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TRANSCRIPT
Water Module Assessment Guide
Compiled by Sandra Cruz
Up-dated March 21, 2007
Investigation 1: Water Observations • Observe the interaction of water with different materials. • Investigate the property of water surface tension. • Investigate and observe the movement of water on a slope. • Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing, and organizing. Investigation 2: Hot Water, Cold Water
• Construct a thermometer to observe that water expands as it warms and contracts as it cools.
• Observe and describe the interaction between two masses of water at different temperatures.
• Compare the properties of two states of water: solid (ice) and liquid. • Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing, and organizing. Investigation 3: Water Vapor
• Investigate the effect of surface area and air temperature on evaporation. • Observe condensation. • Investigate the effect of temperature on condensation. • Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing, and organizing. Investigation 4: Waterworks
• Investigate what happens when water is poured through two earth materials, soil and gravel.
• Construct a waterwheel and use it to lift objects. • Compare the properties of local water samples. • Use scientific thinking processes to conduct investigations and build explanations:
observing, communicating, comparing, and organizing. Harcourt Unit D, Chapter 2 – Water in the Oceans
• Learn about processes that make up the water cycle • Investigate why ocean water is salty • Learn about ocean waves and currents • Find out what causes tides
Harcourt Unit B, Chapter 2: Soil – A Natural Resource
• Investigate why soil is important. • Learn how soil forms • Understand what properties make soil good for supporting life. • Evaluate how soil can be improved. • Identify how soil and nutrients from soil can be lost. • Identify ways to protect soil.
Investigation 1: Water Observations Part 1: Looking at Water (30-40 minutes)
• Students compare how water interacts with various materials. • Students learn about water’s observable properties.
Vocabulary – water, property, absorb, bead Assessment – Student sheet #2 Rubric: Student Sheet # 2 – Water on Surfaces
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Draws and describes waters interaction with wax paper.
20 16 12 0
2. Draws and describes water’s interaction with paper towel.
20 16 12 0
3. Draws and describes water’s interaction with aluminum foil.
20 16 12 0
4. Draws and describes water’s interaction with white paper.
20 16 12 0
5. Uses appropriate scientific vocabulary throughout description and in proper context.
20 16 12 0
Science Story: A Report from the Blue Planet (FOSS Science Stories Folio pg. 2-3) 30 minutes Vocabulary – rain, river, lake, waterfall, ice, snow, hail, sleet, frost, iceberg, clouds Have students complete chart by identifying each vocabulary word as either a solid, liquid, or gas state of water. Solid Liquid Gas
See page 3 of FOSS Science Stories Folio for discussion questions.
Investigation 1 Part 2: Surface Tension (40 – 50 minutes) • Students introduced to surface tension as a property of water. • Students learn surface tension can be disrupted by the addition of other substances.
Vocabulary – surface tension, dome Assessment – Student sheet #3 Rubric: Student Sheet # 3 – Surface Tension
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Draws and describes surface tension observed using plain water.
25 20 15 0
2. Draws and describes surface tension observed using soapy water.
25 20 15 0
3. Draws and describes surface tension observed using salt water.
25 20 15 0
4. Ability to define surface tension with appropriate vocabulary and in proper context.
25 20 15 0
Home/ School Connection # 27 Skills – Students investigate surface tension at home (homework for discussion purposes) Science Story: Surface Tension (FOSS Science Stories Folio pg. 4) 20 minutes See page 5 of FOSS Science Stories Folio for discussion questions.
Investigation 1: Water Observations Part 3: Water on a Slope (30-40 minutes)
• Students observe flow of water downhill. • Students observe how changing the size of water beads affects flow. • Students observe how increasing the slope affects flow.
Vocabulary – slope, flow Assessment – Student sheet #4, Student Sheet #5 Rubric: Student Sheet # 4 – Water on a Slope
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Proper description of the effect of water drops on a slope.
25 20 15 0
2. Ability to conclude that larger water beads travel faster down a slope.
25 20 15 0
3. Concludes that increasing the slope affects speed of water.
25 20 15 0
4. Uses appropriate scientific vocabulary throughout description and in proper context.
25 20 15 0
Rubric: Student Sheet # 5– Response Sheet: Water Observations
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Writes that tent should be placed at high point on hill.
25 20 15 0
2. States that water flows downhill.
25 20 15 0
3. Concludes that water flows quicker on a steeper slope and larger amounts of water flow more quickly.
25 20 15 0
4. Uses appropriate scientific vocabulary throughout description and in proper context.
25 20 15 0
Science Story: Which Way Does It Go? (FOSS Science Stories Folio pg. 5) 20 minutes See page 5 of FOSS Science Stories Folio for discussion questions.
Investigation 1 Multiple Choice Questions
1. Which of these absorbs water the best? a. wax paper b. paper towel c. aluminum foil d. white paper
2. Which of the following is NOT an observable property of water?
a. shape b. color c. temperature d. sound
3. What occurred when plain water was dropped onto a penny?
a. The water flowed off the penny. b. The water formed a dome on the penny. c. The water was absorbed by the penny. d. The water lay flat on the penny.
4. What effect did the addition of soap to the water have on surface tension?
a. The soap reduced the surface tension. b. The soap increased the surface tension. c. The soap had no effect on surface tension. d. The soap caused the water to dome.
5. The shape of a dome is most similar to the shape of
a. A globe. b. A penny. c. A flattened hemisphere. d. An ocean.
6. What happens to beads of water when they are placed at the top of a slope?
a. The water forms beads. b. The water forms a dome. c. The water flows down the slope. d. The water flows up the slope.
7. Which of the flowing does NOT affect the flow of water on a slope?
a. The size of the beads of water. b. Increasing the slope. c. Decreasing the slope. d. The number of beads on the slope.
8. What is the reason all water flows downward? a. Air b. Sound c. Gravity d. Grease
Percent of Water in Common Foods
100 90 80 70 60 50 40 30 20 10
0 Peach Lettuce Melon Bread 9. What conclusion can be drawn from this graph?
a. A peach contains a lower percent of water than lettuce. b. Lettuce contains a lower percent of water than bread. c. A melon contains a higher percent of water than the other foods. d. Bread contains the highest percent of water.
10. Which of the following statements about water is FALSE?
a. Water flows downhill. b. Larger amounts of water flow more quickly. c. Increasing the slope over which water flows makes it flow more quickly. d. Water flows at the same rate regardless of the slope.
Investigation 2 Part 1: Hot Water, Cold Water (30 - 45 minutes) • Students build a thermometer. • Students observe and describe the effects of hot and cold water on a thermometer. • Define expand and contract.
Vocabulary – expand, contract Assessment – Student sheet #6 Rubric: Student Sheet # 6 – Build a Thermometer
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Describes the effect of placing thermometer in hot water accurately.
25 20 15 0
2. Describes the effect of placing thermometer in cold water accurately.
25 20 15 0
3. Able to add suggestions that would make the thermometer more useful.
25 20 15 0
4. Accurately records the effects of hot and cold water on picture provided.
25 20 15 0
Investigation 2 Part 2: Sinking and Floating Water (30 -40 minutes) • Observation of objects in water. • Concept of density introduced. • Observe density of water at varying temperatures.
Vocabulary – sink, denser, float, less dense Assessment – Student sheet #7 Rubric: Student Sheet # 7 – Sinking and Floating Water
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Draws accurate pic of hot water in room-temperature water.
25 20 15 0
2. Draws accurate pic of cold water in room-temperature water.
25 20 15 0
3. Student identifies cold water as denser.
25 20 15 0
4. Student gives sufficient evidence to back up claim.
25 20 15 0
Science Story: The Pond (FOSS Science Stories Folio pg. 6-7) 30 minutes Identify which season corresponds to the statement from the story. Fall Winter Spring Summer
A. Water striders walk across the pond’s surface. B. Geese drop in to rest during their journey south. C. The fish move deeper underwater. D. Frogs lay eggs in the pond. See page 7 of FOSS Science Stories Folio for additional discussion questions.
Investigation 2 Part 3: Water as Ice (25 -30 minutes) • Students will observe the volume of solid and liquid water. • Predict behavior of ice in water.
Vocabulary – no new vocabulary Assessment – Student Sheet #8, Response Sheet #9 – Hot Water, Cold Water Rubric: Student Sheet # 8 – Observing Ice
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Draws accurate pics of vial of liquid and frozen water.
25 20 15 0
2. States accurate volume of liquid and frozen water.
25 20 15 0
3. Able to state the correct difference between liquid and frozen water .
25 20 15 0
4. Describes what happens to the volume of water when frozen using appropriate vocabulary and in proper context.
25 20 15 0
Rubric: Response Sheet – Hot Water, Cold Water
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Students understands cold temperature caused water to freeze in pipes causing pipes to burst.
33 25 20 0
2. Can relate situation to class activity..
33 25 20 0
3. Uses vocabulary throughout response.
33 25 20 0
Math Extension # 24 – To be used for discussion after students attempt answer for homework. Science Story: Ice is Everywhere and Ice History (FOSS Science Stories Folio pg. 8-9) 30-40 minutes See page 9 of FOSS Science Stories Folio for discussion questions.
Investigation 2 – Multiple Choice Questions
1. Which of these lists shows three forms of water in order from the LEAST dense to the MOST dense? a. ice, cold water, warm water b. warm water cold water, ice c. cold water, warm water, ice d. ice, warm water, cold water 2. If you drop a popsicle stick into a bowl of water and it floats at the top, what statement can you assume is true? a. The popsicle stick is less dense than the water. b. The popsicle stick is more dense than the water. c. The popsicle stick and the water have the same density. d. More information is needed before you can determine the density of the popsicle stick. 3. In what state of matter is ice? a. solid b. liquid c. gas d. Texas 4. What happens to water when it is heated? a. Water expands when it is heated b. Water contracts when heat is added. c. Water becomes a solid when heat is added. d. Nothing happens to water when heat is added. 5. What happens to water when it is cooled? a. Water expands when it is cooled. b. Water contracts when it is cooled. c. Water becomes a liquid it is cooled. d. Nothing happens to water when it is cooled. 6. At what temperature does water begin to expand? a. 4° C b. 5° C c. 10° C d. 0° C 7. Which of the following statements is FALSE? a. A solid has definite volume and shape. b. A liquid has definite volume and shape. c. A liquid has only definite volume.
8. Why do pipes burst? a. The liquid within the pipes expands when it reaches 4° C. b. The liquid within the pipes contracts when it reaches 4° C. c. The pipes burst because they are too rusty. d. The pipes burst because they are too old. 9. Which of the following states the correct definition of a glacier? a. A block of ice. b. A frozen river. c. Drifting islands of ice. d. Flowing ice that move downhill. 10. Which of the following is the coldest continent on Earth? A. South Pole b. North America c. Alaska d. Europe
Investigation 3 Part 1: Evaporation (2 sessions, 10 -15 minutes each) • Observe evaporation of water on paper towels. • Compare evaporation of water in varying conditions (sealed and unsealed containers) • Define evaporation.
Vocabulary – evaporate, water vapor Assessment – Teacher observation Notebook Rubric:
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Predicts outcome in science journal.
25 20 15 0
2. Observes and records data.
25 20 15 0
3. Concludes that exposure to air expedites evaporation.
25 20 15 0
4. Ability to explain that water in paper towel became a gas called water vapor.
25 20 15 0
Science Story: Wet and Dry Places (FOSS Science Stories Folio pg. 10-11) 30 minutes Vocabulary – precipitation, desert, rainforest See page 11 of FOSS Science Stories Folio for discussion questions.
Investigation 3 Part 2: Evaporation Location (25 - 30 minutes) • Students investigate effect of location/air temperature on the rate of evaporation. • Measure and compare data of four location for four days.
Vocabulary – seriate, thermometer Assessment – Student sheet #10, Response Sheet – Water Vapor Rubric: Student Sheet #11 – Response Sheet – Water Vapor
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Concludes that water evaporated rather than cat drinking it.
25 20 15 0
2. Identifies warm, sunny day as key hints to the evaporation of water.
25 20 15 0
3. Used vocabulary appropriately throughout response.
25 20 15 0
4. Ability to relate life/classroom experiences to response.
25 20 15 0
Home/ School Connection # 29 Skills – Students investigate evaporation at home (homework for discussion purposes) Science Story: n/a.
Investigation 3 Part 3: Surface Area (2 sessions: 25-30 minutes each) • Define surface area. • Observe/compare the effects of four varying surface areas on the rate of evaporation
Vocabulary – surface area Assessment – Student sheet #12 Rubric: Student Sheet # 13 - Surface Area Chart
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Student was able to discover that the larger surface area had more water evaporation.
25 20 15 0
2. Identifies greatest amount of evaporation to least. (Flat lid, dome lid. Beaker, cylinder)
25 20 15 0
3. Students comes up with the best way to dry a paper towel (flat) while using “surface area” in explanation.
25 20 15 0
4. Student understands amount of water in container must be equal to elicit fair conclusion.
25 20 15 0
Science Story: Evaporation and Condensation ( FOSS Science Stories Folio pg. 12-13) 30 minutes Vocabulary - Condensation See page 13 of FOSS Science Stories Folio for discussion questions. Math Extension – Investigation 3: Water Vapor (Student Sheet #25) Skills – Students able to apply knowledge acquired throughout investigation while solving math problems. Assessment – Students should solve problems independently (homework) and discuss results with classmates the next day.
Investigation 3 Part 4: Condensation (2 sessions: 30 - 40 minutes each) • Observe process of condensation with ice water and room-temperature water. • Consider factors that cause condensation • Introduce water cycle.
Vocabulary – condense, water cycle Assessment – Student sheet #14 Rubric: Student Sheet # 14 – Condensation Observations
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Student explains that water within the chamber evaporated and recondensed when it touched the cool side of the cup.
25 20 15 0
2. Draws accurate depiction of condensation chamber.
25 20 15 0
3. Lists 5 places where they have conserved condensation.
25 20 15 0
4. Ability explain where and why condensation occurred while using appropriate vocabulary.
25 20 15 0
Science Story: The Water Cycle (FOSS Science Stories Folio pg. 14-15) 40 minutes Vocabulary – recycled, water vapor, evaporation, condensation, dew, frost, clouds, groundwater See page 15 of FOSS Science Stories Folio for discussion questions.
Investigation 3 – Multiple Choice Questions
1. Evaporation is the process by which a. a liquid changes to a gas. b. a solid changes to a liquid. c. a liquid changes to a solid. d. a solid changes to a gas.
2. What factor affects the rate of evaporation?
a. precipitation b. temperature c. condensation d. water vapor
3. Which of the following statement is TRUE?
a. The surface area of a volume of water affects the rate of evaporation. b. The surface area of a volume of water has no effect on the rate of evaporation. c. The surface area of a volume of water causes the water to condense. d. The surface area of a volume of water causes precipitation.
4. Why does condensation occur?
a. Heat from the sun causes water to become water vapor. b. Placing water at 0 Celsius causes water to condense. c. Water vapor touches a cool surface and changes into liquid. d. Water vapor touches a hot surface and changes into a solid.
5. How does the pavement dry up after a rainstorm.
a. The rain evaporates into the air. b. The rain soaks into the pavement. c. The rain runs off the pavement and soaks into the ground. d. The rain condenses.
6. When water evaporates it becomes
a. a solid called ice. b. a liquid called precipitation. c. a gas called water vapor. d. a liquid called an ocean.
7. What condition would cause the most evaporation?
a. A cloudy day. b. A sunny day. c. A humid day. d. A rainy day.
8. In which container did the most evaporation occur? a. A flat lid. b. A dome lid. c. A cylinder. d. A beaker.
9. In which state of matter is water vapor?
a. Solid b. Liquid c. Gas d. Texas
10. The process by which liquid water changes into water vapor is called
a. condensation b. evaporation c. contraction d. expansion
Investigation 4 Part 1: Water in Earth Materials (Day 1: 30-40 minutes, Day 2: 10-15 minutes)
• Define earth materials. • Students introduced measure/record amount of water that drains through soil and gravel. • Students learn that certain earth materials absorb water more than others. • Observe water flows more easily through some earth materials than through others.
Vocabulary – soak, drain, earth material Assessment – Student sheet #15, Response Sheet #16 Rubric: Response Sheet # 16 – Water in Earth Materials
Criteria High Quality Acceptable Needs Improvement
No Answer
1. States that Gina use equal amounts of water and soil in order to make proper judgment.
25 20 15 0
2. Describes the equipment setup and uses the same setup for each soil tested.
25 20 15 0
3. Describes how to measure the amount of water by volume that has run through the soil, or how to use the balance to seriate the wet soils.
25 20 15 0
4. Explains how to use evidence to decide which soil to use.
25 20 15 0
Science Story: Water: A Vital Resource (FOSS Science Stories Folio pg. 16-17) 40 minutes Vocabulary – aquifers, flash mixer, lime, carbon, chlorine, alum, sludge, scum, decompose, runoff, conservation, See page 17 of FOSS Science Stories Folio for discussion questions.
Investigation 4 Part 2: Waterwheels (50-60 minutes) • Students design and construct simple waterwheels. • Determine amount of water it takes to lift a specified object. • Understand that flowing water can be used to do work. • Define waterwheels.
Vocabulary – blade, shaft Assessment – Student sheet #17 Rubric: Student Sheet # 17 – Putting Water to Work
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Group able to come up with a design for a waterwheel using materials provided.
25 20 15 0
2. Ability to construct waterwheel capable of performing waterwheel challenge.
25 20 15 0
3. Completes challenge and records data (how many syringes of water needed to complete task).
25 20 15 0
4. Understands that the fewer syringes it takes means a more efficient design.
25 20 15 0
Science Story: The Power of Water (FOSS Science Stories Folio pg. 18-19) 30 minutes Vocabulary – mudslide, flashflood, hurricane, storm surges, tsunamis, irrigation, turbine, drive shaft See page 19 of FOSS Science Stories Folio for discussion questions.
Investigation 4 Part 3: Water from Home (3 sessions: 10-15 minutes each) • Students observe samples of water collected on their own. • Students evaporate water in order to observe different materials that affect water quality.
Vocabulary – water quality, dissolve Assessment – Student sheet #18 Notebook Rubric:
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Observes/records data from experiment on student sheet 18.
25 20 15 0
2. Understands why water quality varies (different materials dissolve in water).
25 20 15 0
3. Understands that different qualities of water are suited for different purposes.
25 20 15 0
4. Uses appropriate vocabulary throughout response and in proper context.
25 20 15 0
Science Story: Ellen Swallow Richards: An Early Ecologist (FOSS Science Stories Folio pg. 20-21) 30 minutes Vocabulary – ecologist See page 21 of FOSS Science Stories Folio for discussion questions.
Investigation 4 Part 4: Choosing your own Investigation (4-6 sessions) • Students review the properties of water learned throughout the module. • Students identify a subject that they are most interested in and investigate it in greater
detail. • Students will present their results to the class.
Vocabulary – n/a Assessment – Student sheets #20 and #21 Project and Presentation Rubric:
Criteria High Quality Acceptable Needs Improvement
No Answer
1. Proposes a project that relates to knowledge acquired throughout module.
25 20 15 0
2. States the materials/references used during their investigation.
25 20 15 0
3. Ability to explain their findings to the class in detail and within allotted time.
25 20 15 0
4. Successful at investigating their proposed subject matter with appropriate results.
25 20 15 0
Science Story: Moon Dreams (FOSS Science Stories Folio pg. 22-23) 30 minutes See page 23 of FOSS Science Stories Folio for discussion questions.
Investigation 4 – Multiple Choice Questions
1. During our investigation, which earth material soaked up the most water? a. Gravel b. Soil c. Paper towels d. Concrete
2. An earth material is any substance that
a. contains water. b. contains soil. c. makes up or comes from the earth. d. makes up or comes from gravel.
3. How does a waterwheel work?
a. When air makes water flow. b. Flowing water pushes on the blades, making them move. c. Flowing water pushes on the shaft, making them move. d. Flowing water pushes the axle.
4. Water quality refers to
a. water that you drink. b. water that is dirty. c. water that is clean. d. the level of purity of a sample of water.
5. Which of these affects the water quality of a river?
a. The kind of fish that swim in the river. b. The number of people that live near the river. c. The type of boats that travel on the river. d. Fish, people, and boats.
Harcourt Unit D, Chapter 2 – Water in the Oceans Students will learn
• about processes that make up the water cycle • why ocean water is salty • about ocean waves and currents • what causes tides
Vocabulary – water cycle, evaporation, condensation, precipitation, wave, storm surge, tide, deep ocean current, surface current Assessment – questions throughout chapter, Harcourt workbook assignments, Harcourt Assessment Guide worksheets, portfolio evaluation, end of chapter test Week 10, Lesson 5 – Harcourt D30 -31 Skills:
• Discuss information on page D30. • Make a graph of ocean sizes chart • Vocabulary preview chart.
Week 13, Lesson 4 – Harcourt D34-35 Skills:
• Process that makes up the water cycle. • Why is the ocean salty?
Week 14, Lessons 1-3 – Harcourt D36-41 Skills:
• Components of ocean water. • What is ocean water? • Investigate water currents. • Investigate waves.
Week 15, Lessons 1-5 – Harcourt D42 – 45 Skills:
• Explain what causes tides. • Describe low tide and high tide. • Describe and define ocean currents. • Review oceans. • Unit Assessment
Harcourt Unit B, Chapter 2: Soil – A Natural Resource
Students will learn • why soil is important. • how soil forms • what properties make soil good for supporting life. • how soil can be improved. • how soil and nutrients from soil can be lost. • ways to protect soil.
Vocabulary – weathering, erosion, humus, fertile, soil conservation, contour plowing, strip cropping, terracing Assessment - questions throughout chapter, Harcourt workbook assignments, Harcourt Assessment Guide worksheets, portfolio evaluation, end of chapter test Week 16, Lesson 3 – Harcourt B38 – 39 Skills:
• Generate Science Questions (TE B38) • Preview Vocabulary
Week 16, Lesson 4 – Harcourt B42-45, Soil Formation Skills:
• Explain why soil is important. • Explain how soil forms.
Week 16, Lesson 5 – Harcourt B48-51 Skills:
• Describe what properties make soil good for supporting life. Week 17, Lesson 1 – Harcourt B54-57, Soil Conservation Skills:
• Describe how soil and nutrients from soil can be lost. • Explain ways to protect soil.
Week 17, Lesson 2 : Harcourt B60-61, Soil Enrichment Skills:
• Compare different methods of soil enrichment.