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Assessment for the skill of analyzing influences (Grades K-2)

This is an excerpt from Lesson Planning for Skills-Based Elementary Health Education 2nd Edition With Web Resource by Holly Alperin,Sarah Benes.

This summative performance-based assessment evaluates the extent to which students can meet the unit objectives for grades K-2. There is also a sample rubric for teachers who may want to provide feedback to students or who may need to provide grades. You can include a formative assessment of the skill objectives during any skill practice activity in the unit. Modify the assessment as necessary to meet the needs of your students. Remember to use a backward-design approach (chapter 2) even when making modifications. This will ensure that your materials are intentional, purposeful, and aligned with intended outcomes.

In this assessment, Influences Game, students create a matching game based on what they learned in the unit. This could also be modified to be a worksheet and not a game. However, the game is more interactive and provides a more engaging way of sharing what they learned with others. Students will create a matching game by making two decks of cards: one for the categories of influence in the class—family, characters, and school—and one for how that influence helps health. When students play the game, they will match the influence to how it helps health.

Objectives

Through this assessment, students will demonstrate their ability to do the following:

• 2.2.1 Identify various influences that affect health and well-being.
• 2.2.2 Determine the ways various influences affect personal health and well-being.
• 2.2.3 Explain how various influences affect the health and well-being of others.

Meeting the Needs of All Learners

• Provide any materials and resources in students’ home languages.
• Show samples or premade pictures to cement expectations.
• Use small groups and create activity center stations. The assessment is the focus station where they work with you and receive individualized support as needed.
• Scaffold, as necessary, to support student success; for example, play as a game using premade pictures, provide premade pictures, or provide sentences or fill-in-the-blanks that explain the influences.

Implementation Considerations

• Discuss as a class the similarities and differences between influences and impacts.
• Add a lesson to the unit where students play each other’s games and you debrief as a class (addresses National HE Standards performance indicator 2.2.3).
• Provide more time or additional scaffolding, as needed.

More Excerpts From Lesson Planning for Skills-Based Elementary Health Education 2nd Edition With Web Resource

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