1. Formative Assessment: “California Wetlands Creatures” Student PPTs
I will begin by introducing the unit with a discussion and brief lecture to
determine the class’s prior knowledge of the California wetlands as well as previous
experience using Microsoft Word and PowerPoint. Using students’ feedback, we will
construct a bubble map on the wetlands as a reference to be posted, and added to
throughout the unit, in the classroom. I will be collaborating with the school technology
aide/instructor so as to provide maximum direct guidance to the students. I will show the
students my detailed PowerPoint presentation regarding the project. The slideshow will
give a clear overview and checklist of the expectations and guidelines for the entire
project. Additionally, the class will be shown a sample PPT on a creature from a
different habitat just to give them a visible format for learning. I will also distribute the
rubrics covering all aspects of the project so that my students can refer to them
throughout the four weeks of the activity. The students will be given a handout which
includes a list of possible, but not all, wetlands creatures plus a graphic organizer to
collect basic facts and wonderings about the creature they choose. Students must choose
a creature to research by the end of the first week.
We will go on a fieldtrip to Coyote Hills East Bay Regional Park towards the end
of the first week or at the beginning of the 2nd week. Students will be given a passport
and checklist to keep track of fauna, flora, water, and land formations they observe.
During the second week, I will give a quick review of using the Web to conduct
research and provide the sites for helpful search engines that can aid students who are not
computer literate. We will also go to the school library for book resources. I will move
about the room offering suggestions and guidance to the students, and will be attentive to
my English Learners, Resource students, and/or any others who seem to be struggling. I
will review each student’s graphic organizer of the facts about their creature that they
want to include in their PowerPoint slides. By checking off their work I can assess which
students are on task and which appear to be falling behind or having difficulty with the
assignment and adjust my instructional methods as needed. Accommodations may
involve speaking with these students or spending some one-on-one time with them after
school on the computer to ensure they comprehend the material and research process.
During Week 3 of the unit the students will work on their research and
PowerPoint slides. I will give a step-by-step tutorial on PowerPoint and Microsoft Word,
including how to copy and paste pictures, being mindful to solicit and pause for any
questions. In order to ensure that all students understand and use the concepts correctly,
there will be an opportunity for all students to pair up to practice making two practice
PowerPoint slides. This fosters building a cooperative community, leadership, and
technology skills. I will explain and show the students how all of their information can be
safely stored and accessed on Microsoft Live. I will monitor the students as they work
and code their status next to their names on my roll sheet when they have completed a
task. As questions or issues come up I will offer review and assistance. I will circulate
the classroom asking students to show me what they have done and their plans. I can
thus monitor their progress. This is also a avenue to informally assess how they are
managing their time and information search on their own, how they are putting their
information in Word document, etc. Students who are struggling have the option of
briefly partnering with a computer proficient student.

2. The student presentations begin in Week Four. The presentations will be assessed
in line with the rubric provided. If any students require extra help setting up their
PowerPoint slideshow, or if technical problems arise, I will assist them.
During Week 5 the students will paint a depiction of their creature on a wetlands
mural.