Grade 4 Learning and Assessment Masters

Transcription

1 Grade 4 Learning and Assessment Masters Focus on the *

2 Acknowledgments Grateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents for permission to reprint copyrighted material. Every effort has been made to secure the appropriate permission. If any omissions have been made or if corrections are required, please contact the Publisher. Photo Credits: Cover Diane Cook & Len Jenshe/National Geographic Copyright 2017 National Geographic Learning, a part of Cengage Learning ALL RIGHTS RESERVED. Permission is hereby granted to teachers to reprint or photocopy in classroom quantities the pages or sheets in this work that carry a National Geographic Learning, a part of Cengage Learning, copyright notice. These pages are designed to be reproduced by teachers for use in their classes with accompanying National Geographic Learning material provided each copy shows the copyright notice. Such copies may not be sold and further distribution is expressly prohibited. Except as authorized above, no part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. National Geographic, National Geographic Society and the Yellow Border Design are registered trademarks of the National Geographic Society Marcas Registradas. For product information and technology assistance, contact us at Customer & Sales Support, For permission to use material from this text or product, submit all requests online at Further permissions questions can be ed to permissionrequest@cengage.com National Geographic Learning Cengage Learning 1 N. State Street, Suite 900 Chicago, IL Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at

3 Contents Exploring Science Learning and Assessment Masters... iv Physical Science Investigate Speed Record... 1 Investigate Motion Record... 2 Investigate Sound Record... 3 Investigate Light Record... 4 Investigate Heat Record... 5 Investigate Electric Circuits Record... 6 Think Like an Engineer Design, Test, and Refine a Device Record... 7 Think Like an Engineer Design, Test, and Refine a Device Teacher Rubric... 8 Think Like an Engineer Design, Test, and Refine a Device Student Rubric... 9 Think Like an Engineer Design, Test, and Refine a Device Record Think Like an Engineer Design, Test, and Refine a Device Teacher Rubric Think Like an Engineer Design, Test, and Refine a Device Student Rubric Investigate How Waves Move Objects Record Investigate Use a Code Record Think Like an Engineer Compare Multiple Solutions Record Think Like an Engineer Compare Multiple Solutions Teacher Rubric Think Like an Engineer Compare Multiple Solutions Student Rubric Life Science Think Like a Scientist Construct an Argument Teacher Rubric...18 Think Like a Scientist Construct an Argument Student Rubric...19 Think Like a Scientist Construct an Argument Teacher Rubric Think Like a Scientist Construct an Argument Student Rubric Investigate How We See Record Think Like a Scientist Use a Model Teacher Rubric Think Like a Scientist Use a Model Student Rubric Earth Science Investigate Weathering and Erosion Record Think Like an Engineer Make Observations Record Think Like an Engineer Make Observations Teacher Rubric Think Like an Engineer Make Observations Student Rubric Think Like an Engineer Generate and Compare Solutions Teacher Rubric Think Like an Engineer Generate and Compare Solutions Student Rubric iii

4 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. iv

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6 Investigate Speed Record Record your observations in the table below. Speed of Ball Trial Force Used Time to Reach Wall(s)

7 Investigate Motion Record Record your observations in the table below. Energy Changes During Collisions Trial Description of Collision Observations of Energy Changes

8 Investigate Sound Record Record your predictions and observations in the table below. Sound and Salt Grain Vibrations Trial Loudness of Sound Prediction Observations 1 Soft 2 Loud 3

9 Investigate Light Record Record your predictions and observations in the table below. How Sunlight Affects Paper Predictions Observations after Hours Notes 4

10 Investigate Heat Record Record your predictions and observations in the table below. Transfer of Energy to Butter Cup Temperature Predictions Observations Warm Room Temperature Very Warm 5

11 Investigate Electric Circuits Record Record your predictions and observations in the table below. Materials Tested to Complete a Circuit Material Predictions Observations rubber band metal washer plastic spoon penny metal paper clip crayon 6

12 Think Like an Engineer Design, Test, and Refine a Device Record Record your measurements in the tables below. Solar Oven Test 1 Time (min) starting Temperature Thermometer 1 ( C) Temperature Thermometer 2 ( C) Time (min) starting Temperature Thermometer 1 ( C) Solar Oven Test 2 Temperature Thermometer 2 ( C)

13 Think Like an Engineer Design, Test, and Refine a Device 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 participated in a group to design and build a device that met the criteria set by students or the teacher. Scale The student participated in the testing of the device. The student participated in evaluating the effectiveness of the device and helped make changes based on testing results. The student recorded all stages of the prototyping process, from problem to initial designs to refined designs and results. Overall Score 8

14 Think Like an Engineer Design, Test, and Refine a Device Student Rubric Place a check in the box to show the answer that is true for you. 1. I can define a problem and identify a solution. Rubric Yes Not Yet 2. I can build a prototype and test it. 3. I can change my design based on the results of testing it. 4. I can explain my design and get ideas from others about how to improve it. 9

15 Think Like an Engineer Design, Test, and Refine a Device Record Record your observations in the tables below. Buzzer Test 1 What I did Sound? Buzzer Test 2 What I did Sound? 10

16 Think Like an Engineer Design, Test, and Refine a Device 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 designed and built a device that met the criteria set by students or the teacher. Scale The student participated in the testing of the device. The student participated in evaluating the effectiveness of the device and helped make changes based on testing results. The student recorded all stages of the prototyping process, from problem to initial designs to refined designs and results. Overall Score 11

17 Think Like an Engineer Design, Test, and Refine a Device Student Rubric Place a check in the box to show the answer that is true for you. 1. I can define a problem and identify a solution. Rubric Yes Not Yet 2. I can build a device and test it. 3. I can change my design based on results of testing it. 4. I can explain my design and get ideas from others about how to improve it. 12

18 Investigate How Waves Move Objects Record Record your observations in the table below. Water Wave Observations What I Did Observations 13

19 Investigate Use a Code Record Record the messages you sent, the message received by your partner, and your observations in the table below. Trial 1: Message Sent: Trial 1: Message Received: Observations: Trial 2: Message Sent: Trial 2: Message Received: Observations: 14

20 Think Like an Engineer Compare Multiple Solutions Record Record your observations in the table below. Solutions for Sending a Message Solutions What I Did Observations 15

21 Think Like an Engineer Compare Multiple Solutions 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 designed a communication solution using a code. The student tested the solution. The student participated in evaluating the effectiveness of the solution and helped make changes based on testing results. The student recorded all stages of the process. Overall Score 16

22 Think Like an Engineer Compare Multiple Solutions Student Rubric Place a check in the box to show the answer that is true for you. 1. I can define a problem and identify a solution. Rubric Yes Not Yet 2. I can test my solution. 3. I can change my solution based on results of testing it. 4. I can explain my solution and get ideas from others about how to improve it. 17

23 Think Like a Scientist Construct an Argument 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 listed the internal and external structures of a buttercup plant. The student compared and contrasted the structures of a buttercup plant and a wild rose. The student used reasoning and empirical evidence to construct an argument that clearly states claims about how a buttercup plant s internal and external structures function to support survival, growth, and reproduction. The student explored rebuttal claims and summarized how the structures of a wild rose and a buttercup plant help them survive. Overall Score 18

24 Think Like a Scientist Construct an Argument Student Rubric Place a check in the box to show the answer that is true for you. 1. I can identify internal and external structures of plants. Rubric Yes Not Yet 2. I can compare and contrast the structures of different plants. 3. I can construct an argument to explain how a plant s internal and external structures help it survive. 4. I can explore rebuttal claims and summarize how the internal and external structures of different plants help them survive in similar ways. 19

25 Think Like a Scientist Construct an Argument 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 listed the internal and external structures of a wolf. The student compared and contrasted the structures of a wolf and an elephant. The student used reasoning and empirical evidence to construct an argument that clearly states claims about how a wolf s internal and external structures help it survive, grow, behave in certain ways, and reproduce. The student explored rebuttal claims and summarized how the internal and external structures of an elephant and a wolf help them survive. Overall Score 20

26 Think Like a Scientist Construct an Argument Student Rubric Place a check in the box to show the answer that is true for you. 1. I can identify internal and external structures of animals. 2. I can compare and contrast the internal and external structures of different animals. Rubric Yes Not Yet 3. I can construct an argument to explain how an animal s internal and external structures help it survive. 4. I can explore rebuttal claims and summarize how the structures of different animals help them survive in similar ways. 21

27 Investigate How We See Record Record your observations in the table below. without light How Light Allows Objects to Be Seen Observations with light 22

28 Think Like a Scientist Use 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 The student made a model showing how a beach mouse receives, processes, and responds to information. Scale The student compared, contrasted, and combined his or her model with a partner s model. The student successfully researched how a snake receives, processes, and responds to information. The student revised the model to show how a snake receives, processes, and responds to information. Overall Score 23

29 Think Like a Scientist Use a Model Student Rubric Place a check in the box to show the answer that is true for you. Rubric Yes Not Yet 1. I can build a model showing how an animal receives, processes, and responds to information about its environment. 2. I can compare, contrast, and combine my model with a partner s model. 3. I can revise my model to show how different animals receive, process, and respond to information. 4. I can summarize how different animals receive, process, and respond to information. 24

30 Investigate Weathering and Erosion Record Record your predictions and observations in the table below. Observations of Sandstone Predictions Observations sandstone pieces being rubbed together sandstone pieces being shaken in a jar of water 25

31 Think Like an Engineer Make Observations Record Record your observations in the tables below. Test Amount of Erosion Model A Bare Soil Time for Water to Run Off Amount of Water Captured in Cup Clarity of the Water Test Model B Soil Covered with Mulch Time for Water to Run Off Amount of Water Captured in Cup Clarity of the Water

32 Think Like an Engineer Make Observations 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 evaluated different ways of observing and measuring the process of erosion to determine which way to solve the problem. Scale The student devised a model to compare the amount of erosion on an unprotected hillside to the amount on a treated hillside. The student made observations and/or measurements that could be used to make comparisons. The student used the collected data as evidence in designing a solution to the problem. The student revised the initial design based on the data collected from the investigation. The student s presentation showed an understanding of the process of erosion and methods used to slow this process. Overall Score 27

33 Think Like an Engineer Make Observations Student Rubric Place a check in the box to show the answer that is true for you. Rubric Yes Not Yet 1. I can analyze a problem and choose what I think is the best way to solve it. 2. I can make a model to compare erosion on an unprotected and a protected hillside. 3. I can make observations and measurements as I run several tests. 4. I can use my data as evidence to design the best solution to the problem. 5. I can revise my design based on feedback and retest it. 6. I can communicate my results, using evidence from my investigation to support my conclusions. 28

34 Think Like an Engineer Generate and Compare Solutions 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. Criterion Group used its knowledge of earthquakes and the damage they cause to design its houses. Scale Group s houses met all four constraints of the challenge. Group s houses met all of the predetermined criteria. Group conducted a fair test on each of its designs. Group s final design incorporated test results and feedback from classmates. Groups worked together to make, test, and present their solutions. Group s Overall Score 29

35 Think Like an Engineer Generate and Compare Solutions Student Rubric Place a check in the box to show the answer that is true for you. Task Yes Not Yet 1. We used what we know about earthquakes and the damage they cause to design our model houses. 2. All of our houses met all four constraints. 3. All of our houses met the criteria we decided on as a class. 4. We conducted a fair test on each of our designs. 5. Our final design incorporated test results and feedback from classmates. 6. We worked together to make, test, and present our solutions. 30