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Grade 1 Learning and Assessment Masters

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iii

ContentsExploring Science Learning and Assessment Masters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Physical Science

Investigate Sound Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Think Like a Scientist Plan and Investigate Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Think Like a Scientist Plan and Investigate Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Think Like a Scientist Plan and Investigate Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Investigate Vibration Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Think Like a Scientist Plan and Investigate Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Think Like a Scientist Plan and Investigate Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Think Like a Scientist Plan and Investigate Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Investigate Light and Dark Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Think Like a Scientist Plan and Investigate Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Think Like a Scientist Plan and Investigate Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Think Like a Scientist Plan and Investigate Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Investigate Communicating with Sound Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Think Like an Engineer Design a Device Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Think Like an Engineer Design a Device Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Think Like an Engineer Design a Device Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Life Science

Investigate Plants and Light Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Investigate Root Growth Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Think Like a Scientist Make Observations Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Think Like a Scientist Make Observations Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Think Like a Scientist Make Observations Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Think Like an Engineer Design a Solution Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Think Like an Engineer Design a Solution Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Think Like an Engineer Design a Solution Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Think Like a Scientist Make Observations Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Think Like a Scientist Make Observations Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

iv

Earth Science

Investigate The Night Sky Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Investigate The Night Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Investigate The Night Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29



Think Like a Scientist Make Observations Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Think Like a Scientist Make Observations Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

v

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.

1

SoundRecord Record your predictions and observations in the tables below.

Predictions

RubberBand

Descriptionof rubber

band(big/small,thin/thick,

tight/loose)

Will itvibratewhen

plucked?

Will itmake asound?

Will thesound be

soft orloud?

(optional)Will thepitch behigh or

low?

1

2

Observations

RubberBand

Descriptionof rubber

band(big/small,thin/thick,

tight/loose)

Did itvibratewhen

plucked?

Did itmake asound?

Was thesound soft

or loud?

(optional)Was the

pitch highor low?

1

2

Name Date

Investigate

2

Plan and Investigate

Name Date

Think Like a Scientist

Record Record your predictions and observations in the tables below.

Predictions

What will I see? What will I hear?

Observations

What did I see? What did I hear?

3


Name Date


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 predictions based on prior experiences about how vibrating materials make sound.

4 3 2 1

The student planned and conducted an investigation to produce data that could serve as the basis for evidence that vibrating materials make sound.

4 3 2 1

The student evaluated different ways of observing a phenomenon to determine which way could show that vibrating materials make sound.

4 3 2 1

The student made observations to collect data that could be used to craft an evidence-based explanation.

4 3 2 1

Overall Score 4 3 2 1

4


Name Date


Student Rubric Place a check in the box to show the answer that is true for you.

Rubric Yes Not Yet

1. I can plan an investigation of how vibrating materials make sound.

2. I can gather data about how vibrating materials make sound and organize my findings.

3. I can analyze my results and draw a conclusion based on evidence showing that vibrating materials make sound.

4. I can communicate my results, using evidence from my investigation to support my conclusion that vibrating materials make sound.

5

Vibration

Name Date

Investigate


Predictions

What will I hear?

What will I feel?

Observations

What did I hear?

What did I feel?

6


Name Date



Predictions

What will I hear? What will I see or feel?

Observations

What did I hear? What did I see or feel?

7


Name Date




Rubric Scale

The student made predictions based on prior experiences about how sound can make matter vibrate.

4 3 2 1

The student evaluated different ways of observing a phenomenon to determine which way could show that sound can make matter vibrate.

4 3 2 1

The student planned and conducted an investigation to produce data that could serve as the basis for evidence that sound can make matter vibrate.

4 3 2 1

The student made observations to collect data that could be used to craft an evidence-based explanation.

4 3 2 1


8


Name Date



Rubric Yes Not Yet

1. I can plan an investigation of how sound can make matter vibrate.

2. I can gather data about how sound can make matter vibrate and organize my findings.

3. I can analyze my results and draw a conclusion based on evidence showing that sound can make matter vibrate.

4. I can communicate my results, using evidence from my investigation to support my conclusion that sound can make matter vibrate.

9

Light and Dark

Name Date

Investigate

Record Record your observations in the table below.

Object in the Box

Light Observations

Off

On

10

Record Record your predictions and observations in the table below.

Objects and Light

Material Prediction Observation

waxed paper

plastic wrap

wrapping paper

mirror


Name Date


11


Name Date


Teacher Rubric Use the scale descriptions to guide your assessment of each student’s work. Assess each item separately, and then decide on one overall score, using the following scale:


Rubric Scale

The student worked with a group to plan an investigation to produce data about how different materials interact with light.

4 3 2 1

The student made and recorded observations of different materials interacting with light.

4 3 2 1

The student analyzed the results of the investigation and drew conclusions about which materials reflected light and which did not.

4 3 2 1

The student presented the results and conclusions in an organized manner, and listened when other students presented results and conclusions.

4 3 2 1


12


Name Date



Rubric Yes Not Yet

1. I can plan an investigation and carry out the steps.

2. I can make and record observations.

3. I can learn from my results.

4. I can share my results and say how they show the ideas we have learned in this class.

13

Communicating with Sound

Name Date

Investigate


Messages Sent Through Device

Observations

Message Sent

Message Received

14

Record Record the results of your trials in the table below.

Communication Tests

Question Asked Answer Received

Trial 1

Trial 2

Trial 3

Trial 4

Design a Device

Name Date

Think Like an Engineer

15

Design a Device

Name Date




Rubric Scale

The student worked with a partner to design a prototype device that could be used to send a message using either sound or light.

4 3 2 1

The student worked with a partner to build a prototype device that could be used to communicate using sound or light.

4 3 2 1

The student worked with a partner to test the prototype, and recorded results. 4 3 2 1

The student analyzed results and used them to improve the prototype. 4 3 2 1

The student’s presentation showed an understanding of how devices can be used to communicate information using either sound or light.

4 3 2 1


16

Design a Device

Name Date



Rubric Yes Not Yet

1. I can think of different ways to solve a problem.

2. I can design and build a device to communicate with a partner.

3. I can learn from my results.

4. I can share my results and say how they show the ideas we have learned in this class.

17

Plants and Light

Name Date

Investigate


Plants and Light

Day What I Observed

1

2

3

4

5

18

Root Growth

Name Date

Investigate


Root Growth

Day Cup A Cup B

1

3

5

7

19


Comparing Young and Adult Plants

Things That Are Alike Things That Are Different

Make Observations

Name Date


20

Make Observations

Name Date




Rubric Scale

The student evaluated different ways of observing young and adult plants of the same type to determine how to conduct an investigation.

4 3 2 1

The student planned an investigation based on his or her chosen method of data collection.

4 3 2 1

The student made observations and collected and recorded data that could be used to make comparisons between young and adult plants of the same type.

4 3 2 1

The student used the recorded data as the basis for evidence to answer the question. 4 3 2 1


21

Make Observations

Name Date



Rubric Yes Not Yet


2. I can gather data and organize my findings.

3. I can analyze my results and draw a conclusion based on evidence.

4. I can communicate my results, using evidence from my investigation to support my conclusions.

22


Protection From Physical Contact

Test Protected Not Protected

rubber band

paper cup

rubber ball

Design a Solution

Name Date


23

Design a Solution


Name Date



Rubric Scale

The student worked with a group to identify an animal to mimic, focusing on how the animal uses its body parts for protection.

4 3 2 1

The student worked with a group to design a prototype of their protective solution. The design included a picture and an explanation of how the prototype would work.

4 3 2 1

The student worked with a group to gather materials and build the initial prototype. 4 3 2 1

The student worked with a group to test, evaluate, and redesign (as necessary) the prototype.

4 3 2 1

The student analyzed the results of tests and redesigns and described the prototype to others, pointing out how the prototype is like a body part that an animal uses for protection.

4 3 2 1


24

Design a Solution


Name Date


Rubric Yes Not Yet

1. I worked with my group to decide on an animal to copy.

2. I worked with my group to design a solution, gather materials, and build a prototype.

3. I worked with my group to test and revise the prototype.

4. I analyzed our results and was able to tell others what we wanted to do, what we did, and how well it worked.

25

Make Observations


Name Date



Rubric Scale

The student worked with the group to choose four animal pairs to examine.

The student constructed a chart and recorded observations of how young and adult animals of the same type are alike and different.

4 3 2 1

The student used the collected data to construct an evidence-based account that young animals are like, but not exactly like, their parents.

4 3 2 1

The student was able to explain the observations made and conclusions drawn to the rest of the class.

4 3 2 1


26

Make Observations


Name Date


Rubric Yes Not Yet





27

Record Record your predictions and observations in the table below.

How Cepheus Appears to Move

A B

Prediction C

The Night Sky

Name Date

Investigate

28

The Night Sky

Investigate

Name Date

29

The Night Sky

Investigate

Name Date

30

Record Use words and drawings to record your plan in the box below.

My Plan

Make Observations


Name Date

31

Record Record your observations in the tables below.

Sunrise and Sunset in Fall

Sunrise Time: Sunset Time:

Number of Daylight Hours:

Sunrise and Sunset in Winter



Sunrise and Sunset in Spring



Make Observations


Name Date

32

Make Observations


Name Date



Rubric Scale

The student planned and conducted an investigation to produce data that could serve as the basis for evidence to answer the investigation question.

4 3 2 1

The student evaluated different ways of observing and/or measuring a phenomenon to determine which way can answer a question.

4 3 2 1

The student made observations and/or measurements to collect data that can be used to make comparisons.

4 3 2 1

The student communicated his/her results, using evidence from his/her investigation to support his/her conclusions.

4 3 2 1


33

Make Observations


Name Date


Rubric Yes Not Yet





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