Welcome to Mr. Lemelin's Class
Formative Assessments
Bellringers used as formative assessments. These were given before and after instruction to guage effectiveness of lessons. Students are scored as either proficient or not proficient. Below are graphs that show proficiency before and after each related lesson.
Each unit in science is tested before instruction begins to identify the areas that will need the most attention. Lessons are then planned to meet the specific needs of a particular class. Scores are reported on parent portal and each student can compare their pretest score to their current score for the unit to track progress .
Inquiry and Technology Bellringer Formative Assessments
Level 1
Fewer than half of the students could identify most of the basic measuring tools and metric units used.
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Level 2
Most students knew how to use a graduated cylinder but did not know displacement method. Almost all students failed to show proficiency in using other tools to obtain accurate measurements.
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Level 3
Almost all students could not describe the difference between mass and weight nor could they calculate or describe density.
Level 1
Most students could identify appropriate graphs to use for the different purposes. Most could identify parts of graph. Few students knew what a histogram is.
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Level 2
Almost all of the students could translate data from a table into a graph, but most students could not create a table to organize their data.
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Level 3
Most students were familiar with cause and effect from ELA but fewer than half of the students could identify the cause and effect being tested in a controlled experiment. Most students could not identify possible errors by examining data.
Level 1
Almost all of the students knew the definition of experiment, but only identified hypothesis as "educated guess" and could not give an appropriate example.
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Level 2
Most students confused independent and dependent variable. Few could identify tools needed for an experiment.
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Level 3
Almost none of the students could describe the difference between a control and an experimental setup.
Level 1
Almost all students could identify intended benefits and unintended consequences. Over half could identify assistive and adaptive technologies.
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Level 2
Some of the students could identify some of the tools and procedures to test a prototype.
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Level 3
Few students could identify the steps of the engineering design process or evaluate a procedure to identify errors.
Level 1
Most students could not define nor model the arrangement and motion of the particles of solids, liquids, or gases.
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Level 2
Some students could distinguish between models of elements and compounds, but almost all could not distinguish between compounds and mixtures. Only a few could define elements, compounds, and mixtures.
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Level 3
Some students were familiar with metallic properties. Almost all students could not identify any patterns in the periodic table. Few students could explain a Bohr model of an atom.
Classifying Matter Bellringer Formative Assessments
Level 1
Almost all students could not define and give examples of common physical and chemical properties nor identify the common signs of chemical change. Few could differentiate between physical and chemical change.
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Level 2
Few students could identify parts of a chemical equation (symbol/formula, subscript/coefficient, reactants/products.) Some could identify the reactants and products. None were able to describe the common outcomes of all chemical changes.
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Level 3
Some students were familiar with the Law of Conservation of matter as far as "matter can not be created nor destroyed," but could not apply it to chemical changes. Almost all students could not balance chemical equations nor calculate the mass of products or reactants using the Law of Conservation.
Level 1
Almost all students could not define acids and bases. Few could identify common examples of acids and bases.
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Level 2
Some students could list some properties of acids but could not list properties of bases. Almost all students could not explain how to identify a substance as either an acid or base using indicators.
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Level 3
None were able to explain how pH is a measure of ionization by calculating how much a change in pH changes the acidity or alkalinity of a substance nor could they describe neutralization.
