In this project, students of 8th class take up a scientific investigation on the concept of eclipse. They conduct research on the concepts, types and causes of eclipses and read books to understand the amazing phenomena. The students conduct survey in their community to gather data regarding different superstitious beliefs and malpractices associated with eclipses prevalent in the community. They make models to describe the celestial phenomena and circulate newsletters to create awareness about the malpractices prevalent under the disguise of ‘protection from eclipses’.
This timeline shows in chronological order the different types of formal and informal assessments that occur during the unit. The table below explains how each assessment is used and who uses it for what purpose.
| Students work on projects
and complete tasks
| After project work
|Assessment||Process and Purpose for Assessment|
|Questioning||The teacher uses questioning strategies to monitor student progress, probe for understanding, and engage students in higher-order thinking. The teacher questions students while inspecting group work. The teacher also returns to Curriculum-Framing Questions throughout the project to analyze student understanding.|
|Journal||Students use journals to write down discussion notes and to answer reflective questions. The teacher reviews journals regularly to provide feedback, clarify misunderstandings, and provide additional lessons if necessary.
|Group contribution checklist(doc)||Students use the group contribution checklist to self-manage their group contributions.|
|Research Log(doc)||Students use the log to write their research summary and the teacher reviews logs to ensure students are on track.|
|Research Checklist(doc)||Students use the checklist to self-assess their progress during the research process.|
|Discussion||The teacher uses the information from this discussion to guide students as they plan and execute. Frequently throughout the unit, students discuss relevant topics to activate background knowledge. Notes on students’ contributions to the discussion are used to plan instruction and to provide individual and group feedback.
|Anecdotal Notes||The teacher uses this form throughout the unit to capture notes about students as they work. The notes are used to monitor progress, provide feedback, and adjust instruction. In this informal assessment, notes from observations and interactions with individuals and groups and from the conferences provide documentation for final assessment.|
|Model Making Checklist(doc)
||Students use the model making checklist to monitor the quality of their work during model making. Teachers use the Model Making Checklist to assess final models.|
|Survey Sheet(doc)||The students use the sheet to conduct survey in their neighbourhood to gauge the different superstitious beliefs regarding solar/lunar eclipse. The teacher uses the sheet to review the students understanding of blind beliefs existing in our community.
|Newsletter Assessment tool(doc)||This rubric is used by students as they work on their newspapers to make sure their work is high quality and by teachers at the end of the project to assign grades to students’ work.|
|Reflection||In this end-of-unit reflection, students assess their own learning during the unit. The teacher reviews the reflections to analyze student understanding and to gauge students’ metacognitive abilities.|
Understanding different perspectives
Conducting Awareness Campaign
Mrs. Shilpa Bhagwat, teacher of Seth Hiralal Prashala High School, Pune participated in the Intel® Teach Program. A team of teachers expanded the plan into an example that you can see here.
Grade Level: 6
Subjects: Geography, Science
Topic: Eclipses-Beliefs and Facts
Key Learnings: Concept of Eclipses; Causes of Eclipses and Types of Eclipses
Time Needed: 7 weeks (3 periods of 40 minutes each per week)