washington edition assessment - newesd 101 1 - 4 2 end-of-module assessment 32 ... delta education;...

MAGNETISM AND ELECTRICITY 1EARTH MATERIALS

WASHINGTON EDITION

ASSESSMENT CONTENTSInvestigations 1 - 4 2End-of-Module Assessment 32Assessment Blueprint 44

ASSESSMENTEARTH MATERIALS

This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements (EALRs) for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at www.smerc.org, for more on how to use these classroom-based assessments.

Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations

The summative assessment scores more complex items with a 0-4 rubric. 4 going beyond expectations 3 meeting expectations 2 close to expectations 1 below expectations 0 off task, or no response

INVESTIGATION DUPLICATION MASTER CHANGESNew student sheets• no. 10a Science Stories—Written

in Stone• no. 11a Comparing Crystals• Inquiry Project SheetsModified student sheets • no. 11 Response Sheet—

Investigation 1 (replacing Mock Rocks)

• no. 15 Response Sheet— Investigation 2 (replacing Scratch Test)

• no. 17 Response Sheet— Investigation 3 (replacing Calcite Quest)

NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State.

The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle�- Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver.

2 FULL OPTION SCIENCE SYSTEM

INQUIRY INVESTIGATION SUMMARY

PART 1

INVESTIGATING MOCK ROCKS

• What are some of the properties we can use to describe individual rocks?

Time: 30 minutes

TAKING ROCKS APART

• How can we determine the ingredients of a rock?

• How can we separate the ingredients of a rock?

Time: 45 minutes

Students make and record observations of mock rocks. They compare the properties of mock rocks with those of real rocks. Students choose appropriate measuring tools to determine the diameter, circumference, depth, and mass.

Students use a nail as a geologist’s pick to take a mock rock apart. Not all ingredients can be separated in this way, so students use water to effect a further separation. Students shake vials containing water and earth material and observe them before and a�er se�ling.

OBSERVING CRYSTALS

• What are the ingredients in mock rocks? What evidence do you have to support your conclusions?

Time: 10–15 minutes + 20 minutes on another day

A�er vial ingredients se�le overnight, students observe the separation that has occurred. They set up evaporation dishes to determine any further ingredients. A�er the water evaporates, students find crystals in the dish. They determine these are salt and alum crystals.

PART 2

PART 3

INVESTIGATION 1: MOCK ROCKS

3EARTH MATERIALS

WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES

Examples of questions students might generate for inquiry projects

Teacher Observation

Using meter tapes and balances.

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)

• Rocks have many properties, including shape, size, color, and texture.• Geologists use rock properties to help identify different rocks.• Some dimensions of rocks can be measured and compared.

• Rocks are made of ingredients called minerals; minerals are made of only one ingredient.

• Some ingredients can be identified by breaking rocks apart.

• Water can be used to separate ingredients: some break into smaller pieces, and some dissolve.

• Rocks are made of minerals.

• Evaporation is a way to separate liquid and solid ingredients.

• Mineral crystals have identifiable shapes.

New Student Sheet

Science Stories—Wri�en in Stone

Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4)

History and Evolution of the Earth. Understand that fossils provide evidence of plants, animals, and environments that existed long ago. (GLE 1.3.5)

Modified Student Sheet

Response Sheet—Investigation 1

Structure of Ma�er. Know that substances are made of small particles. (GLE 1.2.3)

New Student Sheet

Comparing Crystals

Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3)

• Does temperature make a difference in the size of salt crystals as they form from evaporating water?

• Does the depth of the saltwater solution make a difference in the size of the crystals le� when the water evaporates?

FULL OPTION SCIENCE SYSTEM4

P. 3—Earth Materials Notebook

GOING FURTHER

If students need basic instruction in measurement, use the FOSS Measurement kit to help them develop measuring skills. If they just need some extra practice, try using some of the extensions suggested in the teacher guide.

FORMATIVE ASSESSMENT

INVESTIGATION 1: MOCK ROCKSPART 1: INVESTIGATING MOCK ROCKSUse teacher observation to assess students’ ability to measure accurately using meter tapes and balances, and to record both a number and a unit for each measurement.

Teacher Observation—Meter Tape

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2 )

Score If the student...

+ aligns the zero position on the meter tape with the edge of the object being measured; keeps the meter tape fairly straight when taking a linear measure such as diameter or depth; records number and unit.

positions the tape as described above; writes only a number when recording.

– needs a lesson on how to use a meter tape to measure dimensions and how to record them.

Teacher Observation—Balance



+ zeros the balance before beginning to measure; puts the mass pieces in the cup opposite the one with the rock in it; adds mass pieces until the balance is exactly even; adds up the mass pieces to find the total weight. Records number and unit.

uses the proper measuring technique, but records only a number.

– needs another lesson on how to use the balance.


WASHINGTON EDITION

NOTE: This sheet is part of the Earth Materials Notebook that students use throughout the module to record data.

Date

MOCK ROCKS PAGE 3

1. Diameter

Tool used

2. Circumference

3. Depth

Tool used

4. Other measurements

Investigation 1: Mock Rocks

No. 5—Student SheetWA Edition

MOCK ROCK MEASUREMENTS DIMENSIONS



INVESTIGATION 1: MOCK ROCKSPART 2: TAKING ROCKS APART Use new student sheet no. 10a called Wri�en in Stone along with the students reading from the Science Story “Wri�en in Stone” (or have the students complete the assignment in their science notebooks).

Student Sheet—Written in Stone, Part 1

Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4)


+ lists 4-6 examples of earth processes and how each changed the rocks or altered the landscape. (Examples: rocks moved by glaciers or landslides, rocks traveling in a stream, rocks and shells that have se�led to the bo�om of the sea and pressed together, channels worn by water, lava deposited from a volcano explosion, tiny particles spewn from a volcano sticking together)

lists 4-6 examples of earth processes but does not explain how each changed the rocks or altered the landscape. (Examples: glaciers or landslides, streams, se�ling and pressure, water erosion, volcanos, heat)

— lists fewer than four examples of earth processes

Student Sheet—Written in Stone, Part 1

History and Evolution of the Earth. Understand that fossils provide evidence of plants, animals, and environments that existed long ago. (GLE 1.3.5)


+ prior to looking up the definition, was able to explain these two key concepts regarding a fossil: 1) provides information/evidence (remains, traces, or imprint) and 2) is from prehistoric animals or plants.

was able to identify these two key concepts regarding fossils with the help of the glossary definition.

— was not able to compare their explanation with the dictionary definition or provide an adequate explanation of a fossil.

No. 10a—New Student Sheet


No. 11—Modified Student Sheet

Use modified student sheet no. 11 called Response Sheet— Investigation 1 to assess student understanding of GLE 1.2.3. At some point in the activity, teach students that ma�er is made of small particles.


Structure of Matter. Know that substances are made of small particles. (GLE 1.2.3)


4 includes the statement that a cookie is made with many ingredients, such as flour, sugar, chocolate chips, eggs, and so forth; draws the analogy to a rock, which is also made of many ingredients, but the ingredients are minerals; states that both cookies and rocks are ma�er and therefore made of small particles.

3 states that cookies have many ingredients and so do rocks, but does not elaborate upon the ingredients in either; states that both are ma�er and that ma�er is made of small particles.

2 makes some kind of comparison between rocks and cookies, but not that both have many ingredients. (e.g., the child likes cookies, and comparing rocks to cookies must mean that he or she likes rocks, too).

1 gives some information about cookies or rocks that does not pertain to the assigned task, or includes a large misconception.

0 does not complete the task, or gives information that has nothing to do with what was asked.

GOING FURTHERIf students are having trouble dealing with this analogy, practice analogies from time to time. Have one on the board when students arrive in the morning, to complete while you are taking lunch count or a�endance.

SCIENCE STORIES—WRITTEN IN STONEPart 1As you read the Science Story, look for examples of earth processes that have changed the surface of the earth, moved the rocks, or affected the landscape. List as many examples as you can find of these earth processes and how they changed the landscape.

Part 2Aunt Rita found “fossils” in the rock. Explain what you think Aunt Rita meant by a fossil.

Use the glossary from your FOSS Science Stories book to look up and write the definition of a fossil. How does this compare with your explanation; do you want to add or mark any changes to your original explanation?

Date ___________________________________Name ________________________________

FOSS Earth Materials Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 1: Mock RocksNo. 10a—New Student Sheet

WA Edition

RESPONSE SHEET—INVESTIGATION 1

Eli and Emily were on the playground eating lunch when Emily found a cool rock on the ground and picked it up. “This rock is just like the chocolate chip cookie you’re eating,” she said to Eli. Eli disagreed. “They do not look alike and you can’t eat a rock!” he said.

Think about what you know about chocolate chip cookies and what you learned about rocks from the mock rock investigation. Explain to Eli what Emily meant when she said rocks and chocolate chip cookies are alike.

Date ___________________________________Name ________________________________


Investigation 1: Mock RocksNo. 11 Modified Student Sheet

WA Edition



No. 11a—New Student Sheet

NOTE: A�er students’ solutions have evaporated and crystals are le�, discuss why there were differences: more liquid to begin with (more crystals), some evaporated faster (smaller crystals), and so forth.

INVESTIGATION 1: MOCK ROCKSPART 3: OBSERVING CRYSTALS

Use new student sheet no. 11a called Comparing Crystals, or give students a prompt for writing in their notebooks or journals.

Student Sheet—Comparing Crystals


Score If the student... + explains that, even though they were all doing the

same experiment, there were small differences; gives an example, such as some groups poured more liquid in the dish and so had more crystals, or some of the liquids might have evaporated faster and so developed smaller crystals.

explains that, even though they were all doing the same experiment, there were small differences; gives examples, such as some poured in more liquid, but does not explain result.

– is unable to explain why there were some differences.

GOING FURTHER

If students don’t have any viable ideas about why some crystals are different, brainstorm some possibilities—temperature might make a difference, amount of liquid poured in the dish might make a difference, and so forth—then turn the investigation over to one or two students to complete as an inquiry project.

Ms. Rand’s class mixed their mock rock particles with water and let them sit overnight. The next day they poured the clear liquid into evaporation dishes. A few days later, they found crystals in the dishes. Some of the cyrstals were bigger than the others. Some of the dishes had more crystals than others.

If everyone was doing the same investigation, why were the results slightly different?


Investigation 1: Mock RocksNo. 11a—New Student Sheet

WA Edition

COMPARING CRYSTALSDate ___________________________________Name ________________________________



PART 1

OBSERVING MINERALS

• What properties can we use to identify minerals?

Time: 30–40 minutes

TESTING FOR HARDNESS

• What properties can we use to identify minerals?

• How can your fingernail, a penny, and a paper clip help determine hardness?

Time: 30–40 minutes

Students investigate four unknown minerals. They record observations and find that they need more information to make a confident identification of the minerals. Easily visible properties aren’t enough.

Students are introduced to hardness as a property that can help a geologist identify a mineral. They use paper clips, pennies, and their fingernails to do the scratch test, make hardness comparisons, and help identify minerals. Using this knowledge, they identify and order four minerals by hardness.

PART 2

INVESTIGATION 2: SCRATCH TEST

13EARTH MATERIALS



Student Sheet

Mineral Properties

Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)

• A mineral is a basic earth material that cannot be physically broken down any further.

• Minerals are the ingredients that make up rocks.

• It is usually necessary to know several properties of a mineral in order to identify it.

• Hardness, a mineral property, is the resistance of a mineral to being scratched.

• Minerals can be seriated by hardness.

• When comparing the hardness of any two objects, the harder one will scratch the so�er one.





• Can you find any other minerals with the same hardness as calcite or gypsum? How could you find out? (You need a collection of other minerals you don’t mind ge�ing scratched to complete this project.)

• If you had a collection of different minerals, could you put them in order of hardness? How would you do it with and without using scratch tools?



No. 14—Student Sheet

INVESTIGATION 2: SCRATCH TESTPART 1: OBSERVING MINERALS

Use student sheet no. 14 called Mineral Properties.

Student Sheet—Mineral Properties, Tasks 1–3



+ fills in all the le�ers correctly.

fills in the le�ers correctly in the single circles, but places some le�ers incorrectly in the intersecting circles.

– cannot place any of the le�ers correctly.

Student Sheet—Mineral Properties, Task 4



+ explains that the le�ers in the intersection of the circles mean that the minerals show properties listed in both circles, that the le�ers in one circle mean that minerals show only that one property, and that the le�ers outside the circles mean those minerals do not show either property.

explains that the minerals are placed in the circles according to the property listed in the circle; says nothing specific about the intersection or le�ers outside the circles.

– cannot give any reasonable explanation.

AC

BD

E

F

H

G

I

Look at the pictures of the minerals below.

TASK 1Use the letters by the minerals to show which minerals could be placed in each group.

DARK-COLORED

TASK 2Use the letters by the minerals to show which minerals could be placed in each group.

SHARP-EDGED SMOOTH-EDGED

SHARP-EDGED

DARK COLORED

TASK 3Use the letters by the minerals to show which minerals could be placed in each group. Think carefully where you would put minerals that have more than one property.

TASK 4On the back of this sheet, explain how you decided where to put the letters for task 3.


Investigation 2: Scratch TestNo. 14— Student Sheet

WA Edition

MINERAL PROPERTIES

Date ___________________________________Name ________________________________

LIGHT-COLORED




INVESTIGATION 2: SCRATCH TESTPART 2: TESTING FOR HARDNESSUse modified student sheet no. 15 called Response Sheet— Investigation 2.



Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3 )


+ states that Smith’s data is incorrect and explains all errors (see below) and correctly lists minerals in or-der of increasing hardness: realgar, halite then, apatite.

states that Smith’s data is incorrect and gives a reason that shows an error (possible reasons: a mineral that could be scratched by a fingernail could be scratched by a penny and paper clip; a mineral scratched by a penny could also be scratched by a paper clip), and may use example referring to specific mineral.

– has incorrect or incomplete information.

You may also want to assess students on GLE 2.1.3—using data to construct a reasonable explanation. Score a , +, or – on the assessment chart.

GOING FURTHER

If students don’t think that rubbing two minerals together is a valid test for hardness, return to the minerals used in the investigation. Have students rub two minerals together to determine which is harder. See if they can order all the minerals using this technique.

RESPONSE SHEET—INVESTIGATION 2

Two scientists, Smith and Garcia, each did the scratch test with three minerals using a paper clip, a penny, and a fingernail. Their results are shown on the charts below. SMITH GARCIA

Whose results show errors? ______________________________ Explain the errors.

Using the correct results, list the three minerals in order of increasing hardness:

least hard hardest

Pap

er c

lip

Pen

ny

Fing

erna

il

Realgar yes yes yes

Apatite yes — —

Halite yes yes —

KEY: "yes" means that the mineral was scratched by the tool.

Name ________________________________ Date ___________________________________


Investigation 2: Scratch TestNo. 15—Modified Student Sheet

WA Edition

Pap

er c

lip

Pen

ny

Fing

erna

il

Realgar — — yes

Apatite yes — yes

Halite — yes —



PART 1

DETECTING CALCITE

• How can we tell if one of the ingredients in a rock is the mineral calcite?

Time: 40 minutes

LOOKING FOR MORE EVIDENCE

• Is there another test we can do to know for sure which rocks contain calcite?

Time: Two 20-minute sessions

Students investigate one interesting property of the mineral calcite. They place a piece of calcite in vinegar and observe bubbles and fizzing. They place several rock samples in vinegar and look for evidence of calcite as an ingredient.

A�er the rocks sit in vinegar overnight, students pour the liquid into small dishes and let it evaporate. Students find a white needlelike crystal and a powdery white residue in two of the dishes—evidence that calcite is an ingredient.

PART 2

INVESTIGATION 3: CALCITE QUEST

19EARTH MATERIALS



Teacher Observation

Detailed observations

Nature and Properties of Earth Materials. Understand physical properties of Earth materials including rocks, soil, water, and air. (GLE 1.1.5)

Science Notebook

Legends vs. facts

Evolution of Scientific Ideas. Understand that scientific comprehension of systems increases through inquiry. (GLE 2.2.5)

• Rocks are made of minerals.

• Calcite is one of the most common minerals on Earth.

• Pu�ing acid on a rock is a tool geologists use to identify calcite.

• Sometimes more than one test is needed to provide conclusive evidence.

• Evaporation is a technique used to separate liquid from solid parts of a mixture or solution.

• Crystal pa�erns can help us identify certain minerals.

• Limestone and marble are two rocks that contain calcite.



Identifying Problems. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. (GLE 3.1.1)

• Are there other rocks around the school that might contain calcite? How could you find out? (Students will need to gather a collection of rocks and test using vinegar.)

• Would you get the same results in the vinegar test with hot vinegar as you did with cold vinegar?



INVESTIGATION 3: CALCITE QUESTPART 1: DETECTING CALCITE

Use teacher observation to assess students’ abilities to observe.

Teacher Observation—Detailed observations

Nature and Properties of Earth Materials. Understand physical properties of Earth materials including rocks, soil, water, and air. (GLE 1.1.5)


+ writes a description that clearly identifies each of the rocks; focuses on details in an a�empt to tell the rocks apart.

writes a list of words, but the words are fairly generic and could be applied to many rocks.

– writes only one or two words for each rock.

GOING FURTHER

If students are having trouble writing detailed observations, use descriptive writing games. You might try something similar to the riddle writing students did when they brought their rocks from home. Use a bag of mixed nuts, peanuts in the shell, a set of shells, or other objects that require detailed descriptions to tell them apart. Have students write descriptions (riddles, poems, or straight descriptions), and trade them with other students to see if they can identify the objects they described. Go through several examples of student writing to discuss what details helped distinguish the objects. Students need to do this exercise several times during the year to become proficient.


WASHINGTON EDITION

To introduce concepts of GLE 2.2.5, the following assessment has been added. Use student notebooks to have students write about the prompt below a�er reading “Rock Tales” pages 16-23 in the Science Stories. Make sure the students read the green side panel labeled Rock Tales.

Notebook Prompt:

What is the difference between legend and facts? How do we know the difference?

Science Notebook—Legends vs. facts

Evolution of Scientific Ideas. Understand that scientific comprehension of systems increases through inquiry. (GLE 2.2.5)


+ states that legends are made up of stories to explain what people don’t understand (there may be some factual information in a legend); explains that facts are based on observable information or result from ideas or questions that are tested or proven.

states that legends are made-up stories and facts are real

– can’t distinguish between legend and fact.




INVESTIGATION 3: CALCITE QUESTPART 2: LOOKING FOR MORE EVIDENCE

Use modified student sheet no. 17 called Response Sheet— Investigation 3.




+ same as for but explains that crystals give evidence of calcite in the rock.

answers cup B and states that Jared should pour off the liquid from the rock into dishes to evaporate the liquids and says to look for crystals in the dish a�er evaporation.

– cannot describe what Jared should do.

GOING FURTHER

If students have difficulty supporting their answers with evidence, spend time helping them identify reasons for what they know. They may have seen something in another investigation, they might have observed the result, and so forth.

RESPONSE SHEET—INVESTIGATION 3Jared wanted to try the calcite test at home. He found two different rocks in his backyard and put them into small glasses of vinegar that he labeled A and B. He noticed that there were bubbles in both glasses.

A—A few bubbles cling to the rock; B—Bubbles all over! All bubbles one bubble floats to the top. are rising to the top.

Jared is pretty sure that at least one of the cups contains calcite. Which cup probably contains calcite (A or B)? _______

Describe what Jared should do next to each sample to find out if it contains calcite. Be sure to include the observations that would confirm calcite is present.

AB


Investigation 3: Calcite QuestNo. 17— Modified Student Sheet

WA Edition

Name ________________________________ Date ___________________________________



PART 1 IDENTIFYING MINERALS IN GRANITE

• What are the mineral ingredients in granite?

Time: 40 minutes

CHOOSING YOUR OWN INVESTIGATION

• Students ask their own questions and plan investigations or research to answer them.

Time: 4-6 sessions

Students sort a set of earth materials and find that one is a rock, granite, and the rest are minerals. Students test the minerals to identify which of the minerals are ingredients in pink granite.

Students review the investigations they have participated in over the past several weeks and identify a subject they would like to investigate in greater detail. They select a project to further their understanding, as well as to inform the rest of the class.

PART 2

IINVESTIGATION 4: TAKE IT FOR GRANITE

25EARTH MATERIALS



• Application of earth materials concepts regarding rocks and minerals.

Performance Assessment

Inquiry or Design Project

Investigating Systems: GLEs 2.1.1–2.1.5

or Designing Solutions: GLEs 3.1.1–3.1.3

• How do people use earth materials? (Students take a survey around your neighborhood and present the results to the class.)

• “Fair test” inquiry projects are limited in this module. But students enjoy making rock collections, and these can be organized in many ways. Students can seriate their collections by size, smoothness, weight, and so forth, or they can test rocks for calcite and minerals for hardness. Check to make sure rocks or minerals brought in from a collection are not special, exotic, or personally valued before testing them, since testing may damage the samples.

Student Sheets

Earth Materials Notebook, pages 13–15

Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)

Teacher Observation

Use appropriate tests


• Rocks are made of ingredients called minerals.• Rocks and minerals have identifiable characteristics.• The minerals that make up a rock can be identified by observing certain characteristics.


P. 13–15—Earth Materials Notebook


INVESTIGATION 4: TAKE IT FOR GRANITEPART 1: IDENTIFYING MINERALS IN GRANITEUse student sheets called Earth Materials Notebook, Pages 13–15.

Student Sheet—Earth Materials Notebook, Pages 13-15

Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)


+ gives detailed information about each mineral; makes an informed decision about which minerals are in pink granite.

fills in the required information about color and hardness; writes few other observations.

– writes very li�le about any of the minerals.

Teacher Observation—Uses appropriate tests



+ conducts appropriate tests on all minerals, including observations of properties, hardness, and the vinegar test.

does not conduct a full range of tests.

– does not know what tests to conduct to determine minerals in pink granite.


WASHINGTON EDITION

INVESTIGATION 4: TAKE IT FOR GRANITEPART 2: CHOOSING YOUR OWN INVESTIGATION

INQUIRY OR DESIGN PROJECT

The inquiry or design project replaces “Choosing Your Own Investigation.” It can be completed at any point in the module with any lesson that lends itself to students’ independently carrying out an investigation, starting from their own question, to drawing a conclusion. See examples of inquiry questions at the bo�om of each At a Glance page.

Use materials available from the FOSS kit and add materials as needed or possible. Use the inquiry project sheets, which are also in the Assessment Overview with more detailed information.

NOTE: Students should complete an entire inquiry project at least once in each module to build understanding of the inquiry and design process by the fi�h and sixth grades.

INQUIRY OR DESIGN PROJECT SCORING GUIDES

Use the Student Project Scoring Rubric to grade projects. Score one point for each a�ribute in the list. By the end of fi�h grade, students should be able to score between 10 and 13 points for planning an investigation to meet standards on the WASL

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

� logical steps to do the investigation � variables kept the same (controlled) � one variable changed (manipulated) � any variables being measured and recorded � how o� en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________Name ________________________________

FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Inquiry Project Sheet (1 of 4) New Student Sheet

WA Edition

INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.

Procedure



WA Edition

Name ________________________________ Date ___________________________________

WRITING A CONCLUSION Data Collected

A� er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________Name ________________________________



WA Edition

Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)

Investigation A� ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A� ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifi es at least one variable that stays the same.

Identify the correct variable that changes.

Identifi es the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1

Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)

Investigation A� ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


Inquiry Project Sheet (1 of 4) New Student Sheett

WA Edition

Date ___________________________________Name ________________________________

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

logical steps to do the investigation variables kept the same (controlled) one variable changed (manipulated) any variables being measured and recorded how o�en measurements are taken and recordedQuestion

Prediction

Materials



WA Edition

INQUIRY PROJECT (continued)

You may use the space below for a labeled diagram to support your procedure.

Procedure

Name ________________________________ Date ___________________________________

Date ___________________________________Name ________________________________



WA Edition

WRITING A CONCLUSION Data Collected

A�er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation



WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)

Investigation A�ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A�ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifies at least one variable that stays the same.

Identify the correct variable that changes.

Identifies the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1

Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)

Investigation A�ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


END-OF-MODULE ASSESSMENTThe end-of-module assessment is used as an evaluative tool a�er all the investigations have been completed. It checks student content knowledge, skills in conducting investigations, and explanation building. Items on this assessment are in three formats:

• performance tasks

• multiple-choice/short-answer items (which give students practice for standardized tests)

• narrative items (which require students to write short explanations)

MATERIALS FOR EACH SCRATCH TEST STATION

3 Evaporating dishes, labeled “feldspar,” “gypsum,” and “calcite”

1 Feldspar sample 1 Gypsum sample 1 Calcite sample 1 Large paper clip, bent 1 Penny 1 Hand lens • Assessment sheet no. 7 called Performance Assessment—

Scratch Test MATERIALS FOR EACH VINEGAR TEST STATION

2 Vials, labeled “A” and “B” 1 Limestone sample 1 Gray granite sample • Vinegar * • Assessment sheet no. 8 called Performance

Assessment—Vinegar TestMATERIALS FOR MULTIPLE-CHOICE/ SHORT-ANSWER AND NARRATIVE ITEMS

• Assessment sheets nos. 9–14

* Supplied by the teacher Use the duplication master to make copies.

SUMMATIVE ASSESSMENT


WASHINGTON EDITION

GETTING READY1. SCHEDULE THE COMPLETE ASSESSMENT

You may need to give the assessment in two sessions: one for the performance items, and one for the multiple-choice/short-answer and narrative items. Read through Steps 2 and 3 before deciding how you will proceed.

2. ADMINISTER THE PERFORMANCE ITEMS

Individual Assessment. If you want students to work individually, you can assess up to sixteen students at a time. Set up eight identical stations for the scratch test and eight identical stations for the vinegar test around the room. Students will need about 10 minutes to complete the task and fill in the assessment sheet at each station. Send shi�s of students to the stations until all have had a chance to complete the tasks. Students waiting to take their turn at the performance tasks can be completing the multiple-choice/short-answer and narrative items, or working on some other quiet activity.

Collaborative Assessment. If you don’t have time for each student to complete the performance tasks, have students work in groups. A�er the group completes the task, each student fills in his or her assessment sheet individually. You will need to schedule a session on another day for students to complete the multiple-choice/short-answer and narrative items.

3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER AND NARRATIVE ITEMS

Assessment items in content areas such as science o�en require a fairly high level of reading. If you feel that your students will have a difficult time reading the items on their own, you can read aloud each item and its possible answers (when appropriate), have students mark their answers, and move on to the next item, working together through the assessment, item by item.

4. SET UP THE PERFORMANCE STATIONS Set up separate stations for the scratch test and the vinegar test as suggested below. Or you can set up both tasks at each station and plan to give students more time at the station.


SCRATCH-TEST STATION• Label the evaporating dishes with the names of the minerals.• Put the mineral samples on each dish.• Put a penny, paper clip, and hand lens at the station with the

other materials.

VINEGAR-TEST STATION• Label two plastic vials “A” and “B.”• Put a limestone sample in vial A and a gray granite sample

in vial B.• Put enough vinegar in each vial to completely cover the

rocks.


No. 7—Performance Assessment—Scratch Test

No. 8—Performance Assessment—Vinegar Test


WASHINGTON EDITION

No. 7—Performance Assessment—Scratch Test

PERFORMANCE ASSESSMENT—Scratch TestEND-OF-MODULE ASSESSMENTSCORING GUIDE

Performance Assessment Item—Scratch Test


4 writes detailed notes or creates a chart of which tools scratched which minerals; puts the three minerals in the correct order (feldspar, calcite, and gypsum) and circles feldspar; explains in detail how the scratch tools were used and why the minerals were put in the order they were.

3 writes brief notes and gives pertinent information; lists the minerals in correct order and circles feldspar; mentions that the order depends on how many tools scratched the minerals.

2 writes notes that contain pertinent information but are unorganized; lists minerals in the correct order, but may not circle feldspar; writes that scratch tools are used to determine hardness.

1 writes incomplete notes; lists minerals in the wrong order; gives flawed explanation for order.

0 does not complete the item, or gives information that has nothing to do with what was asked.



No. 8—Performance Assessment— Vinegar Test

PERFORMANCE ASSESSMENT—Vinegar TestEND-OF-MODULE ASSESSMENTSCORING GUIDE

Performance Assessment Item—Vinegar Test


4 writes detailed observations, including that A was fizzing vigorously, but B was not (the test tells that A contains calcite, but B does not); writes that you could evaporate some of the liquid to see if it leaves a white residue or crystal, which would also indicate calcite.

3 writes observations that are less detailed but accurate; writes that A contains calcite, but B does not; suggests evaporation and tells what to look for.

2 writes limited observations with correct information; indicates that the vinegar tests for calcite, but draws incorrect conclusions; suggests evaporation, but doesn’t tell what to look for.

1 writes few observations; does not mention that vinegar tests for calcite; suggests something other than evaporation.



WASHINGTON EDITION

MULTIPLE-CHOICE/SHORT-ANSWER ITEMSEND-OF-MODULE ASSESSMENTSCORING GUIDE FOR SHORT-ANSWER ITEMS 1–5

1. Score 1 point if the student circles all three words correctly: diameter, circumference, and depth.

2. Score 1 point for mass.

3. Score 1 point for color.

4. Score 1 point for hardness.

5. Score 1 point if the student circles all the phrases except the size of the rock.

SCORING GUIDE FOR MULTIPLE-CHOICE ITEMS 6–12Score 1 point for each correct answer.

6. B

7. D

8. C

9. A

10. C

11. D

12. B

No. 9—Performance Assessment— Short-answer Items

No. 10—Performance Assessment— Multiple-choice Items

No. 11—Performance Assessment— Multiple-choice Items



No. 12—Narrative Items

NARRATIVE ITEMSEND-OF-MODULE ASSESSMENT

SCORING GUIDES FOR NARRATIVE ITEMS

Item 13 The difference between rocks and minerals


2 distinguishes a rock from a mineral by saying that “a rock is made of minerals” or similar statement.

1 shows a partial understanding, perhaps thinking that they are the same and offers a reason, such as “They’re the same because they’re both earth materials,” or “Rocks are all around us, and so are minerals.”


Item 14 Mixing mock rocks with water


2 explains two processes: (1) water can separate rocks by breaking them apart and dissolving some minerals, and (2) evaporating separates the water and the solid material dissolved in it.

1 explains one process, separation or evaporation, as described above.



WASHINGTON EDITION

ITEM 15 Tests or techniques students might list include

• The scratch test—you learn about hardness.• The vinegar test—you learn if calcite is an ingredient.• Picking away parts of the rock with a knife or sharp tool—

you can see if it is easily separated into parts, indicating a rock.

• Placing the rock in water—if the ingredients are soluble in water, they will break apart in the water, indicating a rock.

Observations might include the color, texture, luster, mass, diameter, circumference, and depth.

Item 15 Tests and what is learned


2 explains fully and correctly at least two tests (including what information is learned by each) and lists at least two observations.

1 lists at least one test and one observation.




No. 13—Narrative Items, continued

Item 16 Whose results are more reliable?


2 writes that he or she trusts Garcia because Smith’s results for calcite and apatite can’t be correct and gives an example why (e.g., a knife is harder than a penny, so if you can scratch calcite with a penny, you can surely scratch it with a knife; if you can’t scratch apatite with a penny, you surely can’t scratch it with a fingernail).

1 writes that Smith’s results are wrong or don’t make sense, but gives no further explanation.

0 does not complete the item, or writes that he or she trusts Smith, or that both Smith and Garcia are correct (or both are incorrect).

Item 17 Minerals ordered by hardness


2 circles apatite; lists the other minerals in order (apatite, calcite, talc, or in reverse order).

1 has the correct order with talc circled, or has calcite and talc in the wrong order with apatite circled.



WASHINGTON EDITION

No. 14—Narrative Items, continued

ITEM 18

The observations from the journal that indicate a rock.

• There were several colors.

• It looked like many pieces stuck together; minerals have only one ingredient.

• The different pieces showed different scratch results.

• The fizzing indicated that calcite is an ingredient.

Size should not be listed—it gives no indication of rock or mineral.

Item 18 Rock or mineral?


2 notes the difference between a rock and a mineral; identifies more than two observations that indicate the sample is a rock.

1 writes about one of the observations listed above.




Portfolio Assessment


4 includes for each item on the checklist a piece of work that clearly meets the criteria suggested; writes a short paragraph about each item, weaving a connection between the pieces and describing what was learned; shows reflection about his or her thinking and learning over time.

3 includes a piece of work for each item on the checklist; writes a short paragraph about each item; is somewhat reflective of how his or her thinking has changed.

2 includes a piece of work for each item on the checklist; writes a few words about each piece.

1 includes a piece of work for most items on the checklist; writes about some of the pieces of work.

0 does not complete the task, or gives information that has nothing to do with the work chosen.

SCORING GUIDE FOR PORTFOLIO ASSESSMENT


WASHINGTON EDITION

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FULL OPTION SCIENCE SYSTEM44 FULL OPTION SCIENCE SYSTEM

EARTH MATERIALS BLUEPRINT

Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1 ) Nature and Properties of Earth Materials. Understand physical properties of Earth materials including rocks, soil, water and air. (GLE 1.1.5) Structure of Matter. Know that substances are made of small particles (GLE 1.2.3 ) Processes and Interactions in the Earth System. Know processes that change the surface of Earth (GLE 1.3.4 ) History and Evolution of the Earth. Understand that fossils provide evidence of plants, animals, and environments that existed long ago. (GLE 1.3.5)

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5 ) Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3) Evolution of Scientific Ideas. Understand that scientific comprehension of systems increases through inquiry. (GLE 2.2.5)


Investigating Systems: GLEs 2.1.1-2.1.5 or Designing Solutions: GLEs 3.1.1-3.1.3

SYSTEMS FORMATIVE SUMMATIVE COMMENTS

Inv. 1, Pt. 1Inv. 4, Pt. 1

Inv. 1, Pt. 2

Inv. 3, Pt. 1

Inv. 2, Pt. 1, 2

Inv. 4, Pt. 1

INQUIRY

Published and distributed by

P.O. Box 300080 Northwest BoulevardNashua, NH 03063-40671-800-258-1302

The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, state-ments, and recommendations expressedherein are those of the authors and donot necessarily reflect the views of NSF.

Developed by

Full OptionScience System

Lawrence Hall of ScienceUniversity of California

Berkeley, CA 94720510-642-8941

PA—Scratch TestPA—Vinegar Test1, 2, 3, 4

5, 7, 8, 12, 13, 14, 18

9

Assessed throughout grades in inquiry projects.

Assessed throughout grades in inquiry projects.

PA—Scratch TestPA—Vinegar Test6, 10, 15

PA—Scratch TestPA—Vinegar Test

Covered in several other modules


Important to cover in this module

Inv. 1, Pt. 2

Inv. 1, Pt. 2 Important to cover in this module

3-5 Grade Level Expectations (GLE) Assessment Opportunities

Inv. 1, Pt. 3Inv. 2, Pt. 2

16, 17

Inv. 3, Pt. 1

INQUIRY OR DESIGN PROJECT Projects Important to do one project per module.




APPLICATION Inv. 3, Pt. 2 Covered in several other modules

washington edition assessment - newesd 101 1 - 4 2 end-of-module assessment 32 ... delta education;...

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