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Pre-Assessment for Differentiation: A lesson on food chains. - Coggle…
Pre-Assessment for Differentiation: A lesson on food chains.
Pre-Assessment:
https://docs.google.com/document/d/18sXCqdNt8v925rNBixs5_AUx2psu0SXxoKtE-8vW08M/edit?usp=sharing
Students were given a quiz to check their knowledge on herbivores, carnivores, omnivores and the food chain cycle.
They were also asked questions pertaining to the food chain order.
Based upon the pre-assessment results, the students were divided into 3 groups
The 5 who answered most, including the most difficult, of the pre-assessment questions correctly form Group 1.
Assessment
: The top 5 students will do the Kahoot quiz based upon the Food Chain Video watched.They will then in the group write down 5 points they have learnt which they will present to the class. [Link Title]
https://create.kahoot.it/details/84f0837a-98b3-42d7-8ada-9799f42cfc8a
Extension Activity
: These students can work together in a group to complete a food web, choosing the habitat,
which will be presented to the class. An example would be the included pictures.
Peer- Teaching
These students will be called upon to act as little teachers to offer support to those who need it most.
Alternate Assessment
: Students complete the enclosed worksheet to further solidify their understanding of producers, consumers, herbivores, carnivores, omnivores and decomposers.
The 12 students who have some knowledge about the topic, as shown in their score, but need to develop higher order thinking skills form Group 2.
These students will watch the Food Chain Video to deepen their knowledge on the food chain. [Link Title]
https://www.youtube.com/watch?v=u1-CsgYxMnc
Students
will be given guiding cards to assist them in completing the food chain worksheet as their assessment.
Assessment
: Food Chain worksheet
Alternate Assessment
: Kahoot Quiz
https://create.kahoot.it/share/the-food-chain-quiz/3735c611-7592-4615-a870-9b7782808e37
From the quiz results, the teacher can gauge if further instruction is needed.
Extension Activity
: Students complete a food chain in pairs, with a choice of the habitat, to present to the class.
The 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels & 2 students who have little to no comprehension of the topic and need to be tested further for special needs form Group 3.
Stages in the learning
:
Stage 1
: To assist the learning of these students, the teacher would need to start with the differences between a herbivore, carnivore and omnivore. The teacher will provide visuals and storybooks to assist student learning of these vocabulary.
ELL students
: After teaching the vocabulary, there are two ways the teacher can assess the students.
The first way
is to play a food chain card game to practice vocabulary.
'Fish is a great game for practicing this vocabulary. Just make two copies of each card and paste them onto some poster board and then cut them out. You'll need about one deck of cards for every four or five students.
A: Do you have an omnivore?
B: Yes, I do. (Or: No, I don't. Go fish.)
If the answer was 'Yes, I do.':
A: Is it a bear?
B: Yes, it is. (Or: No, it isn't. Go fish).(The Food Chain Card Game)
The second way
to assess the students is to play a matching game using images, animal names and classification cards of herbivore, omnivore and carnivore. The students match the cards and share in the group the matches they made and why they have chosen these matches.
Alternate Assessmen
t: Yes/No Cards: The students will be given a series of yes or no questions and will answer using the yes (front side) or no (back side) of the flashcards they have made. Their answers will be recorded by the teacher to gauge where extra support or more instruction is needed as well as identifying the students individual needs.
Once the students have an understanding of herbivore, carnivore and omnivore, they will complete the food chain worksheet and present their worksheet.
If needs be, the lead Chinese teacher can also assist in bringing concepts across in Chinese to assist student learning.
Special Need Students
: For these students the teacher will also teach the vocabulary of herbivore, carnivore and omnivore. As an assessment tool, the teacher will play a matching game that is in the shape of a puzzle.
If further teaching is needed, once matched, the teacher will have a mini-lesson on that pair.
Additional time will be provided to the special need students to complete the food chain worksheet.
Alternate Assessment
: The teacher will present a completed food chain to the students and ask them questions on the food chain. The students will point to the correct answer. For example, which one is the producer? Students will answer and point to the grass.
Extension activity
for both ELL and Special Needs students: Complete Food Chain Artwork
Stage 2
: Have the group 3 students watch the food chain video.
https://www.youtube.com/watch?v=u1-CsgYxMnc
The teacher makes use of tactile tools to teach the food chain.
After the pre-assessment is complete, the 5 students will watch a video on food chains [Link Title]
https://www.youtube.com/watch?v=YuO4WB4SwCg
References:
Link Title
