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
1. Draws and describes
waters interaction with wax
paper.
2. Draws and describes
water’s interaction with
paper towel.
3. Draws and describes
water’s interaction with
aluminum foil.
4. Draws and describes
water’s interaction with
white paper.
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No Answer
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5. Uses appropriate
scientific vocabulary
throughout description and
in proper context.
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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
1. Draws and describes
surface tension observed
using plain water.
2. Draws and describes
surface tension observed
using soapy water.
3. Draws and describes
surface tension observed
using salt water.
4. Ability to define surface
tension with appropriate
vocabulary and in proper
context.
Acceptable
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Improvement
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No Answer
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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.
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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
1. Proper description of the
effect of water drops on a
slope.
2. Ability to conclude that
larger water beads travel
faster down a slope.
3. Concludes that
increasing the slope affects
speed of water.
4. Uses appropriate
scientific vocabulary
throughout description and
in proper context.
Acceptable
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Improvement
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Rubric: Student Sheet # 5– Response Sheet: Water Observations
Criteria
High Quality
Acceptable
Needs
Improvement
1. Writes that tent should be
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placed at high point on hill.
2. States that water flows
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downhill.
3. Concludes that water
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flows quicker on a steeper
slope and larger amounts of
water flow more quickly.
4. Uses appropriate
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scientific vocabulary
throughout description and
in proper context.
No Answer
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No Answer
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.
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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
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9.
a.
b.
c.
d.
Peach
Lettuce
Melon
Bread
What conclusion can be drawn from this graph?
A peach contains a lower percent of water than lettuce.
Lettuce contains a lower percent of water than bread.
A melon contains a higher percent of water than the other foods.
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
1. Describes the effect of
placing thermometer in hot
water accurately.
2. Describes the effect of
placing thermometer in cold
water accurately.
3. Able to add suggestions
that would make the
thermometer more useful.
4. Accurately records the
effects of hot and cold water
on picture provided.
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No Answer
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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
1. Draws accurate pic of hot
water in room-temperature
water.
2. Draws accurate pic of
cold water in roomtemperature water.
3. Student identifies cold
water as denser.
4. Student gives sufficient
evidence to back up claim.
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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.
No Answer
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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
1. Draws accurate pics of
vial of liquid and frozen
water.
2. States accurate volume
of liquid and frozen water.
3. Able to state the correct
difference between liquid
and frozen water .
4. Describes what happens
to the volume of water when
frozen using appropriate
vocabulary and in proper
context.
Acceptable
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Improvement
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No Answer
Rubric: Response Sheet – Hot Water, Cold Water
Criteria
High Quality
Acceptable
1. Students understands
cold temperature caused
water to freeze in pipes
causing pipes to burst.
2. Can relate situation to
class activity..
3. Uses vocabulary
throughout response.
No Answer
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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
1. Predicts outcome in
science journal.
2. Observes and records
data.
3. Concludes that exposure
to air expedites evaporation.
4. Ability to explain that
water in paper towel became
a gas called water vapor.
High Quality
Acceptable
No Answer
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Improvement
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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.
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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
1. Concludes that water
evaporated rather than cat
drinking it.
2. Identifies warm, sunny
day as key hints to the
evaporation of water.
3. Used vocabulary
appropriately throughout
response.
4. Ability to relate
life/classroom experiences
to response.
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No Answer
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Home/ School Connection # 29
Skills – Students investigate evaporation at home (homework for discussion purposes)
Science Story: n/a.
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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
1. Student was able to
discover that the larger
surface area had more water
evaporation.
2. Identifies greatest
amount of evaporation to
least. (Flat lid, dome lid.
Beaker, cylinder)
3. Students comes up with
the best way to dry a paper
towel (flat) while using
“surface area” in
explanation.
4. Student understands
amount of water in
container must be equal to
elicit fair conclusion.
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No Answer
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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
1. Student explains that
water within the chamber
evaporated and recondensed
when it touched the cool
side of the cup.
2. Draws accurate depiction
of condensation chamber.
3. Lists 5 places where they
have conserved
condensation.
4. Ability explain where
and why condensation
occurred while using
appropriate vocabulary.
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No Answer
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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
1. States that Gina use
equal amounts of water and
soil in order to make proper
judgment.
2. Describes the equipment
setup and uses the same
setup for each soil tested.
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.
4. Explains how to use
evidence to decide which
soil to use.
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No Answer
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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
1. Group able to come up
with a design for a
waterwheel using materials
provided.
2. Ability to construct
waterwheel capable of
performing waterwheel
challenge.
3. Completes challenge and
records data (how many
syringes of water needed to
complete task).
4. Understands that the
fewer syringes it takes
means a more efficient
design.
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No Answer
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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
1. Observes/records data
from experiment on student
sheet 18.
2. Understands why water
quality varies (different
materials dissolve in water).
3. Understands that
different qualities of water
are suited for different
purposes.
4. Uses appropriate
vocabulary throughout
response and in proper
context.
High Quality
Acceptable
No Answer
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Needs
Improvement
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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
1. Proposes a project that
relates to knowledge
acquired throughout
module.
2. States the
materials/references used
during their investigation.
3. Ability to explain their
findings to the class in detail
and within allotted time.
4. Successful at
investigating their proposed
subject matter with
appropriate results.
Acceptable
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Science Story: Moon Dreams (FOSS Science Stories Folio pg. 22-23) 30 minutes
See page 23 of FOSS Science Stories Folio for discussion questions.
No Answer
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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.