assessment - north thurston public schools pebbles, sand, and silt this folio contains a variety of...

MAGNETISM AND ELECTRICITY 1PEBBLES, SAND, AND SILT

WASHINGTON EDITION

ASSESSMENTPEBBLES, SAND, AND SILT

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 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

ASSESSMENT CONTENTSInvestigations 1 – 4 2End-of-Module Assessment 42Assessment Blueprint 44

INVESTIGATION DUPLICATION MASTER CHANGESNew student sheets• no. 1a When I Rub My Rocks

Together• no. 7a The Story of Sand• no. 12a Rocks Where I Live• no. 13a Worms and Soil• no. 13b, 13c, and 13d Inquiry Project SheetsModified student sheets • no. 9 Bottle Drawing• no. 10 Sandpaper Texture and

Uses (replaces Sandpaper Texture Words)

• no. 12 Uses of Earth Materials

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

START A ROCK COLLECTION

• What rocks can we find around us?

Time: 30–40 minutes

INVESTIGATION 1: FIRST ROCKS

PART 4

PART 2

PART 3

Students investigate and sort a set of six rocks. They gather information about the rocks by matching the rock samples and rubbing them together.

Students wash their samples to see how the rocks change when they are wet and what happens to the wash water.

SORTING GAMES

• How many ways can we sort rocks?


FIRST SORTING

• How are some rocks the same?


WASHING THREE ROCKS

• What happens when we wash rocks?

Time: 40–50-minutes

THREE ROCKS

• How are rocks different?

• What happens when rocks rub together?


PART 5

Students start to organize a classroom rock collection.

Students use sorting mats to play sorting games with the river rocks.

Students are introduced to river rocks. They listen to the story Peter and the Rocks and use ideas from the story and Part 2 to sort their river rocks.

3PEBBLES, SAND, AND SILT

WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES

New Student Sheet

When I Rub My Rocks Together

Processes and Interactions in the Earth Systems. Know that rocks break down to form pebbles and sand. (GLE 1.3.4)

Examples of questions students might generate for inquiry projects• What happens if I rub rocks on other surfaces?

• What is inside a rock if I crack it open?

Student Sheet

Rock Record

Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5)

• Rocks have a variety of properties.

• When rocks rub together, some (so�er) rocks may be chipped or scratched, or make rock dust.

• Rocks have a variety of properties.

• Washing rocks in water, enhances the colors or sparkling qualities.

• Rocks can be sorted by their properties.

• Rocks can be sorted by their properties.

• Rocks are all around us.

• Rocks are the solid material of the earth.

Student Sheet

Rock Record


Teacher Observation

Sorting rocks


Teacher Observation

Sorting Rocks


FULL OPTION SCIENCE SYSTEM4

FORMATIVE ASSESSMENT

INVESTIGATION 1: FIRST ROCKS PART 1: THREE ROCKSUse new student sheet no. 1a called When I Rub My Rocks Together to assess students’ ability to reflect on what happens when rocks are rubbed together. This experience is a stepping stone toward the larger concept of erosion.

Student Sheet—When I Rub My Rocks Together

Processes and Interactions in the Earth System. Know that rocks reak down to form pebbles and sand. (GLE 1.3.4)

Score If the student...

+ gives information about the rocks crumbling, breaking apart, or creating small bits of rock or sand; provides a detailed description.

gives information about the rocks crumbling, breaking apart, or creating small bits of rock or sand; lacks detail.

– does not identify in some way the bits as pieces of the rock.

No. 1a—New Student Sheet

WHEN I RUB MY ROCKS TOGETHERName Date

Investigation 1: First RocksNo. 1a—New Student Sheet

WA Edition

FOSS Pebbles, Sand, and Silt Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.



INVESTIGATION 1: FIRST ROCKS PART 2: WASHING THREE ROCKS

Use student sheet no. 2 called Rock Record.

Student Sheet—Rock Record



+ records accurate observations that show physical properties (shape, texture, color, size, hardness, weight) of the rocks with vivid details and indicates that washing rocks in water enhances the colors or sparkly qualities.

records accurate observations that show physical properties (shape, texture, color, size, hardness, weight) of the rocks; lacks details.

– records observations that are not factual or are difficult for a reader to interpret.

No. 2—Student Sheet

This rock is

Name Date

This rock is

ROCK RECORD

ROCK RECORD

Investigation 1: First RocksNo. 2—Student Sheet

WA Edition

Name Date



INVESTIGATION 1: FIRST ROCKS PART 3: FIRST SORTINGPART 4: SORTING GAMES

Use teacher observation to assess students’ progress toward sorting rocks by properties.


Teacher Observation—Sorting rocks



+ accurately sorts all rocks according to two or more properties: size, weight, shape, color, texture, hardness.

accurately sorts all rocks according to one property.

– unable to sort rocks by a property or cannot complete the task.


WASHINGTON EDITION

IINVESTIGATION 1: FIRST ROCKS PART 5: START A ROCK COLLECTIONUse teacher observation and student sheet no. 2 called Rock Record to assess students’ observations of physical properties and use of scientific tools.

Student Sheet—Rock Record



+ describes more than one rock in detail using several physical properties (shape, texture, color, size, hardness, weight) of each rock; may also draw or explain the tools used to make their discoveries.

describes at least one rock using several physical properties (shape, texture, color, size, hardness, weight) of each rock.

– describes only one or no physical properties (shape, texture, color, size, hardness, weight) of a rock.

NOTE: Use the master on page 7 of this folio.




PART 1

INVESTIGATION 2: RIVER ROCKS

Students separate a river rock mixture, using a set of three screens. They discover they have five sizes of materials: large pebbles, small pebbles, large gravel, small gravel, and sand. Students use a student sheet to reinforce the idea of grouping rocks based on size.

SCREENING RIVER ROCKS

• How can rocks be sorted by size?


PART 2

PART 3

RIVER ROCKS BY SIZE

• How else can rocks be sorted by size?


SAND AND SILT

• Is there an earth material smaller than sand?

Time: 30-40 minutes; 20 minutes the next day

EXPLORING CLAY

• Is there an earth material smaller than silt?

Time: two 30-minute sessions

PART 4

Students group rocks based on size.

Students take a close look at sand. They separate particles that are smaller than the sand by mixing the sand with water and allowing the particles to se�le. They observe that the sand se�les to the bo�om and the silt forms a layer on top of the sand.

Students investigate the properties of very small rock particles, clay.



Examples of questions students might generate for inquiry projects

• Can rocks be sorted by size using water?

• Can I make silt or clay from a rock?

• Rocks can be categorized visually by size.

• Rock sizes include sand, small gravel, large gravel, small pebbles, and large pebbles.

• Rocks larger than pebbles are cobbles.

• Rocks larger than cobbles are boulders.

• Sand o�en contains smaller particles, called silt.

• Rocks can be categorized visually by size. Water can be used to sort the sizes of earth materials.

• Clay particles are very small, even smaller than silt. Modified Student Sheet

Bo�le Drawing


Student Sheet

Sand and Clay Drawings

Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5)

New Student Sheet

The Story of Sand

Structure of Ma�er. Know that common materials are made of smaller parts. (GLE 1.2.3)

Processes and Interactions in the Earth System. Know that rocks break down to form pebbles and sand. (GLE 1.3.4)

Teacher Observation

Investigation strategies

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

• Screens can be used to sort the sizes of earth materials.

• Rock sizes include sand, small gravel, large gravel, small pebbles, and large pebbles.



INVESTIGATION 2: RIVER ROCKS PART 1: SCREENING RIVER ROCKSUse teacher observation to assess students’ use of screens to separate a mixture of rocks.

Teacher Observation—Investigation strategies



+ uses all three screens in a systematic way to sort the river rock mixture; labels the rock sizes appropriately.

uses all three screens; through trial and error, sorts the river rock mixture; labels the rock sizes appropriately.

– uses all three screens; through trial and error, sorts river rock mixture; needs assistance with either the labeling or the screening.

NOTE: Students use Rock-Size Labels to name the different sizes of rocks.


ROCK-SIZE LABELS

Investigation 2: River RocksNo. 6—Student Sheet

WA Edition

small pebbles

largepebbles

smallgravel

sand

largegravel

small pebbles

largepebbles

smallgravel

sand

largegravel


Name Date



INVESTIGATION 2: RIVER ROCKSPART 2: RIVER ROCKS BY SIZEUse new student sheet no. 7a, called The Story of Sand to preassess student thinking about where sand comes from. (Students will do this assessment again at the end of Investigation 3, Part 3, a�er they have more experience and have read The Story of Sand.)


Student Sheet—The Story of Sand



+ draws or describes in detail a process of rocks break-ing down over time through various methods such as ocean waves, or rocks crashing together, bumping, or falling.

draws or describes in general a process of rocks break-ing down over time through various methods such as ocean waves, or rocks crashing together, bumping, or falling.

– does not draw or describe a change process.


Structure of Matter. Know that commom materials are made of smaller parts. (GLE 1.2.3)


+ identifies sand as pieces of larger rock and gives some additional detail.

identifies sand as pieces of larger rocks.

– cannot identify where sand comes from.

THE STORY OF SAND

Name Date

Investigation 2: River RocksNo. 7a—New Student Sheet

WA Edition

Where does sand come from?




INVESTIGATION 2: RIVER ROCKSPART 3: SAND AND SILT Use student sheet no. 8, Sand and Clay Drawings to assess students’ ability to record and label drawings of the se�led vials. Save this student sheet to use in Part 4.

Reassess students who score a minus (–) when you teach Part 4.

Student Sheet—Sand and Clay Drawings



+ makes an accurate record; correctly labels the layers of sand, silt, water, air (clay, water, air for Part 4); draws with detail the small particles in the se�led vial.

makes an accurate record; correctly labels the layers of sand, silt, water, air (clay, water, air for Part 4); draws in the se�led vial.

– does not correctly record or label the layers.


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INVESTIGATION 2: RIVER ROCKSPART 4: EXPLORING CLAYUse modified student sheet no. 9 called Bo�le Drawing to assess students’ ability to correctly identify and label the layers.

Student Sheet—Bottle Drawing

Nature and Properties of Earth Materials. Understand physi-cal properties of Earth materials. (GLE 1.1.5)


+ labels all five layers accurately (silt, sand, small and large gravel, and pebbles); explains that the heavier particles are on the bo�om and the lighter particles are on the top or that the smaller particles are on top and the larger are on the bo�om.

labels all five layers accurately (silt, sand, small and large gravel, and pebbles); states that different weight or size rocks makes the layer (doesn’t explain what is on top or bo�om).

– does not correctly label the layers and/or gives no explanation.

NOTE: This may be given for homework.

No. 9—Modified Student Sheet

BOTTLE DRAWING

Investigation 2: River RocksNo. 9—Modified Student Sheet

WA Edition

Tyler put some river rocks in a bo�le with water and shook it up. This is what it looked like the next day. Label each layer.

water

Name _________________________Date __________________

Explain why the rocks were in layers.

air Word Banksandsiltpebblessmall gravellarge gravel




PART 1

INVESTIGATION 3: USING ROCKS

PART 5

PART 2

PART 4

Students learn how people use rocks as natural resources to construct objects and to make useful materials. They start by looking outside the school building for places where earth materials can be found naturally or as building materials.

PART 3

Students observe sandpaper and compare it to sand. They make and compare rubbings of three grades of sandpaper.

Students mix sand with a cornstarch matrix to make durable sand sculptures.

Students use clay to make beads or something decorative, which they paint and keep as a memento of their investigation of clay.

ROCKS IN USE

• How do people use earth materials?


LOOKING AT SANDPAPER

• What does sand do for sandpaper?

Time: 15–20 minutes for each group of students

SAND SCULPTURES

• How else can sand be used?


CLAY BEADS

• What can we make with clay?

Time: 30–40 minutes plus 20 minutes 2 or 3 days later

MAKING BRICKS

• How do you make bricks?

Time: 20 minutes for each group of students; 30 minutes a week later when bricks are dry

Students make adobe clay bricks with a mixture of clay soil, dry grass or weeds, and water. A�er the bricks dry, they can be used to build a class wall.



Modified Student Sheet

Uses of Earth Materials

Environmental and Resource Issues. Understand how humans depend on the natural environment. (GLE 3.2.4)

Modified Student Sheet

Sandpaper Texture and Uses

Relationship of Science and Technology. Know that people have invented tools for everyday life. (GLE 3.2.2)

New Student Sheet

The Story of Sand



• Earth materials are natural resources.

• The properties of different earth materials make each suitable for specific uses.

• Earth materials are commonly used in the construction of buildings and streets.


• Different sizes of sand are used in sandpaper to change the surface of wood from rough to smooth.


• Earth materials are used to make sculptures.


• Earth materials are used to make jewelry and sculptures.


• Simple bricks are made by combining clay soil with plant material.

New Student Sheet

Rocks Where I Live


Teacher Observation

Anecdotal Notes



NOTE: Wood should not be classified as an earth amterial as suggested in the Teacher Guide.


INVESTIGATION 3: USING ROCKSPART 1: ROCKS IN USEUse modified student sheet no. 12 called Uses of Earth Materials to assess students’ ability to identify how people use earth materials.

Student Sheet—Uses of Earth Materials



+ correctly identifies all items made of earth materials on the sheet; draws an example of something that is made from earth materials.

correctly identifies all but one item; draws an example of something that is made from earth materials.

– needs help to identify objects made from earth materials.

NOTE: This modified student sheet has been moved up from Investigation 3, Part 5.

USES OF EARTH MATERIALS

Circle the things that are made with earth materials. Draw a picture in the box of something else made of earth materials.

Name Date

Investigation 3: Using RocksNo. 12—Modified Student Sheet

WA Edition

bat brick wall

roadfireplace

hat




INVESTIGATION 3: USING ROCKSPART 2: LOOKING AT SANDPAPER Use modified student sheet no. 10 called Sandpaper Texture and Uses.

Student Sheet—Sandpaper Texture and Uses



+ identifies more than one use for sandpaper; gives detail about the use of the different grades of sandpaper.

identifies at least one use for sandpaper.

– does not state a use for sandpaper.



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INVESTIGATION 3: USING ROCKSPART 3: SAND SCULPTURESUse new student sheet no. 7a called The Story of Sand. If you have not read the Science Story called The Story of Sand, do so prior to the assessment. Compare this sheet to the same sheet given in Investigation 2, Part 2.




+ draws or describes in detail a process of rocks break-ing down over time through various methods such as ocean waves, or rocks crashing together, bumping, or falling.

draws or describes in general a process of rocks break-ing down over time through various methods such as ocean waves, or rocks crashing together, bumping, or falling.

– does not draw or describe a change process.


Structure of Matter. Know that common materials are made of smaller parts. (GLE 1.2.3)


+ identifies where sand comes from; gives some additional detail.

identifies sand as pieces of larger rocks.

– cannot identify where sand comes from.



THE STORY OF SAND

Name Date

Where does sand come from?

Investigation 3: Using RocksNo. 7a—New Student Sheet

WA Edition



INVESTIGATION 3: USING ROCKSPART 5: MAKING BRICKSUse new student sheet no. 12a called Rocks Where I Live as a homework assignment a�er reading the Science Story called MakingThings with Rocks.

Student Sheet—Rocks Where I Live

Structure of Matter. Know that common materials are made of smaller parts. (GLE 1.2.3)


+ draws a picture with detail; labels earth materials as part of larger surfaces (landscape rock, cement, sidewalks, playgrounds, driveways, brick, houses, walkways, planters, and household items such as plates, vases, beads).

draws a picture with less detail; may have not label all earth materials as part of larger surfaces.

– draws a picture; does not label earth materials.


NOTE: Informal notes are used to assess students in Part 4 of this investigation.

ROCKS WHERE I LIVE

Name Date

Investigation 3: Using RocksNo. 12a—New Student Sheet

WA Edition

Rocks are used as building materials and tools everywhere you look. Plan to explore the area around your home. What different uses of rock can you find?

Draw a picture of the area around your home. Use as many examples of different size rocks as possible. Label all the rocks used in your picture.




PART 1

PART 2

PART 3

Students put together and take apart soils. They are introduced to humus, an important soil ingredient. They mix together homemade soil containing sand, gravel, pebbles, and humus. They shake some of the soil on a paper plate and observe what happens. They use screens to separate the homemade soil. They shake soil and water together in a vial and draw their observations.

Students go on a schoolyard field trip to collect soil samples. They try to find soil in as many places as possible: next to sidewalks, near trees, and in landscaped areas.

Students study their schoolyard soil samples. They shake some of the soil with water in vials and draw the results. They compare the vials and drawings of their schoolyard samples with the vials and drawings of the homemade soil.

HOMEMADE SOIL

• What’s in dirt?

Time: three 30–40-minute sessions

SOIL SEARCH

• Are all soils the same?

Time: 20 minutes for class introduction and wrap-up; 15 minutes for each group to collect soil

STUDYING LOCAL SOIL

• How do soils differ?

Time: two 40-minute sessions

INVESTIGATION 4: SOIL EXPLORATIONS



• Soil is a mixture of earth materials.

• Humus is decayed material from plants and animals.

• The ingredients of soil can be observed by mixing soil with water, shaking it, and le�ing it se�le.

• Soils vary from place to place.

• Soils have properties of color and texture.

• Different soils differ in their ability to support plants.

• Soils can be composed of humus and different amounts and sizes of rocks.

Examples of questions students might generate for inquiry projects

• Will a plant grow be�er in _______ or _______?

• Will a po�ed seed grow quicker if there is a worm in the pot?

Teacher Observation

Separating soils


New Student Sheet

Worms and Soil


Student Sheet

Soil Drawings


New Student Sheet

Fossils

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

Inquiry or Design Project

Investigating Systems: GLEs: 2.1.1—2.1.5

or Designing Solutions: GLEs 3.1.1—3.1.3



INVESTIGATION 4: SOIL EXPLORATIONSPART 1: HOMEMADE SOILUse teacher observation to assess students’ skills at using various tools for separating soils.

Teacher Observation—Separating soils



+ conducts a simple investigation using plates, screens, and vials to sort the homemade soil; describes the separation between earth materials and humus in the soil.

conducts a simple investigation using plates, screens, and vials to sort the homemade soil; cannot describe separation.

– does not complete the investigations using the tools provided.


WASHINGTON EDITION

Blank Page



INVESTIGATION 4: SOIL EXPLORATIONSPART 2: SOIL SEARCHUse new student sheet no. 13a called Worms and Soil a�er reading the Science Story called What Is in Soil?

Student Sheet—Worms and Soil



+ lists more than one different reason, such as “breaks soil apart and eats humus.”

lists any of the following reasons: mixing and turning soil, breaking soil apart, burrows through the soil, eating the humus, composting humus, adding nutrients through worm waste, or any other logical answer.

– does not provide a reasonable answer as indicated above.


WORMS AND SOIL

Investigation 4: Soil ExplorationsNo. 13a—New Student Sheet

WA Edition

How are worms good for soil where plants grow?

Draw a picture and write a sentence or two to explain.


Name Date



INVESTIGATION 4: SOIL EXPLORATIONSPART 3: STUDYING LOCAL SOILUse student sheet no. 13 called Soil Drawings to assess students’ ability to identify small particles.

Student Sheet—Soil Drawings



+ accurately draws the small particles observed in the se�led vial of soil and water; labels the particles, including water and air.

accurately draws the small particles observed in the se�led vial of soil and water; demonstrates some recognition of the different small particles.

– cannot identify the small particles or complete the student sheet accurately.

In order to meet WA GLE 1.3.5, read FOSS Science Stories called Fossils to introduce students to the idea that fossils come from plants and animals from long ago. (If you have a version of Science Stories that does not have this story, find another book to introduce the concept of fossils.). Use the science notebook prompt below to assesss students’ understanding of fossils

Notebook Prompt

Draw a picture of a fossil

Student Sheet—Fossils

History and Evolution. Know that fossils provide evidence of plants and animals that existed long ago. (GLE 1.3.5)


draws a picture of a fossil.

– draws a plant or animal from long ago rather than a print of one in a rock formation or the ground.


MAGNETISM AND ELECTRICITY 37

WASHINGTON EDITION

PEBBLES, SAND, AND SILT

INQUIRY OR DESIGN PROJECT

The inquiry or design project has been included to help students meet the Investigating Systems and Designing Solutions GLEs. Use the three K/2 inquiry or design project sheets and materials from the FOSS kit, adding materials as needed or possible to complete a project. See examples of inquiry questions at the bo�om of each At A Glance page.

Look for opportunities to model the use of these sheets to answer students’ questions, explore their ideas, or challenge misconceptions throughout the module. At least once in each module, teachers should model an inquiry or design project and at least once each year, students should have the opportunity to independently explore their own questions.

Inquiry or Design Project

Investigating Systems: GLEs 2.1.1–2.1 or Designing Solutions: GLEs 3.1.1–3.1.3


+ with minimal guidance completes an inquiry project: completes the student sheets to represent work.

with guidance completes an inquiry project; completes student sheets to represent work.

– cannot follow directions for completing an independent inquiry project.

K/2—Inquiry Project Sheets

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

K/2 Inquiry Project Sheet (1 of 3) New Student Sheet

WA Edition

K/2 INQUIRY OR DESIGN PROJECT PLANNING

Name ____________________ Date _________________

Choose one question starter.

What would happen if

Can I make a that

Make a prediction. I think that

List your materials (a� ach a page with a drawing or list).


K/2 Inquiry Project Sheets (2 of 3)New Student Sheet

WA Edition

K/2 INQUIRY OR DESIGN PROJECT RECORDING

Name ____________________ Date _________________

What did you do?

What did you measure?

What did you observe?

Draw or describe what happened.Start of Investigation End of Investigation

Did your investigation or design do what you predicted? How do you know?

K/2 INQUIRY OR DESIGN PROJECT CONCLUSION

Name ____________________ Date _________________


K/2 Inquiry Project Sheets (3 of 3): New Student Sheet

WA Edition

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K/2 Inquiry Project Sheet No. 13b—New Student Sheet

WA Edition

K/2 INQUIRY OR DESIGN PROJECT PLANNING

Name ____________________ Date _________________

Choose one question starter.

What would happen if

Can I make a that

Make a prediction. I think that

List your materials (a�ach a page with a drawing or list).


K/2 Inquiry Project Sheet 13c—New Student Sheet

WA Edition

K/2 INQUIRY OR DESIGN PROJECT RECORDING

Name ____________________ Date _________________

What did you do?

What did you measure?

What did you observe?

Draw or describe what happened.Start of Investigation End of Investigation

Did your investigation or design do what you predicted? How do you know?

K/2 INQUIRY OR DESIGN PROJECT CONCLUSION

Name ____________________ Date _________________


K/2 Inquiry Project Sheet 13d—New Student Sheet

WA Edition


SUMMATIVE ASSESSMENT

END-OF-MODULE ASSESSMENTThis assessment is used as an evaluative tool a�er all the investigations have been completed. Below are the items you will need for the assessments.

MATERIALS FOR THE PERFORMANCE ASSESSMENT

1 Piece of reddish scoria 1 Piece of light-colored tuff 1 Hand lens 1 Plastic cup • Water * 1 Half sheet of black paper 1 Screen • Assessment sheet no. 4 called Performance Assessment

MATERIALS FOR THE WRITTEN ASSESSMENT

• Assessment sheet nos. 5–6 called Wri�en Assessment

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

GETTING READY1. SCHEDULE THE ASSESSMENT

You may need to give the assessment in two sessions: one for the performance task and one for the wri�en items. Read through Steps 2 and 3 below before deciding how you will proceed.

2. ADMINISTER THE PERFORMANCE TASKSet up one or several identical assessment stations in the classroom. Instruct students to use any of the materials that are at the station to observe the two rocks. Give them about 5 minutes to complete their observations, then have them return to their desks to write down their observations. If you are working with students who do not have adequate writing skills, you may want to conduct an interview instead, and write what students dictate on the student sheet.

Plan another activity for students who are waiting their turn to


WASHINGTON EDITION

3. ADMINISTER THE WRITTEN ITEMSAssessment items in content areas such as science usually require a high level of reading. If you feel that students will have a difficult time reading the items on their own, make an overhead transparency and read each item and its possible answers (when appropriate) aloud. Each item is wri�en in a way to be readable for young children, but because the language is simplified, it may not give enough information. Feel free to embellish a bit on what each question is asking. Have students mark their answers and move on to the next item, working together through the assessment, item by item.

Some second graders may be able to complete the wri�en items on their own. In this case, you can have them work on the wri�en items until it is their turn to go and work at the assessment station.

SCORING THE ASSESSMENTSPERFORMANCE ASSESSMENT

Give students a + if they write observations that use several of the materials at the station.

Give students a if they write about their visual observations of the rocks, and include one observation in which they used one of the additional materials at the station.

Give students a – if they are unable to write any observations.

WRITTEN ASSESSMENT

Item 1. Give students a if they put the size words in this order: clay, silt, sand, gravel, pebbles, cobbles, boulders.

Item 2. Give students a for each blank in which they write a reason-able answer, considering rock size.

Item 3. Students should circle the following words: sand, silt, humus.

Item 4. Give students a + if they mention several things, such as water can wear rocks down or water can be used to separate a mixture of rocks or soil. Give them a if they mention that rocks can change color when you put them in water, or one of the things mentioned above. Give them a – if they are unable to tell about what happens when rocks interact with water.


PEBBLES, SAND, AND SILT BLUEPRINT

Inv. 4, Pt. 3

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

Inv. 2, Pt. 2Inv. 3, Pt. 3, 5

Inv. 1, Pt. 2–5Inv. 2, Pt. 4

Inv. 2, Pt. 1Inv. 4, Pt. 1

Inv. 2, Pt. 3Inv. 4, Pt. 3

Inv. 3, Pt. 2

Inv. 3, Pt. 1 Inv. 4, Pt. 2

Performance Assessment1, 3

4, 5

Important to cover in this module.

Performance Assessment


Assessed throughout grades in inquiry projects.


Structure of Matter. Know that common materials are made of smaller particles. (GLE 1.2.3)


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

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



Environmental and Resource Issues. Understand how humans and other living things depend on the natural environment. (GLE 3.2.4)

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


Important to cover in this modulle.

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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

2



APPLICATIONS

K– 2 Grade Level Expectations (GLE) Assessment

Assessed throughout grades in inquiry projects.

Projects Important to do one project per module.

INQUIRY OR DESIGN PROJECT

INQUIRY

NQUIRY

SYSTEMS FORMATIVE SUMMATIVE COMMENTS

assessment - north thurston public schools pebbles, sand, and silt this folio contains a variety of...

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