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My Backyard Assessments. Mrs. Wyrick’s Fourth Grade By: Abby Spence. Evidence of Thinking. “My Backyard” Journals.
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My Backyard Assessments Mrs. Wyrick’s Fourth Grade By: Abby Spence
“My Backyard” Journals Throughout the three weeks, we asked the students to keep “My Backyard” Journals. ?We asked them to reflect, ask questions, write observations, collect data, and even write poetry in. These journals are an example of evidence of thinking because the content reveals our students’ thought processes through every stage of the unit.
Dream Backyards • Students were asked to draw their “dream” backyards and to be as creative as possible. • We used this activity in our second lesson as a part of phase one, in order to help lead into a discussion about what kinds of things keep us from having our “dream” backyards. This activity was a good transition into our discussion on pollution.
News Reports • In order to help the students make a connection between the types of pollution we were learning about and the concept of citizenship in phase 2, we asked them to find news articles that talked about pollution or recycling in their communities. • After the students found these articles, they filled out a worksheet explaining what their article was about and reported them as a news broadcast in pairs.
“My Backyard” Glossaries • After our lessons on the different types of pollution and recycling, we asked students to create glossaries of the words they have learned. • We wrote the words on the board and asked the students to define them in their own words using their journals and our books from the library on pollution as references. • We used this activity to end our lessons on pollution and recycling, and get the students to apply their knowledge and use their own words to describe the words they had learned. We also wanted them to be able to use these glossaries when writing their proposals and taping their commercials so they would be familiar with the terminology.
Week 1: Cause and Effect WorksheetsRubric • Benchmark:Students will be able to identify and describe a cause of pollution in 3 steps. • Student has identified a clear cause for pollution • Student has identified a clear negative effect of pollution. • Student demonstrates understanding of the type of pollution they were assigned. • Student provides a one sentence explanation of the pictures they have drawn.
Week 2: Proposals • Benchmark: Students will be able to identify an environmental problem in their community that they will plan a solution for and write up in a formal proposal. • Student has complete heading in the top right hand corner of proposal. • Student has identified a clear environmental problem. • Student has proposed a clear solution to environmental problem. • Student provides explanation for how the solution will be funded and what materials will be used. • Student provides a conclusion. • Student has signed their name in the bottom left of the page. • Student uses complete sentences and proper spelling/punctuation.
Week 3: Haiku Rubric • Benchmark: Students will be able to use their knowledge on pollution and recycling to construct a haiku. • Student has identified a topic we have discussed in class. • Student has followed the format for a haiku that they were shown. • Students ideas are well thought out and creative. • Student demonstrates an understanding of rhythm and fluency.
