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Flowers and PlantsAssessment Guide

Students Name:

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The con tents an d use o f IPC material s is p rotected by regis tered tr ademarks and international intellect ual prop erty laws and

treaties. Do not disseminate, photocopy, electronically transmit or duplicate any part of IPC materials without express and written

consent of the copyright holder. Breach of copyright may result in criminal and civil penalties in a court of the copyright holders choice

in accordance with your agreement with the IPC.

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Revised and Updated May 2013

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This indicates the content learning

area or subject area for the learning

objectives and activities.

Instructions on how the teacher can

best achieve the learning objectives.

This is always at the beginning of

each activity and should be read in

advance to ensure that the teacher is

comfortable and familiar withe activity.

All learning objectives are summarized

at the beginning of each activity and

duplicated in the assessment book for

easy reference.

For assessment purposes, all learning

objectives are achieved on a scale

from 1-5. (See Assessment key for

further detail)

IntroductionThe International Preschool Curriculum (IPC) sets high standards for early childhood education and provides teachers with a comprehensive

framework for curriculum delivery, suggested activities and Assessment. Each thematic unit is drafted by one or more qualified and experienced

curriculum drafters and reviewed by an advisory committee consisting of early childhood academics, consultants and teachers. The IPC offers a support

network for teachers to discuss their ideas and obstacles and encourages its members to be at the forefront of the organizations development.

IPC Editorial Team

Dr. Erika Burton, Ph.D.

Prof. Donna Skinner, Ph.D.

Dr. Rebecca Reynolds, Ed.D.

Gabriela Brown, M.A.

OO

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1.0 Geography Teachers constant observation of students ability and demonstration of comprehension for following directions, answering

questions and participating in discussion by providing relevant comments.

N/A 1 2 3 4 5

(L1-L3)The student will follow a simple set of instructions

to accomplish a task.

(L1-L3)The student will successfully locate Africa, Asia and

North America on a large-scale map.

(L1-L3)The student will color in specific locations on a

world map with assistance as needed.

Teacher: Date Tested:

Assessment KeyN/A

Absent or ungraded

1Insufficient or very basic understanding of the learning objective. Learning objective not attained.

2 Somewhat satisfactory understanding of the learning objective and executionof the activity.

3Satisfactory understanding of the learning objective and execution of the activity.

4 Good understanding of the learning objective and demonstration of superior skills that allowed theobjective to be completed without assistance.

5 Excellent understanding of the learning objective. Demonstration of superior skills with an initiative todiscuss, share and reflect on the completed learning objective.

Example of a filled out Assessment:

Jane Doe 12/10/12

P

PP

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1.0 Patterning Teacher observation of students ability to understand and complete activity of patterning and the use of fine

motor skill levels (threading).

N/A 1 2 3 4 5

L1 The student will use prior knowledge to createa pattern.

-L2 L3The student will work independently developing finemotor skills and pattern awareness.


1.1 Symmetry Teacher observation of students ability to recreate the symmetry of an object.N/A 1 2 3 4 5

L1The student will experience the conceptof symmetry.

-L2 L3The student will finish the flower following therule of symmetry.


Teacher Notes/Remarks

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1.2 Number Sense Teacher observation of students ability to count using one-to-one correspondence, number sense, work

cooperatively with partner and be able to follow simple directions.

N/A 1 2 3 4 5

L1 The student will be able to count up to 10.

L1 L3- The student will use one-to-one correspondence.

-L2 L3 The student will be able to count to 20.


1.3 Sorting The teacher will listen to the students as they verbal their reasons during sorting.

N/A 1 2 3 4 5

L1The student will be able to sort objects based on onecharacteristic.

-L2 L3The student will be able to sort objects based onseveral characteristics.



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1.4 Time Awareness and Sequencing The teacher will evaluate the final product to determine skill mastery.

N/A 1 2 3 4 5

L1

The student will be able to sequence items.

-L2 L3The student will be able to sequence items based onthe passage of time.


1.5 Comparison of Quantity Teacher observation of students ability to think their way through the various groupings.

N/A 1 2 3 4 5

L1The student will compare groups of objects usingmore and less.

L2The student will compare groups of objects usingmore, less and some.

L3The student will compare groups of objects using

more, less, fewer, some, most and least.



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2.0 Observation Teacher observation of the students abilities to create life like flowers and queries to see who can name the

parts.

N/A 1 2 3 4 5

L1 The student will identify the different colorsflowers can be.

-L2 L3The student will be create a plant picture, usingthe various parts by name.


2.1 Classification and Sorting Teacher observation of students ability to examine seeds and be able to sort them and explain their reason

for classification.

N/A 1 2 3 4 5

L1The student will examine seeds for similaritiesand differences.

-

L2 L3 The student will work in a small group to classify andsort an assortment of seeds.

-L2 L3The student will classify and explain their reason forgrouping seeds.


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2.2 Observation Teacher observation of students ability to follow simple steps to plant seed.

Teacher observation of students ability to record growth over a period of time.

N/A 1 2 3 4 5

L2The student will use their senses to observe andexamine plant growth.

L2The student will demonstrate the ability to followsimple steps to accomplish a task.

-L2 L3The student will observe a plant growingand graph the results.


2.3 Cause and Effect The teacher will question students on an individual basis: why was the grass dying?, listening for the

responses that indicate the mastery of the concept.

N/A 1 2 3 4 5

L1 L3-

The student will discover that plants need the sunto grow.



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2.4 Cause and Effect The teacher will question students on an individual basis: why was the plant dying?, listening for student

responses that indicate the mastery of the concept.

N/A 1 2 3 4 5

L1 L3-

The student will discover that plants need water togrow.

-L2 L3 The student will name 2 things plants need to live.



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3.0 Literacy - Prediction and Auditory Memory Teacher observation of students who can picture read and have the oral language and auditory memory to

predict what will happen next.

N/A 1 2 3 4 5

L1 L3-

The student will use their auditory memory topredict what will happen next to the story.


3.1 Reading Comprehension Teacher observations of students ability to listen attentively, recall and sequence story events.

N/A 1 2 3 4 5

L1

The student will listen attentively to a story andbe able to answer questions to demonstratecomprehension.

- L2L1The student will be able to retell parts of thestory using details.

-L2 L3 The student will be able to sequence story events.



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3.2 Fluency and Auditory Memory Teacher observes students ability to repeat a simple rhyme and makes notes of the students who could

identify the rhyming words.

N/A 1 2 3 4 5

L1 The student will develop phonologicalawareness by participating in the rhyming activity.

-L2 L3 The student will recite the rhyme with success.

-L2 L3 The student will identify the rhyming words.


3.3 Letter Recognition Teacher observation of students ability to listen, comprehend story and identify the letter R.

Teacher observation of students fine motor skills needed in writing.

N/A 1 2 3 4 5

L1 The student will develop awareness for theletters R.

L2 The student will write the letter R.

L3The student will use their own drawing to convey

meaning of a printed word.


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3.4 Writing Skills Teacher observation of students who are actively participating and trying to learn their letters.

N/A 1 2 3 4 5

L1The student will actively participate in learning how

to write the letter R.

-L2 L3The student will actively participate in practicingthe writing of alphabet letters.


3.5 Letter Sounds Teacher observation of students who recognizes and can state the beginning sounds of a letter.

N/A 1 2 3 4 5

L1The student will recognize a letter and itscorresponding sound.

-L2 L3The student will recognize 5 or more letters andtheir corresponding sounds.



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3.6 Critical Thinking Teacher will rate responses based on the depth of their reasoning in their responses. For example a response:

because I liked it would rate low, a response such as because the sunflower reaches for the sun would rate higher.

The teacher makes note of the mastery levels of the students, based on those needing assistance to sequence and

those that have mastered this skill.

N/A 1 2 3 4 5

L1 The student will decide what is real and what is not.

-L2 L3The student will use their imaginations and expandtheir vocabularies.

L1 L3-The student will analyze and judge the story line, as

evidenced by their critical thinking oral responses.


3.7 Letter Sounds Teacher observation of students reading readiness skills: how students are able to hold the book correctly, turn pages

appropriately, determine the front from the back, read the pictures and enjoy the process of reading readiness

and the use of directionality. The teacher will assist or model the appropriate skills for students not practicing the

appropriate skill level.

N/A 1 2 3 4 5

L1The student will experience the left to rightdirectionality of reading.

-L2 L3The student will discover and experience the left toright directionality of reading.


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3.8 Literacy - Prediction and Auditory Memory Teacher observation of students ability to picture read and who has the oral language and auditory memory

to predict what will happen next.

N/A 1 2 3 4 5

L1 L3-

The student will use their auditory memory topredict what will happen next in the story.


3.9 Visual Memory Teacher observation of students active participation and who remembers their colors and flower names.

N/A 1 2 3 4 5

L1 The student will identify colors.

-L2 L3The student will be able to match flowers with their

color and name.



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3.10 Reading Readiness Teacher observation of students happily engaged in reading books and encourage those not enjoying

(looking at) a book.

N/A 1 2 3 4 5

L1 The student will enjoy reading bookswith classmates.

L2The student will enjoy reading books and telling a

classmate about the book.

L3The student will enjoy reading books and will read

it to a small group of students.


3.11 Fine Motor Writing Teacher observation of students fine motor skills and exclaims how wonderful each student can write!

N/A 1 2 3 4 5

L1The student will be able to write and recognize thefirst letter of their name.

L2The student will be able to write and recognize

their first name.

L3

The student will be able to write and recognize

their first name and show being mastery of their

last name.


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4.0 Natural World Teacher observation of students active participation creating his or her own bird feeders and listen to their

thoughtful responses to the I wonder questions.

N/A 1 2 3 4 5

L1 The student will develop awareness of thenatural wonders of nature.

L2The student will construct using a variety of

materials.

L3 The student will observe cause and effect.


4.1 Conservation Teacher observation of students active interest and participation in the garden.

The teacher listens carefully to the responses of -L2 L3 student to the critical thinking questions;

determining their grasp of the importance of planting, maintaining, and caring for our natural environment.

N/A 1 2 3 4 5

L1 L3-The student will participate in planting theclass garden.

-L2 L3

The student will develop awareness for the

importance of gardening and farming (critical

thinking).


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5.0 Visual Art Teacher observation of students ability to follow through simple steps to make a flower crown and take

pride in their creation.

N/A 1 2 3 4 5

L1 The student will cut, glue and use creativity tomake a flower crown.

L1 L3-The student will be able to describe their own

creative work.

L1 L3- The student will express their self through art.


5.1 Visual Art Teacher observation of students ability to follow simple steps (auditory memory)

and work with teachers guidance, using fine motor skills, to create a small bouquet of tissue paper flowers.

N/A 1 2 3 4 5

L1

The student will use a variety of materials tocreate an original work of art.

-L2 L3 The student will describe their own project.

L1 L3-The student will build hands on sensory

development through the hands-on project.


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5.2 Visual Art Teacher observation of students ability to work cooperatively with teachers and classmates and to be able to

use their artistic creativity to make an original work of art.

N/A 1 2 3 4 5

L1 The student will use art as a form of self-expression.

L1 L3-The student will follow simple steps to create a piece

of art.

L3The student will show interest in making their own

piece of art look neat and finished.


5.3 Art Appreciation The teacher will ask: Who was Van Gogh and what did he paint? - Noting the students who respond

appropriately: A famous artist, who painted a sunflower picture.

N/A 1 2 3 4 5

L1 L3-

The student will critique a famous piece of art.

-L2 L3The student will recreate their own Van Gogh

painting.



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5.4 Sensory Art Teacher observation of students active participation, fine motor development and enjoyment.

Teacher observation of -L2 L3 students ability to identify sweet and sour tastes.

N/A 1 2 3 4 5

L1 L3-The student will create a flower fromedible materials.

-L2 L3 The student will identify various savory flavors.



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6.0 Gross Motor Teacher observation of students participation and coordination of motor movements.

N/A 1 2 3 4 5

L1 L3-The student will use their imaginations and move

their bodies based on commands.


6.1 Balance Teacher observation of students that can balance things on their heads and walk.

N/A 1 2 3 4 5

L1 L3- The student will demonstrate a sense of balance.


6.2 Fine Motor Skills Teacher observation of students ability to correctly hold a pencil and manipulative skills of the student.

N/A 1 2 3 4 5

L1 L3- The student will utilize their fine motor skills to draw.

-L2 L3The student will identify the roots, stems, leaves,

and flowers in their drawings.


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7.0 Music and Movement Teacher observation of students active participation and enjoyment.

N/A 1 2 3 4 5

L1 L3- The student will actively participate in a sing along.

-L2 L3The student will make their own actions to the

words in the song.


7.1 Music and Rhythm Teacher observation of students active participation and rhythmic movements as per developmental age.

N/A 1 2 3 4 5

L1 The student will demonstrate rhythm.

-L2 L3The student will demonstrate and march

in rhythm.



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8.0 Following Rules and Social Skills Teacher observation of students use of social skills and visual memory.

N/A 1 2 3 4 5

L1The student will demonstrate their ability to follow

simple game rules.

L2The student will demonstrate their ability to follow

simple game rules and respect for others.

L3

The student will demonstrate their ability to follow

simple game rules, respect for others and

helping others.


9.0 Descriptors Teacher observation of students active listening, eagerness to participate and oral language development.

N/A 1 2 3 4 5

L1 L3-The student will use oral language to describe theworld around them.

L3The student will use descriptive words and

complete sentences.



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9.1 Personal Identity Teacher observation of students recognition and knowledge of their own name.

N/A 1 2 3 4 5

L1The student will orally recognize their first and last

name, along with their address.

L2The student will orally recognize their first, middle

and last name, along with their address.

L3The student will state their first, middle and last

name, along with their address.


10.0 Critical Thinking Teacher observation of students participation, oral language development and thinking skills.

N/A 1 2 3 4 5

L1 L3-

The student will use problem solving by orallyresponding to open ended thought provokingquestions about the plant world around them.



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