Photo Assessment

Album

Walden UniversityMelanie Williamson

EDUC-6731C- Assessment for Student Learning

Assessment Photo Album on MotionGrade 8

Methods & Purposes of AssessmentThe purpose of this Photo Album is

to give you an overview of the different concepts you will be learning in the unit Discovering Motion in Mathematics and Science. so that you can follow your progress as we complete the unit.

Unit Goals

Students will explore motion in both science and math. Students will learn about how force, mass and acceleration can affect real life situations. They will learn about slope which is also known as the rate of change. Students will solve equations that will deal with distance, rate, and time.

Learning Activities

Where? What? Why? – Students will explore motion in this unit. They will investigate how objects are put into motion by force and other things that may cause them to move. Students will examine slope and how it is known as a rate of change from one point to another on a line. Also students will learn how distance and time are related to the rate or speed of an object. The final thing that will be studied in this unit is simple machines and the affect that they have on work.

Hook/ Hold – I will build prior knowledge by asking students to name several things that are related to this unit on motion. I will create meaningful activities that incorporate reading, writing, and problem solving across both science and mathematics.

Equip - I will equip students with the tools to analyze and investigate the topic of motion. I will allow them to use computers, view presentations on a television or by using a projector, and have them explore internet websites. These are the various forms of technology that will be used in this unit.

Rethink/Revise- Students will have the opportunity to revise their work in order to meet standards.

Evaluate/Reflection – Students will write student reflections in their journals. Students will complete exit tickets to explain what they have learned.

Tailor – In order to tailor instruction, I will incorporate Bloom’s Taxonomy and Gardner’s Theory of Multiple Intelligences in all of my lessons. This is important in order to meet the various needs of all students.

Organize – Managing the Learning Environment - Students will work in groups. Each group member will have a job. There will be a group leader, reporter, recorder, and a runner. Runners will be the only group member who is allowed to move out of their seats to get supplies. The group leader is in charge of keeping order in the group and making sure the experiment is running smoothly. The reporter is the person who reports information to the teacher and the class. The recorder is the person who records the data. Each day the jobs will be changed so that everyone has the chance to do each job.

WHERETO Elements

Learning Outcomes/Goals

Newton’s First Law - Objects at rest will stay at rest, or objects in motion will stay in motion, unless acted on by an unbalanced force.

Newton’s Second Law - The acceleration of an object is directly related to the force exerted on that object and oppositely related to the mass of that object.

Newton’s Third Law - For every action, there is always an opposite and equal reaction.

Acceleration is proportional to the force acting on the object and inversely proportional to the mass of the object. F = ma

The relationship between velocity and acceleration

Slope is the measure of steepness of a line. It is also know as the rate of change from one point to another on a line.

The formula for calculating slope is the ratio of the rise over the run or rate of change in the y values divided by the rate of change in the x values.

Slope can be found using a graph, table, or from an equation.

The slope intercept form of an equation of a line is y = mx +b.

Students will understand...

Learning Outcomes/Goals

Determine the amount of mass needed to make a bridge fall.

Calculate the force that needs to be applied to an object in order for it to fail.

Calculate the speed or acceleration of an object

Calculate the velocity of an object in a specific direction.

Find the slope of a line using an equation

Find the slope of a line using data in a table

Find the slope of a line using a coordinate graph

Create an equation from a table

Solve equations for an unknown variable

Solve d = rt for distance, rate, or time

Solve f = ma for force, mass, or acceleration

Students will be able to...

Georgia Performance

StandardsS8P3. Students will investigate the relationship between force, mass, and the motion of objects.

Determine the relationship between velocity and acceleration. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.

• M8A1. Students will use algebra to represent, analyze, and solve problems.

Solve algebraic equations in one variable, including equations involving absolute values.• Solve equations involving several variables for one variables in terms of the others.• Interpret solutions in problem contexts.

M8A4. Students will graph and analyze graphs of linear equations and inequalities.

• Interpret slope as a rate of change.• Determine the meaning of the slope and y-intercept in a given situation.

Graph equations in the form y = mx + b.

M8P4. Students will make connections among mathematical ideas and to other disciplines.• Recognize and use connections among mathematical ideas.• Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.• Recognize and apply mathematics in contexts outside of mathematics.

8th Grade Mathematics8th Grade Science

Essential Questions

• Who is Sir Isaac Newton?

• What is he most famous for?

• What are the three laws of motion?

• What is formula that can be used to calculate the force or

acceleration of an object?

• What is the force that pulls down on objects and causes

acceleration?

• What is the difference between an object in motion and an object

at rest?

• How can you determine how much mass is need in order for a

bridge to fail?

• What is slope?

• How can you calculate slope?

• Name three ways slope can be found.

• What is the equation for the slope intercept form of a line?

• What is the formula that can be used to calculate distance, rate, or

time?

• How are distance, rate, and time related?

• When can the distance formula be used?

• How can you solve for an unknown variable in a linear equation?

Assessments

Appropriate Assessment MethodsDesigning a Performance TaskCollaboration Rubric for the Photo AlbumDesigning a Rubric For Interdisciplinary UnitPlanning for Paper-and -Pencil Assessments

Appropriate Assessment

MethodsIn the Exploring Motions Unit, there will be several types of assessments given to check for student’s understanding of concepts. These include diagnostic, and formative assessments. Examples of each type are on the following slides.

Diagnostic Assessment I

Parent/Community Survey on Motion

Directions: Your job is to survey different people that you know on the questions below on the topic of Motion. You may survey

your parents, family members, teachers, or people in the community. Reference materials may not be used to answer any of the

questions below.

1. Who is Sir Issac Newton?

2.What is the difference between an object in motion and an object at rest?

3.What is acceleration?

4.What is the difference between force and mass?

5.What does it mean for data to be linear?

•What is the meaning of slope?

•Name two things that has a slope.

•In the ordered pair (5,12), ________ is the x term and _______ is the y term.

1.What do each of the variables represent in the formula d = rt?

2. Name 3 things that are in motion daily.

Diagnostic Assessment II

KWL Chart on Motion

Students will complete a KWL chart on Motion. In the K column, students will write what they know about motion and

any vocabulary related to motion. In the W column, students will write what they want to know about motion. The L

column will be saved until after the learning takes place.

KKnow

WWant to Know

LWant to Learn

Diagnostic Assessment III

KWL Chart on Force, Mass, and Acceleration

Students will complete a KWL chart on force, mass, and acceleration. In the K column, students will write what they

know about force, mass, and acceleration. In the W column, students will write what they want to know about force,

mass, and acceleration. The L column will be saved until after the learning takes place.

KKnow

WWant to Know

LWant to Learn

Diagnostic Assessme

nt IVBrain Drain on Tables, Graphs, Slope, and Linear Equations

Directions: In this activity, you will write out every detail that you know about creating tables, graphing lines, determining slope, and solving linear equations. You may give examples, formulas, and even draw illustrations to demonstrate your knowledge.

Formative Assessme

nt I

In your journal, write a reflection explaining how your predictions for the bridge

experiment compared to the actual data you collected for the bridge

experiment. Explain what things could have affected your results. Discuss

what you discovered by conducting this bridge experiment.

Formative Assessme

nt II

Exit Ticket

What is motion?

What does it mean to be linear?

What is slope?

How do you determine slope from ordered pairs?

Determine the slope of the following (2, 6) (10, 12).

Formative Assessme

nt III

Students will complete a performance tasks on determining slope from

ordered pairs as well as on a graph. Students will have to describe their

process for calculating slope from an ordered pair, in an equation, as

well as on a graph. Students will be given a rubric to self assess their

learning. The rubric will explain what the students need to do in order

to exceed or meet standards.

Formative Assessment IV

Bridge Experiment Performance Task

Students will collect data. They will correctly complete a table,

graph, calculate slope, and write an equation. They will then

write a reflection on their findings and procedures. Students will

be given a rubric to self assess their learning. The rubric will

explain what the students need to do in order to exceed or meet

standards.

Designing A Performance

Task

Performance Task

GRASPS

Goal – You will find out what slope means and how it can be used in real life. You will find the slope and y-intercept using data in a table and on a graph. You will create an equation using the slope and y-intercept and then change it from standard form to slope intercept form. You will calculate the force needed to make a bridge of a certain thickness or length fail.

Role – You will be an engineer. You will be making a bridge and determining how many pennies it will take to break a bridge. You will use several bridges of different thicknesses. You will also use bridges of different lengths.

Audience – You will be reporting your findings to your engineering supervisor and all of the other engineers in the class.

Situation – Your supervisor wants to know whether the weight a bridge can hold depends on the bridge thickness or the bridge length. You must report which bridge you think will hold the most weight before it breaks.

Product/Performance – You will first create several bridges of different lengths. You will then suspend the bridge using two textbooks of the same width. You will start with bridge thickness of 1 sheet of paper and continue adding thickness. You will measure the amount of pennies it will take to break the bridge. You will record your data in a table, graph it, and then calculate the slope. You will create an equation using the slope and y-intercept. You will demonstrate how to change from the standard form of an equation to the slope intercept form of an equation. You will finally calculate the force needed in order for your bridge at the maximum thickness to fall. You will then repeat the same process using different lengths instead of thickness. You will present your findings by hand using posters or electronically using PowerPoint.

Standard/Criteria: See Rubric

Collaboration Rubric

A collaborative rubric was created for this photo album. Each person in the group shared ideas on which type of presentation tool that we thought would be great for collaboration on a photo album rubric. I as well as other group members listed various essential traits that the photo album should include. We collaboratively agreed on which traits we felt were important. Each person read over the rubric and made necessary changes until we had a rubric that everyone agreed was good.

Collaborative Photo Album

RubricAssessment Photo Album Rubric

Criteria Beginning1 point

Proficient2 points

Exemplary3 points

The unit goals are clearly stated

Goals are not clear Goals are somewhat clear Goals are clearly stated

The assessments align with the essential questions stated in the unit plan.

The assessment did not align with all the essential questions in the unit

The assessment aligned with a few of the essential questions in the unit

The assessment aligned with all the essential questions in the unit

A variety of assessments are used to allow students to demonstrate knowledge.

Less than two different assessments were used throughout the unit

Two or three different assessments were used throughout the unit

More than four different assessments were used throughout the unit

CreativityPhoto album has a few original ideas to help enhance the project but did not incorporate throughout. The album will have minimal success in engaging students in assessment process

Photo album is somewhat creative, thoughtful and starts to engage students in the assessment process

Photo album is very creative, thoughtful and fully engages students in the assessment process

Technology Technology technique does not enhance student learning or align with the learning goals. Technology use does not stimulate student interest in the assessments.

Technology techniques somewhat enhance student learning and are somewhat aligned with the

learning goals. Technology use somewhat stimulates student interest in the unit assessments.

Technology techniques fully enhance student learning and are completely

aligned with the learning goals. Technology use greatly stimulates student interest in the assessments pertaining to the unit.

Performance Task Rubric

Bridge Experiment Rubric

Criteria Exceeds Standards3 points

Meets Standards2 points

Does Not Yet Meet 1 point

Predicting Group provided several ideas of what would happen.

Group provided some ideas of what might happen.

Group provided one or no ideas of what might happen.

Recording Groups correctly recorded all of their data on a neatly created table.

Group recorded some of their data on a table.

Group incorrectly recorded their data on a table. Table was created incorrectly.

Graph Group correctly created ordered pairs and graphed their data on a coordinate graph

Groups graphed most of their data correctly on the coordinate graph.

Group graphed their data incorrectly on the coordinate graph

Slope Group correctly calculated the slope showing all of their calculations.

Group gave the correct slope and showed some of their calculations

Groups gave the incorrect slope and showed very few calculations

Equation Group correctly created an equation for their data and explained how they arrived at the equation.

Group correctly created an equation for their data. They did not explain how they arrived at the equation.

Group did not correctly create an equation for their data. They did not explain how they arrived at the equation.

Presentation Groups were very creative in presenting their presentations. Chart paper was very neat. PowerPoint presentations were very creative.

Group showed a little creativity in presenting their presentations. Chart paper included all requirements but a little unorganized.

Group showed no creativity in presenting their presentations. Work was missing on Chart paper. The chart paper was very unorganized.

Participation Group worked great together. Each group member participated in the experiment.

Group worked well together. Some of the time they worked together.

Group had some problems working together.

Pencil - and - Paper

Assessment

PropositionIf you wanted to determine whether an object will stay at rest if at rest or stay in motion if they are in motion, you would have to determine if there is an unbalanced force acted upon the object. The force exerted on an object can be found by determining the product of the acceleration and the mass of the object.

True True/False Item:

One way to find the force exerted on an object is to determine the product of the acceleration and the mass of the object.

False True/ False Item

One way to find the force exerted on an object is to determine the sum of the acceleration and the mass of the object.

Short Answer or Fill-in-the-Blank Item

If you wanted to determine the force exerted on an object, you could __________________________________________________________________________

Multiple-Choice Item:

Which of the following ways can you determine how much force is exerted on an object to cause it to change from being at rest or in motion?

A. Find the sum of the acceleration and mass of the object

B. Find the quotient of the force and the acceleration of the

object

C. Find the product of the acceleration and the mass of the

object

D. Find the product of the force and the mass of the object

Essay Item

Discuss what an unbalanced force can do to an object that is at rest or an object in motion. Explain how you would determine how much force is exerted on an object to cause it change from being at rest if at rest or from being in motion if in motion.

Group Revisions

Personal Reflection

Student Reflection on Photo Album