Global Shadow Tracking
Evaluation
Students will be assessed in a variety of ways in this lesson, including both formal and informal assessment and self-assessment. An outline of questions to be answered throughout the investigation and experimentation process will be recorded in their journals. Students will also have open-ended questions to show what they have learned about shadows.
There will also be a formal assessment which will measure what the students have learned about the sun, seasons, and how shadows form as a result of this lesson and the interaction they have had with students in other places.
Students are mainly evaluated in the area of science:
1. completion of investigation and experiment activities
2. increased knowledge in the objectives of the lesson - the sun creates shadows and is involved in seasons
The students can also be evaluated in up to three other subject areas:
1. Social Studies - understanding geography through the use of Google Earth, maps, atlases, or globes
2. Mathematics - using appropriate units and measurement tools to quantify the properties of shadows
3. Language Arts - explaining the implications of the sun's movement in relation to the creation of shadows
Below you can find two evaluation tools to use with your own students, or to use as a model for creating your own instruments:
There will also be a formal assessment which will measure what the students have learned about the sun, seasons, and how shadows form as a result of this lesson and the interaction they have had with students in other places.
Students are mainly evaluated in the area of science:
1. completion of investigation and experiment activities
2. increased knowledge in the objectives of the lesson - the sun creates shadows and is involved in seasons
The students can also be evaluated in up to three other subject areas:
1. Social Studies - understanding geography through the use of Google Earth, maps, atlases, or globes
2. Mathematics - using appropriate units and measurement tools to quantify the properties of shadows
3. Language Arts - explaining the implications of the sun's movement in relation to the creation of shadows
Below you can find two evaluation tools to use with your own students, or to use as a model for creating your own instruments:
| tcl_sciencechecklist.pdf |
| tcl_cooperativerubric.pdf |
Last updated on July 2, 2009. Based on a template from EDTEC 570 at SDSU
© Christina Lahr, Diane Main, and Karen McKelvey
© Christina Lahr, Diane Main, and Karen McKelvey