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| Assessment Plan | ||||||
| Description: | ||||||
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Performance indicators are evaluated through the use of three rubrics and a compare/contrast venn diagram. The Inuit Report Rubric assessed individual student’s ability to study how the Inuit people live, work, and utilize natural resources, and their ability to identify and compare the physical, human, and cultural characteristics of the Inuit people. The Inuit Project Activities Rubric assessed individual student’s ability to study how the Inuit people use legends and folk tales to transmit values, ideas, beliefs, and traditions of their culture. It also assessed their ability to locate where they live in the world on a globe and/or map, their ability to understand how the Inuit utilize natural resources and their ability to identify the physical and cultural characteristics of their region. The Inuit Presentation Rubric assessed individual student’s ability to convey to their classmates their understanding of how the Inuit people live, work, and utilize natural resources, demonstrate where the Inuit people live, and the cultural and physical characteristics of the Inuit. The compare/contrast venn diagram assesses each student’s ability identify and compare the physical, human, and cultural characteristics of the Inuit People when compared to our own culture and geographic area.
Inuit Project Checklist
Name ______________________________
Activity |
Complete |
Incomplete |
| Report: Title of section____________________________ | ||
| Rough draft | ||
| Edited | ||
| Final copy: word processed and graphic added | ||
| E-mail message to Inuit children at Leo Ussak School | ||
| KidPix slides on Inuit Traditions and Beliefs about Animals | ||
| Learn Inuktitut phrase | ||
| Write name in Inuktitut alphabet | ||
| Inquiry experiment on snowflake crystals | ||
| Learn song about the tundra | ||
| Crossword and wordsearch puzzles | ||
| Make mukluks | ||
| Make mask |
3 points |
2 points |
1 point |
Score |
| Written report was read aloud with no mispronunciations and all words easily understood | Written report was read aloud with no more than 5 words mispronounced and at least 75% clearly understood | Written report was read aloud with more than 5 words mispronounced and less than 75% clearly understood | |
| Was able to lead the teaching of Inuktitut phrases | Participated with the group in teaching the class Inuktitut phrases | Did not participate in teaching the class the Inuktitut phrases | |
| Was able to lead the class in singing the song "Arctic Tundra" and sang song from memory | Was able to sing with the class the song "Arctic Tundra" and sang song while reading words from the poster | Did not participate in singing with the class the song "Arctic Tundra" | |
| Multimedia slides were easy to understand and the graphic matched the text. | Multimedia slides were easy to understand but graphics did not match text | Multimedia slides were not easy to understand and graphics did not match text | |
| Was able to demonstrate to the classroom where to locate the tundra region on a globe or map | Was able to demonstrate with cues where to locate the tundra region on a globe or map | Was not able to demonstrate where to locate the tundra region on a globe or map | |
| Was able to correctly respond to all questions posed by classmates | Was able to correctly respond to 50% of questions posed by classmates | Was not able to respond correctly to any questions posed by classmates | Total |
3 points |
2 points |
1 point |
Score |
| Was able to independently write a keypal letter to the Leo Ussak School | With assistance from the teacher was able to write a keypal letter to the Leo Ussak School | Did not write a keypal letter to the Leo Ussak School | |
| Was able to complete two slides in KidPix on an Inuit belief about animals independently | With teacher assistance was able to complete two slides in KidPix on an Inuit belief about animals | Did not complete slides for the KidPix slide show on Inuit beliefs about animals | |
| Was able to memorize three familiar Inuktitut phrases | Was able to memorize one or two Inuktitut phrases | Unable to memorize any of the familiar Inuktitut phrases | |
| Was able to write name using the Inuktitut alphabet | Attempted to write name using the Inuktitut alphabet | Did not attempt to write name using the Inuktitut alphabet | |
| Participated and made predictions for snowflake experiment | Participated in snowflake experiment | Did not participate in snowflake experiment | |
| Was able to write clues for 5 words for crossword puzzle | Was able to write clues for 3 words for crossword puzzle | Was able to write clues for 1 or 2 words for crossword puzzle | |
| Was able to make mukluks and a mask that accurately represented the Inuit culture independently | Was able to make mukluks and a mask that accurately represented the Inuit culture with teacher assistance | Did not complete the mukluk and mask activities | Total |
3 |
2 |
1 |
Score |
| Is able to independently write a topic sentence that identifies a key physical, human or cultural characteristic of the Inuit | Is able to complete a topic sentence that identifies a key physical, human or cultural characteristic of the Inuit | Is unable to complete a topic sentence that identifies a key physical, human or cultural characteristic of the Inuit | |
| Is able to independently write a topic sentence that tells how the Inuit either live, work or use natural resources. | Is able to complete a topic sentence that tells how the Inuit either live, work, or use natural resources. | Is unable to complete a topic sentence that tells how the Inuit either live, work or use natural resources. | |
| Is able to independently find resources such as books, CDs, and internet information to research the Inuit | Is able to find resources such as books, CDs, and internet information to research the Inuit with assistance and modeling by the teacher | Is unable to find resources such as books, CDs, and internet information to research the Inuit even with assistance and modeling by the teacher | |
| Is able to write 3 or more supporting detail sentences for the topic sentence from 2 or 3 sources of information (books, CDs, etc.) | Is able to write 2 supporting detail sentences for the topic sentence from 1 source of information (books, CDs, etc.) | Is unable to write a supporting detail sentence for the topic sentence and/or locate sources of information | |
| Content clearly demonstrates knowledge of Inuit culture, history, geography of tundra, or basic needs of the Inuit | Content demonstrates knowledge of Inuit culture, history, geography of tundra, or basic needs of the Inuit with assistance from teacher | Unable to demonstrate in writing knowledge of Inuit culture, history, geography of tundra, or basic needs of the Inuit even with assistance |
| Topic sentence | ||
| Detail sentences, which support the topic sentence. | Detail sentences, which support the topic sentence. | Detail sentences, which support the topic sentence. |
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| Closing sentence | ||
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