Inspection
Evaluation/Assessment
Have your students presented you with enough information and artifacts that they have proven they are guilty of understanding?
A. Individual Assessment (40%):
Students will be assessed individually according to their participation in class activities and discussions, their individual reflective journal, and their science la b observation forms Students' individual assessments will be done in formative manner throughout the unit.
Discussion and Participation: Teacher observes students to determine their engagement with the' integrated unit and the daily whole class discussions and activities. Teacher will rate the "Individual Evaluation" rubric.
Reflective Journal: Teacher collects students' reflective j ournals on Day 2 and uses them for the formative assessment. Teacher evaluates students' understanding of the project introduction.
Science Lab Observation Form: Teacher collects students' Science Lab Observation Forms (SLOF) on Day 5 and uses them for the formative assessment. Teacher evaluates students' understanding on the application of the principles of fight.
B. Group Assessment (60%):
Students also will be assessed as groups according to their engagement to the unit project and activities. Students' group assessment will be done both formative and summative manners.
Group Discussion and Participation: Teacher observes students as groups to determine their engagement with the integrated unit and the daily group discussions and activities. Teacher also formatively observes and records groups' inquiry processes and hypermedia presentation preparations. Teacher will rate the "Group Participation and Discussion" rubric.
Hypermedia Presentation: Teacher applies summative assessment technique for groups' hypermedia presentations. Teacher evaluate hypermedia presentations in terms of their content, organization, and design. Teacher will rate the "Hypermedia Presentation Evaluation" rubric.
Implications
Although this integrated unit plan is designed for 5th grade students to engage them in meaningful learning, with some small changes in the inquiry web sites and the electronic textbook this unit plan could be used through K- 12 integrated units. The information given through the web sites and electronic textbook are leveled. For example, if one needs to adjust the unit plan according to specific grade level, one can choose the basic levels for K-4 grades, intermediate level for 5-8 grades, and advance levels for 9-12. Most of the inquiry web sites have hyperlinks for basic-intermediate -advance level information. Included activities also can be used with any grade by adjusting the level of guided participation. For example, for K-4 grades giving activities with intensive guidance, for 5-8 grades with some guidance, for 9-12 grades giving activities with less guidance. The unit plan provides K- 12 students with a group project in which students design hypermedia knowledge bases to communicate their knowledge on the history, the present, and the future of flight in terms of science, technology, and society in. The unit plan supports cooperative learning for K- 12 grades by presenting students with real-world tasks in which students work together to access content from a wide variety of electronic resources, to transform content information into content knowledge, to implement that knowledge into unit activities, and to design hypermedia knowledge bases.
