1st Grade Science in the Toy Box Unit

1^st Grade Science in the Toy Box Unit

End of Unit Assessment

Teacher Resources:

Sample Jamboree/Interview Checklist (Adobe^® Reader^® PDF)
Sample Jamboree/Interview Checklist (Microsoft^® Word^®)

Essential & Unit Questions* ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Monitor Student Learning

How do the parts of a system (toy/game) work together?

What makes things move?

How can we change the way something is moving?

11A(K-2)#1: Most things are made of parts.

11A(K-2)#3: When parts are put together, they can do things that they couldn't do by themselves.

11A(K-2)#2: Something may not work if some of its parts are missing.

4F(K-2)#1: Things move in many different ways, such as straight, zigzag, round and round, back and forth, and fast and slow.

4F(K-2)#2: The way to change how something is moving is to give it a push or a pull.

9B(K-2)#2: Sometimes changing one thing causes a change in something else.

Summative Assessment: Jamboree/Toy Fair or Individual Interviews with students about the parts/functioning of a specific toy or game.

Note: The Jamboree/Toy Fair can be as simple or elaborate as the individual teacher or team chooses. The desired outcome of such an event is for students to demonstrate their knowledge of the benchmarks. An alternative to a jamboree/fair is to individually interview students about the parts and motion of a particular toy/game.

(A sample checklist is available under "Teacher Resources" on the electronic curriculum.)

Can students identify the parts of the toy or game that are necessary for it to work?
Can students describe how the toy or moving parts in the game move?
Can students explain how to cause the toy or game to move and/or change the way it is moving?

* Essential/Unit questions are major questions driving the unit. They are directly aligned with the benchmarks. No single lesson addresses each question in its entirety. By the end of the unit, students should be able to answer these core questions.

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.