. By creating the checklist as a class, students are more engaged in the task as they are given an opportunity to help construct which may help them develop a better understanding of what is important as they learn (Davies, 2011). The teacher must ensure that the checklist includes the criteria for the task. If students do not know what they are expected to include in their task, they may not provide evidence of their understanding and the assessment would not accurately reflect their learning. By unpacking the outcomes, the teacher is able to better communicate what criteria must be met in order for properly assess student learning. Including the criteria that is necessary to evaluate evidence of learning in the checklist helps students ensure that they are completing all aspects of the task. This is important in assessing the extent to which students are fulfilling the General and Specific Learner Expectations. References Davies, A. (2011). Making Classroom Assessment Work. Courtenay, BC: Connect 2 Learning.
October 16, 2016 Alberta Animals in Danger Alberta is a province that is rapidly changing. Alberta Fish and Wildlife is concerned about the impact these changes are having on the animals in Alberta. They have asked you to create a presentation about an Alberta animal
that has been affected by these changes. •
You must research your animal carefully, using a variety of resources. •
You may present your animal research however you wish, such as by creating a poster, brochure, or skit. •
Your research will be used to help people understand more about this animal. You may research your animal on your own or with a partner
. If you want to work with a partner, you and your partner must choose
different animals.
Your project must: •
Describe your animal’s habitat, its basic needs, and the environmental conditions that allow it to live there •
Explain how changes in the environment can threaten your animal •
Support why your animal’s habitat should be preserved
•
Suggest ways that people can help your animal survive Research Mind Map: •
As you research your animal, fill in the information you find in the Mind Map provided. •
When your Mind Map is finished, find a new partner and exchange your Mind Maps for peer feedback (Two Stars and a Wish). •
Your Mind Map and peer feedback will be submitted with your final project. Before you submit your project, go over the checklist to make sure you have included everything you need in your project. Good luck! The safety of your animal depends on you!
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October 16, 2016
October 16, 2016 Peer Feedback –
Two Stars and a Wish Feedback For: ___________ Feedback From: ______________ ____________________________________
____________________________________
____________________________________
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____________________________________ ____________________________________
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____________________________________ ____________________________________
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____________________________________ Star 1 Star 2 Wish
October 16, 2016 Alberta Animals in Danger Project Checklist
Name: ________________ My Animal: _________________
I described my animal’s habitat.
I described my animal’s basic needs.
I described the environmental conditions that allow my animal to live in its habitat.
I explained how changes in the environment can threaten my animal.
I supported why my animal’s habitat should be preserved.
I suggested ways that people can help my animal survive.
I collected information from a variety of sources.
I received peer feedback on my Mind Map.
I submitted my Mind Map with my project.
I presented my research in an eye-catching way.
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October 16, 2016 Planning Guide Assessment Title: Alberta Animals in Danger Assessment Type (formative, summative, both?): Formative & Summative Students That Need Differentiation: Patrick Wyatt Justification: Patrick may need support due to language barriers. Wyatt does not read much outside of school. Students That Don’t Need Differentiation: Kate Gianna Molly Justification: Kate enjoys drawing, reading, writing, critical thinking, and creative/artistic projects. Gianna likes art, drawing animals and nature, reading. Molly likes animals, crafts/art, reading. Formative Assessments Needed to be Completed Before the Performance Task: -
Understanding of animals’ basic needs and their interactions with their habitat
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Understanding of human impacts on environment
-
Understanding how to research and find useful/appropriate information
Ideas for Altering This Assessment to Ensure Fairness for All Learners in Your Set: -
Open to multiple forms of representation (not just brochure) -
Discuss as a class what information should be included in the project & create checklist -
Allow research to be done individually or in pairs -
Peer feedback on research (two stars and a wish –
Is everything relevant? Is anything missing? etc.)