Assessment Plan

Photo Scavenger Hunt

Name: Day 2 Photo Scavenger Hunt
Type: Formative
There will be one point for each picture students take. There is no rubric for this
assignment, students are only competing to get the most points. This will be created
depending on the time of year the project is approved for, given that crops look very
different in the end of, for example, September then they do the beginning of
December.
The students will have to use a camera on their phones or a camera provided by
teachers (grant proposed items). Students will be given a worksheet with questions
that they will have to solve in order to take a group picture. They will do this photo
scavenger hunt with the groups they will be in for the rest of the project. the students
will submit their photos on a Google Classroom Document on their phones (or fill out
a paper worksheet).
Exit Ticket
Name: Day 3 Exit Ticket
Type: Formative
Exit ticket question will be: Describe two factors to consider for the proposal and then
compare and contrast the two (select one abiotic and one biotic) factors? Discuss a
prediction on how the factor affects the growth of a plant population.
This allows the students to brainstorm on the factors that deal with plant production
and this information can be used to prepare the presenter for the potential topics for
the next day and for the teacher to create feedback for Thursday if revisions are
necessary.
Standard assessing (other possibilities may be hit):
Changes in the physical environment, whether naturally occurring or human induced,
have thus contributed to the expansion of some species, the emergence of new
distinct species as populations diverge under different conditions, and the
decline–and sometimes the extinction–of some species. (HS.LS4C.c)

EXIT TICKET

Week one day three

1. Describe two factors to consider for the proposal and then compare and contrast the two
(select one abiotic and one biotic) factors?

2. Discuss a prediction on how the factor affects the growth of a plant population.

Rubric:
Question 1 Point 2 Points 3 Points grade
1 Only one factor Both factors Both abiotic
described. No described but and biotic
comparison missing factors
contrasting or described and
comparing compared and
statement. contrasted.
Did not include
either a biotic
or an abiotic
factor.
2 Specifies a factor A factor A factor
but no prediction prediction prediction is
mentioned but stated clearly
not explained and described
Total (out of 6
Points)

Project Proposal Document

Name: Day 5 Project Proposal Document
Type: Formative
Description: This assessment is used to help the students construct their research
project outline. This will be a benchmark assessment at the conclusion of week one.
Teachers will provide feedback on this document for the students to revise on day six.

Multiple standards will be hit depending on each groups’ project.

STUDENT PROJECT PROPOSAL REQUIREMENTS

You may use MLA formatting construct your Project Proposal (or school preference formatting). Please
use 12pt, Times New Roman, and double spaced. The following items are the requirements for your
Project Proposal. **These are merely requirements that ​MUST​​ be included in your proposal. You may
include any additional material as your group feels necessary.**
1. Group Member Names on front page with the title of the experiment.
2. Answer the following questions in paragraph (three sentences) format with section headers:
1. FACTOR: What is the factor your group will be doing a project on? Why?
2. Either BIOTIC or ABIOTIC: Is your factor biotic or abiotic? Explain.
3. PREVIOUS RESEARCH: Summary of research about factor (include three sources from
the internet)
 4. PROPOSAL: Describe your groups proposal on how to answer the driving question
5. PROCEDURES: Detailed explanation of the experimental steps in either paragraph or
numbered format of the proposed experiments to do research.
6. MATERIALS LIST: list of materials and the number of each required to conduct the entire
experiment (consider 1 to 2 extras of products)
2. Literature to support have these printed and highlighted what you used (print or pdf ok to turn in).

Rubric

Requirements 3 Points 2 Points 1 Points

Names, title, and Name and title on front page One is missing: All names Missing group
format of proposal and all format are on front page, title, or members, title
requirements were met. formatting. missing, and wrong
formatting.

Answers number All categories were titled and Not all categories were Questions were not
2 in report answered in a clear and labeled and answered answered or all
detailed manner. appropriately (or missing). mis-explained.

Grammar and Correct vocabulary was used Vocabulary and sources Missing sources or
sources and sources cited improperly used. vocabulary. Or
appropriately. misuse of sources.

Group 1: All group members equally contributed

Contribution 0: Work was not divided appropriately or not all members contributed.

Score: _________/10

Name: Day 6 Project Proposal Document Revised Checkpoint

Type: Formative
Description: ​This proposal will be used merely as a checkpoint assessment, in order for
students to have the finalized project plan for the following day. No grade will be given.

Multiple standards will be hit depending on each groups’ project.

Project Binder Checkpoints
Name: Day 7 Project Binder Checkpoint One
Type: Formative
Description: Teachers will use the project binders as a checkpoint. Project Binders will
be up to the students to format and organize but must contain components required
for a lab report (Introduction, methods, results, analysis, and conclusion). This will
encourage students to focus on completing the project in an orderly manner, and
allow teachers to monitor student progression. If necessary teachers will provide
feedback to groups if their Project Binder is messy or disorganized. This checkpoint
will be to review the contents of their Project Binder and include: ​table of contents
page, introduction, and methods (bold parts found below),​​ and tabs specified
(can be halfway completed because there will be another day they will have the
opportunity to work on it again on Day 9). All groups will be graded based on the “Lab
Report and Poster Rubric” for this checkpoint.

Name: Day 10 Project Binder Checkpoint Two

Type: Formative
Description: Teachers will use the project binders as a checkpoint. Project Binders
will be up to the students to format and organize but must contain components
required for a lab report (Introduction, methods, results, analysis, and conclusion).
This will encourage students to focus on completing the project in an orderly manner,
and allow teachers to monitor student progression. If necessary teachers will provide
feedback to groups if their Project Binder is messy or disorganized. This checkpoint
will be to review the contents of their Project Binder and include: ​introduction, and
methods (bold part found below) ​(check for completeness specifically on Day 10).
All groups will be graded based on the “Lab Report and Poster Rubric” for this
checkpoint.

Name: Day 14 Project Binder Checkpoint Three

Type: Formative
Description: Teachers will use the project binders as a checkpoint. Project Binders will
be up to the students to format and organize but must contain components required
for a lab report (Introduction, methods, results, analysis, and conclusion). This will
encourage students to focus on completing the project in an orderly manner, and
allow teachers to monitor student progression. If necessary teachers will provide
feedback to groups if their Project Binder is messy or disorganized. This checkpoint
will be to review the contents of their Project Binder and include:​ results and
analysis (bold parts found below). ​All groups will be graded based on the “Lab
Report and Poster Rubric” for this checkpoint. (If any students are not finished at this
point, they will be allowed to continue in the next class.)
 Name: Day 16 Project Binder Checkpoint Four
Type: Formative
Description: The elevator pitch paragraph will be in the students’ Project Binder. The
paragraph will be used to evaluate content centered factors and structured sentences
(question, methods, results, analysis, and reason for performing their experiment).

One point will be rewarded for having each of these factors: question, methods,
results, analysis, and reason for performing their experiment (out of 5 points).

Name: Day 17 Project Binder Checkpoint Five

Type: Formative
Description: Each group will turn in a rough draft of the final paper (completed) that
will be due at the end of the class period. All groups will be graded based on the final
rubric for this checkpoint. Students will be encourage to compile all of the Project
Binder checkpoints and fix any errors or comments from the teacher’s feedback.

Name: Day 19 Elevator Pitch

Type: Formative
Description: Assesses the students’ ability to communicate research to peers. This
assignment will be graded based on peer reviews and if a video component is
implemented then the teacher can use the comment card as a rubric. This
assignment is to prepare them for the Science Expo and start thinking about the best
way to vocalize their research. (Use the rubric for the final project presentations)

Name: Final Research Paper and Project

Type: Summative
Description: The final paper and project will be used as summative assessments and
must include elements outlined in the rubric and must answer the driving question.
Information will be detailed and formatted according to the guidelines.

Lab Report and Poster Rubric:

Title​​ 3 Points 2 Points 1​​ Points 0​​ Points Pts/3 ​

 Scientific name of crop
Scientific name, but No scientific name, too
studied included, short
too long or does not long and wordy, and title Missing scientific name
and concise, but  
clearly represent has no relevance to or project relevance.
clearly explains
research project. research project.
research project.

Introduction
15-20​​ Points 10-15 ​ Points 5-10 ​ Points 0-5​​ Points Pts/20​​

​ 5​​ Points 4​​ Points 3​​ Points 0-2​​ Points  ​

Background Reasonably well 1: Not well explained. 1:

Not well explained.
& Relevance Excellently explained. explained. Logical but Logic and
Logic and
(What is Clear and logical. All clarity could be clarity was hard to
clarity was hard to  ​
known, what important information improved. All follow. Several important
follow. Most important
is included. important information pieces of
information included.
unknown?)​​ included. information was absent.

​ 5​​ points 4​​ points 3 Points 0-2 Points  ​

Reasonably well Not stated (1), incorrect,

Excellently explained. explained. Logical but Mostly correct. Stated or understandable due
Motivation
Clear and logical. All clarity could be but unclear and difficult to lack of clarity, logic
(why do we and extremely poor  ​
important information improved upon. All to understand due to
care?)​​ choice of words (1).
included. important information poor choice of words.
included.

​ 5​​ Points 3 Points 2 Points 1​​ Point  ​

Not stated, incorrect,

Research Correct. Stated but Mostly correct. Stated
Correct. Clearly and or understandable due
Question an with possibility of but unclear and difficult
logically stated. Good to lack of clarity, logic  ​
d improvement in choice to understand due to
choice of words. and extremely poor
hypotheses of words. poor choice of words.
choice of words.

​ 5​​ Points 4​​ Points 2​​ Points 1​​ Point  ​

Picture describes
Picture not very
relevant points or Picture not very helpful No pictures or very
helpful or don't apply.
Images background info. Not or don't apply, blurry, not blurry or not referenced
Not blurry, properly
blurry, properly properly referenced. at all
referenced.
referenced.

Methods​​ Pts/10​​

​ 9-10 Points 7-8 Points 3-6 Points 0-2 Points  ​

 10: No flaws in detail 8: Missing some minor Some major details Several major steps
and clear directions. details, but no major omitted or incorrectly omitted or incorrectly
Description
9: Missing very few or details. stated. (subtract based stated. (subtract based  
of Methods​​
minor details. 7: Missing a major on number of specific on number of specific
step. details missing ) details missing )

Results 20 Points Pts/20

​ 5​​ Points 3-4​​ Points 2 Points 1 Point ​

Minor
4: Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional. look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 1  and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3: All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing. chart/statistics
used/displayed.
used/displayed.

​ 5 Points 3-4​​ ​Points 2 Points 1 Point ​

Minor
4: Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 2  and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3: All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing. chart/statistics
used/displayed.
used/displayed.

​ 5​​ ​Points 3-4​​ ​Points 2 Points 1 Point ​

 Minor
4. Accurate but could inaccuracies, Major
be made to look inaccuracies,
could be made to
unprofessional.
Accurate and professionally more professional. look more
Several axes
made. All axes labeled with Correct data plotted. professional.
labels and units
Fig 3  and units. Correct data plotted. Correct type of Some axes labels
chart/statistics missing. Incorrect
caption Correct type of and units missing.
used/displayed. data plotted.
chart/statistics Correct data
Major errors in
used/displayed. 3. All axes labeled plotted. Minor type of
but some units errors in type of
chart/statistics
missing chart/statistics
used/displayed.
used/displayed.

5​​ ​Points 3-4​​ ​Points 2 Points 1 Point

Data in the figures

are incorrectly
Data in the figures
explained or
4. Data in the figures are incorrectly
unclear and
are correctly explained or
difficult to
Data in the figures are explained but clarity unclear and
understand. Incorr
correctly and clearly could be improved difficult to
Written ect statistical
summarized. Statistical upon. understand, or ​
section analysis or
analyses are present and key data points
3. Incorrect statistical incorrectly
interpreted correctly. not explained. No
analysis or interpreted.
statistical analysis
incorrectly
or interpretation.
interpreted.

Pts/15
Discussion 15 Points ​

​ 8-10 Points 7-8 Points 3-6 Points 0-2 Points ​

Major conclusion
Major conclusion Major conclusions from the report is
Major conclusion from the
Interpretation from the report is not clearly stated not stated or
report is accurately and
of Results accurately but not or with some inaccurately
clearly stated.
very clearly stated minor errors. and/or not clearly
stated.

​ 5​​ ​Points 3-5​​ ​Points 2-3​​ ​Points 0-2​​ ​Points

 Discussion of
Discussion of
Discussion of results and
Discussion of results and results and
results and predictions are
predictions is clearly stated predictions are
predictions are not inaccurate or not
and why the results might unclear and the
very clear and the clear and the why
Predictions not match predictions. why is missing.
why is missing. is missing. Future
and Future Future directions are Minor errors in
Future directions are directions are
Directions accurately identified and identifying the
accurately identified inaccurately
described clearly, logically future directions
but clarity and logic identified with
and using appropriate with major flaws
could be improved in major flaws in
words. in clarity and
the describing it. clarity and logic or
logic.
not identified.

References​​ 5​​ ​Points 3-4​​ ​Points 1-3​​ ​Points 0-1​​ ​Points Pts/5​​

1 source cited in
At least 2 source
At least 2 source cited in the the discussion No sources cited,
cited in the
discussion included here included here, or several major
discussion included
with proper referencing and/or major errors in citations
here but with minor
format (MLA). errors in and/or format.
errors in formatting.
formatting.

Style and
25 ​Points /25pts
Presentation

9-10 Points 7-8 Points 3-6 Points 0-2 Points

Little connection
between bullet
8. Many grammar pints. Proper 1: Poorly
10Writing is well structured, mistakes. No bullet tense not used. structured.
Writing bullet points. Proper tense points. Proper tense Grammar errors. Difficult to read.
Style and used. used. (subtract based 1: Little to no flow.
Flow
9: Few grammar mistakes. 7. Excessively on number of Proper tense not
verbose. specific used.
grammatical
errors)

5 Points 4-3 Points 2 Points 1 Point

1 out of the 3
2 out of the 3 Color scheme
following: color
Color scheme readable, following: color unreadable;
Project scheme readable,
correct headers, readable scheme readable, incorrect headers,
Style​​ correct headers,
font sizes. correct headers, unreadable font
readable font
readable font sizes. sizes.
sizes.
 8-10 Points 7-8 Points 3-6 Points 0-2 Points

See list below from elevator

pitch activity 8/10 of the list below 6/10 of the list 0-5/10 of the list
Presentation
10/10 of the list below were were met. below were met below were met.
met

Pts/10
Total
0
Final Project Presentation
Name: Final Project Presentation
Type: Formative
Description: Will assess the students presentation skills and their understanding of
the scientific content. Follow elevator pitch guidelines to evaluate students final
presentations.
For the final project presentations the class will be presenting their work at the Expo, and the rubric the
students have been given before for their elevator pitch activity will be used. The teacher and other
judges will use this rubric to grade student’s project presentation.

Elevator Pitch/Rubric for Expo Presentations:

For each criteria below, rate their performance with: 1-beginner, 2-needs improvement, 3-succinct and
meets requirements, to 4-mastery.

Criteria Rating

1. Content: Ability to distill content of science communication short,

understandable pitch.

2. Organization/clarity: Clear presentation of ideas, pitch is easy to follow

and understand, flows well.

3. Completeness: Level of detail and depth is appropriate for 30 second

pitch, does not run over time.

4. Volume: Projects voice, appropriate for group size/distance from

audience.

5. Pace: Not too fast or slow, easily understood given accent/vocal style.

6. Diction: Pronunciation is clear and deliberate.

7. Enthusiasm/energy: Demonstrates interest in subject matter through tone

and energy of speech.

8. Body language/posture: Does not fidget, uses hands for emphasis,

upright posture.

9. Eye contact: Maintains eye contact throughout pitch, engages each

audience member.

10. Ability to answer audience questions: Demonstrates knowledge of topic,

clear and thoughtful response.

11.Appearance: Appropriate and professional attire

Out of 44 points____________________