Unit Assessment Methods
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5: Cumulative Assessment
- “Packing” worksheet – Students will be assessed by how they differentiate their wants and needs as they “pack their bag” to go to Grandma’s.
- Anecdotal observations from class discussion and watching as the students make their packing choices – the teacher will circulate the classroom as students are working on their packing worksheets and ask them questions such as “Why did you choose to pack that?” and “Why didn't you pack that?”
- The teacher will know that the learning objectives have been met if the students can identify clothes and toiletries as needs for a trip and other things (such as entertainment – books, movies, toys) as a want.
Lesson 2:
- Students will be assessed by their ability to identify a want and a need at the beginning of the lesson.
- Students will be observed and assessed throughout the group sorting activity. The teacher will circulate around the room and ask students to defend the choices that their group has made and help to clarify possible misconceptions.
- The teacher will know that the learning objectives have been met if the students can classify a picture as a good or a service at the end of the lesson, explain their reason for identifying it as such, and giving an example of it in the community.
Lesson 3:
- Students will be assessed by their ability to identify goods and services.
- Students will be observed and assessed through the buying and selling activity. The teacher will circulate around the room and ask students to explain their choices while they're making them.
- The teacher will know that the learning objectives have been met if the students can explain that they had a limited amount of money and how they had to make choices to stay within their budget.
Lesson 4:
- Students will be assessed by the notes they take in their notebooks and their participation in the class post-field trip debriefing.
Lesson 5: Cumulative Assessment
- Students will be assessed on their representation of their place (if it is labeled and includes a visual), their ability to identify the career title of someone who works there, whether they can identify whether it provides a good/service, an example of a good/service provided there, and whether it would be considered a want or need (and they can justify why that is). The rubric can be adjusted to fit district/school grading procedures for Grade 2, but a high-scoring project would include the student providing the following:
- A physical representation of their chosen location
- The career title of someone who works there
- The identification of if a good or service is provided
- An example of the good/service
- Whether the goods/service is a want or need