J.+Assessment-Remediation+Plan

** Formative and Summative Assessments **
 * Assessment and Remediation Plan **

** FORMATIVE ASSESSMENTS ** The following section provides a guide to how students will be assessed through various formative assessment tasks. The tasks are described according to the day and the lesson that they will be given. Formative assessment provides the instructor with valuable information on the student’s progress throughout the unit, engagement within the unit, and understanding of content knowledge.


 * Introduction to Archaeology: **

Day 1 During this lesson students learn about the discovery of the Lascaux Cave Paintings. After completing the reading through popcorn reading and participating in group discussion, the students will participate in a writing response to the Lascaux story. ** Vocabulary: **

Day 2 Students will participate in an introduction to unit vocabulary. Words are read, spelled aloud, and defined before being put on the word wall. Students then act out the vocabulary terms with a partner so that the class may guess the term. This activity is followed by another short activity where the students create a tic-tac-toe board with the vocabulary term, a picture representing the term, and short definition of the term. Students are assessed as a formative assessment through observation and collecting of the tic-tac-toe boards. ** Archaeology Dig: **

Day 5 The purpose of this activity is to give the students an opportunity with the experience of analyzing artifacts found in an archaeological dig, and to construct a hypothetical scenario about the culture or community based on the evidence found. As a formative assessment, the students will be evaluated on their oral presentations, based on a score range of 1-5. This will be subjective based on my opinion of their understanding of their findings and their application of the findings to the society in which they belong. Informative observations will be made while the task is being completing and notes will be made in the grade book. Students will take a short quiz. The quiz will be based on material covered this week and will be collected as an assessment tool to determine students understanding of the material presented.


 * Hunters and Gatherers: **

Day 7 Students will be learning about Hunters and Gathers during this portion of the unit. We will review the timeline introduced day 4 and the students will begin creating their own timeline. The timeline will be collected to ensure students are staying on task at this point of the unit.

** Tools and Culture: **

Day 9 The students will learn about Tools and Culture during today’s lesson. Class discussion and participation will be noted ensure students are engaged and staying on task.

Day 10 Students will participate in Content Writing. The students will be able to practice writing skills as they respond to a writing prompt chosen from the bulletin board. They can utilize any classroom resources such as the text, their notes or other informational books. They may also use the internet/web to do any further research. The writing prompts can be fiction or non-fiction, depending on the prompt chosen. The writing prompts will be collected to ensure students are on task at this point in the unit. Students will take a short quiz. The quiz will be based on material covered this week and will be collected as an assessment tool to determine students understanding of the material presented.

** Farming, Domestic Animals, and First Civilizations: **

Day 11 During this lesson, students will learn about the similarities and differences between Hunters and Gathers and Civilized Societies. Students will create a Venn Diagram to compare and contrast the two groups. To ensure that the students have met the learning goal for today, the Venn Diagram will be collected.

** First Communities: **

Day 12 During this lesson, students will learn about the First Communities. Students will participate in geography lesson and discussion on migration routes. The students will then work in groups to map migration routes. Along with observation and notes in my grade book, the Migration Map will be collected to ensure that the students are on task for this lesson.

** Specialization: **

Day 13 In this lesson, students will learn about Specialization (civilizations). After vocabulary review, they will participate in a language arts lesson where students will identify basic elements in newspaper article content, write a newspaper article about something in Archaeology, Hunters and Gathers, Nomad Migration, or Farming, Animals, and Civilizations, identify and use writing mechanics of an effec tive newspaper article, and participate in peer editing. The student’s articles will be collected for assessment.

 ** Culture (farming): ** 

Day 14 During this lesson, students will be using science to understand the development of agriculture in early societies through the demonstration of how different factors affect plant growth. Students will be introduced to the idea that environmental factors greatly influence the outcome of plant growth. Students will be grouped into three main groups divided by one variable each. The first group will be testing various conditions of soil and how that affects their seeds. The second group will be testing the variable of water on their seeds. The third group will be testing various conditions of light on their seeds. Finally, once they have completed their experiment and have findings students will be presenting their findings to the class as to how these variables affected their seeds, demonstrating an understanding of how different factors affect plant growth.

 ** SUMMATIVE ASSESSMENT **

The following section describes the summative assessment tasks assigned to the students demonstrate the level of understanding of content knowledge for this unit. The assessment will further demonstrate the level student understanding of the content standards covered by this unit. The summative assessment will also provide information regarding the effectiveness of the lessons, activities, and resources used to teach this unit. Day 15 Students will take a cumulative final unit test. The test will be based on material covered during the unit and will be collected as an assessment tool to determine students understanding of the material presented. The test will contain vocabulary words, spelling words, key concepts, and three short essay questions.


 * Synthesis Task Assessment **

Day 15 In order to complete this project and the unit test above, students will be required to demonstrate content knowledge of all aspects of this unit. Students will be required to choose a time period within the unit of study, create a poster describing significant events and how they influenced people, and explain these events became historical patterns and influenced new ways of thinking and acting. Explaining historical patterns will help students understand how and why certain ideas influenced events and movements at different times in history while demonstrating their level of understanding  comprehension An example of a completed task, a detailed description of the project, and a rubric used for scoring the assignment can be found at the following link: Culminating Synthesis Project - Early Human Societies


 * Remediation Plan: **

Because students are individuals with different needs and challenges, it is likely that there will be students who do not easily stay on task with the current learning. For these students, it is necessary to provide remediation in order to assist them in meeting academic goals. The key to a successful remediation plan is to identify the challenges the student is facing immediately. The instructor should meet with each student individually to review their assessments and determine their personal learning needs. A simple solution may be that the student performs better on certain types of assessments than others. However, there are often additional areas that can be addressed to aid in the student’s success. When creating your remediation, consider the following: · Involve the student – find out his/her individual needs, strengths, and weaknesses · Involve the parents – parents may offer insight into their child’s needs, strengths, and weaknesses. They can also help facilitate higher learning at home · Identify steps and resources that can be utilized to aid the students progress · Customize a plan and follow up with progress

 The following form found at []. <span style="color: #800000; font-family: 'Times New Roman',serif; font-size: 12pt;"> Options for remediation: · Re-teach the concept for different learning styles (re-teaching the concept in the same way is not effective) · Provide visuals for the student to relate vocabulary terms and concepts (to provide a deeper learning) · Allow the student to work with a willing partner to clarify concepts · Place emphasis on the basic knowledge necessary to meet the learning objectives In order for a remediation plan to effective, there must be follow-through and follow-up to ensure the student is responding to the remediation.




 * Assessment Rubric: **

** Scoring Rubric ** least 3 dates on the timeline. || Contains at least 4 dates on the timeline. || Contains at least 5 dates on the timeline. || Impact Chart || Contains at least 2 events on the chart. || Contains at least 3 events on the chart. || Contains at least 4 events on the chart. || Contains at least 5events on the chart. || Drawing or Picture ||
 * || 1 || 2 || 3 || 4 ||
 * Timeline || Contains at least 2 dates on the timeline. || Contains at
 * Achievement/
 * <span style="color: #800000; font-family: Arial,sans-serif; font-size: 10pt;">

Sloppy random picture or drawing with no details given. || Random picture or drawing no details given. || Picture or drawing of the time period some details given, no color. || Clean, colored picture or drawing depicting life in the time period, detailed and labeled. ||
 * <span style="color: #800000; font-family: Arial,sans-serif; font-size: 10pt;">

Map || Sloppy random map with no geographical pattern listed and is missing most of the elements of title, key, and areas labeled. || One single map that shows a region but does not explain a geographical pattern. Map has a title, key and some of the areas labeled. || One single map that explains a geographic pattern. Map has a title, key, and geographic areas labeled. || Clean, colored multiple maps that explain a geographic pattern. Map has a title, key, and geographic areas labeled. ||
 * Presentation || Student reads from their poster, does not make eye contact with the audience, and does not speak clearly. || Student reads most of the poster and lacks making eye contact with the audience. || Student refrains from reading most of the poster and makes eye contact with the audience. || Student makes eye contact with the audience, flows through the concepts with ease, and speaks with confidence. ||