Field+Test+&+Feedback

**__Kindergarten__**
The kindergarten class I worked with responded well to this unit. They participated enthusiastically, and their final papers reflected an understanding of push and pull forces.







__**Fifth Grade**__
The success of this unit could be assessed by the classroom teacher and media specialist who worked together to facilitate the unit. As they grade the students' process and products with the grading checklist, they could discuss the following questions:


 * Did the self-selected student partnerships work well? Should we pre-determine partnerships in the future to pair students of either similar or dissimilar levels of academic proficiency?
 * Were the students able to find ample, credible sources of information? Should we identify more resources for them ahead of time if we use this unit again?
 * Did the students properly cite their sources? Was the citation worksheet an appropriate amount of scaffolding for the majority of the students?
 * Did students make appropriate choices for physical models of the forces they studied? Were they able to gather the materials they needed?
 * Did the students seem to understand the requirements of the project after the introduction, or did we have to address multiple questions about requirements throughout the project?
 * Were the students given a thorough introduction to //Comic Life//? Did the act of creating comics take more or less time than we allotted? Did the student products live up to the expectations we had before the unit began?
 * Was the "Forces Fair" well attended? Did parents view it as a worthwhile activity?

By discussing these questions, the teachers will obtain information about how the unit should be modified for future years. The goal of units like this one is ultimately for students to be successful, but it is also important to stretch them beyond their previous levels of proficiency in working with resources and adapting information into personal projects. Reflecting on the results of the unit allows the teachers to plan for more or less scaffolding in the future.