Activity: Money Sorting and Identification Game

Provide students with a set of play Canadian coins and bills. Have them sort the coins and bills into groups based on their value, colour, size, and symbols. Then, ask them to name each coin and bill. This activity helps assess students' prior knowledge of money concepts before instruction and allows for ongoing formative assessment. I would observe and take anecdotal notes on how students categorize the coins and whether they can name them correctly.

Assessment AS Learning (Self-Assessment & Peer Feedback)

Activity: Money Talk Partner Reflection

After practicing identifying, comparing, and arranging money, students will pair up and discuss with a partner:

1. What they know about Canadian money.

2. One new thing they learned about money.

3. A question they still have.

This activity encourages students to reflect on their learning. I would facilitate the discussion by providing the prompts and listening to student conversations to assess their understanding.

Assessment FOR Learning, you could give a short quiz where students identify and measure angles

Assessment AS Learning, students could fill out a self-assessment sheet checking off the areas (identifying different angles, measuring angles, etc.) they feel confident in

I’m not sure what units I will be teaching during my block yet. However, I really like using exit tickets. By doing so, I get a good idea of what my students understood from my lesson and am able to go over any concepts that they struggled with.

Assessment AS Learning

For group assignments, I like having students assess their group members on the work they've done. This way I'm able to see if there were any students that didn't contribute to the learning.

As learning: self-assessment checklist, reflection, portfolio

Assessment for Learning:

• Small activities involving the shape we are learning

• Observations of activities being completed in the centres

  
  

Assessment as Learning:

• Self Assessment of Understanding

  • Thumbs up vs thumbs down

  • Emoji chart

Students could create a shared portfolio of all their work for a given unit. This would allow the teacher to gain a strong sense of the students understanding and learning throughout the unit, which would enable check-ins and clarification. Also, it would allow the students to see their own progression and evaluate their learning throughout the unit.

Assessment as: descriptive feedback, collaborative work, observations

Assessment of: exit ticket,consolidation activity, self-assessment

Assessment FOR Learning:

• Settlement Patterns Analysis - Think-Pair-Share

• Write observation notes and use guiding questions:

  1. Why do people settle in certain areas?

  2. How do physical geography and resources influence settlement?

Assessment AS Learning

• Activity: Sustainable City Self-Reflection

• After creating a model or plan for a sustainable city, students complete a self-reflection journal answering.

  1. What were the key sustainability features in my city?

  2. What challenges did I face in making my city sustainable?

Observations during class are crucial seeing as how we can observe each student

As Learning: I would do a KWL, self-assessment, or try to do group-work to walk around and see what the students have understood from the lessons.

I would look at my students science binder and collect data/information through seeing what the student have learnt through the lessons. This allows me to see if the students need different learning strategies

Assessment for learning

Think-Pair-Share: Before writing their own personal narratives, students share a memorable event with a partner and discuss the beginning, middle, and end.

Assessment as Learning

Self-Assessment Checklist: After writing, students use a checklist to evaluate their work (e.g., "Did I include a clear beginning, middle, and end?" "Did I use interesting details?"). They write one goal for their next narrative piece.

Assessment of Learning (Summative Assessment)

Students write a complete personal narrative about a special memory, following the writing process (drafting, revising, editing, and publishing).

Thumbs Up, Thumbs Down - During or after a lesson, the teacher asks students a simple question related to the learning goal (e.g., "Do you understand how to count by 2s?").

Students respond with: (Thumbs up) if they understand , (Thumbs sideways) if they are unsure , (Thumbs down) if they need more help

-The teacher uses this quick check to adjust instruction and provide extra support where needed.

Assessment AS Learning Example:

Learning Reflection with Emoji Faces - At the end of an activity, students colour or circle an emoji to show how they feel about their learning.

happy face= i understand

straight face= i need more practice

sad face= i need help

Give students objects such as picture frames and ask them to estimate what they think the perimeter and area are before measuring. Discuss strategies that can be used to make estimations afterward. Finally, the measurements of the object will be revealed, and students will follow formulas to compare their findings.

Have students complete exit tickets answering questions such as...

• One thing I learned today about measurement is…

• One question I still have is…

Assessment AS:

Have students fill out a checklist answering questions such as...

• I can explain the difference between perimeter and area.

• I can convert between mm, cm, m, and km.

• I can explain why volume is measured in cubic units.

They can use this checklist to reflect on which areas they feel confident in, are unsure of, or need assistance with.

Assessment as learning: Students participated in a Project-Based Learning activity where they created a map based on the world of Harry Potter. They reflected on their work by assessing its accuracy and creativity and setting goals for improvement, such as better integrating geographical features or exploring how landforms might affect magical communities. We then talked about how this can apply to our own communities.

• KWL (what you know, want to learn and what I learned about roles and responsibilities)

• small activities and sorting about roles/ responsibilities of people within their community (jobs vs responsibilities in those roles)

• Read books of jobs within the community (What responsibilities does the character have?)

• Think-pair-share (What responsibilities do you have at home? At school?)

Assessment as learning

• Self-Assessment

  • Thumbs up & thumbs down

    • Use "I can" statements and ask students to put their thumbs up or down if they agree