WASHINGTON EDITION ASSESSMENT - NEWESD 101 1 - 4 2 End-of-Module Assessment 32 ... Delta Education;...
Transcript of WASHINGTON EDITION ASSESSMENT - NEWESD 101 1 - 4 2 End-of-Module Assessment 32 ... Delta Education;...
MAGNETISM AND ELECTRICITY 1EARTH MATERIALS
WASHINGTON EDITION
ASSESSMENT CONTENTSInvestigations 1 - 4 2End-of-Module Assessment 32Assessment Blueprint 44
ASSESSMENTEARTH MATERIALS
This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements (EALRs) for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at www.smerc.org, for more on how to use these classroom-based assessments.
Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations
The summative assessment scores more complex items with a 0-4 rubric. 4 going beyond expectations 3 meeting expectations 2 close to expectations 1 below expectations 0 off task, or no response
INVESTIGATION DUPLICATION MASTER CHANGESNew student sheets• no. 10a Science Stories—Written
in Stone• no. 11a Comparing Crystals• Inquiry Project SheetsModified student sheets • no. 11 Response Sheet—
Investigation 1 (replacing Mock Rocks)
• no. 15 Response Sheet— Investigation 2 (replacing Scratch Test)
• no. 17 Response Sheet— Investigation 3 (replacing Calcite Quest)
NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State.
The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle�- Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver.
2 FULL OPTION SCIENCE SYSTEM
INQUIRY INVESTIGATION SUMMARY
PART 1
INVESTIGATING MOCK ROCKS
• What are some of the properties we can use to describe individual rocks?
Time: 30 minutes
TAKING ROCKS APART
• How can we determine the ingredients of a rock?
• How can we separate the ingredients of a rock?
Time: 45 minutes
Students make and record observations of mock rocks. They compare the properties of mock rocks with those of real rocks. Students choose appropriate measuring tools to determine the diameter, circumference, depth, and mass.
Students use a nail as a geologist’s pick to take a mock rock apart. Not all ingredients can be separated in this way, so students use water to effect a further separation. Students shake vials containing water and earth material and observe them before and a�er se�ling.
OBSERVING CRYSTALS
• What are the ingredients in mock rocks? What evidence do you have to support your conclusions?
Time: 10–15 minutes + 20 minutes on another day
A�er vial ingredients se�le overnight, students observe the separation that has occurred. They set up evaporation dishes to determine any further ingredients. A�er the water evaporates, students find crystals in the dish. They determine these are salt and alum crystals.
PART 2
PART 3
INVESTIGATION 1: MOCK ROCKS
3EARTH MATERIALS
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES
Examples of questions students might generate for inquiry projects
Teacher Observation
Using meter tapes and balances.
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)
• Rocks have many properties, including shape, size, color, and texture.• Geologists use rock properties to help identify different rocks.• Some dimensions of rocks can be measured and compared.
• Rocks are made of ingredients called minerals; minerals are made of only one ingredient.
• Some ingredients can be identified by breaking rocks apart.
• Water can be used to separate ingredients: some break into smaller pieces, and some dissolve.
• Rocks are made of minerals.
• Evaporation is a way to separate liquid and solid ingredients.
• Mineral crystals have identifiable shapes.
New Student Sheet
Science Stories—Wri�en in Stone
Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4)
History and Evolution of the Earth. Understand that fossils provide evidence of plants, animals, and environments that existed long ago. (GLE 1.3.5)
Modified Student Sheet
Response Sheet—Investigation 1
Structure of Ma�er. Know that substances are made of small particles. (GLE 1.2.3)
New Student Sheet
Comparing Crystals
Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3)
• Does temperature make a difference in the size of salt crystals as they form from evaporating water?
• Does the depth of the saltwater solution make a difference in the size of the crystals le� when the water evaporates?
FULL OPTION SCIENCE SYSTEM4
P. 3—Earth Materials Notebook
GOING FURTHER
If students need basic instruction in measurement, use the FOSS Measurement kit to help them develop measuring skills. If they just need some extra practice, try using some of the extensions suggested in the teacher guide.
FORMATIVE ASSESSMENT
INVESTIGATION 1: MOCK ROCKSPART 1: INVESTIGATING MOCK ROCKSUse teacher observation to assess students’ ability to measure accurately using meter tapes and balances, and to record both a number and a unit for each measurement.
Teacher Observation—Meter Tape
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2 )
Score If the student...
+ aligns the zero position on the meter tape with the edge of the object being measured; keeps the meter tape fairly straight when taking a linear measure such as diameter or depth; records number and unit.
positions the tape as described above; writes only a number when recording.
– needs a lesson on how to use a meter tape to measure dimensions and how to record them.
Teacher Observation—Balance
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2 )
Score If the student...
+ zeros the balance before beginning to measure; puts the mass pieces in the cup opposite the one with the rock in it; adds mass pieces until the balance is exactly even; adds up the mass pieces to find the total weight. Records number and unit.
uses the proper measuring technique, but records only a number.
– needs another lesson on how to use the balance.
MAGNETISM AND ELECTRICITY 5EARTH MATERIALS
WASHINGTON EDITION
NOTE: This sheet is part of the Earth Materials Notebook that students use throughout the module to record data.
Date
MOCK ROCKS PAGE 3
1. Diameter
Tool used
2. Circumference
3. Depth
Tool used
4. Other measurements
Investigation 1: Mock Rocks
No. 5—Student SheetWA Edition
MOCK ROCK MEASUREMENTS DIMENSIONS
FULL OPTION SCIENCE SYSTEM6
FORMATIVE ASSESSMENT
INVESTIGATION 1: MOCK ROCKSPART 2: TAKING ROCKS APART Use new student sheet no. 10a called Wri�en in Stone along with the students reading from the Science Story “Wri�en in Stone” (or have the students complete the assignment in their science notebooks).
Student Sheet—Written in Stone, Part 1
Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4)
Score If the student...
+ lists 4-6 examples of earth processes and how each changed the rocks or altered the landscape. (Examples: rocks moved by glaciers or landslides, rocks traveling in a stream, rocks and shells that have se�led to the bo�om of the sea and pressed together, channels worn by water, lava deposited from a volcano explosion, tiny particles spewn from a volcano sticking together)
lists 4-6 examples of earth processes but does not explain how each changed the rocks or altered the landscape. (Examples: glaciers or landslides, streams, se�ling and pressure, water erosion, volcanos, heat)
— lists fewer than four examples of earth processes
Student Sheet—Written in Stone, Part 1
History and Evolution of the Earth. Understand that fossils provide evidence of plants, animals, and environments that existed long ago. (GLE 1.3.5)
Score If the student...
+ prior to looking up the definition, was able to explain these two key concepts regarding a fossil: 1) provides information/evidence (remains, traces, or imprint) and 2) is from prehistoric animals or plants.
was able to identify these two key concepts regarding fossils with the help of the glossary definition.
— was not able to compare their explanation with the dictionary definition or provide an adequate explanation of a fossil.
No. 10a—New Student Sheet
MAGNETISM AND ELECTRICITY 7EARTH MATERIALS
No. 11—Modified Student Sheet
Use modified student sheet no. 11 called Response Sheet— Investigation 1 to assess student understanding of GLE 1.2.3. At some point in the activity, teach students that ma�er is made of small particles.
Response Sheet—Investigation 1
Structure of Matter. Know that substances are made of small particles. (GLE 1.2.3)
Score If the student...
4 includes the statement that a cookie is made with many ingredients, such as flour, sugar, chocolate chips, eggs, and so forth; draws the analogy to a rock, which is also made of many ingredients, but the ingredients are minerals; states that both cookies and rocks are ma�er and therefore made of small particles.
3 states that cookies have many ingredients and so do rocks, but does not elaborate upon the ingredients in either; states that both are ma�er and that ma�er is made of small particles.
2 makes some kind of comparison between rocks and cookies, but not that both have many ingredients. (e.g., the child likes cookies, and comparing rocks to cookies must mean that he or she likes rocks, too).
1 gives some information about cookies or rocks that does not pertain to the assigned task, or includes a large misconception.
0 does not complete the task, or gives information that has nothing to do with what was asked.
GOING FURTHERIf students are having trouble dealing with this analogy, practice analogies from time to time. Have one on the board when students arrive in the morning, to complete while you are taking lunch count or a�endance.
SCIENCE STORIES—WRITTEN IN STONEPart 1As you read the Science Story, look for examples of earth processes that have changed the surface of the earth, moved the rocks, or affected the landscape. List as many examples as you can find of these earth processes and how they changed the landscape.
Part 2Aunt Rita found “fossils” in the rock. Explain what you think Aunt Rita meant by a fossil.
Use the glossary from your FOSS Science Stories book to look up and write the definition of a fossil. How does this compare with your explanation; do you want to add or mark any changes to your original explanation?
Date ___________________________________Name ________________________________
FOSS Earth Materials Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 1: Mock RocksNo. 10a—New Student Sheet
WA Edition
RESPONSE SHEET—INVESTIGATION 1
Eli and Emily were on the playground eating lunch when Emily found a cool rock on the ground and picked it up. “This rock is just like the chocolate chip cookie you’re eating,” she said to Eli. Eli disagreed. “They do not look alike and you can’t eat a rock!” he said.
Think about what you know about chocolate chip cookies and what you learned about rocks from the mock rock investigation. Explain to Eli what Emily meant when she said rocks and chocolate chip cookies are alike.
Date ___________________________________Name ________________________________
FOSS Earth Materials Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 1: Mock RocksNo. 11 Modified Student Sheet
WA Edition
FULL OPTION SCIENCE SYSTEM10
FORMATIVE ASSESSMENT
No. 11a—New Student Sheet
NOTE: A�er students’ solutions have evaporated and crystals are le�, discuss why there were differences: more liquid to begin with (more crystals), some evaporated faster (smaller crystals), and so forth.
INVESTIGATION 1: MOCK ROCKSPART 3: OBSERVING CRYSTALS
Use new student sheet no. 11a called Comparing Crystals, or give students a prompt for writing in their notebooks or journals.
Student Sheet—Comparing Crystals
Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3)
Score If the student... + explains that, even though they were all doing the
same experiment, there were small differences; gives an example, such as some groups poured more liquid in the dish and so had more crystals, or some of the liquids might have evaporated faster and so developed smaller crystals.
explains that, even though they were all doing the same experiment, there were small differences; gives examples, such as some poured in more liquid, but does not explain result.
– is unable to explain why there were some differences.
GOING FURTHER
If students don’t have any viable ideas about why some crystals are different, brainstorm some possibilities—temperature might make a difference, amount of liquid poured in the dish might make a difference, and so forth—then turn the investigation over to one or two students to complete as an inquiry project.
Ms. Rand’s class mixed their mock rock particles with water and let them sit overnight. The next day they poured the clear liquid into evaporation dishes. A few days later, they found crystals in the dishes. Some of the cyrstals were bigger than the others. Some of the dishes had more crystals than others.
If everyone was doing the same investigation, why were the results slightly different?
FOSS Earth Materials Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 1: Mock RocksNo. 11a—New Student Sheet
WA Edition
COMPARING CRYSTALSDate ___________________________________Name ________________________________
12 FULL OPTION SCIENCE SYSTEM
INQUIRY INVESTIGATION SUMMARY
PART 1
OBSERVING MINERALS
• What properties can we use to identify minerals?
Time: 30–40 minutes
TESTING FOR HARDNESS
• What properties can we use to identify minerals?
• How can your fingernail, a penny, and a paper clip help determine hardness?
Time: 30–40 minutes
Students investigate four unknown minerals. They record observations and find that they need more information to make a confident identification of the minerals. Easily visible properties aren’t enough.
Students are introduced to hardness as a property that can help a geologist identify a mineral. They use paper clips, pennies, and their fingernails to do the scratch test, make hardness comparisons, and help identify minerals. Using this knowledge, they identify and order four minerals by hardness.
PART 2
INVESTIGATION 2: SCRATCH TEST
13EARTH MATERIALS
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES
Examples of questions students might generate for inquiry projects
Student Sheet
Mineral Properties
Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)
• A mineral is a basic earth material that cannot be physically broken down any further.
• Minerals are the ingredients that make up rocks.
• It is usually necessary to know several properties of a mineral in order to identify it.
• Hardness, a mineral property, is the resistance of a mineral to being scratched.
• Minerals can be seriated by hardness.
• When comparing the hardness of any two objects, the harder one will scratch the so�er one.
Modified Student Sheet
Response Sheet—Investigation 2
Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)
Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3)
• Can you find any other minerals with the same hardness as calcite or gypsum? How could you find out? (You need a collection of other minerals you don’t mind ge�ing scratched to complete this project.)
• If you had a collection of different minerals, could you put them in order of hardness? How would you do it with and without using scratch tools?
FULL OPTION SCIENCE SYSTEM14
FORMATIVE ASSESSMENT
No. 14—Student Sheet
INVESTIGATION 2: SCRATCH TESTPART 1: OBSERVING MINERALS
Use student sheet no. 14 called Mineral Properties.
Student Sheet—Mineral Properties, Tasks 1–3
Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)
Score If the student...
+ fills in all the le�ers correctly.
fills in the le�ers correctly in the single circles, but places some le�ers incorrectly in the intersecting circles.
– cannot place any of the le�ers correctly.
Student Sheet—Mineral Properties, Task 4
Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)
Score If the student...
+ explains that the le�ers in the intersection of the circles mean that the minerals show properties listed in both circles, that the le�ers in one circle mean that minerals show only that one property, and that the le�ers outside the circles mean those minerals do not show either property.
explains that the minerals are placed in the circles according to the property listed in the circle; says nothing specific about the intersection or le�ers outside the circles.
– cannot give any reasonable explanation.
AC
BD
E
F
H
G
I
Look at the pictures of the minerals below.
TASK 1Use the letters by the minerals to show which minerals could be placed in each group.
DARK-COLORED
TASK 2Use the letters by the minerals to show which minerals could be placed in each group.
SHARP-EDGED SMOOTH-EDGED
SHARP-EDGED
DARK COLORED
TASK 3Use the letters by the minerals to show which minerals could be placed in each group. Think carefully where you would put minerals that have more than one property.
TASK 4On the back of this sheet, explain how you decided where to put the letters for task 3.
FOSS Earth Materials Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 2: Scratch TestNo. 14— Student Sheet
WA Edition
MINERAL PROPERTIES
Date ___________________________________Name ________________________________
LIGHT-COLORED
FULL OPTION SCIENCE SYSTEM16
FORMATIVE ASSESSMENT
No. 15—Modified Student Sheet
INVESTIGATION 2: SCRATCH TESTPART 2: TESTING FOR HARDNESSUse modified student sheet no. 15 called Response Sheet— Investigation 2.
Response Sheet—Investigation 2
Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1)
Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3 )
Score If the student...
+ states that Smith’s data is incorrect and explains all errors (see below) and correctly lists minerals in or-der of increasing hardness: realgar, halite then, apatite.
states that Smith’s data is incorrect and gives a reason that shows an error (possible reasons: a mineral that could be scratched by a fingernail could be scratched by a penny and paper clip; a mineral scratched by a penny could also be scratched by a paper clip), and may use example referring to specific mineral.
– has incorrect or incomplete information.
You may also want to assess students on GLE 2.1.3—using data to construct a reasonable explanation. Score a , +, or – on the assessment chart.
GOING FURTHER
If students don’t think that rubbing two minerals together is a valid test for hardness, return to the minerals used in the investigation. Have students rub two minerals together to determine which is harder. See if they can order all the minerals using this technique.
RESPONSE SHEET—INVESTIGATION 2
Two scientists, Smith and Garcia, each did the scratch test with three minerals using a paper clip, a penny, and a fingernail. Their results are shown on the charts below. SMITH GARCIA
Whose results show errors? ______________________________ Explain the errors.
Using the correct results, list the three minerals in order of increasing hardness:
least hard hardest
Pap
er c
lip
Pen
ny
Fing
erna
il
Realgar yes yes yes
Apatite yes — —
Halite yes yes —
KEY: "yes" means that the mineral was scratched by the tool.
Name ________________________________ Date ___________________________________
FOSS Earth Materials Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 2: Scratch TestNo. 15—Modified Student Sheet
WA Edition
Pap
er c
lip
Pen
ny
Fing
erna
il
Realgar — — yes
Apatite yes — yes
Halite — yes —
18 FULL OPTION SCIENCE SYSTEM
INQUIRY INVESTIGATION SUMMARY
PART 1
DETECTING CALCITE
• How can we tell if one of the ingredients in a rock is the mineral calcite?
Time: 40 minutes
LOOKING FOR MORE EVIDENCE
• Is there another test we can do to know for sure which rocks contain calcite?
Time: Two 20-minute sessions
Students investigate one interesting property of the mineral calcite. They place a piece of calcite in vinegar and observe bubbles and fizzing. They place several rock samples in vinegar and look for evidence of calcite as an ingredient.
A�er the rocks sit in vinegar overnight, students pour the liquid into small dishes and let it evaporate. Students find a white needlelike crystal and a powdery white residue in two of the dishes—evidence that calcite is an ingredient.
PART 2
INVESTIGATION 3: CALCITE QUEST
19EARTH MATERIALS
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES
Examples of questions students might generate for inquiry projects
Teacher Observation
Detailed observations
Nature and Properties of Earth Materials. Understand physical properties of Earth materials including rocks, soil, water, and air. (GLE 1.1.5)
Science Notebook
Legends vs. facts
Evolution of Scientific Ideas. Understand that scientific comprehension of systems increases through inquiry. (GLE 2.2.5)
• Rocks are made of minerals.
• Calcite is one of the most common minerals on Earth.
• Pu�ing acid on a rock is a tool geologists use to identify calcite.
• Sometimes more than one test is needed to provide conclusive evidence.
• Evaporation is a technique used to separate liquid from solid parts of a mixture or solution.
• Crystal pa�erns can help us identify certain minerals.
• Limestone and marble are two rocks that contain calcite.
Modified Student Sheet
Response Sheet—Investigation 3
Identifying Problems. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. (GLE 3.1.1)
• Are there other rocks around the school that might contain calcite? How could you find out? (Students will need to gather a collection of rocks and test using vinegar.)
• Would you get the same results in the vinegar test with hot vinegar as you did with cold vinegar?
FULL OPTION SCIENCE SYSTEM20
FORMATIVE ASSESSMENT
INVESTIGATION 3: CALCITE QUESTPART 1: DETECTING CALCITE
Use teacher observation to assess students’ abilities to observe.
Teacher Observation—Detailed observations
Nature and Properties of Earth Materials. Understand physical properties of Earth materials including rocks, soil, water, and air. (GLE 1.1.5)
Score If the student...
+ writes a description that clearly identifies each of the rocks; focuses on details in an a�empt to tell the rocks apart.
writes a list of words, but the words are fairly generic and could be applied to many rocks.
– writes only one or two words for each rock.
GOING FURTHER
If students are having trouble writing detailed observations, use descriptive writing games. You might try something similar to the riddle writing students did when they brought their rocks from home. Use a bag of mixed nuts, peanuts in the shell, a set of shells, or other objects that require detailed descriptions to tell them apart. Have students write descriptions (riddles, poems, or straight descriptions), and trade them with other students to see if they can identify the objects they described. Go through several examples of student writing to discuss what details helped distinguish the objects. Students need to do this exercise several times during the year to become proficient.
MAGNETISM AND ELECTRICITY 21EARTH MATERIALS
WASHINGTON EDITION
To introduce concepts of GLE 2.2.5, the following assessment has been added. Use student notebooks to have students write about the prompt below a�er reading “Rock Tales” pages 16-23 in the Science Stories. Make sure the students read the green side panel labeled Rock Tales.
Notebook Prompt:
What is the difference between legend and facts? How do we know the difference?
Science Notebook—Legends vs. facts
Evolution of Scientific Ideas. Understand that scientific comprehension of systems increases through inquiry. (GLE 2.2.5)
Score If the student...
+ states that legends are made up of stories to explain what people don’t understand (there may be some factual information in a legend); explains that facts are based on observable information or result from ideas or questions that are tested or proven.
states that legends are made-up stories and facts are real
– can’t distinguish between legend and fact.
FULL OPTION SCIENCE SYSTEM22
FORMATIVE ASSESSMENT
No. 17—Modified Student Sheet
INVESTIGATION 3: CALCITE QUESTPART 2: LOOKING FOR MORE EVIDENCE
Use modified student sheet no. 17 called Response Sheet— Investigation 3.
Response Sheet—Investigation 3
Identifying Problems. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. (GLE 3.1.1)
Score If the student...
+ same as for but explains that crystals give evidence of calcite in the rock.
answers cup B and states that Jared should pour off the liquid from the rock into dishes to evaporate the liquids and says to look for crystals in the dish a�er evaporation.
– cannot describe what Jared should do.
GOING FURTHER
If students have difficulty supporting their answers with evidence, spend time helping them identify reasons for what they know. They may have seen something in another investigation, they might have observed the result, and so forth.
RESPONSE SHEET—INVESTIGATION 3Jared wanted to try the calcite test at home. He found two different rocks in his backyard and put them into small glasses of vinegar that he labeled A and B. He noticed that there were bubbles in both glasses.
A—A few bubbles cling to the rock; B—Bubbles all over! All bubbles one bubble floats to the top. are rising to the top.
Jared is pretty sure that at least one of the cups contains calcite. Which cup probably contains calcite (A or B)? _______
Describe what Jared should do next to each sample to find out if it contains calcite. Be sure to include the observations that would confirm calcite is present.
AB
FOSS Earth Materials Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 3: Calcite QuestNo. 17— Modified Student Sheet
WA Edition
Name ________________________________ Date ___________________________________
24 FULL OPTION SCIENCE SYSTEM
INQUIRY INVESTIGATION SUMMARY
PART 1 IDENTIFYING MINERALS IN GRANITE
• What are the mineral ingredients in granite?
Time: 40 minutes
CHOOSING YOUR OWN INVESTIGATION
• Students ask their own questions and plan investigations or research to answer them.
Time: 4-6 sessions
Students sort a set of earth materials and find that one is a rock, granite, and the rest are minerals. Students test the minerals to identify which of the minerals are ingredients in pink granite.
Students review the investigations they have participated in over the past several weeks and identify a subject they would like to investigate in greater detail. They select a project to further their understanding, as well as to inform the rest of the class.
PART 2
IINVESTIGATION 4: TAKE IT FOR GRANITE
25EARTH MATERIALS
WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES
Examples of questions students might generate for inquiry projects
• Application of earth materials concepts regarding rocks and minerals.
Performance Assessment
Inquiry or Design Project
Investigating Systems: GLEs 2.1.1–2.1.5
or Designing Solutions: GLEs 3.1.1–3.1.3
• How do people use earth materials? (Students take a survey around your neighborhood and present the results to the class.)
• “Fair test” inquiry projects are limited in this module. But students enjoy making rock collections, and these can be organized in many ways. Students can seriate their collections by size, smoothness, weight, and so forth, or they can test rocks for calcite and minerals for hardness. Check to make sure rocks or minerals brought in from a collection are not special, exotic, or personally valued before testing them, since testing may damage the samples.
Student Sheets
Earth Materials Notebook, pages 13–15
Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)
Teacher Observation
Use appropriate tests
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2 )
• Rocks are made of ingredients called minerals.• Rocks and minerals have identifiable characteristics.• The minerals that make up a rock can be identified by observing certain characteristics.
FULL OPTION SCIENCE SYSTEM26
P. 13–15—Earth Materials Notebook
FORMATIVE ASSESSMENT
INVESTIGATION 4: TAKE IT FOR GRANITEPART 1: IDENTIFYING MINERALS IN GRANITEUse student sheets called Earth Materials Notebook, Pages 13–15.
Student Sheet—Earth Materials Notebook, Pages 13-15
Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)
Score If the student...
+ gives detailed information about each mineral; makes an informed decision about which minerals are in pink granite.
fills in the required information about color and hardness; writes few other observations.
– writes very li�le about any of the minerals.
Teacher Observation—Uses appropriate tests
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)
Score If the student...
+ conducts appropriate tests on all minerals, including observations of properties, hardness, and the vinegar test.
does not conduct a full range of tests.
– does not know what tests to conduct to determine minerals in pink granite.
MAGNETISM AND ELECTRICITY 27EARTH MATERIALS
WASHINGTON EDITION
INVESTIGATION 4: TAKE IT FOR GRANITEPART 2: CHOOSING YOUR OWN INVESTIGATION
INQUIRY OR DESIGN PROJECT
The inquiry or design project replaces “Choosing Your Own Investigation.” It can be completed at any point in the module with any lesson that lends itself to students’ independently carrying out an investigation, starting from their own question, to drawing a conclusion. See examples of inquiry questions at the bo�om of each At a Glance page.
Use materials available from the FOSS kit and add materials as needed or possible. Use the inquiry project sheets, which are also in the Assessment Overview with more detailed information.
NOTE: Students should complete an entire inquiry project at least once in each module to build understanding of the inquiry and design process by the fi�h and sixth grades.
INQUIRY OR DESIGN PROJECT SCORING GUIDES
Use the Student Project Scoring Rubric to grade projects. Score one point for each a�ribute in the list. By the end of fi�h grade, students should be able to score between 10 and 13 points for planning an investigation to meet standards on the WASL
INQUIRY PROJECTPlan an investigation to answer a question.
Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes
� logical steps to do the investigation � variables kept the same (controlled) � one variable changed (manipulated) � any variables being measured and recorded � how o� en measurements are taken and recordedQuestion
Prediction
Materials
Date ___________________________________Name ________________________________
FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (1 of 4) New Student Sheet
WA Edition
INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.
Procedure
FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (2 of 4) New Student Sheet
WA Edition
Name ________________________________ Date ___________________________________
WRITING A CONCLUSION Data Collected
A� er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion
Supporting Data
Explanation
Date ___________________________________Name ________________________________
FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (3 of 4) New Student Sheet
WA Edition
Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (4 of 4) New Student Sheet
WA Edition
STUDENT INQUIRY PROJECT SCORING RUBRIC
Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)
Investigation A� ribute If the student . . .Value Point
Question Asks a question that can be investigated. 1
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)
Investigation A� ributes If the student . . .Value Point
Prediction
Materials
Logical steps
Variables kept the same (controlled)
One changed variable (ma-nipulated)
One measured variable
Repeated trials
Record measurements
Conducts investigation
Data collection
Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.
Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.
Identifi es at least one variable that stays the same.
Identify the correct variable that changes.
Identifi es the variable to be measured and the units to be used.
Plan for more than one trial.
States how you will record data.
Follows the procedure as planned unless problems arise, then adjusts the procedure.
Collects and records data.
1
1
1
1
1
1
1
1
1
1
Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)
Investigation A� ributes If the student . . .Value Point
Cites data
Cites data
Explanation
Reports lowest supporting data.
Reports highest supporting data.
Uses data to form a reasonable explanation.
1
1
1
FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (1 of 4) New Student Sheett
WA Edition
Date ___________________________________Name ________________________________
INQUIRY PROJECTPlan an investigation to answer a question.
Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes
logical steps to do the investigation variables kept the same (controlled) one variable changed (manipulated) any variables being measured and recorded how o�en measurements are taken and recordedQuestion
Prediction
Materials
FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (2 of 4) New Student Sheet
WA Edition
INQUIRY PROJECT (continued)
You may use the space below for a labeled diagram to support your procedure.
Procedure
Name ________________________________ Date ___________________________________
Date ___________________________________Name ________________________________
FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (3 of 4) New Student Sheet
WA Edition
WRITING A CONCLUSION Data Collected
A�er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion
Supporting Data
Explanation
FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Inquiry Project Sheet (4 of 4) New Student Sheet
WA Edition
STUDENT INQUIRY PROJECT SCORING RUBRIC
Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)
Investigation A�ribute If the student . . .Value Point
Question Asks a question that can be investigated. 1
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)
Investigation A�ributes If the student . . .Value Point
Prediction
Materials
Logical steps
Variables kept the same (controlled)
One changed variable (ma-nipulated)
One measured variable
Repeated trials
Record measurements
Conducts investigation
Data collection
Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.
Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.
Identifies at least one variable that stays the same.
Identify the correct variable that changes.
Identifies the variable to be measured and the units to be used.
Plan for more than one trial.
States how you will record data.
Follows the procedure as planned unless problems arise, then adjusts the procedure.
Collects and records data.
1
1
1
1
1
1
1
1
1
1
Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)
Investigation A�ributes If the student . . .Value Point
Cites data
Cites data
Explanation
Reports lowest supporting data.
Reports highest supporting data.
Uses data to form a reasonable explanation.
1
1
1
FULL OPTION SCIENCE SYSTEM32
END-OF-MODULE ASSESSMENTThe end-of-module assessment is used as an evaluative tool a�er all the investigations have been completed. It checks student content knowledge, skills in conducting investigations, and explanation building. Items on this assessment are in three formats:
• performance tasks
• multiple-choice/short-answer items (which give students practice for standardized tests)
• narrative items (which require students to write short explanations)
MATERIALS FOR EACH SCRATCH TEST STATION
3 Evaporating dishes, labeled “feldspar,” “gypsum,” and “calcite”
1 Feldspar sample 1 Gypsum sample 1 Calcite sample 1 Large paper clip, bent 1 Penny 1 Hand lens • Assessment sheet no. 7 called Performance Assessment—
Scratch Test MATERIALS FOR EACH VINEGAR TEST STATION
2 Vials, labeled “A” and “B” 1 Limestone sample 1 Gray granite sample • Vinegar * • Assessment sheet no. 8 called Performance
Assessment—Vinegar TestMATERIALS FOR MULTIPLE-CHOICE/ SHORT-ANSWER AND NARRATIVE ITEMS
• Assessment sheets nos. 9–14
* Supplied by the teacher Use the duplication master to make copies.
SUMMATIVE ASSESSMENT
MAGNETISM AND ELECTRICITY 33EARTH MATERIALS
WASHINGTON EDITION
GETTING READY1. SCHEDULE THE COMPLETE ASSESSMENT
You may need to give the assessment in two sessions: one for the performance items, and one for the multiple-choice/short-answer and narrative items. Read through Steps 2 and 3 before deciding how you will proceed.
2. ADMINISTER THE PERFORMANCE ITEMS
Individual Assessment. If you want students to work individually, you can assess up to sixteen students at a time. Set up eight identical stations for the scratch test and eight identical stations for the vinegar test around the room. Students will need about 10 minutes to complete the task and fill in the assessment sheet at each station. Send shi�s of students to the stations until all have had a chance to complete the tasks. Students waiting to take their turn at the performance tasks can be completing the multiple-choice/short-answer and narrative items, or working on some other quiet activity.
Collaborative Assessment. If you don’t have time for each student to complete the performance tasks, have students work in groups. A�er the group completes the task, each student fills in his or her assessment sheet individually. You will need to schedule a session on another day for students to complete the multiple-choice/short-answer and narrative items.
3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER AND NARRATIVE ITEMS
Assessment items in content areas such as science o�en require a fairly high level of reading. If you feel that your students will have a difficult time reading the items on their own, you can read aloud each item and its possible answers (when appropriate), have students mark their answers, and move on to the next item, working together through the assessment, item by item.
4. SET UP THE PERFORMANCE STATIONS Set up separate stations for the scratch test and the vinegar test as suggested below. Or you can set up both tasks at each station and plan to give students more time at the station.
FULL OPTION SCIENCE SYSTEM34
SCRATCH-TEST STATION• Label the evaporating dishes with the names of the minerals.• Put the mineral samples on each dish.• Put a penny, paper clip, and hand lens at the station with the
other materials.
VINEGAR-TEST STATION• Label two plastic vials “A” and “B.”• Put a limestone sample in vial A and a gray granite sample
in vial B.• Put enough vinegar in each vial to completely cover the
rocks.
SUMMATIVE ASSESSMENT
No. 7—Performance Assessment—Scratch Test
No. 8—Performance Assessment—Vinegar Test
MAGNETISM AND ELECTRICITY 35EARTH MATERIALS
WASHINGTON EDITION
No. 7—Performance Assessment—Scratch Test
PERFORMANCE ASSESSMENT—Scratch TestEND-OF-MODULE ASSESSMENTSCORING GUIDE
Performance Assessment Item—Scratch Test
Score If the student...
4 writes detailed notes or creates a chart of which tools scratched which minerals; puts the three minerals in the correct order (feldspar, calcite, and gypsum) and circles feldspar; explains in detail how the scratch tools were used and why the minerals were put in the order they were.
3 writes brief notes and gives pertinent information; lists the minerals in correct order and circles feldspar; mentions that the order depends on how many tools scratched the minerals.
2 writes notes that contain pertinent information but are unorganized; lists minerals in the correct order, but may not circle feldspar; writes that scratch tools are used to determine hardness.
1 writes incomplete notes; lists minerals in the wrong order; gives flawed explanation for order.
0 does not complete the item, or gives information that has nothing to do with what was asked.
FULL OPTION SCIENCE SYSTEM36
SUMMATIVE ASSESSMENT
No. 8—Performance Assessment— Vinegar Test
PERFORMANCE ASSESSMENT—Vinegar TestEND-OF-MODULE ASSESSMENTSCORING GUIDE
Performance Assessment Item—Vinegar Test
Score If the student...
4 writes detailed observations, including that A was fizzing vigorously, but B was not (the test tells that A contains calcite, but B does not); writes that you could evaporate some of the liquid to see if it leaves a white residue or crystal, which would also indicate calcite.
3 writes observations that are less detailed but accurate; writes that A contains calcite, but B does not; suggests evaporation and tells what to look for.
2 writes limited observations with correct information; indicates that the vinegar tests for calcite, but draws incorrect conclusions; suggests evaporation, but doesn’t tell what to look for.
1 writes few observations; does not mention that vinegar tests for calcite; suggests something other than evaporation.
0 does not complete the item, or gives information that has nothing to do with what was asked.
MAGNETISM AND ELECTRICITY 37EARTH MATERIALS
WASHINGTON EDITION
MULTIPLE-CHOICE/SHORT-ANSWER ITEMSEND-OF-MODULE ASSESSMENTSCORING GUIDE FOR SHORT-ANSWER ITEMS 1–5
1. Score 1 point if the student circles all three words correctly: diameter, circumference, and depth.
2. Score 1 point for mass.
3. Score 1 point for color.
4. Score 1 point for hardness.
5. Score 1 point if the student circles all the phrases except the size of the rock.
SCORING GUIDE FOR MULTIPLE-CHOICE ITEMS 6–12Score 1 point for each correct answer.
6. B
7. D
8. C
9. A
10. C
11. D
12. B
No. 9—Performance Assessment— Short-answer Items
No. 10—Performance Assessment— Multiple-choice Items
No. 11—Performance Assessment— Multiple-choice Items
FULL OPTION SCIENCE SYSTEM38
SUMMATIVE ASSESSMENT
No. 12—Narrative Items
NARRATIVE ITEMSEND-OF-MODULE ASSESSMENT
SCORING GUIDES FOR NARRATIVE ITEMS
Item 13 The difference between rocks and minerals
Score If the student...
2 distinguishes a rock from a mineral by saying that “a rock is made of minerals” or similar statement.
1 shows a partial understanding, perhaps thinking that they are the same and offers a reason, such as “They’re the same because they’re both earth materials,” or “Rocks are all around us, and so are minerals.”
0 does not complete the item, or gives information that has nothing to do with what was asked.
Item 14 Mixing mock rocks with water
Score If the student...
2 explains two processes: (1) water can separate rocks by breaking them apart and dissolving some minerals, and (2) evaporating separates the water and the solid material dissolved in it.
1 explains one process, separation or evaporation, as described above.
0 does not complete the item, or gives information that has nothing to do with what was asked.
MAGNETISM AND ELECTRICITY 39EARTH MATERIALS
WASHINGTON EDITION
ITEM 15 Tests or techniques students might list include
• The scratch test—you learn about hardness.• The vinegar test—you learn if calcite is an ingredient.• Picking away parts of the rock with a knife or sharp tool—
you can see if it is easily separated into parts, indicating a rock.
• Placing the rock in water—if the ingredients are soluble in water, they will break apart in the water, indicating a rock.
Observations might include the color, texture, luster, mass, diameter, circumference, and depth.
Item 15 Tests and what is learned
Score If the student...
2 explains fully and correctly at least two tests (including what information is learned by each) and lists at least two observations.
1 lists at least one test and one observation.
0 does not complete the item, or gives information that has nothing to do with what was asked.
FULL OPTION SCIENCE SYSTEM40
SUMMATIVE ASSESSMENT
No. 13—Narrative Items, continued
Item 16 Whose results are more reliable?
Score If the student...
2 writes that he or she trusts Garcia because Smith’s results for calcite and apatite can’t be correct and gives an example why (e.g., a knife is harder than a penny, so if you can scratch calcite with a penny, you can surely scratch it with a knife; if you can’t scratch apatite with a penny, you surely can’t scratch it with a fingernail).
1 writes that Smith’s results are wrong or don’t make sense, but gives no further explanation.
0 does not complete the item, or writes that he or she trusts Smith, or that both Smith and Garcia are correct (or both are incorrect).
Item 17 Minerals ordered by hardness
Score If the student...
2 circles apatite; lists the other minerals in order (apatite, calcite, talc, or in reverse order).
1 has the correct order with talc circled, or has calcite and talc in the wrong order with apatite circled.
0 does not complete the item, or gives information that has nothing to do with what was asked.
MAGNETISM AND ELECTRICITY 41EARTH MATERIALS
WASHINGTON EDITION
No. 14—Narrative Items, continued
ITEM 18
The observations from the journal that indicate a rock.
• There were several colors.
• It looked like many pieces stuck together; minerals have only one ingredient.
• The different pieces showed different scratch results.
• The fizzing indicated that calcite is an ingredient.
Size should not be listed—it gives no indication of rock or mineral.
Item 18 Rock or mineral?
Score If the student...
2 notes the difference between a rock and a mineral; identifies more than two observations that indicate the sample is a rock.
1 writes about one of the observations listed above.
0 does not complete the item, or gives information that has nothing to do with what was asked.
FULL OPTION SCIENCE SYSTEM42
SUMMATIVE ASSESSMENT
Portfolio Assessment
Score If the student...
4 includes for each item on the checklist a piece of work that clearly meets the criteria suggested; writes a short paragraph about each item, weaving a connection between the pieces and describing what was learned; shows reflection about his or her thinking and learning over time.
3 includes a piece of work for each item on the checklist; writes a short paragraph about each item; is somewhat reflective of how his or her thinking has changed.
2 includes a piece of work for each item on the checklist; writes a few words about each piece.
1 includes a piece of work for most items on the checklist; writes about some of the pieces of work.
0 does not complete the task, or gives information that has nothing to do with the work chosen.
SCORING GUIDE FOR PORTFOLIO ASSESSMENT
MAGNETISM AND ELECTRICITY 43EARTH MATERIALS
WASHINGTON EDITION
Blank Page
FULL OPTION SCIENCE SYSTEM44 FULL OPTION SCIENCE SYSTEM
EARTH MATERIALS BLUEPRINT
Properties of Substances. Understand how to use properties to sort natural and manufactured materials and objects. (GLE 1.1.1 ) Nature and Properties of Earth Materials. Understand physical properties of Earth materials including rocks, soil, water and air. (GLE 1.1.5) Structure of Matter. Know that substances are made of small particles (GLE 1.2.3 ) Processes and Interactions in the Earth System. Know processes that change the surface of Earth (GLE 1.3.4 ) History and Evolution of the Earth. Understand that fossils provide evidence of plants, animals, and environments that existed long ago. (GLE 1.3.5)
Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5 ) Evaluating Inconsistent Results. Understand why similar investigations may not produce similar results. (GLE 2.2.3) Evolution of Scientific Ideas. Understand that scientific comprehension of systems increases through inquiry. (GLE 2.2.5)
Identifying Problems. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions. (GLE 3.1.1)
Investigating Systems: GLEs 2.1.1-2.1.5 or Designing Solutions: GLEs 3.1.1-3.1.3
SYSTEMS FORMATIVE SUMMATIVE COMMENTS
Inv. 1, Pt. 1Inv. 4, Pt. 1
Inv. 1, Pt. 2
Inv. 3, Pt. 1
Inv. 2, Pt. 1, 2
Inv. 4, Pt. 1
INQUIRY
Published and distributed by
P.O. Box 300080 Northwest BoulevardNashua, NH 03063-40671-800-258-1302
The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, state-ments, and recommendations expressedherein are those of the authors and donot necessarily reflect the views of NSF.
Developed by
Full OptionScience System
Lawrence Hall of ScienceUniversity of California
Berkeley, CA 94720510-642-8941
PA—Scratch TestPA—Vinegar Test1, 2, 3, 4
5, 7, 8, 12, 13, 14, 18
9
Assessed throughout grades in inquiry projects.
Assessed throughout grades in inquiry projects.
PA—Scratch TestPA—Vinegar Test6, 10, 15
PA—Scratch TestPA—Vinegar Test
Covered in several other modules
Covered in several other modules
Important to cover in this module
Inv. 1, Pt. 2
Inv. 1, Pt. 2 Important to cover in this module
3-5 Grade Level Expectations (GLE) Assessment Opportunities
Inv. 1, Pt. 3Inv. 2, Pt. 2
16, 17
Inv. 3, Pt. 1
INQUIRY OR DESIGN PROJECT Projects Important to do one project per module.
Important to cover in this module
Covered in several other modules
Important to cover in this module
APPLICATION Inv. 3, Pt. 2 Covered in several other modules