Whitetail Deer Assessment Photo Album

1. Whitetail Deer Assessment Photo Album Atchley Stackhouse EDUC 6731C-3 Assessment for Student Learning

2. Purpose • The purpose of this assessment photo album is to give students an idea of what to expect in the unit on the Whitetail Deer. It outlines check points throughout the unit and shows students what they will need to know and do. • It also helps teachers to create a timeline of the unit.

3. Learning Goals Matched to Assessments Learning Goal: Identify and evaluate characteristics related to the whitetail deer including components of habitat, population factors, interspecies relationships, and antler development and aging, while using interdisciplinary standards in the areas of reading, writing, speaking, and listening, mathematics, and environment and ecology.

4. Learning Goals Matched to Assessment

5. Diagnostic Assessments • These assessments will allow the instructor to determine what prior knowledge is available and student’s interest level. • One of the diagnostic assessments is a survey for students to complete with their parents. • Questions on the survey include: • Do you or anyone in your family hunt whitetail deer? • Has anyone in your family attempted or successfully scored a whitetail deer using the Boone and Crockett scoring method, and if so, What did it score? • What does the term “fair chase” mean? • What do you think the population of whitetail deer is in the county? • On average, how many hunters do you think there are in the county? • What do your parents know about the whitetail deer? • What do you think you will learn in this unit of study? • What do you want to learn in this unit of study?.

6. Diagnostic Assessments • The second diagnostic assessment is a measuring activity to see if students remember the break down of fractions of an inch, which will be need during the antler scoring activity. • Students will need to label a fraction of an inch on a diagram show an enlarged inch, measure a line and record the measurement, and read a measurement and draw a line the length indicated.

7. Fraction Worksheet Label the fraction of an inch that the arrow points to. Measure the length of the line to the nearest 1/16”. 1. __________________________________ 2. ___________________________________________ Draw a line the length that is stated. BE PRECISE! 1. 5/8” 2. 6 1/16” 3. 4 ¾”

8. Formative Assessments • These assessments will be incorporated throughout the unit to monitor student understanding. • One of the formative assessments includes questions related to the Boone and Crockett Scoring, which will assist students in preparing for the formal speaking presentation. • During this assessment, the students must really think about how they went about scoring their antlers and how the different measurements influence the results. • This assessment gives students a glance at their progress, and they can then discuss with their partners what they will be including in their presentations and who will have what parts of the presentation. Partners will also discuss what information they may need to gather in order to fulfill the requirements of the presentation, setting their own learning goals and self-evaluating.

9. Boone and Crockett Questions for Speaking Presentation Students must explain their antlers score, why the antlers received that score, faults of the set of antlers, how they may have scored better, what they learned while scoring the antlers, and how they can use what they learned in an alternative application.

10. Formative Assessments • Another formative assessment during the unit is bell ringer questions at the beginning of each class. • These questions will consist of information previously learned in the unit or questions for thought that will be included in the lesson that day. • Bell ringer questions will be answered prior to beginning the lesson that day. • Students will keep a log of bell ringers throughout the unit and use them when completing the study guide and the summative assessment at the end of the unit.

11. Summative Assessments-Performance Based • These assessments are like a closing for the lesson or unit. • One of the summative assessments includes the scoring of the Whitetail Deer antlers and the completion of the score sheet.

12. Summative Assessments • Another summative assessment is the formal speaking presentation about the scoring process and results of the student’s set of antlers. • This assessment will use a rubric and questions to help students develop their script.

14. Summative Assessments- Pencil and Paper • The last summative assessment is the unit exam. This consists of multiple choice, true/false, and short answer questions. • Example Questions: • A TRUE true/false question: Under the “fair chase” model, animals must be taken in an ethical, sportsmanlike, and lawful manner.

15. Sample Questions for Paper and Pencil Summative Assessment The _______________ model used by Boone and Crockett describes conditions of hunting an animal that is ethical, sportsmanlike, and a lawful pursuit and taking of any free-ranging wild, native North American big game animal in a manner that does not give the hunter an improper advantage over such animals. Which of the following can be used when hunting and harvesting an animal under Boone and Crockett’s “fair chase” model? a. A 30-06 rifle (correct answer) b. A boat (distracter) c. A tranquilizer gun (distracter) d. A truck (distracter) What is the importance of the “fair chase” model as it pertains to wildlife management and hunting regulations?