Kindergarten Life Systems Interdisciplinary Unit Assessment Photo Album By: Dulcinea Hearn

1. Living Things Grow and Change!
Kindergarten
Life Cycles Interdisciplinary Unit
Assessment Photo Album

2. What is this all about?
Title: Living Things Grow and Change!
Content Areas : Science, Reading, Writing, Math
Topic: Students will explore the growth cycle and
characteristics of plants, frogs, and butterflies.
Grade: Kindergarten
Designer(s): Dulcinea Hearn

3. What will we learn?
(Learning Outcomes)
Writing:
I can draw, write, or explain what I think and other
information.
Reading Comprehension:
I can listen and try to answer questions about stories
that are read aloud to me.
Science:
I can find ways that living things grow and change.
Math:
I can sort pictures or other things and explain why.

4. I will be able to
answer these questions:
(Essential Questions)
1. What are the stages of growth for a plant?
2. What are the names of the parts of a plant?
3. How are plants able to grow?
4. What are the stages of growth of a butterfly?
5. What are the stages of growth of a frog?
6. Why is it important to take care of living things?

5. Diagnostic Assessments
(What do I already know?)
1. My family will tell my teacher about my learning interests
and how well I work with others.
2. We will walk outside and explore nature.
3. I will draw seeds and explain what they look like.
4. I will draw what I know and wonder about plants,
butterflies, and frogs (KWL)

6. Formative Assessments
(What am I learning?)
I will show what I am learning by…
1. listening to stories and answer questions
2. using my body to show how a plant grows
3. drawing pictures of how plants, butterflies, and frogs grow
4. matching the names of the plant parts to a plant picture

7. Formative Assessments
(What am I learning?)
I will show what I am learning by…
5. sorting seeds
6. putting pictures of the stages of growth of
butterflies and plants in order
7. finishing the K-W-L chart with pictures in the
learned column

8. Performance Assessment
(What did I learn?)
1. I will correctly plant seeds for a plant to grow and
then I will put pictures in order to show how my
plant will grow and finally I will show the things that
a plant needs to grow.
2. I will draw a picture of the how a butterfly and a
frog grows.

9. Rubric
(Performance Assessment One)
What is my score?
Not Yet (1) In Progress (2) Meets (3)
With prompting and With prompting and Without prompting and
support the student support the student support the student
does not express any demonstrates partial demonstrates complete
knowledge to knowledge of the knowledge of the planting
demonstrate the planting process, process, stages of growth,
process of planting, stages of growth, or AND the requirements to
stages of growth, or requirements to grow. grow.
requirements to
grow.

10. Rubric
(Performance Assessment Two)
What is my score?
Not Yet (1) In Progress (2) Meets (3)
With prompting and With prompting and Without prompting and
support the student support the student support the student
does not express any demonstrates partial demonstrates complete
knowledge to draw knowledge of the knowledge of the life cycle
or explain the stages stages of the life of a butterfly or a frog.
of the life cycle of a cycle of a butterfly or
butterfly or a frog a frog.

11. Paper and Pencil Assessments
(What can I show on paper?)
True True/False Item:
Plants need water, sun, and air to grow. (This would be reflected
on paper as a picture of a live, healthy plant connected to three
pictures of water, a sun, and air – next to the box would be a
happy face and a sad face.) Students would be prompted to
circle the happy face if the statement is true or a sad face if
the statement is false.
False True/False Item:
Plants need food, the moon, and to be held to grow. (This would
be reflected on paper as a picture of a live, healthy plant
connected to three pictures of human food, the moon, and a hand
- next to the box would be a happy face and a sad face.) The
students would be prompted to circle the happy face if the
statement is true or a sad face if the statement is false.

12. Paper and Pencil Assessments
(What can I show on paper?)
Short Answer or Fill-in-the-Blank Item:
Picture (seed) then __________, _________, __________ (3 blank lines) then
a picture (grown plant). On the margin of the page would be five dotted boxes of
different answer choices. Among them would be a picture of water, air, and sun.
The students would be required to cut and paste the correct items in the blanks.
Multiple –Choice Item:
This question would be demonstrated as four pictures next to each
other representing the four growth cycles of a plant (e.g. seed, bud,
sprout, plant). Below these pictures would be four answer choices :
1. Picture of a moon
2. Picture of water coming from a watering can
3. Picture of a cheeseburger
4. Picture of a sand dune
The students would be prompted to circle the picture of the item that
would make the seed grow into a plant

13. Paper and Pencil Assessments
(What can I show on paper?)
Essay Item:
Discuss and explain what a plant needs to grow.
The students would be prompted to answer this question
in their native language. Upon completion of the oral
answer students would be prompted to arrange felt
pieces of what plant needs to grow (water, sun, air) next
to a live, healthy plant on a felt board. They would select
the pieces out of multiple choices of pre-cut felt pieces.

14. Ready?
Get set.
Grow!