Assessment Plan
This unit culminates in a public health campaign, including a student-run panel that discusses an array of public health issues. The health panel provides a community service by raising awareness about local issues and jump-starting a dialogue about health justice. Assessments are aimed at measuring readiness and facilitating participation in our final health campaign event, to which the whole school community is invited.
Assessment plan includes:
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Spanish
Lesson/Topic1. OUTBREAK
2. PREVENTION 3. HUMAN BEHAVIOR 4. SOCIAL JUSTICE / ART |
AssessmentStudents will complete a graphic organizer that identifies three main ideas and two new vocabulary words from their assigned section of the smallpox text.
Students will be able to arrange and construct Spanish vocabulary related to medicine, illnesses, and outbreaks through three different writing activities from the textbook.
Feedback strategies & Revision Supports: Teacher feedback; verbal Students will write and present a news brief in Spanish about a zombie pandemic (at least five sentences long, uses preterite and imperfect tense; includes visuals - graded on a rubric).
Students will list and identify the Spanish possessives through a presentation led by the instructor.
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social Science
Lesson/Topic1. OUTBREAK
2. PREVENTION 3. HUMAN BEHAVIOR 4. SOCIAL JUSTICE / ART |
assessmentStudents participate in preliminary discussion about their knowledge of the impact of epidemics on human populations throughout history.
Formative, informal: Students complete a graphic organizer for researching the history of scientific contributions to the field of health.
Formative, formal: Jigsaw research activity on medical breakthroughs and the sweeping social changes they allowed.
Diagnostic, Informal: Students send opinions anonymously to ‘Poll Everywhere’ about their personal identifications and attitudes to otherness.
Summative, Formal: Students create poster-sized visual aids illustrating global trends in public health, to create the learning setting in which the health panel takes place.
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biology
Period/topic1. OUTBREAK
2. PREVENTION 3. HUMAN BEHAVIOR 4. SOCIAL JUSTICE / ART |
assessmentDay 1, Assessment 1: Prior to covering actual material, the teacher will assess current student knowledge on the spread of disease through a whole class discussion.
Day 2, Assessment 1: Student homework will be looked over to be sure they have thought of questions to ask the guest speaker.
Day 3, Assessment 1: As the students create and present their one page slide on careers in medical science, teacher will monitor for participation.
Day 3, Assessment 2: During student presentations, student infographics and Google Doc slides will be assessed for accuracy.
Day 4, Assessment 1: During the whole class discussion, the teacher will identify and address gaps in student knowledge regarding diseases.
Day 4, Assessment 2: As the students present their rationales for their protective gear, the teacher will assess whether their explanations stay true to the nature of the spread of viruses and bacteria.
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all subjects
class session #5 - public health campaign
period/topic5. PUBLIC HEALTH CAMPAIGN
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ASSESSMENTStudents carry out zombie flash mob with at least fifty participants.
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