Science 6-8 Benchmark Assessment Questions

Transcription

1 Science 6-8 Benchmark Assessment Questions Ann Aaronson Greene County ESC Fran Baldridge Beavercreek Stephanie Errett Sugarcreek Theresa Graham Yellow Springs Richard Kasch Sugarcreek Todd Nolen Greeneview Ralph Schrock Greeneview Kent Wagner Cedar Cliff Beverly Walkden - Greeneview Alice Webb Sugarcreek Suzanne Winkle - Greeneview 1

2 6-8 Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. 2

3 Benchmark A Describe how the positions and motions of the objects in the universe cause predictable and cyclic events. 3

4 Benchmark: Earth and Space - A Question type: Multiple Choice Bloom: Knowledge Question: Which of the following diagrams represents a solar eclipse? Answer - C 4

5 Benchmark: Earth and Space Science - A Question type: Multiple Choice Bloom: Comprehension Question: Which of the following is most important in producing the season on Earth? A. Earth s gravitational attraction to the Sun B. The Moon s revolution around Earth C. The distance of Earth from the Sun D. The tilt of Earth s axis as it revolves around the Sun Answer D 5

6 Benchmark: Earth and Space Science - A Question type: Short Answer Bloom: Analysis Question: Explain why Jupiter s year is 12 times longer than the Earth s year. Possible Answers should include Jupiter is further from the Sun Jupiter has a weaker gravitational pull 2 points Student includes both of the answers above 1 point Student uses only one of the answer above 6

7 Benchmark: Earth and Space Science - A Question type Short Answer Bloom: Analysis Question: From Earth, how could one predict the presence of a planet outside Pluto s orbit if we could not see the unknown planet? Possible answers should include one of the following responses: The path of Pluto is affected by the gravity of the unknown planet 2 points Student includes both the path of the planet and the gravitational pull in their answer 1 point - Student talks about either the path of the planet or the gravitational pull 7

8 Benchmark B Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft. 8

9 Benchmark: Earth and Space - B Question type: Short Answer Bloom: Analysis Question: Two stars are shining with equal power, but to an observer on Earth, one star seems to be shining brighter than the other. Explain two possible reasons for this observation. Possible answers should include the distance the stars are from the Earth and, the size of the stars. The star closest to the Earth will appear brighter. A larger star will appear to be brighter than a smaller star. 2 points Student response includes both distance from the Earth and size of the star. 1 point Student response includes only one answer, either distance or size. 9

10 Benchmark: Earth and Space - B Question type: Multiple Choice Bloom: Analysis Question: Types of Space Type Example Description Space Station Skylab 1 A spacecraft with supplies and areas for humans staying a long time in space. Satellite Sputnik 1 An object that revolves around another object. Probe Pathfinder An instrument that sends information from space back to Earth. Space Shuttle Columbia A spacecraft that can carry people and objects into and back from space. According to the chart, a spacecraft that is designed to take pictures of planets for scientists back on Earth is A. a space station B. a satellite C. a probe D. a space shuttle Answer C 10

11 Benchmark: Earth and Space Science - B Question type: Multiple Choice Bloom: Knowledge Question: Some Space Probe Missions Date Mission Purpose 1977 Voyager 1 To fly past Jupiter and Saturn 1977 Voyager 2 To fly past Jupiter, Saturn, Uranus, and Neptune 1989 Galileo To transmit information about Jupiter and its moons back to Earth 1992 Mars Observer To collect information about Mars (mission failed) According to the chart, the space probe most likely to have collected pictures about Uranus would be A. Voyager 1 B. Voyager 2 C. Galileo D. Mars Observer Answer B 11

12 Benchmark: Earth and Space Science - B Question type: Short Answer Bloom: Application Question: Diagram A Diagram B In Diagram A, explain what phase the moon was in on June 10 th. Choose which picture in Diagram B shows which phase the moon will be in on June 14 th. There was a new moon and June 10 th. Answer A shows a full moon which is the phase the moon will be in on June 14 th. 2 points Student response identifies both a new moon for June 10 th and a full moon for June point Student correctly identifies either the new moon for June 10 or the full moon for June 14. Answer A is an acceptable response for the second choice. 12

13 Benchmark: Earth and Space Science - B Question type: Extended Response Bloom: Analysis Question: Using the diagram, identify two different stages in star development and explain the relationship between brightness and surface temperature for each example. Possible answers include Main Sequence, Super Giants, White Dwarfs and Giants Explanations should mention the higher a star appears in the graph, the brighter it will be and the farther to the right, the hotter the temperature. 4 points Identifies 2 of the 4 stages (1 point for each) and includes both the relative placement on the graph and its effect. i.e. farther right hotter, higher brighter 3 points Identifies 2 of the 4 stages and 1 explanation either right/hotter or left/brighter OR identifies 1 of the stages and both relationships 2 points Identifies only 2 of the stages or 1 stage and 1 relationship 1 point Identifies only 1 stage or 1 relationship 13

14 Benchmark: Earth and Space Science - B Question type: Short Answer Bloom: Comprehension Question: Explain why a light year is a unit of time and distance. 2 points Student explains both part of time and distance. Possible answers include: it is a measurement of distance because it measures how far light travels. It is a measurement of time because it describes how fast light travels. 1 point Student explains only one part of the unit, either time or distance 14

15 Benchmark C Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). 15

16 Benchmark: Earth and Space - C Question type: Extended Response Bloom: Knowledge Question: B. C. A. Describe how Earth s water moves through the water cycle by labeling evaporation, condensation, and precipitation, and explaining the diagram. 1 point for each correct label A. Evaporation, B. Condensation and C. Precipitation. 1 point for the explanation which should include a statement about temperature of the air determines the change in the state of the water. 4 points Student correctly identifies the 3 stages of the water cycle and includes an explanation 3 points student correctly identifies the 3 stages of the water cycle but fails to offer an explanation OR correctly identifies 2 of the stages of the water cycle and offers a plausible explanation of the diagram 2 points Student correctly identifies 2 stages of the water cycle or 1 stage and a plausible explanation of the diagram 1 point Student correctly identifies 1 stage of the water cycle or gives an explanation of the diagram 16

17 Benchmark: Earth and Space - C Question type: Multiple Choice Bloom: Comprehension Question: Earth s atmosphere changed over time and eventually was able to support plant life. Which of these is the most likely cause of the change? a. Increased volcanic activity produced a lot of nitrogen and carbon dioxide gas b. Gases from outer space entered Earth s atmosphere c. Sunlight caused oxygen gas to form in the atmosphere d. The ozone layer formed, protecting plants from ultraviolet radiation Answer D 17

18 Benchmark: Earth and Space Science - C Question type: Extended Response Bloom: Synthesis Question: Describe two different weather patterns on this map and make a weather prediction for each pattern. There is a cold front in the Northwest The lower temperature is going to drop causing a storm or precipitation. There is a warm front in the southeast producing warm moist air and possible showers. 4 points Student correctly identifies a cold front in the NW and a warm front in the SE. Student makes a plausible weather prediction for each front. 3 points Student correctly identifies a cold front in the NW and a warm front in the SE and only 1 plausible weather prediction or correctly identifies one of the fronts and makes two plausible weather predictions. 2 points Student correctly identifies both fronts OR both predictions OR one front and one prediction 1 point Student correctly identifies only one aspect of the question, either a front or a prediction 18

19 Benchmark: Earth and Space Science - C Question type: Multiple Choice Bloom: Knowledge Question: Which type of storms are often accompanied by heavy rains? A. Only A and B B. A, B, and C C. A, B, and E D. Only B and E Answer - C 19

20 Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified. 20

21 Benchmark: Earth and Space Science - D Question type: Extended Response Bloom: Application Question: Complete the Venn Diagram to show what the three types of rocks have in common and their difference. Igneous Metamorphic Sedimentary Student correctly states how each rock is formed. Igneous rock is formed from cooling molten rock. Sedimentary rock is formed when remains of plants and animals are pressed and cemented together. Metamorphic rock is formed when existing rock is change d by heat, pressure or chemical reaction. Student correctly identifies how the rock is similar. Possible answers include 1) they make up the Earth s crust or 2) the are all composed of minerals and other similar materials. 4 points Student correctly states how each rock is formed and gives one similar trait. 3 points Student correctly states how 2 of the rocks are formed and gives one similar trait OR states how the rocks are formed but fails to give a similarity. 2 points Student correctly states how 1 of the rocks are formed and gives one similar trait OR states how 2 of the rocks are formed but fails to give a similarity. 1 point Students only states how 1 rock is formed or gives a similarity. 21

22 Benchmark: Earth and Space - D Question type: Short Answer Bloom: Knowledge Question: Name two of the three characteristic geologists use to identify rock samples. Three possible answers include 1) composition, 2) color, and 3) texture. 2 points Students gives 2 of the 3 possible answers 1 point Student gives 1 of the 3 possible answers 22

23 Benchmark: Earth and Space - D Question type: Extended Response Bloom: Application Question: The letters in the boxes stand for the three major groups of rocks. Identify these groups and explain how rock C is formed. Teacher s own rubric 23

24 Benchmark E Describe the processes that contribute to the continuous changing of Earth's surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements). 24