JennaM+Final


 * Section 1:**

After the I provided a lesson about identifying rules, their consequences, and where certain rules are appropriate in different settings, I thought it would be a perfect opportunity to go on a field trip. I did this so the students can test what they believe rules are and how they apply differently in the classroom and in the museum we are going to. For this assessment, I wanted to the students to come up with their own list of rules for the class to go on our field trip. Before we they wrote their rules down, I went through the sequence of events for our field trip like we will be taking a bus, we will be staying at the museum for two hours, and we must leave together in an organized and professional manner. I wanted the students to guide the students to think about the different types of rules they should be thinking about for the field trip. I think going on a field trip made the assessment more realistic for the students because the rules involve their own safety and their peers safety as well. For the assessment, students will write down a list of seven rules they believe would be meaningful and significant for going on a field trip. After they write these down, they will work with a partner and explain why they chose the rules those rules and how it would affect the students in the environment of the museum. As students collaborate with their partner, I will be walking around with a piece of paper and sticky's to record the progress of the students and what I observe from their conversation about their work.

After discussing their thoughts with their parter, the students will go back to their individual work to discuss three out of the seven rules that they chose and discuss how these rules relate to rules that should be made for the classroom as well. I included this in the assessment so students can use higher order of thinking to answer the question. They also need to picture themselves in real life situations because the students are in school five out of the seven days a week. By the first grade, students are aware of some rules that regulates the classroom. I think it is important for students to take what they know about an environment they are so familiar with and relate it to a setting that they are unfamiliar with. This different setting is also a place where the students know they are going, so it means more to them to form rules for their classroom to have order and to be safe. I will go over the students work to see what they have written. In order to follow up on the assessment and to see student progress in their work, we will go over the rules that the class has made once we get back from the field trip a day later. The students will have a group discussion about what rules they thought were affected, what didn't work, and if their thoughts changed on whether or not the rules that they chose were appropriate for a field trip and classroom setting. What I like most about this assessment is that students can relate one setting to another, while comparing the rules they created on their own. From this assessment, students can also understand that leaders like teachers and adults can make rules, but if you understand the setting and what needs to be considered, then anyone can make rules! "See class! You were able to think of your own rules, apply them to certain environments, and evaluated if these rules were affective or not!"


 * Section 2:**

1) Objective 1: Students will determine numbers that add and subtract to equal twenty mentally. Objective 2: Students will to add and subtract ten from a given number mentally. Objective 3: Students will be able to add or subtract two digit numbers in multiples of ten mentally.

2)

__Necessary skills, knowledge, and understanding__ __Level of difficulty__

1. Students must know the definition of addition Low 2. Students must know the definition of subtraction Low 3. Students must understand numbers in mulitples of ten Medium 4. Ability to mentally add or subtract numbers Medium 5. Must understand different techniques to add and subtract in their minds High 6. Ability to add or subtract numbers with two digits High

3) One form of summative assessment activity that will successfully assess my objectives is the game of Around the World. This is a very fun, but difficult game for students because they must know how to add and subtract numbers in their heads. To play the game, all of the students sit on the reading rug. The reading rug is considered the world, so this is where the students will be pretending to move around the world. The directions to the game are as so; one student at a time stands up at a time. I will read them one addition or subtraction problem from my three objectives. If the student gets the answer right, then the student continues to move around the world. The reading rug has a picture of the world on it, so I placed counter points where the students should stop for each question. The student has three strikes if they get an answer wrong. I like giving three strikes because the students have a better chance of answering three of the questions that way. I also help the students organize the numbers in their heads if they get one question wrong. This helps the students figure out the answer without actually giving them the answer. Once the student used up their three strikes, the next student goes. This sort of activity takes a few days to accomplish because there are many students in the classroom. I have changed the activity around so that each student is engaged in the activity as well. In the beginning of the lesson, I handed out the sheet of paper with the equations I will read to the students. The equations are numbered so the students can follow along with me. I do this because I don't want the whole class to sit and do nothing for a majority of the activity. This way, the student who is standing up feels like he or she is playing the game and the students sitting down are still engaged in the activity. The object of the game is for each student get around the world (the rug) by answering a majority of questions right and not using up all of their strikes.The only difference is that the student standing up tries to get as many answers right as possible to get all around the world and the students on the rug answer the questions just like a regular worksheet. This is fun for the students feel like they are all playing together and it benefits me because I am able to test the students ability and progress in adding and subtracting numbers that relate to my four objectives. Throughout the activity, I have a worksheet with sticky's for each student and record the student's progression and/or difficulties that the student may have. This is how I will determine if they meet all three standards or not and will allow me to choose work for the students to help them work on certain skills more than others.