Assessment
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WASHINGTON EDITION ASSESSMENT PEBBLES, SAND, AND SILT 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. ASSESSMENT CONTENTS Investigations 1 – 4 2 End-of-Module Assessment 42 Assessment Blueprint 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 classroombased assessments. Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations MAGNETISM AND ELECTRICITY PEBBLES, SAND, AND SILT 44 INVESTIGATION DUPLICATION MASTER CHANGES New 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 Sheets Modified student sheets • no. 9 Bottle Drawing • no. 10 Sandpaper Texture and Uses (replaces Sandpaper Texture Words) • no. 12 Uses of Earth Materials 1 INVESTIGATION 1: FIRST ROCKS INQUIRY INVESTIGATION SUMMARY PART 1 THREE ROCKS • How are rocks different? • What happens when rocks rub together? Students investigate and sort a set of six rocks. They gather information about the rocks by matching the rock samples and rubbing them together. Time: 40–50 minutes PART 2 WASHING THREE ROCKS • What happens when we wash rocks? Time: 40–50-minutes Students wash their samples to see how the rocks change when they are wet and what happens to the wash water. PART 3 FIRST SORTING • How are some rocks the same? 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. Time: 40–50 minutes PART 4 SORTING GAMES • How many ways can we sort rocks? Students use sorting mats to play sorting games with the river rocks. Time: 40–50 minutes PART 5 START A ROCK COLLECTION Students start to organize a classroom rock collection. • What rocks can we find around us? Time: 30–40 minutes 2 FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION—AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES • Rocks have a variety of properties. New Student Sheet • When rocks rub together, some (so�er) rocks may be chipped or scratched, or make rock dust. When I Rub My Rocks Together • Rocks have a variety of properties. Student Sheet • Washing rocks in water, enhances the colors or sparkling qualities. Rock Record • Rocks can be sorted by their properties. Teacher Observation Processes and Interactions in the Earth Systems. Know that rocks break down to form pebbles and sand. (GLE 1.3.4) Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) Sorting rocks Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) • Rocks can be sorted by their properties. Teacher Observation Sorting Rocks Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) • Rocks are all around us. Student Sheet • Rocks are the solid material of the earth. Rock Record Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) 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? PEBBLES, SAND, AND SILT 3 FORMATIVE ASSESSMENT INVESTIGATION 1: FIRST ROCKS PART 1: THREE ROCKS Use 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) No. 1a—New Student Sheet Score – 4 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. FULL OPTION SCIENCE SYSTEM Name Date WHEN I RUB MY ROCKS TOGETHER FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: First Rocks No. 1a—New Student Sheet WA Edition FORMATIVE ASSESSMENT INVESTIGATION 1: FIRST ROCKS PART 2: WASHING THREE ROCKS Use student sheet no. 2 called Rock Record. Student Sheet—Rock Record Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) Score No. 2—Student Sheet 6 If the student... + 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. FULL OPTION SCIENCE SYSTEM Name Date ROCK RECORD This rock is Name Date ROCK RECORD This rock is FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: First Rocks No. 2—Student Sheet WA Edition FORMATIVE ASSESSMENT INVESTIGATION 1: FIRST ROCKS PART 3: FIRST SORTING PART 4: SORTING GAMES Use teacher observation to assess students’ progress toward sorting rocks by properties. Teacher Observation—Sorting rocks Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) Score 8 If the student... + 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. FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION IINVESTIGATION 1: FIRST ROCKS PART 5: START A ROCK COLLECTION Use 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 Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) Score If the student... + 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. MAGNETISM AND ELECTRICITY PEBBLES, SAND, AND SILT No. 2—Student Sheet NOTE: Use the master on page 7 of this folio. 9 INVESTIGATION 2: RIVER ROCKS INQUIRY INVESTIGATION SUMMARY PART 1 SCREENING RIVER ROCKS • How can rocks be sorted by size? Time: 50–60 minutes 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. PART 2 RIVER ROCKS BY SIZE Students group rocks based on size. • How else can rocks be sorted by size? Time: 40–50 minutes PART 3 SAND AND SILT • Is there an earth material smaller than sand? Time: 30-40 minutes; 20 minutes the next day 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. PART 4 EXPLORING CLAY • Is there an earth material smaller than silt? Students investigate the properties of very small rock particles, clay. Time: two 30-minute sessions 10 FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION—AT A GLANCE CONCEPTS AND PRINCIPLES • Screens can be used to sort the sizes of earth materials. • Rock sizes include sand, small gravel, large gravel, small pebbles, and large pebbles. ASSESSMENT OPPORTUNITIES 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) • Rocks can be categorized visually by size. New Student Sheet • Rock sizes include sand, small gravel, large gravel, small pebbles, and large pebbles. The Story of Sand • Rocks larger than pebbles are cobbles. Structure of Ma�er. Know that common materials are made of smaller parts. (GLE 1.2.3) • Rocks larger than cobbles are boulders. Processes and Interactions in the Earth System. Know that rocks break down to form pebbles and sand. (GLE 1.3.4) • Sand o�en contains smaller particles, called silt. Student Sheet • Rocks can be categorized visually by size. Water can be used to sort the sizes of earth materials. Sand and Clay Drawings • Clay particles are very small, even smaller than silt. Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5) Modified Student Sheet Bo�le Drawing Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) 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? PEBBLES, SAND, AND SILT 11 FORMATIVE ASSESSMENT INVESTIGATION 2: RIVER ROCKS PART 1: SCREENING RIVER ROCKS Use teacher observation to assess students’ use of screens to separate a mixture of rocks. 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) Score No. 6—Student Sheet If the student... + 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. 12 FULL OPTION SCIENCE SYSTEM Name Date ROCK-SIZE LABELS sand sand small gravel small gravel large gravel large gravel small pebbles small pebbles large pebbles large pebbles FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 2: River Rocks No. 6—Student Sheet WA Edition FORMATIVE ASSESSMENT INVESTIGATION 2: RIVER ROCKS PART 2: RIVER ROCKS BY SIZE Use 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 Structure of Matter. Know that commom materials are made of smaller parts. (GLE 1.2.3) Score No. 7a—New Student Sheet If the student... + 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. Student Sheet—The Story of Sand Processes and Interactions in the Earth System. Know that rocks break down to form pebbles and sand. (GLE 1.3.4) Score 14 If the student... + draws or describes in detail a process of rocks breaking 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 breaking 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. FULL OPTION SCIENCE SYSTEM Name Date THE STORY OF SAND Where does sand come from? FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 2: River Rocks No. 7a—New Student Sheet WA Edition FORMATIVE ASSESSMENT INVESTIGATION 2: RIVER ROCKS PART 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 Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5) Score If the student... + 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. No. 8—Student Sheet 16 FULL OPTION SCIENCE SYSTEM __________________________. __________________________. Investigation 2: River Rocks No. 8—Student Sheet WA Edition This vial has water and This vial has water and FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Draw what you see in the vial. Date Draw what you see in the vial. SAND AND CLAY DRAWINGS Name FORMATIVE ASSESSMENT INVESTIGATION 2: RIVER ROCKS NOTE: This may be given for homework. PART 4: EXPLORING CLAY Use 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 physical properties of Earth materials. (GLE 1.1.5) Score + No. 9—Modified Student Sheet – 18 If the student... 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. FULL OPTION SCIENCE SYSTEM Name _________________________Date __________________ BOTTLE DRAWING 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. air water Word Bank sand silt pebbles small gravel large gravel Explain why the rocks were in layers. FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 2: River Rocks No. 9—Modified Student Sheet WA Edition INVESTIGATION 3: USING ROCKS INQUIRY INVESTIGATION SUMMARY PART 1 ROCKS IN USE • How do people use earth materials? Time: 40–50 minutes 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 2 LOOKING AT SANDPAPER • What does sand do for sandpaper? Time: 15–20 minutes for each group of students Students observe sandpaper and compare it to sand. They make and compare rubbings of three grades of sandpaper. PART 3 SAND SCULPTURES • How else can sand be used? Students mix sand with a cornstarch matrix to make durable sand sculptures. Time: 40–50 minutes PART 4 CLAY BEADS • What can we make with clay? Time: 30–40 minutes plus 20 minutes 2 or 3 days later Students use clay to make beads or something decorative, which they paint and keep as a memento of their investigation of clay. PART 5 MAKING BRICKS • How do you make bricks? Time: 20 minutes for each group of students; 30 minutes a week later when bricks are dry 20 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. FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION—AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES • Earth materials are natural resources. Modified Student Sheet • The properties of different earth materials make each suitable for specific uses. Uses of Earth Materials • Earth materials are commonly used in the construction of buildings and streets. • The properties of different earth materials make each suitable for specific uses. • Different sizes of sand are used in sandpaper to change the surface of wood from rough to smooth. • The properties of different earth materials make each suitable for specific uses. • Earth materials are used to make sculptures. 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 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) • The properties of different earth materials make each suitable for specific uses. Teacher Observation Anecdotal Notes • Earth materials are used to make jewelry and sculptures. • The properties of different earth materials make each suitable for specific uses. • Simple bricks are made by combining clay soil with plant material. PEBBLES, SAND, AND SILT New Student Sheet Rocks Where I Live Structure of Ma�er. Know that common materials are made of smaller parts. (GLE 1.2.3) 21 FORMATIVE ASSESSMENT NOTE: Wood should not be classified as an earth amterial as suggested in the Teacher Guide. INVESTIGATION 3: USING ROCKS PART 1: ROCKS IN USE Use 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 Environmental and Resource Issues. Understand how humans depend on the natural environment. (GLE 3.2.4) Score If the student... No. 12—Modified Student Sheet + 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. 22 FULL OPTION SCIENCE SYSTEM Name Date 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. bat hat fireplace FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. brick wall road Investigation 3: Using Rocks No. 12—Modified Student Sheet WA Edition FORMATIVE ASSESSMENT INVESTIGATION 3: USING ROCKS PART 2: LOOKING AT SANDPAPER Use modified student sheet no. 10 called Sandpaper Texture and Uses. Student Sheet—Sandpaper Texture and Uses Relationship of Science and Technology. Know that people have invented tools for everyday life. (GLE 3.2.2) Score If the student... + 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. No. 10—Modified Student Sheet 24 FULL OPTION SCIENCE SYSTEM Date Medium FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Give an example of how people use sandpaper. Fine Investigation 3: Using Rocks No. 10—Modified Student Sheet WA Edition Coarse Make a rubbing of each of the three sandpaper samples in the correct boxes. SANDPAPER TEXTURE AND USES Name FORMATIVE ASSESSMENT INVESTIGATION 3: USING ROCKS PART 3: SAND SCULPTURES Use 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. Student Sheet—The Story of Sand Structure of Matter. Know that common materials are made of smaller parts. (GLE 1.2.3) Score If the student... + identifies where sand comes from; gives some additional detail. identifies sand as pieces of larger rocks. – cannot identify where sand comes from. No. 7a—New Student Sheet Student Sheet—The Story of Sand Processes and Interactions in the Earth System. Know that rocks break down to form pebbles and sand. (GLE 1.3.4) Score 26 If the student... + draws or describes in detail a process of rocks breaking 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 breaking 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. FULL OPTION SCIENCE SYSTEM Name Date THE STORY OF SAND Where does sand come from? FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 3: Using Rocks No. 7a—New Student Sheet WA Edition FORMATIVE ASSESSMENT NOTE: Informal notes are used to assess students in Part 4 of this investigation. INVESTIGATION 3: USING ROCKS PART 5: MAKING BRICKS Use 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) Score No. 12a—New Student Sheet 28 If the student... + 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. FULL OPTION SCIENCE SYSTEM Name Date ROCKS WHERE I LIVE 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. FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 3: Using Rocks No. 12a—New Student Sheet WA Edition INVESTIGATION 4: SOIL EXPLORATIONS INQUIRY INVESTIGATION SUMMARY PART 1 HOMEMADE SOIL • What’s in dirt? Time: three 30–40-minute sessions 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. PART 2 SOIL SEARCH • Are all soils the same? Time: 20 minutes for class introduction and wrap-up; 15 minutes for each group to collect soil 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. PART 3 STUDYING LOCAL SOIL • How do soils differ? Time: two 40-minute sessions 30 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. FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION—AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES • Soil is a mixture of earth materials. Teacher Observation • Humus is decayed material from plants and animals. Separating soils • The ingredients of soil can be observed by mixing soil with water, shaking it, and le�ing it se�le. Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) • Soils vary from place to place. New Student Sheet • Soils have properties of color and texture. Worms and Soil • Different soils differ in their ability to support plants. Environmental and Resource Issues. Understand how humans depend on the natural environment. (GLE 3.2.4) • Soils can be composed of humus and different amounts and sizes of rocks. Student Sheet Soil Drawings Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5) 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 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? PEBBLES, SAND, AND SILT 31 FORMATIVE ASSESSMENT INVESTIGATION 4: SOIL EXPLORATIONS PART 1: HOMEMADE SOIL Use teacher observation to assess students’ skills at using various tools for separating soils. Teacher Observation—Separating soils Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Score 32 If the student... + 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. FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION Blank Page MAGNETISM AND ELECTRICITY PEBBLES, SAND, AND SILT 33 FORMATIVE ASSESSMENT INVESTIGATION 4: SOIL EXPLORATIONS PART 2: SOIL SEARCH Use 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 Environmental and Resource Issues. Understand how humans depend on the natural environment. (GLE 3.2.4) Score No. 13a—New Student Sheet 34 If the student... + 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. FULL OPTION SCIENCE SYSTEM Name Date WORMS AND SOIL How are worms good for soil where plants grow? Draw a picture and write a sentence or two to explain. FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 4: Soil Explorations No. 13a—New Student Sheet WA Edition FORMATIVE ASSESSMENT INVESTIGATION 4: SOIL EXPLORATIONS PART 3: STUDYING LOCAL SOIL Use student sheet no. 13 called Soil Drawings to assess students’ ability to identify small particles. Student Sheet—Soil Drawings Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5) Score If the student... + 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. No. 13—Student Sheet 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) Score 36 If the student... 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. FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION Name ____________________ Date _________________ K/2 INQUIRY OR DESIGN PROJECT PLANNING Choose one question starter. 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. What would happen if Can I make a that Make a prediction. I think that Name ____________________ Date _________________ K/2 INQUIRY OR DESIGN PROJECT RECORDING What did you do? List your materials (a�ach a page with a drawing or list). What did you measure? FOSS Module © The Regents of the University of California Can be duplicated for classroom or workshop use. K/2 Inquiry Project Sheet (1 of 3) New Student Sheet WA Edition What did you observe? Draw or describe what happened. End of Investigation Start of Investigation Name ____________________ Date _________________ K/2 INQUIRY OR DESIGN PROJECT CONCLUSION Did your investigation or design do what you predicted? How do you know? Inquiry or Design Project FOSS Module © The Regents of the University of California Can be duplicated for classroom or workshop use. K/2 Inquiry Project Sheets (2 of 3) New Student Sheet WA Edition Investigating Systems: GLEs 2.1.1–2.1 or Designing Solutions: GLEs 3.1.1–3.1.3 Score If the student... + 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. MAGNETISMSAND, AND ELECTRICITY PEBBLES, AND SILT FOSS Module © The Regents of the University of California Can be duplicated for classroom or workshop use. K/2 Inquiry Project Sheets (3 of 3): New Student Sheet WA Edition K/2—Inquiry Project Sheets 37 FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. We found this soil near the We found this soil in class. Investigation 4: Soil Explorations No. 13—Student Sheet WA Edition ___________________________. Draw what you see in the vial. Date Draw what you see in the vial. SOIL DRAWINGS Name Name ____________________ Date _________________ K/2 INQUIRY OR DESIGN PROJECT PLANNING 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). FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. K/2 Inquiry Project Sheet No. 13b—New Student Sheet WA Edition Name ____________________ Date _________________ K/2 INQUIRY OR DESIGN PROJECT RECORDING What did you do? What did you measure? What did you observe? Draw or describe what happened. Start of Investigation End of Investigation FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. K/2 Inquiry Project Sheet 13c—New Student Sheet WA Edition Name ____________________ Date _________________ K/2 INQUIRY OR DESIGN PROJECT CONCLUSION Did your investigation or design do what you predicted? How do you know? FOSS Pebbles, Sand, and Silt Module © The Regents of the University of California Can be duplicated for classroom or workshop use. K/2 Inquiry Project Sheet 13d—New Student Sheet WA Edition SUMMATIVE ASSESSMENT END-OF-MODULE ASSESSMENT This 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 READY 1. 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 TASK Set 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 42 FULL OPTION SCIENCE SYSTEM WASHINGTON EDITION 3. ADMINISTER THE WRITTEN ITEMS Assessment 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 ASSESSMENTS PERFORMANCE 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 reasonable 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. MAGNETISM AND ELECTRICITY PEBBLES, SAND, AND SILT 43 PEBBLES, SAND, AND SILT BLUEPRINT K– 2 Grade Level Expectations (GLE) Assessment SYSTEMS FORMATIVE SUMMATIVE Nature and Properties of Earth Materials. Understand physical properties of Earth materials. (GLE 1.1.5) Inv. 1, Pt. 2–5 Inv. 2, Pt. 4 Performance Assessment 1, 3 Structure of Matter. Know that common materials are made of smaller particles. (GLE 1.2.3) Inv. 2, Pt. 2 NQUIRY Inv. 3, Pt. 3, 5 Processes and Interactions in the Earth System. Know that rocks break down to form pebbles and sand. (GLE 1.3.4) Inv. 1, Pt. 1 Inv. 2, Pt. 2 Inv. 3, Pt. 3 History and Evolution of the Earth. Know that fossils provide evidence of plants and animals that existed long ago. (GLE 1.3.5) Inv. 4, Pt. 3 Planning and Conducting Safe Investigations. Understand how to plan and conduct investigations following all safety rules. (GLE 2.1.2) Inv. 2, Pt. 1 Inv. 4, Pt. 1 Communicating. Understand how to record and report investigations, results, and explanations. (GLE 2.1.5) Inv. 2, Pt. 3 Inv. 4, Pt. 3 COMMENTS Important to cover in this module. Important to cover in this module. 4, 5 Important to cover in this module. Important to cover in this module. INQUIRY Assessed throughout grades in inquiry projects. Performance Assessment Assessed throughout grades in inquiry projects. APPLICATIONS Relationship of Science and Technology. Know that people have invented tools for everyday life. (GLE 3.2.2) Inv. 3, Pt. 2 Environmental and Resource Issues. Understand how humans and other living things depend on the natural environment. (GLE 3.2.4) Inv. 3, Pt. 1 Inv. 4, Pt. 2 Important to cover in this modulle. 2 Important to cover in this module. INQUIRY OR DESIGN PROJECT Investigating Systems: GLEs 2.1.1– 2.1.5 or Designing Solutions: GLEs 3.1.1– 3.1.3 Published and distributed by P.O. Box 3000 Northwest Boulevard 4480 Nashua, NH 03063-4067 1-800-258-1302 Projects The FOSS program was developed with the support of National Science Foundation grants Nos. MDR-8751727 and MDR-9150097. However, any opinions, findings, conclusions, statements, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of NSF. Important to do one project per module. Developed by Full Option Science System FULL Lawrence Hall of Science University of California OPTION SCIENCE Berkeley,SYSTEM CA 94720 510-642-8941
