STUDENT NAME
INV. 1, PART 1
Response Sheet—
Schoolyard Models
INV. 1, PART 2
draws a map to
a different scale
Student Sheet—
Map Grid
INV. 1, PART 3
informal notes
Teacher Observation
INV. 2, PART 1
draws conclusions
from evidence
Response Sheet—
Stream Tables
INV. 2, PART 2
SCHOOLYARD MODELS and STREAM TABLES
Teacher Observation
maps and models
convey different info
Assessment Chart
No. 1—Assessment Sheet
informal notes
ASSESSMENT CHART FOR INVESTIGATIONS 1 and 2
2.
1.
4.
3.
6.
5.
8.
7.
9.
10.
12.
11.
14.
13.
16.
15.
18.
17.
20.
19.
22.
21.
24.
23.
26.
25.
28.
27.
30.
29.
32.
31.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
32.
31.
30.
29.
28.
27.
26.
25.
24.
23.
22.
21.
20.
19.
18.
17.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
records
important events
draws accurate map
of stream table
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
STUDENT NAME
PART 1
Student Sheet—
Stream-Table Map
PART 1
Student Sheet—
Stream-Table Map
PART 2
designs investigation
draws conclusions
Response Sheet—
Go with the Flow
ASSESSMENT CHART FOR INVESTIGATION 3
PART 3
formulates reasonable
questions
Teacher Observation
PART 3
Assessment Chart
No. 2—Assessment Sheet
presents logical
conclusions
Teacher Observation
designs a reasonable
investigation
Student Sheet—
Stream-Table Plan
PART 3
GO WITH THE FLOW
STUDENT NAME
PARTS 1 and 2
Response Sheet—
Build a Mountain
PART 3
BUILD A MOUNTAIN
Teacher Observation
interprets
topographic maps
Assessment Chart
No. 3—Assessment Sheet
informal notes
ASSESSMENT CHART FOR INVESTIGATION 4
2.
1.
4.
3.
6.
5.
8.
7.
9.
10.
12.
11.
14.
13.
16.
15.
18.
17.
20.
19.
22.
21.
24.
23.
26.
25.
28.
27.
30.
29.
32.
31.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
32.
31.
30.
29.
28.
27.
26.
25.
24.
23.
22.
21.
20.
19.
18.
17.
16.
15.
14.
13.
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
STUDENT NAME
PART 3
Student Sheet—
Death Valley Questions
interprets photos
and maps
PART 2
Response Sheet—
Bird’s-Eye View
compares aerial photos
and topographic maps
PART 3
Student Sheet—
Grand Canyon Questions
interprets photos
and maps
ASSESSMENT CHART FOR INVESTIGATION 5
PART 4
Student Sheet—
Project Proposal
logical plan
Assessment Chart
No. 4—Assessment Sheet
presentation
investigates
independently
PART 4
Teacher Observation
Teacher Observation
PART 4
BIRD’S-EYE VIEW
STUDENT NAME
Performance
stream tables
Performance
#1–11
Multiple-Choice
#12
Short-Answer
#13–15
Narrative
Assessment Chart
No. 5—Assessment Sheet
mapping
ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT
1.
3.
2.
5.
4.
7.
6.
9.
8.
11.
10.
13.
12.
15.
14.
17.
16.
19.
18.
21.
20.
23.
22.
25.
24.
27.
26.
29.
28.
31.
30.
32.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Portfolio
Assessment
ASSESSMENT SCORING GUIDE
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4
The question or task is completed correctly
and contains additional, unexpected, or
outstanding features.
3
The question or task is completed
correctly; there are no mistakes.
2
The answer or task is partly correct; it has
no big mistakes.
1
The answer or task contains big mistakes,
or does not answer the question that was
asked, but gives information that is related.
0
The student does not do the question or
task, or gives an answer that has nothing to
do with what was asked.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Assessment Scoring Guide
No. 6—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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PERFORMANCE ASSESSMENT: MAPPING
On the grid below, draw a map of the classroom you are sitting in. Be sure to include all
important features of the room and a key to your map.
KEY
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 7—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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PERFORMANCE ASSESSMENT: STREAM TABLES
STREAM TABLE MAP: NO SLOPE
Drain
hole
20 cm
STREAM LOG
KEY
ELAPSED
TIME
IMPORTANT EVENTS
Sand and clay
(minutes
after start)
Sand
1/2 min.
Hole in earth material under water source
3 min.
Earth material slumps.
3 1/2 min.
Canyon forms.
4 min.
Delta forms.
4 1/2 min.
Water cloudy.
5 min.
Water stops flowing.
Clay
Water
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 8—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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PERFORMANCE ASSESSMENT: STREAM TABLES
STREAM TABLE MAP: SLOPE
Drain
hole
20 cm
STREAM LOG
KEY
ELAPSED
TIME
IMPORTANT EVENTS
Sand and clay
(minutes
after start)
Sand
1/2 min.
Hole in earth material under water source
Clay
2 min.
Earth material slumps.
Water
2 1/2 min.
Canyon forms.
3 min.
Delta forms.
3 1/2 min.
Water cloudy.
4 min.
Water stops flowing.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 9—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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PERFORMANCE ASSESSMENT: STREAM TABLES
Compare the Stream-Table Maps for the two investigations.
a. Describe one result from the maps that is the same in both investigations.
b. Describe one result from the maps that is different.
Compare the Stream Logs for the two investigations.
c. Describe one observation from the logs that is the same in both investigations.
d. Describe one observation from the logs that is different.
Use both the Stream-Table Maps and the Stream Logs to answer the next questions.
e. Explain how changing the slope produces different stream-table results.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Assessment Scoring Guide
No. 10—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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PERFORMANCE ASSESSMENT: STREAM TABLES
f. What might happen if you increased the slope even more?
g. Explain how canyons are formed.
h. What word is given to the process that forms canyons?
i. Explain how deltas are formed.
j.
What word is given to the process that forms deltas?
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 11—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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MULTIPLE-CHOICE/SHORT-ANSWER ITEMS
Directions: For each of the questions below, circle the letter of the best answer.
1. Which of these is NOT a model?
A.
B.
C.
D.
a matchbox car
a doll
a van
a teddy bear
2. If the scale of a map is 1:1000, a 10-cm-long field on the map has an actual length of
A.
B.
C.
D.
10 m.
100 m.
1000 m.
10,000 m.
3. The process of wearing away earth materials by water, wind, or ice is called
A.
B.
C.
D.
erosion.
deposition.
slump.
flooding.
4. A fan-shaped deposit of earth materials at the mouth of a stream is called a
A.
B.
C.
D.
valley.
canyon.
channel.
delta.
5. Which of these statements about deposition is correct?
A.
B.
C.
D.
Larger particles usually take longer to settle.
Smaller particles usually take longer to settle.
Large and small particles take the same time to settle.
Sometimes larger particles take longer to settle, sometimes smaller ones do.
6. In the stream-table experiment, which of these can increase the amount of erosion and
deposition?
A.
B.
C.
D.
Use more water.
Use less water.
Make the slope flatter.
Put a barrier in the water path.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 12—Student Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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MULTIPLE-CHOICE/SHORT-ANSWER ITEMS
Use the topographic map to answer the questions.
7. What letter indicates the
highest point on the
map?
1 cm: 200 m
School
Entrance
Open
Pit Mine
x 90 m
N
A.
B.
C.
D.
D
200
Bear
Lookout
B
C
8. What is the actual
distance between the
park entrance and the
school?
A∆
A.
B.
C.
D.
600
40
0
Park
Entrance
A
B
C
D
5 cm
1m
1 km
10 km
9. Which of these statements is correct about the elevation on this map?
A. The closer the contour lines, the flatter the slope.
B. The school is at sea level.
C. The elevation between the school and the park entrance is greater than the
elevation between the park entrance and Bear Lookout.
D. The elevation between Bear Lookout and point B is the same as the elevation
between the school and the park entrance.
10. The box to the right shows a map of a cafeteria including tables, chairs, and a food
station. Which of the following is a possible key to this map?
A. ❍ Chair
✛ Food station
■ Table
B. ❍❍❍❍ Chair
✛ ✛ ✛ ✛ Food station
■ ■ ■ ■ Table
C. ❍❍❍❍ Food station
✛ Table
■ Chair
D. ❍❍❍❍ Food station
✛ Chair
■ Table
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
CAFETERIA
✛✛✛✛
■■■■
✛✛✛✛
✛✛✛✛
■■■■
✛✛✛✛
❍❍❍❍
✛✛✛✛
■■■■
✛✛✛✛
Summative Assessment
No. 13—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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MULTIPLE-CHOICE/SHORT-ANSWER ITEMS
11. In the box next to each word, write the letter of the best definition for that word.
mouth
a. A low area between hills and mountains, where a river
often flows.
mountain
b. Nearly level area that has been uplifted.
valley
c. Where a river enters another body of water.
plateau
d. Nearly level area that has been eroded or where material
has been deposited.
plain
e. High, uplifted area with steep slopes.
canyon
f. The V-shaped valley eroded by a river.
12. Jane and Billy each have a map of Fossville. Both maps show exactly the same parts of
the town. Jane’s map has a scale of 1:1000, and Billy’s has a scale of 1:2000.
a. On Jane’s map, Lincoln Elementary is twice as big as Wilkins Elementary. On Billy’s
map, will Lincoln Elementary be bigger, smaller, or the same size as Wilkins
Elementary? Why do you think so?
b. On whose map will the drawing of City Hall be larger? Or will they be the same?
Why?
c. If both maps are unfolded, whose is bigger, Jane’s or Billy’s, or are they the same?
Explain why.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 14—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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NARRATIVE ITEMS
13. A student said that deposition causes the most change in landforms. Do you agree or
disagree? Why or why not?
14a. How are models and maps different? How are they the same?
b. If you wanted to understand better how a volcano works, would you make a model or
a map? Why?
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 15—Assessment Sheet
Name ____________________________________
Date _____________________________________
END-OF-MODULE ASSESSMENT for Landforms
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NARRATIVE ITEMS
15. These two maps of Springville Elementary were made by fifth graders in Mr. Malone’s
class. Which map is the better map? Defend your answer by comparing the two maps.
MAP A
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
MAP B
Summative Assessment
No. 16—Assessment Sheet
Name ____________________________________
Date _____________________________________
PORTFOLIO ASSESSMENT for Landforms
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PORTFOLIO CHECKLIST
Include a piece of work that shows...
❏
❏
❏
❏
❏
❏
❏
❏
❏
Something you learned about making models.
Something you learned about making maps.
Something you learned about how landforms are created.
Something you learned about aerial photographs and topographic maps.
Something that shows you know how to set up an investigation to test a variable in
a stream table.
Something that shows you know how to give a good explanation and can support it
with evidence.
Something that uses what you know from another area of study (reading,
writing, math).
Something that shows improvement.
Something that shows your best work.
FOSS Landforms Module
© The Regents of the University of California
Can be duplicated for classroom or workshop use.
Summative Assessment
No. 17—Assessment Sheet