The purpose of this assessment was to measure students’ ability to compare and contrast the major stages in the life cycles of Florida plants and animals, including complete and incomplete metamorphosis and flowering and nonflowering seed-bearing plants, as outlined in SC.4.L.16.4. A pre-assessment was administered to evaluate prior knowledge, followed by targeted instruction. A post-assessment then measured student growth. 

The class average for the pre-assessment was 49%, indicating that most students had limited understanding of life cycle differences. Specific areas of struggle included, confusion between complete and incomplete metamorphosis, especially the role of the pupa stage, difficulty identifying differences between flowering and nonflowering plants and their reproductive processes, and limited ability to compare and contrast life cycles rather than simply listing stages.

Based on the pre-assessment results, I modified my instruction to focus on key areas of weakness by, using visual aids such as diagrams, videos, and interactive slides to illustrate metamorphosis and plant life cycles.  We also had a caterpillar complete metamorphism in class. I conducted hands-on activities, including sorting games where students categorized animals based on their life cycle type. I also incorporated comparison charts and graphic organizers to help students distinguish between complete and incomplete metamorphosis, introduced real-life examples of Florida plants and animals to make the content more relevant and engaging, and provided small-group instruction for students who needed additional clarification on life cycle processes.

Following targeted instruction, the class average for the post-assessment increased to 66%, showing significant improvement. Key areas of growth included, students more accurately identified the differences between complete and incomplete metamorphosis. They had a better understanding of flowering vs. nonflowering plants, including their reproductive methods. There was an improved ability to compare and contrast life cycles instead of just identifying stages. Some students still needed reinforcement in explaining their reasoning when comparing life cycles.

The post-assessment data shows positive growth in students’ understanding of life cycle differences, but there is still room for improvement. To continue supporting student learning, I will, reinforce learning through review games and interactive activities that require students to explain their thinking, use formative assessments, such as exit tickets and quick quizzes, to monitor ongoing progress, and encourage students to create their own life cycle diagrams and explain them to a partner to deepen understanding. By using assessment data to guide instruction, I was able to address misconceptions and enhance students' ability to compare and contrast the life cycles of Florida plants and animals.