Grade 5 Learning and Assessment Masters

Transcription

1 Grade 5 Learning and Assessment Masters Focus on the *

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3 Contents Exploring Science Learning and Assessment Masters... v Physical Science Investigate Matter Record...1 Think Like a Scientist Develop a Model Teacher Rubric... 2 Think Like a Scientist Develop a Model Student Rubric... 3 Investigate Hardness Record...4 Investigate Electrical Conductivity Record...5 Investigate Solubility Record...6 Investigate Changing States of Water Record... 7 Investigate Mixtures Record...8 Think Like a Scientist Provide Evidence Record...9 Think Like a Scientist Provide Evidence Teacher Rubric Think Like a Scientist Provide Evidence Student Rubric Investigate Chemical Reactions Record...12 Think Like a Scientist Identify Materials Record...13 Think Like a Scientist Identify Materials Teacher Rubric...14 Think Like a Scientist Identify Materials Student Rubric...15 Life Science Investigate Hydroponics Record Investigate Hydroponics Teacher Rubric...17 Investigate Hydroponics Student Rubric Think Like a Scientist Use Models Teacher Rubric Think Like a Scientist Use Models Student Rubric Investigate Interactions in a Model Pond Record...21 Think Like a Scientist Develop a Model Teacher Rubric Think Like a Scientist Develop a Model Student Rubric Earth Science Investigate Interactions of Earth s Systems Record Think Like a Scientist Develop a Model Teacher Rubric Think Like a Scientist Develop a Model Student Rubric Investigate Plants and Pollution Record Investigate Using Solar Energy Record Think Like a Scientist Obtain and Combine Information Teacher Rubric iii

4 Think Like a Scientist Obtain and Combine Information Student Rubric Investigate Gravity Record...31 Investigate Apparent Brightness Record Investigate Sunlight and Shadows Record Investigate Moon Phases Record iv

5 Exploring Science Learning and Assessment Masters Learning Masters are provided as needed for Investigate, Think Like a Scientist, and Think Like an Engineer features for Grades K-5. Learning Masters provide convenient data collection tables and other resources for students to use as they work through selected Investigate, Think Like a Scientist, and Think Like an Engineer features. Encourage students to include these tables in their science notebooks. Assessment Masters provide rubrics for teachers to assess student achievement in many of the Think Like a Scientist and Think Like an Engineer features. Student rubrics provide an opportunity for learners to reflect on their own progress in these activities. v

6 Investigate Matter Record Record your observations in the table below. Observations of Evaporation of a Salt Solution Appearance of Drops Before Evaporation Appearance of Drops After Evaporation Conclusion 1

7 Think Like a Scientist Develop a Model Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric Scale The student identified a type of matter to model The student designed a physical or conceptual model and gathered the appropriate materials The student included explanatory labels or captions that explained the interaction represented by the model The student evaluated the model to determine how to refine or improve it The student presented the model and communicated how it modeled the particulate matter and correctly described his or her evaluation process for the model s effectiveness Overall Score

8 Think Like a Scientist Develop a Model Student Rubric Place a check in the box to show the answer that is true for you. 1. I can decide on a type of matter to model. Rubric Yes Not Yet 2. I can draw and label a picture of my model and explain how it will work. 3. I can build a model, conduct an investigation that tests the model, and collect data from a test of the model. 4. I can evaluate whether the model does what I want it to do and revise it if necessary. 5. I can share my final model with my class. 3

9 Investigate Hardness Record Record your observations in the table below. Material What It Scratches What It Does Not Scratch penny nail A (calcite) B (quartz) C (talc) D (feldspar) 4

10 Investigate Electrical Conductivity Record Record your predictions, observations, and conclusions in the table below. Electrical Conductivity Data Table Material Prediction (conductor or insulator) Observation (bulb lights or not) Conclusion (conductor or insulator) 5

11 Investigate Solubility Record Record your observations in the table below. Solubility of a Material in Water Material Observations of Material Before Adding It to Water Observations of Material After Stirring in Water sand salt lemon juice vegetable oil 6

12 Investigate Changing States of Water Record Record your observations and measurements in the table below. Day 1 state of matter mass (g) Data Table Bag 1 Bag 2 Day 2 state of matter mass (g) Day 3 state of matter mass (g) Day 4 state of matter mass (g) Day 5 state of matter mass (g) 7

13 Investigate Mixtures Record Record your measurements in the table below. Data Table Mass (g) of Bag, Baking Soda, Cup, and Water Before Mixing Mass (g) of Bag, Baking Soda, Cup, and Water After Mixing 8

14 Think Like a Scientist Provide Evidence Record Record your measurements in the table below. Data Table Trial Mass (g) of Materials Before Melting Mass (g) of Materials After Melting

15 Think Like a Scientist Provide Evidence Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric The student planned an investigation to answer the question: How can you measure and graph quantities to provide evidence that matter is conserved? Scale The student measured quantities accurately The student recorded data and graphed quantities accurately The student provided evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, matter is conserved Overall Score

16 Think Like a Scientist Provide Evidence Student Rubric Place a check in the box to show the answer that is true for you. 1. I can plan an investigation to answer a question. Rubric Yes Not Yet 2. I can accurately measure mass. 3. I can record and organize data so they can be graphed and easily interpreted. 4. I can describe evidence to support the conservation of matter. 11

17 Investigate Chemical Reactions Record Record your observations and measurements in the table below. Chemical Reactions: Data Table Observations Total Mass (g) Before Mixing Tablet With Water Total Mass (g) After Mixing Tablet With Water 12

18 Think Like a Scientist Identify Materials Record As you complete your investigation, use the information in the first table below. Then record your observations in the second table. Properties of Baking Soda, Sugar, Baking Powder, and Starch White Color Reacts With Vinegar Dissolves in Water Turns Blue-Black With Iodine Solution baking soda baking soda baking soda starch sugar baking powder starch baking powder sugar baking powder (partly) baking powder (if containing starch) Observations of Four Unknown Materials Material Color Reacts With Vinegar (yes, no) Dissolves in Water (yes, no) Turns Blue-Black With Iodine Solution (yes, no)

19 Think Like a Scientist Identify Materials Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric The student planned an investigation to answer the question: How can you use observations and measurements to identify materials based on their properties? Scale The student made accurate observations about the properties of materials The student made accurate measurements of materials The student recorded and organized data in order to correctly identify materials based on properties The student used evidence from collected data to identify the unknown substances Overall Score

20 Think Like a Scientist Identify Materials Student Rubric Place a check in the box to show the answer that is true for you. 1. I can plan an investigation to answer a question. Rubric Yes Not Yet 2. I can make accurate observations about the properties of materials. 3. I can accurately measure mass and other properties. 4. I can record and organize data so they can be easily interpreted. 5. I can describe evidence to support a scientific principle. 15

21 Investigate Hydroponics Record Record your observations in the table below. Observations of Plant Growing in Water Day Number of Leaves Other Observations

22 Investigate Hydroponics Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric Scale The student made an accurate list of materials The student made valid comparisons with other students lists The student constructed an effective argument The student evaluated the model to determine how to refine or improve it The student made rebuttals to any questions about the argument and made a reasonable generalization about how plants get the materials they need Overall Score

23 Investigate Hydroponics Student Rubric Place a check in the box to show the answer that is true for you. 1. I can study information and carry out the steps. Rubric Yes Not Yet 2. I can work with a group and compare information. 3. I can use information to support an argument and rebut questions to the argument. 4. I can describe how plants get the materials they need for growth. 18

24 Think Like a Scientist Use Models Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric Scale The student identified an interaction to model The student designed a physical or conceptual model and gathered the appropriate materials The student included labels or captions that explained the interaction represented by the model The student evaluated the model to determine how to refine or improve it The student presented the model and communicated how it modeled the relationships involved and correctly described their interactions Overall Score

25 Think Like a Scientist Use Models Student Rubric Place a check in the box to show the answer that is true for you. 1. I can identify an interaction to model. Rubric Yes Not Yet 2. I can design a model and gather materials. 3. I can label my model to explain the interactions it shows. 4. I can analyze and revise my model. 5. I can communicate and share my model, describing the cycle of energy from the sun through food to animals. 20

26 Investigate Interactions in a Model Pond Record Record your observations in the table below. Model Ecosystem Day Observations

27 Think Like a Scientist Develop a Model Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric Scale The student identified material and movement to model The student designed a physical or conceptual model and gathered the appropriate materials The student included labels or captions that explained the interaction represented by the model The student evaluated the model to determine how to refine or improve it The student presented the model and communicated how it modeled the interactions and movement of materials in an ecosystem Overall Score

28 Think Like a Scientist Develop a Model Student Rubric Place a check in the box to show the answer that is true for you. 1. I can identify material and movement to model. Rubric Yes Not Yet 2. I can design a model and gather materials. 3. I can include labels and captions that explain the interactions in my model. 4. I can evaluate my model and revise it based on additional information from research. 5. I can communicate and share my model, explaining how it shows interactions and movement of materials in an ecosystem. 23

29 Investigate Interactions of Earth s Systems Record Record your observations in the table below. Observations Week 1 Week 2 Week 3 24

30 Think Like a Scientist Develop a Model Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric Scale The student identified two spheres and an interaction to model The student designed a physical or conceptual model and gathered the appropriate materials The student included labels or captions that explained the interaction represented by the model The student evaluated the model to determine how to refine or improve it The student presented the model, communicated how it modeled the spheres involved, and correctly described their interactions Overall Score

31 Think Like a Scientist Develop a Model Student Rubric Place a check in the box to show the answer that is true for you. 1. I can identify Earth's spheres and interactions. Rubric Yes Not Yet 2. I can develop a model and carry out the steps. 3. I can design a model and gather materials. 4. I can analyze and revise my model. 5. I can communicate and share my model, identifying the spheres involved and describing their interactions. 26

32 Investigate Plants and Pollution Record Record your observations in the table below. Daily Observations of Rye Grass Day Grass Watered With Clean Water Grass Watered With Polluted Water

33 Investigate Using Solar Energy Record Record your observations in the table below. Observations of Water in Container Day 1: Setup Two Days Later 28

34 Think Like a Scientist Obtain and Combine Information Teacher Rubric Use the scale descriptions to guide your assessment of the student s work. Assess each item separately, and then decide on one overall score, using the following scale: 4: Student performs with thorough understanding. 3: Student performs with adequate understanding. 2: Student performs with basic understanding. 1: Student performs with limited understanding. Rubric Scale The group planned a research project to answer the question The group accessed appropriate sources and gathered data that could serve as the basis for evidence to answer the question The group communicated their findings in an effective way The group connected important science ideas to community actions for protecting resources and the environment Overall Score

35 Think Like a Scientist Obtain and Combine Information Student Rubric Place a check in the box to show the answer that is true for you. 1. I can work with a group to plan a project. Rubric Yes Not Yet 2. I can access sources of information to gather data from appropriate sources. 3. I can analyze my data and draw a conclusion based on evidence. 4. I can communicate my findings, using evidence from my research to support my conclusions. 30

36 Investigate Gravity Record Record your predictions and observations in the tables below. Predictions of Effects of Gravity Object Dropping Rolling Tossing pencil eraser coin crumpled paper rubber ball Observations of Effects of Gravity Object Dropping Rolling Tossing pencil eraser coin crumpled paper rubber ball 31

37 Investigate Apparent Brightness Record Record your observations in the table below. Observations of Apparent Brightness Trial Penlight Distance From Observer Predicted Brightness Observed Brightness A 4 m 1 B 4 m C 4 m A 4 m 2 B 2 m C 6 m 32

38 Investigate Sunlight and Shadows Record Record your observations in the table below. Time of Day Sun s Position in the Sky Length of Shadow (cm) 9:00 a.m. 10:00 a.m. 11:00 a.m. 12:00 p.m. 1:00 p.m. 2:00 p.m. 33

39 Investigate Moon Phases Record Record your observations in the table below. Write about your observations and make drawings. Observations of Model Moon One-Quarter Turn One-Half Turn Three-Quarter Turn One Complete Turn 34