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Alicia Perez, Baileigh Moquin, Grace Marvin, Sydney McCarthy, Taylor Rettig

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A “student sample” of the assessment you were assigned

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A “student sample” of the assessment you were assigned

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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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A detailed description of your assessment (this needs to be detailed enough that someone who is not familiar with that assessment would understand)

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Concept Card Mapping is where students are given predetermined vocabulary on cards. When participating in an activity using these concept cards students will arrange and rearrange these cards to create a web of inner connecting concepts. Moving these cards around and finding the connections between the cards allows students to investigate the relationships between them.

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As a class we will complete a bar graph where the teacher shows a list of components and information that needs to be included and with the help of the students we will create the graph on the board. After creating the class graph students make groups of 4. The vocabulary which will be placed on the board is the same vocabulary included on the concept cards that the groups of students will make connections between at the end of the lesson using concept card mapping.

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After a lesson on bar graphs and participating in a classroom activity students will demonstrate the ability to put-together a graph by constructing one as a class then, understanding and taking-apart the components of a bar graph by making connections between these components within a group using the concept mapping cards.

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We will begin by asking students if they have ever made a graph and to share what kinds of graphs they have made. We will focus on the components of a bar graph. Students will learn and understand how to identify the different parts of a bar graph. Then, students will learn how to put the parts of a bar graph together such as the title goes at the top of the graph. Finally, taking apart the parts of a bar graph by making connections between the components using concept card mapping at the end of the lesson.

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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A list of appropriate and inappropriate applications of your assessment (i.e. content for which it would be appropriate to use this type of assessment and when it would not be appropriate)

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Appropriate applications:
- Social Studies: a date and events that happend that are all related to the civil war.
- Geography: land features, and parts of culture that all relate to a country in the world.
- Science: Parts of the life cycle that all relate back to the word life cycle. The lesson is learning what each of these parts is and learning they come together to create the life cycle. This could be done for something such as parts of a cell and more.
Inappropriate applications:
- Math: integrating the actual math doesn't include a word to connect back to something that can be put on a concept card.
- Using something such as a phrase or long piece of work is not something that could be put on a concept card.

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NY-2.MD.D 10.

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a picture graph or bar graph.

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Math Standards
Powerpoint for presentation

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Concept maps are visual representations students create to connect ideas, concepts, and terms. Students can use them to organize information they already know and to incorporate new learning with this prior knowledge. Concept maps help you see how students understand content.