ED 3604 Evaluation of Student

Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
Stage ' Desired (esults
Establis#ed oals)
L* '& Students +ill e,"lain #o+ t#e #uman digestive and res"irator% s%stems
e,c#ange energ% and matter +it# t#e environment-
L* .& Students +ill e,"lain t#e role of t#e circulator% and defence s%stems in
maintaining an internal e/uilibrium-
L* 3& Students +ill e,"lain t#e role of t#e e,cretor% s%stem in maintaining an
internal e/uilibrium in #umans t#roug# t#e e,c#ange of energ% and matter +it# t#e
environment-
L* 4& Students +ill e,"lain t#e role of t#e motor s%stem in t#e function of ot#er
bod% s%stems-
Understandings)
Students will understand that
Form afects function.
Lifestyle choices and our associated
actions have a huge impact on how our
bodies function.
verything in the human body is closely
and intricately connected.
!he human body is very comple".
Essential 0uestions)
#. How do the systems in the body wor$
together to sustain life%
2. How do our lifestyles& and the
environments we live in& afect the internal
homeostasis our bodies%
Students will know
'#.#( )dentify principle structures of digestive and
respiratory systems.
'#.2( *escribe chemical nature of carbohydrates&
lipids& and proteins& and en+ymes.
'#.,( "plain en+yme action and factors in-uencing
their action.
'#..( *escribe chemical and physical processing of
matter through digestive and circulatory system.
'#./( "plain e"change of matter and transfer of
thermal energy between the body and the
environment 0via breathing& and removal of foreign
material and heat loss.(
'2.#( )dentify principal structures of the heart and
associated blood vessels.
'2.2( *escribe the action of the heart& blood
pressure and the general circulation of blood.
'2.,( *escribe the structure and function of blood
vessels.
Students will be able to do
S!S#.#( "plain that the goal of technology is to provide
solutions to practical problems.
S!S#.2( "plain that the products of technology are devices&
systems and processes that meet given needs& but they
don1t solve all problems.
S'#( Formulate 2uestions about observed relationships and
plan investigations of 2uestions& ideas& problems& and issues.
S'2( 3onduct investigations into relationships between and
among observable variables and use a broad range of tools
and techni2ues to gather and record data and information
S',( 4naly+e data and apply models to develop and assess
possible solutions.
S'.( 5or$ collaboratively in addressing problems and
applying scienti6c s$ills to communicate information7ideas in
assessing results.
S!S2.#( "plain how 3anadian society supports scienti6c
research and technological development to help create a
sustainable society& economy and environment.
S!S2.2( "plain that scienti6c and technological decisions
*83 ,90. : 8nit 4ssessment ;lan !emplate
ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
'2..( *escribe the main components of blood and
their role in transport& clotting and resisting the
in-uence of pathogens.
'2./( "plain the role of the circulatory system in
aiding other body systems with e"change of energy
and matter with the environment.
'2.9( "plain the role of blood in regulating body
temperature.
'2.<( *escribe and e"plain generally the function of
the lymphatic system.
'2.=( List the main cellular and non>cellular
components of the human defense system and
describe their role.
'2.?( *escribe the 4B@ and Ah blood groups on the
basis of antigens and antibodies.
',.#( )dentify the principal structures in the e"cretory
system.
',.2( )dentify the maBor and associated structures of
the nephron& and e"plain their function in
maintaining plasma compositions 0ie. water& pH&
ions(.
',.,( *escribe the function of the $idney in e"creting
metabolic wastes and e"pelling them into the
environment.
',..( )dentify the role of antidiuretic hormone 04*H(
and aldosterone in water and sodium ion
reabsorption& e"cretion and blood pressure
regulation.
'..#( "plain how the motor system supports body
functions referencing smooth& cardiac and striated
muscle.
'..2( Cenerally describe the action of actin and
myosin in muscle contraction and heat production.
involve a variety of perspectives 0social& cultural&
environmental& ethical and economic(.
S!S,.#( "plain that the goal of science is $nowledge about
the natural world.
S!S..#( "plain that concepts& models and theories are often
used in interpreting and e"plaining observations and in
predicting future observations.
S!S..2( "plain that the goal of technology is to provide
solutions to practical problems.
*83 ,90. : 8nit 4ssessment ;lan !emplate
ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
Learning
*utcomes
Assessments
!itle
En1%m
e 0ui1
Digestio
n
Stor%bo
o2
Smo2in
g 3eb
0uest
Let4s
Pla%
Doctor
5irculator%6
(es"irator
% /ui1
7unction of
8e"#ron6
E,creting
+aste
+or2s#eet
!ie it
toget#
er
Unit E,am
5om"arativ
e Anatom%
Project
!%"e $7ormative6Summative&
Summati
ve
Summative Summative Summative Summative Summative
Summati
ve
Summative
Summative
3eig#ting 9: '0: '0: '9: '0: 9: 30: '9:
'#.#( ;rinciple structures of digestive and respiratory
systems.




'#.2( 3hemical nature of carbs& lipids& and proteins& and
en+ymes.

'#.,( n+yme action and in-uencing factors.
'#..( 3hemical7physical processing of matter in
digestive7circulatory system.


'#./( "change of matter and transfer of thermal energy
between the body and the environment.


'2.#( ;rincipal structures of the heart and associated blood
vessels.

'2.2( 4ction of the heart& blood pressure and general blood
circulation.

'2.,( Structure and function of blood vessels.
'2..( *escribe the main components of blood and their
roles.

'2./( Aole of the circulatory system in aiding other body
systems.


'2.9( Aole of blood in regulating body temperature.
'2.<( *escribe7e"plain generally the function of the
lymphatic system.



'2.=( Dain cellular7noncellular components of the human
defense system and describe their role.

'2.?( *escribe 4B@ and Ah blood groups via antigens and
antibodies.

',.#( ;rincipal structures in the e"cretory system.
',.2( DaBor and associated structures of the nephron& and
their function in maintaining plasma compositions

',.,( Function of the $idney in e"creting metabolic wastes
and e"pelling them into the environment.

',..( Aole of antidiuretic hormone 04*H( and aldosterone in
water and sodium ion reabsorption& e"cretion and blood
pressure regulation.

'..#( How the motor system supports body functions
referencing smooth& cardiac and striated muscle.


'..2( 4ction of actin E myosin in muscle contraction E heat
production.


S!S#.# E ..2( Coal of technology is to provide solutions to
practical problems.

S!S#.2( ;roducts of tech. meet given needs& but don1t solve

ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
all problems
S!S2.#( How 3anadian society supports scienti6c research
and technological development.

S!S2.2( Scienti6c7 technological decisions involve many
perspectives.

S!S,.#( Coal of science is $nowledge about the natural
world.


S!S..#( 3oncepts7models7theories are used in interpreting
and e"plaining observations and in predicting future
observations.


Learning
*utcomes
Assessments
!itle
5#a"ter
(evie+
0uestio
ns
Diagram
s
*rgan
S%stem
;attles#
i"
3or2s#e
ets
<ideo 0ui1
Unit Previe+
and Unit
(evie+
Lab
E,erci
ses
Personal
(e=ection
s
Demonstrat
ions
!%"e $7ormative6Summative&
7ormativ
e
7ormative 7ormative 7ormative 7ormative
7ormative 7ormativ
e
7ormative 7ormative
3eig#ting > > > > > > > > >
'#.#( ;rinciple structures of digestive and respiratory
systems.


'#.2( 3hemical nature of carbs& lipids& and proteins& and
en+ymes.

'#.,( n+yme action and in-uencing factors.
'#..( 3hemical7physical processing of matter via
digestive7circulatory system.


'#./( "change of matter and transfer of thermal energy
between the body and the environment.


'2.#( ;rincipal structures of the heart and associated blood
vessels.


'2.2( 4ction of the heart& blood pressure and general blood
circulation.

'2.,( Structure and function of blood vessels.
'2..( *escribe the main components of blood and their
roles.

'2./( Aole of the circulatory system in aiding other body
systems.

'2.9( Aole of blood in regulating body temperature.
'2.<( *escribe7e"plain generally the function of the
lymphatic system.

'2.=( Dain cellular7noncellular components of the human
defense system and describe their role.

'2.?( *escribe 4B@ and Ah blood groups via antigens and
antibodies.

',.#( ;rincipal structures in the e"cretory system.
',.2( DaBor and associated structures of the nephron& and
their function in maintaining plasma compositions


',.,( Function of the $idney in e"creting metabolic wastes
and e"pelling them into the environment.


ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
',..( Aole of antidiuretic hormone 04*H( and aldosterone in
water and sodium ion reabsorption& e"cretion and blood
pressure regulation.

'..#( How the motor system supports body functions
referencing smooth& cardiac and striated muscle.

'..2( 4ction of actin E myosin in muscle contraction E heat
production.

S!S#.#7 ..2( Coal of technology is to provide solutions to
practical problems.
S!S#.2( ;roducts of tech. meet given needs& but don1t solve
all problems

S!S2.#( How 3anadian society supports scienti6c research
and technological development.
S!S2.2( Scienti6c7 technological decisions involve many
perspectives.

S!S,.#( Coal of science is $nowledge about the natural
world.

S!S..#( 3oncepts7models7theories are used in interpreting
and e"plaining observations and in predicting future
observations.

S$ill 4ssessment
S'#( Formulate 2uestions about observed relationships and plan investigations of 2uestions& ideas& problems& and issues.
Summative AssessmentF Let1s ;lay *octor& Smo$ing 5eb Guest
Formative AssessmentF Aeview 2uestions& 5or$sheets
S'2( 3onduct investigations into relationships between and among observable variables and use a broad range of tools and techni2ues
to gather and record data and information
Summative AssessmentF n+yme Lab& )mmune system -ashcards
Formative AssessmentF Lab "ercises& Aat *issection
S',( 4naly+e data and apply models to develop and assess possible solutions.
Summative AssessmentF n+yme Lab& Smo$ing 5ebGuest& Let1s ;lay *octor
Formative AssessmentF !e"tboo$ Lab "ercises& Aeview Guestions& *emos
S'.( 5or$ collaboratively in addressing problems and applying scienti6c s$ills to communicate information7ideas in assessing results.
Summative AssessmentF Smo$ing 5ebGuest&
Formative AssessmentF @rgan System Battleship
ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
Assessment !ool *vervie+
Assessm
ent !ool
;rief Descri"tion
4ssessme
nt F@A
Learning
4ssessme
nt 4S
Learning
4ssessme
nt @F
Learning
En1%me lab
4s students complete the lab they will answer the associated
2uestions. 4fterward& they will get in groups to discuss
answers. 4ny 2uestions they still have will be addressed via
class discussion. !hey will then be given a new set of 2uestions
on concepts they learned complete for grades.

Digestion
Stor%boo2
Students will show what they learned about the digestive
system by drawing diagrams and describing what happens in
the process. !hey apply and concentrate everything they
learned in class into a single product to be graded. Before the
due date& they will e"change wor$ with a partner to get
feedbac$ on if they have all the components.

Smo2ing
3eb 0uest
!his tas$ largely summatively assesses S!S outcomes. )t
re2uires them to analy+e why smo$ing is bad for your body&
loo$ at new technologies used in the smo$ing industry& views
behind them& and impacts on the human body. !hey will
prepare a presentation to be graded that follows speci6c
criteria demonstrating their 6ndings and stating their position.

Let4s Pla%
Doctor
)n this assessment& students are given a scenario involving a
sic$ patient. !hey have to come up with 2uestions& 6gure out
what is wrong and what body systems are being afected. !hey
have to analy+e the problem and 6gure out what they need to
do to 6" it. )t involves them analy+ing situations and loo$ing
closely at body systems. )t allows them connect all the
information they learned throughout the topic in a summative
proBect. !hey will complete a section about what they learned&
struggled with& and why they had diHculties with certain parts.

?mmune
s%stem
"roject
Students will ta$e on the role of a health wor$er that is giving a
presentation on the immune system. For the presentation they
have to include points for concepts on the immune system
covered in class throughout the topic 0cells involved& defense
systems& lymphatic system& connection to blood& blood
groups(. !hey will be graded on the content and accuracy. 4fter
outlining important information& they will give it to peers for
feedbac$ to see if they need to included other components 0#
st

draft(

7unction of
8e"#ron6
E,creting
+aste
+or2s#eet
Students will have done various activities regarding the
e"cretory system in class. !his is a way for me to evaluate
what they actually absorbed in class. ) will see if they learned
the components of blood& structures involved in 6ltration&
absorption& urine transport& and if they are able to lin$
everything together in this graded assignment. Students will
re-ect on their understanding of the topic& and if they
assessment was efective for their learning style.

!ie it
toget#er
8sed as a 6nal topic assessment where students will relate
how the motor system 6ts into all of the other body systems&
and why it has such an important role. )t is a way for me to
evaluate if they are able to connect all the concepts we
learned and reali+e that everything is interrelated.

Unit E,am
!his assessment provides a way for me to assess most& if not
all& of the outcomes in one format. Students will complete this
test individually allowing me to evaluate what each student
$nows& and concepts that were universally understood or
totally missed.

5om"arative
Anatom%
"resentation
3onnected to the rat dissection. !hey will use the information
they learned from the dissection to focus on one body system&

ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
and compare it to the same one in a diferent organism. !hey
will delve into why there might be similarities and diferences
between the two. )t ta$es on a more e"perimental approach&
which allows me to evaluate a diferent set of s$ills. !hey can
apply the $nowledge they learned formatively to a summative
assignment. !heir answers to 2uestions regarding what they
learned& and if they were able to understand material in this
format is the assessment 4S learning component.
5#a"ter
(evie+
0uestions
and "ractice
/ui11es
!hese will be given to students at the beginning of every other
class. !hey can be completed with a partner. !hey will be doing
it for practice and will not be graded. Students will also create
practices tests for each other to complete so they can learn
what is important to $now& and it is a way for them to review
material as well. )t is also teaching opportunity for them where
they help each other with answers they are unsure of.

Diagrams
) will give these out to students after we tal$ed about the
structures and went over them various times as a class. ) can
see if they $now the system structure or if ) need to spend
more time76nd diferent ways to teach it.

*rgan
S%stem
;attles#i"
!his is a game of battleship but in order to hit the opponent1s
ships they have to answer 2uestions from the unit correctly.
!his is an oral assessment. ) will go around and chec$ out how
the games are going and if they are able to answer 2uestions
an play or if they are struggling with the content. 4t the end&
students will complete a portion where they will write what
they had troubles with or need e"tra review on.

3or2s#eets
4 way for students to show me if they are able to apply the
information they learn. !here are $ey 2uestions for each topic.
4ll of them will be given in class for students to wor$ on 0either
individually or partners(. !al$ with peers about answers to help
each other learn. 4fter peer feedbac$& any remaining
unanswered 2uestions will be wor$ed on as a class.

<ideo 0ui1
Day or may not use it. ) could possible use the video 2ui+ as a
supplement& so if students need e"tra practice we can watch
the short videos and answer the 2uestions. )t would be
formative because ) would be using to see if they 6nally
understood the material. !hey would record their answers on
whiteboards.

Unit
Previe+6
(evie+
4t the beginning of the unit& ) will give them the unit review as
a pretest to see what they $now. !his will help me guide my
lesson planning according to what they need. ) can avoid
spending too much time on things they already $now while
ma$ing sure my focus is in the areas that re2uire it.
Iear the end of the unit& they will get the same review. !hat
will help me to $now what ) need to review with them& and
what topics ) didn1t teach very efectively. ) can see areas that
may be unclear and need to be e"plained before the test.

Lab
E,ercises
!hese address a variety of topics including respiratory system
0gas e"change(& nephron and the e"cretory system& and a rat
dissection. 4s they do the activities they will have 2uestions
they need to answer. !he 2uestions will be formative because
lab e"ercises are an opportunity for students to learn the
material in a diferent way. !heir answers will help me $now if
they got what they needed to out of the lab& or if the lab didn1t
help them learn the material at all. )f their answers are way of&
) can loo$ into the process to try and 6nd out why it wasn1t an
efective learning method at the time.

Personal
(e=ections
Students will answer a couple 2uestions wee$ly before class
6nishes on Fridays. !hey will write when they learned the best&
the activities that help them learn& what they are still
unsure7unclear of& and what they feel they have a good handle
on.

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
Demonstrati
ons
8sed as a form of pre>assessment. !hese will either be done by
me or in small groups. ) will as$ 2uestions to see if they are
able to see the connection to the body systems being
represented. )t will tell me if they are able to ma$e connections
when information is in diferent conte"ts. ) can use it to see
how much information they already $now about that body
system. !heir answers show me where they are at.

ED 3604 Evaluation of Student

Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
Unit Assessment Plan Defense
Pa"er

Level
5riteria
E,cellent Pro@cient Ade/uate Limited J
?nsuAcien
t 6 ;lan2 B
;alanced
Assessment
Plan
(Outcomes 1, 2,
3, 7)
?nsig#tful
rationale lin$ing
assessment
decisions with a
balanced
approach to
assessment&
demonstrating a
com"re#ensive
understanding of
efective
assessment
practices
!#oug#tful
rationale lin$ing
assessment
decisions with a
balanced
approach to
assessment&
demonstrating a
t#oroug#
understanding of
efective
assessment
practices
Sim"listic
rationale lin$ing
assessment
decisions with a
balanced
approach to
assessment&
demonstrating a
basic
understanding of
efective
assessment
practices
Unconvincing
rationale lin$ing
assessment
decisions with a
balanced
approach to
assessment&
demonstrating a
su"er@cial
understanding of
efective
assessment
practices
Io score is
awarded
because there is
insuHcient
evidence of
student
performance
based on the
re2uirements of
the assessment
tas$.
Evaluation of
Student
Learning
(Outcomes 2, 3)
E,"licit
connection
between
acceptable
evidence and
Budgments
regarding student
learning
Logical
connection
between
acceptable
evidence and
Budgments
regarding student
learning
(easonable
connection
between
acceptable
evidence and
Budgments
regarding student
learning
Unsu""orted
connection
between
acceptable
evidence and
Budgments
regarding student
learning
5onnection
bet+een
assessment
t#eor% and
"ractical
a""lication
(Outcomes 1, 2,
3)
Signi@cant
connection
between
assessment
theory and
practical
application with
e,"licit
references to
assessment
literature
(elevant
connection
between
assessment
theory and
practical
application with
reference to
assessment
literature
Predictable
connection
between
assessment
theory and
practical
application with
im"lied reference
to assessment
literature
Unrelated
connection
between
assessment
theory and
practical
application with
no reference to
assessment
literature
;alanced Assessment Plan)
How does your Unit Assessment Plan apply a balanced approach, considering assessment for, as
and of learning opportunities !hy did you incorporate the assessment tools that you did, taking
into consideration the intended learner outcomes How do your choices re"ect e#ective
assessment practices
Evaluation of Student Learning)
How will your UAP provide the acceptable evidence to make fair and accurate $udgments regarding
student learning
ED 3604 Evaluation of Student
Learning
Unit Assessment Plan
Subject Area Science
rade Level Biology 20
!o"ic Human Systems
Lengt# of Unit
$da%s&
22 days
Alana Kozak
(eferences)
JJJSee my webcast at httpF77youtu.be7?;n=K'4L'MD
!he camera didn1t wor$ 2uite well and timing is of& but everything is there. ;lease let me $now if )
need to change it for you.
3happuis& M.& Stiggins& A.& 3happuis& S.& E 4rter& M. 020#2( %lassroom Assessment for Student
&earning' (oing it )ight*Using it well 02
nd
ed(. Iew MerseyF ;earson.