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Pre-Assessment for Differentiation on a PBL Unit Project (High Level…

- - - - • Diagnostic Do Now questions given out before lecture and introduction to identify knowledge of the children.
      - • General lecture and introduction about reasons why we recycle and reuse items.
      - • Go further into what the term resources means, in regard to the Earth.
      - • Use a Think Pair Share to have students converse about what recycling and resources mean to them.
      - • Use an Exit Ticket that will give data to will help ascertain where each student is at: High, Medium, and Limited.
    - - Activity 1: Learning What Materials are Recyclable and Non-recyclable (All Students)
        
        Introduction- The first activity would be to introduce recycling to the students. Being the age that they are, 6 to 8 years old, it is important that they have a simple foundation of what waste and recycling actually means. Many of these children will not have thought deeply about where their plastic bottles or cereal boxes come from or where they go when they are thrown away, so it is crucial to lay a basic groundwork explaining resources and consumption.
        
        Step 1- The teacher would begin by creating small groups of children, no bigger than five in one group. Each group would be given the same things: a plastic water bottle, a pair of children's scissors, a small glass jar (remind everyone to be careful), a wooden block, a polystyrene cup and a clean hand towel.
        
        Step 2- First, the children describe what each product is and what it is used for. Then, the students discuss with each other how they think each product is made, what it is made of, and can it be recycled or reused.
        
        Step 3- After the group discussion, the teacher asks members from each group to tell of what was said earlier. The teacher goes on to correct or enlighten the students about the products and its characteristics and recycling abilities.
        
        Step 4- Students are then to go back into their groups and are free to walk around the classroom and find other things that may be recyclable or not recyclable and report it back to the class discussion that happens after.
        
        Activity 2: Interview a Local Environmentalist
        
        Introduction- This activity aims to build on prior knowledge gained from the first activity. Students here will have a chance to discuss more about recycling and waste management by a person who is an expert at the subject. It is also an opportunity for clarification, as the kids can ask questions. The environmentalist can also tell of what actions are being done in the local area to embrace recycling and reusing of items and objects.
        
        Step 1- The teacher locates a local environmentalist that is willing to speak with the children. Ideally, the environmentalist would be able to come to the school during class time and conduct a 45-minute interview. I could also be encouraged that the expert prepares a short introductory presentation about his or her work, views, and conclusions.
        
        Step 2- Students prepare questions and inquires the days prior to the interview and are then ready beforehand. The children can practice the questions on each other to assure correct pronunciation and gain confidence. They can also have time after to correct or readjust their questions so they will be well-prepared for the interview day.
        
        Step 3- During the interview, the teacher will help keep record of answers given by the environmentalist. With permission of the environmentalist, the interview can be recorded for further followup.
        
        Step 4- Students then can take the answers given by the expert and express them in various ways. A class poster can be collaborated on about what the environmentalist has discussed. If the interview was recorded, the class could maybe take that footage, along with adding to it, and create some sort of mini movie for the rest of the school or parents to watch.
        
        Assessment for Activity: Cold Calling
        
        • Cold Calling is a good way to know if all 5 students were involved with the interview.
        
        • I will randomly call on each of the 5 students with a different question about the interview.
        
        • This can include what he or she said, a question they asked, or a perspective of recycling and resources.
        
        • The answer given by the children can help articulate how the children understood the task.
        
        Assessment for Activity: Stop and Jot
        
        • As a formative assessment, I will do a “stop and jot” with the 5 high level students.
        
        • I will ask them to write about what they remember and learned about different materials and natural resources.
        
        • I will give them a set time to continually write, without stopping.
        
        • I can use this to ascertain who was engaged and learned for this assignment.
- - - - • Diagnostic Do Now questions given out before lecture and introduction to identify knowledge of the children.
      - • General lecture and introduction about reasons why we recycle and reuse items.
      - • Go further into what the term resources means, in regard to the Earth.
      - • Use a Think Pair Share to have students converse about what recycling and resources mean to them.
      - • Use an Exit Ticket that will give data to will help ascertain where each student is at: High, Medium, and Limited.
      - 12 Students Found to be at Medium Level
        
        Activity 1: Learning What Materials are Recyclable and Non-recyclable (All Students)
        
        Introduction- The first activity would be to introduce recycling to the students. Being the age that they are, 6 to 8 years old, it is important that they have a simple foundation of what waste and recycling actually means. Many of these children will not have thought deeply about where their plastic bottles or cereal boxes come from or where they go when they are thrown away, so it is crucial to lay a basic groundwork explaining resources and consumption.
        
        Step 1- The teacher would begin by creating small groups of children, no bigger than five in one group. Each group would be given the same things: a plastic water bottle, a pair of children's scissors, a small glass jar (remind everyone to be careful), a wooden block, a polystyrene cup and a clean hand towel.
        
        Step 2- First, the children describe what each product is and what it is used for. Then, the students discuss with each other how they think each product is made, what it is made of, and can it be recycled or reused.
        
        Step 3- After the group discussion, the teacher asks members from each group to tell of what was said earlier. The teacher goes on to correct or enlighten the students about the products and its characteristics and recycling abilities.
        
        Step 4- Students are then to go back into their groups and are free to walk around the classroom and find other things that may be recyclable or not recyclable and report it back to the class discussion that happens after.
        
        Activity 2: Create Unique Posters and Art
        
        Introduction- As seen with the other activities, creativity is at the forefront of this PBL lesson. In this particular activity, students will asked to design posters or construct art sculptures. The interesting twist on this assignment is that students will be encouraged to use either recyclable or non-recyclable materials to create these pieces. Whether a child chooses recyclable or non-recyclable items, it exemplifies the "reuse" aspect of the project in a noteworthy way.
        
        Step 1- The initial stage is for children to decide what they want to make and with what materials they have available. Flexibility is key in this assignment, as students get to decide on poster or sculpture. Once each child has decided, the planning can shift to design and use or recycled/non-recycled materials.
        
        Step 2- Design and purpose for this task is up to the children. The children can bring in materials from home to stick or place where they see fit. If they desire a poster that raises awareness then that would be fantastic, but it is not a requirement. Self-expression is the main objective. In this stage, students create plans and rough drafts for there final pieces.
        
        Step 3- Once all the planning is complete, the students are allowed class time to work on their art. They can help each other with proposing ideas and physically making the posters and sculptures. With the items brought from home, the students use the recyclable/non-recyclable items to enhance their overall ideas and statements.
        
        Step 4- It is possible the students could share their work with parents and the school as a miniature "Art Gallery". They could place the pieces in a part of the school for a short term exhibition or even something more permanent.
        
        Assessment for Activity: Response Cards
        
        • Once again, I would use something that can assess 12 students efficiently and quickly, so I would have response cards ready.
        
        • Children would hold up cards from 1 to 5 (1 being easy, 5 being extremely challenging) and ask questions about the obstacles and creative roadblocks they encountered when making their pieces.
        
        • Many children have different ideas and enthusiasm levels about art, and with this assessment I would get a good picture of how the assignment went for them and how much they learned from the assignment.
        
        Assessment for Activity: 60 second Check-in
        
        • For the Medium Level students, I would have 60 second check-ins with whiteboards.
        
        • Since this is the largest group, with 12 students, it is important that I have a formative assessment that can easily be done with all students rather quickly.
        
        • By glancing around the room, I will be able to see how many students learned and remembered central points from the prior activity.
        
        • I can use this data to adjust my approach or re-teach certain aspects. Depending on the answers, I could also continue as planned.
- - - - • Diagnostic Do Now questions given out before lecture and introduction to identify knowledge of the children.
      - • General lecture and introduction about reasons why we recycle and reuse items.
      - • Go further into what the term resources means, in regard to the Earth.
      - • Use a Think Pair Share to have students converse about what recycling and resources mean to them.
      - • Use an Exit Ticket that will give data to will help ascertain where each student is at: High, Medium, and Limited.
      - 5 Students Found to be at Limited Level
        
        3 of 5 Have Language Difficulties
        
        Assessments for both Activities: Hand Signals
        
        • Hand signals are a nice way to assess children with lower language abilities.
        
        • It is important that the children fully understand the signal meaning and the questions being asked before starting.
        
        • An easy place to begin is with a “thumbs up, thumbs down” assessment activity.
        
        • After, I can move on with using fingers as numbers assigned to various meanings.
        
        • I can use these meanings throughout the rest of the project and gauge how my students are understanding the content and material of each lesson and activity.
        
        2 of 5 May Have Special Needs
        
        Assessments for both Activities: Think Pair Share
        
        • Think Pair Share is a great way for students to work with others to gain different viewpoints on a particular assignment or the content.
        
        • For these Think Pair Share assessments, I would be very near them Hopefully, this would keep the discussion on topic, as well as me being there to help with any issues or questions.
        
        • I feel this is an awesome way to get my children with special needs motivated and engaged. They can talk about aspects of the project that I highlight, and the confer over their understandings and opinions.
        
        Activity 1: Learning What Materials are Recyclable and Non-recyclable (All Students)
        
        Introduction- The first activity would be to introduce recycling to the students. Being the age that they are, 6 to 8 years old, it is important that they have a simple foundation of what waste and recycling actually means. Many of these children will not have thought deeply about where their plastic bottles or cereal boxes come from or where they go when they are thrown away, so it is crucial to lay a basic groundwork explaining resources and consumption.
        
        Step 1- The teacher would begin by creating small groups of children, no bigger than five in one group. Each group would be given the same things: a plastic water bottle, a pair of children's scissors, a small glass jar (remind everyone to be careful), a wooden block, a polystyrene cup and a clean hand towel.
        
        Step 2- First, the children describe what each product is and what it is used for. Then, the students discuss with each other how they think each product is made, what it is made of, and can it be recycled or reused.
        
        Step 3- After the group discussion, the teacher asks members from each group to tell of what was said earlier. The teacher goes on to correct or enlighten the students about the products and its characteristics and recycling abilities.
        
        Step 4- Students are then to go back into their groups and are free to walk around the classroom and find other things that may be recyclable or not recyclable and report it back to the class discussion that happens after.
        
        Activity 2: How Do You and Your Family Recycle?
        
        Introduction- This activity asks that children take what they have been learning about recycling, reducing, and reusing back to their families at home. The children can find out how their parents and other family members do their part to sustain a healthy planet by asking questions how they recycle. The students can examine their own recycling bins at home and distinguish if their are separate bins for different materials. The children can keep record or make a chart for the duration of a week or two and analyze the results.
        
        Step 1- Teachers introduce the topic and directions to the class. He or she explains how long the duration of the activity will be and how to record their findings.
        
        Step 2- Students ask their parents or other family members about their recycling process. Questions can address their current procedure and how recycling at home has changed over their lifetime. Did they have different recycling bins when they were a child? Did they learn about recycling, reducing, and reusing when they were in primary school?
        
        Step 3- The children examine their own recycling bins. While wearing latex gloves against germs, they can sift through the contents to investigate and document what their family recycles. They can also look at the waste the family produces and put it in to context to the amount being recycled. The children begin a chart and continue it over the next week or two.
        
        Step 4- The students create a chart throughout the assignment and is completed in Step 4. The students then can bring their chart to class and compare it with others. By this time, the students should have gained some realizations about their recycling procedures at home and possibly drawn some conclusions about what they could do to improve their waste management. These ideas could be shared with classmates.