ASSESSMENT LANDFORMS WASHINGTON EDITION. Grade 5 Version. ASSESSMENT CONTENTS Investigations End-of-Module Assessment 50 Assessment Blueprint 60

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1 WASHINGTON EDITION ASSESSMENT LANDFORMS 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. ASSESSMENT CONTENTS Investigations End-of-Module Assessment 50 Assessment Blueprint 60 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 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 CHANGES New student sheets no. 10a Stream-Table Data no. 10b Stream-Table Conclusion Inquiry Project Sheets Modified student sheets no. 4 Response Sheet Investigation 1 (replacing Schoolyard Models) no. 10 Stream-Table Investigation no. 11 Response Sheet Investigation 3 (replacing Go with the Flow) no. 19 Response Sheet Investigation 4 (replacing Build a Mountain) LANDFORMS 1

2 INVESTIGATION 1: SCHOOLYARD MODELS INQUIRY INVESTIGATION SUMMARY PART 1 SCHOOLYARD MODELS How is a model used to represent something in the real world? How is a model like the real thing and how is it different? Time: minutes, in 1 or 2 sessions Students work in pairs to create a model of their school site, using earth materials and plastic cubes in a stream table. PART 2 VIEW FROM ABOVE How is a map like a model? How is a map different from a model? Time: minutes Students place a plastic grid over their schoolyard models and trace the locations of landforms and structures in their models. PART 3 MAPMAKING How can you change the size of a map without changing the information given? Time: minutes Students transfer the information from their overlay grids to a different scale on paper map grids. They create a key for their map. They compare features on their models and maps. 2 FULL OPTION SCIENCE SYSTEM

3 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES A model can represent landforms and human structures. Teacher Observation Building a schoolyard model Science Notebook Examining your model Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Maps can be generated from models. A map can represent landforms and human structures. A cartographer is a person who constructs maps. Modfied Student Sheet Response Sheet Investigation 1 Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3) Maps can be transferred from one scale to another. Maps have certain advantages over models; for example, they are much more portable. Science Notebook Comparing a map and a physical model Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Examples of questions students might generate for inquiry projects or design challenges What would a map of the inside of the school building look like? What improvements could you make to your current playground? Make a model to show what the improved playground would look like. LANDFORMS 3

4 FORMATIVE ASSESSMENT INVESTIGATION 1: SCHOOLYARD MODELS PART 1: SCHOOLYARD MODELS Use teacher observation to assess students ability to build a model that accurately represents features of the selected school site. Teacher Observation Building a schoolyard model Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Score If the student... puts the buildings and landforms in the correct locations on the model. cannot build a model that resembles the selected school site. 4 FULL OPTION SCIENCE SYSTEM

5 WASHINGTON EDITION Use the science notebook prompt below. Notebook Prompts What objects did you use to represent the structures and landforms in the schoolyard model? For what purpose might you use a model of a schoolyard? What is a limitation of a physical model? Science Notebook Examining your model Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Score If the student... + lists all objects and what they represent; gives more than one example of how a model of a schooyard might be used (e.g. to develop a plan to redesign the playground) or more than one limitation (e.g. some features cannot be represented, or it s difficult to carry around). lists most objects and what they represent; gives one example of how a model can be used; gives one limitation. cannot give a satisfactory response for any of the three questions. LANDFORMS 5

6 FORMATIVE ASSESSMENT INVESTIGATION 1: SCHOOLYARD MODELS PART 2: VIEW FROM ABOVE Use modified student sheet no. 4 called Response Sheet Investigation 1. Name Date RESPONSE SHEET INVESTIGATION 1 Adri and a group from her Girl Scout troop were studying a local park to find out the best place to put the new playground. They needed to present their plan to the city council. They hoped that the council would approve their plan. She and her friends couldn t decide whether making a model of the playground or drawing a map would be the best way to present their ideas. What are the advantages of using a map? What are the advantages of using a model? What do you think Adri and her friends should do? Response Sheet Investigation 1 Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3) Score If the student... FOSS Landforms Module Investigation 1: Schoolyard Models No. 4 Modified Student Sheet WA Edition No. 4 Modified Student Sheet + gives at least one advantage for a map and for a model; suggests that using both a model and a map together would provide the most information for the council. gives at least one advantage for each; suggests using a model or a map; gives clear reasons why that choice is the best. does not suggest using a model or a map, or does not give clear reasons for using a model or map. Sample map advantages Gives more detail Has a scale with measurements Sample model advantages Provides a three-dimensional view Providess a visual image of a completed playground. 6 FULL OPTION SCIENCE SYSTEM

7 Name Date RESPONSE SHEET INVESTIGATION 1 Adri and a group from her Girl Scout troop were studying a local park to find out the best place to put the new playground. They needed to present their plan to the city council. They hoped that the council would approve their plan. She and her friends couldn t decide whether making a model of the playground or drawing a map would be the best way to present their ideas. What are the advantages of using a map? What are the advantages of using a model? What do you think Adri and her friends should do? FOSS Landforms Module Investigation 1: Schoolyard Models No. 4 Modified Student Sheet WA Edition

8 FORMATIVE ASSESSMENT INVESTIGATION 1: SCHOOLYARD MODELS PART 3: MAPMAKING Use the science notebook prompt below a er students complete student sheet no. 5 called Map Grid. Notebook Prompt How is your map like the schoolyard model? How is your map different? Science Notebook Comparing a map and a physical model Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Score If the student... Sample similarity Both show landforms and objects and their placement in the schoolyard. Sample differences The map is two-dimensional while the physical model is three-dimensional. The map has a key for its symbols and the physical model doesn t. + gives more than one answer for each question. gives at least one example for a likeness and one for a difference. gives an example(s) for only one of the two. GOING FURTHER If students have difficulty drawing the map on a smaller scale, give them extra practice using the math extension where they create enlarged versions of cartoons or drawings. The physical model shows height comparisons, while the map doesn t. 8 FULL OPTION SCIENCE SYSTEM

9 WASHINGTON EDITION Blank Page LANDFORMS 9

10 INVESTIGATION 2: STREAM TABLES INQUIRY INVESTIGATION SUMMARY PART 1 EROSION What happens when water flows over earth materials? Time: minutes Students set up stream tables with earth material (a mixture of clay and sand) and a water source. They run a liter of water through the system and focus their observations on the process of erosion. PART 2 DEPOSITION What happens to the earth materials eroded by water? How does the size of a particle affect deposition? How is the flow of a stream affected by erosion and deposition? Time: minutes, in 1 or 2 sessions Students run the stream tables and focus on deposition where eroded earth materials are later deposited and the flow and course of the water. They look closely at how particle size affects the distance a material travels downstream. 10 FULL OPTION SCIENCE SYSTEM

11 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES A landform is a shape of the land. Erosion wears away earth materials by water, wind, or ice. Science Notebook Simulation model Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Erosion and landforms Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Deposition is the process by which eroded earth materials se le out in another place. The flow of water in a stream is affected by barriers in its path caused by erosion and deposition. Science Notebook Force of moving water Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Student Sheet Response Sheet Investigation 1 (Stream Tables) Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Examples of questions students might generate for inquiry projects or design challenges How would changing the earth material in a stream table affect erosion and deposition? How would changing the liquid in a stream table affect erosion and deposition? LANDFORMS 11

12 FORMATIVE ASSESSMENT INVESTIGATION 2: STREAM TABLES PART 1: EROSION Use the science notebook prompts below to assess students understanding of how erosion can change the surface over which water flows. Notebook Prompts What natural process does your stream table investigation model? What landforms are created when water flows over earth materials? Science Notebook Simulation model (prompt 1) Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Score If the student... is able to explain that their simulation was modeling erosion that is caused by a river flowing over a flat surface. cannot explain the natural process the simulation models. Science Notebook Erosion and landforms (prompt 2) Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Score If the student... states that landforms such as valleys, floodplains, mouths, canyons, and deltas are created. cannot relate observations of the stream table to the formation of landforms. 12 FULL OPTION SCIENCE SYSTEM

13 WASHINGTON EDITION INVESTIGATION 2: STREAM TABLES PART 2: DEPOSITION Use the science notebook prompt below a er Step 16 of the investigation. Notebook Prompt Which gets deposited first by the force of moving water, sand or clay? Why is that? Science Notebook Force of moving water Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Score If the student... + says that the sand se les first because it is heavier and that the clay travels farther because it is lighter. says the sand se les first; explains either that sand is heavier or that clay is lighter. says that the clay se les first, or can t give an explanation for why the sand se les first. Investigation 2 Part 2 continued on next page LANDFORMS 13

14 FORMATIVE ASSESSMENT Use student sheet no. 9 called Response Sheet Stream Tables. Name Date RESPONSE SHEET STREAM TABLES One morning on his way to school, Josh noticed a fan-shaped pile of sand covering part of the sidewalk. It wasn t there the day before, and he wondered how it got there. He made a list of clues to help solve the mystery. These are his clues. 1. It rained really hard last night. 2. They are digging the basement for a new house on the land next to the sidewalk where I found the sand. There s a big pile of sand that they dug out. 3. When I look closely at the sand, I notice that there is some clay along the edges of the fan farthest from the basement. What ideas to you have for how the fan of sand got on the sidewalk? Write a note to Josh describing your ideas and giving him some suggestions on where to look for more evidence. Response Sheet Stream Tables Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Score If the student... FOSS Landforms Module No. 9 Student Sheet Investigation 2: Stream Tables No. 9 Student Sheet WA Edition What to Look For Erosion wears away earth materials by water, wind, or ice. Deposition is the process by which eroded earth materials se le out in another place. + writes that the sand ended up on the sidewalk through a process of erosion and deposition; includes two more supporting facts, such as the hard rain caused erosion of the big sand pile; the eroded earth material carried by the flow of water and deposited on the sidewalk created an alluvial fan; suggests other evidence to look for, such as the sand matches the sand in the pile, or the sand from the pile has clay that matches the clay on the sidewalk. writes that the rain probably washed some of the sand onto the sidewalk through a process of erosion and deposition; includes at least one supporting fact. a empts an explanation but gives mostly misconceptions or irrelevant information. GOING FURTHER Make notes about students who have difficulty with this sheet. Spend a few extra minutes with them next time they run stream tables and discuss where erosion and deposition are occuring. 14 FULL OPTION SCIENCE SYSTEM

15 Name Date RESPONSE SHEET INVESTIGATION 2 (STREAM TABLES) One morning on his way to school, Josh noticed a fan-shaped pile of sand covering part of the sidewalk. It wasn t there the day before, and he wondered how it got there. He made a list of clues to help solve the mystery. These are his clues. 1. It rained really hard last night. 2. They are digging the basement for a new house on the land next to the sidewalk where I found the sand. There s a big pile of sand that they dug out. 3. When I look closely at the sand, I notice that there is some clay along the edges of the fan farthest from the basement. What ideas do you have for how the fan of sand got on the sidewalk? Write a note to Josh describing your ideas and giving him some suggestions on where to look for more evidence. FOSS Landforms Module Investigation 2: Stream Tables No. 9 Student Sheet WA Edition

16 INVESTIGATION 3: GO WITH THE FLOW INQUIRY INVESTIGATION SUMMARY PART 1 SLOPE How does the slope of the stream table affect erosion and deposition? Time: minutes Students continue their stream-table experiments, investigating how slope of the land affects erosion and deposition. Students record their observations on Stream-Table Maps. PART 2 FLOOD How does the amount of water that flows through a stream affect erosion and deposition? Time: minutes Students continue to experiment with the stream tables by testing the effects of different amounts of flowing water. They record information on a map. PART 3 DESIGNING AN INVESTIGATION What variable can you test to find out more about stream processes? Time: minutes for planning; minutes for the investigation and for preparing results; minutes for presentations Students design and carry out a stream-table investigation to discover how human modification influences stream processes. They present the results of their investigation to the class. 16 FULL OPTION SCIENCE SYSTEM

17 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES Steeper slopes result in faster-flowing water, which has more energy and can carry larger loads of material, increasing the amount of erosion and deposition. Modified Student Sheet Stream-Table Investigation New Student Sheets Stream-Table Data Stream-Table Conclusion Investigating Systems: GLEs During a flood, the stream s velocity increases dramatically, increasing erosion and deposition. Science Notebook Effect of water volume Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Modified Student Sheet Response Sheet-Investigation 3 Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Apply content introduced in previous parts. Modified Student Sheet Stream-Table Investigation New Student Sheets Stream-Table Data Stream-Table Conclusion Investigating Systems: GLEs Examples of questions students might generate for inquiry projects or design challenges How do different slopes affect erosion and deposition in a stream table? What would happen in a flood if the earth material was in a different location? LANDFORMS 17

18 FORMATIVE ASSESSMENT INVESTIGATION 3: GO WITH THE FLOW PART 1: SLOPE Use modified student sheet no. 10 called Stream-Table Investigation to assess students ability to plan and conduct the investigation. Give students the question for this investigation: How does the slope affect erosion of the earth materials? Student Sheet Stream-Table Investigation Name Date STUDENT SHEET STREAM TABLE INVESTIGATION In your plan, be sure to include the: prediction of the outcome of the investigation materials needed to do the investigation 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 recorded Question: Prediction: If... then... because Materials: Set-up: The natural phenomena that this stream table is a model for is This is what my stream table looks like at the beginning of my investigation. Drain hole 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... + writes a reasonable prediction that is related to the investigative question; includes the variables changed and the variable measured; lists materials needed; describes a procedure that includes the controlled, measured, and manipulated variables, and how o en to take and record measurements. 20 cm FOSS Module Investigation 3: Go With the Flow No. 10 Modified Student Sheet WA Edition No. 10 Modified Student Sheet writes a reasonable prediction; lists materials needed; describes a procedure that includes the controlled, measured, and manipulated variables; mentions something about taking measurements but is not specific. shows li le or no understanding of how to plan an investigation. Student Sheet Stream-Table Investigation (Set-up) Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Score If the student... describes the natural phenomena the stream table is investigating (i.e. water flowing over a flat surface such as a plateau, or water flowing down a slope such as a hillside). cannot describe the natural phenomena the stream table is investigating. 18 FULL OPTION SCIENCE SYSTEM

19 WASHINGTON EDITION. Use new student sheet no. 10a called Stream-Table Data and no. 10b called Stream-Table Conclusion. NOTE: Students will need to compare data in order to draw conclusions. Looking at multiple trays serves as multiple trials, which are important to give reliability to the investigation (GLE 2.2.4). Student Sheet Stream-Table Data Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5) Name STREAM-TABLE DATA 20 cm Record Events KEY Sand/clay earth mixture Sand Clay Elapsed time (minutes after start) Date Important events This is what my stream table looks like at the end of my investigation. Score If the student... draws a map of the stream table; records the important events of erosion and deposition. Drain hole cannot draw a reasonable representation of the stream table in the map space; does not record important events. FOSS Module Investigation 3: Go With the Flow No. 10a New Student Sheet WA Edition No. 10a New Student Sheet Student Sheet Stream-Table Conclusion Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Name Date STREAM TABLE CONCLUSION Writing a Conclusion: A er completing your investigation, compare the results for the standard and modified stream tables. Write a conclusion that explains whether your prediction was correct. In your conclusion be sure to: include supporting data from the drawings or data tables for student sheet no. 10a explain how this data supports your conclusion Score If the student... states that the earth materials moved farther and eroded faster in the slope tray; includes data from modified student sheet no. 10 to support the conclusion. Supporting Data: Explanation: states that the earth materials in the slope tray moved farther; does not use data from student sheet no. 10 to explain the observation. FOSS Module Investigation 3: Go With the Flowt No 10 b-new Student Sheet WA Edition No. 10b New Student Sheet LANDFORMS 19

20 Name STREAM-TABLE INVESTIGATION 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 recorded Question Prediction: If... then... because Date Materials: Set-up: This stream table is a model for the natural phenomenon This is what my stream table looks like at the beginning of my investigation. Drain hole 20 cm FOSS Landforms Module Investigation 3: Go with the Flow No. 10 Modified Student Sheet WA Edition

21 Name STREAM-TABLE DATA Date Record events. KEY Sand/clay earth mixture Elapsed time (minutes after start) Important events Sand Clay This is what my stream table looks like at the end of my investigation. Drain hole FOSS Landforms Module Investigation 3: Go with the Flow No. 10a New Student Sheet WA Edition

22 Name STREAM-TABLE CONCLUSION Writing a Conclusion Date A er completing your investigation, compare the results for the standard and modified stream tables. Write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. Supporting data from the drawings or data tables for student sheet no. 10a An explanation of how this data supports your conclusion Supporting Data Explanation FOSS Landforms Module Investigation 3: Go with the Flowt No 10b New Student Sheet WA Edition

23 WASHINGTON EDITION INVESTIGATION 3: GO WITH THE FLOW PART 2: FLOOD Use the science notebook prompt below. Notebook Prompts 1) What changes did you make in the setups for the standard, slope, and flood investigations? What effect did each of these changes have on the earth materials? 2) How are you changing the force of moving water in the flood investigation? Science Notebook Effect of water volume (prompt 1) Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Score If the student... + can identify the input change for each system and gives all three effects for each. can identify the input change for each system and gives at least one effect for each one. Answer for Prompt 1 In the slope investigation the height of the stream table changes which causes earth materials to move farther, erode faster, and makes deeper canyons. In the flood investigation a larger hole releases water more quickly, which causes the earth materials to move farther, erode faster, travel farther and spread more. cannot identify the input changes for each system and/or gives at least one effect for each one. Science Notebook Effect of water volume (prompt 2) Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Score If the student... + says that speed at which water (or the larger hole) is released causes a greater force. says the larger hole is the cause for the greater force. gives only one of the responses or no correct response. Investigation 3 Part 2 continued on next page LANDFORMS 23

24 FORMATIVE ASSESSMENT Use modified student sheet no. 11 called Response Sheet Investigation 3. What to Look For The evidences that flood casuses so much damage are as follows: the erosion started sooner (19 seconds vs. 35 seconds) the flow took took less time (3:13 vs. 5:29) the delta began to appear earlier (56 sec. vs. 1:46). Response Sheet Investigation 3 Name Date RESPONSE SHEET INVESTIGATION 3 Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Will and Sandi wanted to investigate stream tables further. They decided to find out what effect flooding would have on a stream with a steep slope. They ran two tests, both with the same slopes but one with normal water flow and one with flood water flow. They drew a map and recorded elapsed time and important events for each run. Score If the student... + gives all three pieces of evidence from the list below; uses specific data from the example. Key: Sand Clay Steep slope and normal flow Steep slope and flood flow Elapsed time Important events Elapsed time Important events 0:35 Erosion begins 0:19 Erosion begins Delta begins to Delta begins to 1:46 0:56 appear appear 5:29 End of flow 3:13 End of flow gives two of the three pieces of evidence; gives specific data from the example. When they finished, Sandi said, Now I understand why floods cause so much damage. How do the results of the investigation above support Sandi s statement? gives one piece of evidence; does not give specific data from the example. FOSS Landforms Module Investigation 3: Go with the Flow No. 11 Modifi ed Student Sheet WA Edition No. 11 Modified Student Sheet 24 FULL OPTION SCIENCE SYSTEM

25 Name Date RESPONSE SHEET INVESTIGATION 3 Will and Sandi wanted to investigate stream tables further. They decided to find out what effect flooding would have on a stream with a steep slope. They ran two tests, both with the same slopes but one with normal flow and one with flood flow. They drew a map and recorded elapsed time and important events for each run. Key: Sand Clay Steep slope and normal flow Steep slope and flood flow Elapsed time Important events Elapsed time Important events 0:35 Erosion begins 0:19 Erosion begins 1:46 Delta begins to appear 0:56 Delta begins to appear 5:29 End of flow 3:13 End of flow When they finished, Sandi said, Now I understand why floods cause so much damage. How do the results of the investigation support Sandi s statement? FOSS Landforms Module Investigation 3: Go with the Flow No. 11 Modified Student Sheet WA Edition

26 FORMATIVE ASSESSMENT INVESTIGATION 3: GO WITH THE FLOW PART 3: DESIGNING AN INVESTIGATION Name Date STUDENT SHEET STREAM TABLE INVESTIGATION In your plan, be sure to include the: prediction of the outcome of the investigation materials needed to do the investigation 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 recorded Question: Prediction: If... then... because Materials: Set-up: The natural phenomena that this stream table is a model for is This is what my stream table looks like at the beginning of my investigation. Name STREAM-TABLE DATA 20 cm Record Events KEY 20 cm Sand/clay earth mixture Sand Clay FOSS Module Elapsed time (minutes after start) Date Important events Investigation 3: Go With the Flow No. 10 Modified Student Sheet WA Edition Drain hole Use the Stream Table Investigation Sheets (pages in this folio) to plan and conduct an investigation using some of the stream-table ideas in student sheet no. 12. Help students formulate a question that contains the changed and measured variables. For example, rephrase the question, What happens if you dam the stream? as Does having a dam in the stream (changed variable) affect the amount of erosion (measured variable) that takes place? Use the scoring rubric found on page 27 to calculate points, scoring one point for each a ribute. This is what my stream table looks like at the end of my investigation. Name Date STREAM TABLE CONCLUSION Writing a Conclusion: A er completing your investigation, compare the results for the standard and modified stream tables. Write a conclusion that explains whether your prediction was correct. In your conclusion be sure to: include supporting data from the drawings or data tables for student sheet no. 10a explain how this data supports your conclusion Supporting Data: FOSS Module Investigation 3: Go With the Flow No. 10a New Student Sheet WA Edition Explanation: Drain hole Student Sheets Stream-Table Investigation, Stream-Table Data, and Stream-Table Conclusion Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1) Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Score If the student... FOSS Module Investigation 3: Go With the Flowt No 10 b-new Student Sheet WA Edition 4 scores between 10 and 14 points out of a possible 14. Masters found on pages scores between 8 and 9 points out of a possible scores between 6 and 7 points out of a possible scores between 4 and 5 points out of a possible scores less than 4 points. 26 FULL OPTION SCIENCE SYSTEM

27 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... Question Asks a question that can be investigated. 1 Value Point 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... Prediction Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Value Point 1 Materials Logical steps Variables kept the same (controlled) One changed variable (manipulated) One measured variable Repeated trials Record measurements Conducts investigation Data collection 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 Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Investigation A ributes If the student... Cites data Reports lowest supporting data. Value Point 1 Cites data Explanation Reports highest supporting data. Uses data to form a reasonable explanation. 1 1 FOSS Module Inquiry Project Sheet (4 of 4) New Student Sheet WA Edition

28 INVESTIGATION 4: BUILD A MOUNTAIN INQUIRY INVESTIGATION SUMMARY PART 1 MAKING A TOPOGRAPHIC MAP How can we make a map that depicts different elevations of a mountain? Time: minutes Students build a model mountain by stacking and orienting six foam layers. They trace outlines of the six pieces onto paper, creating a topographic map of the mountain. PART 2 DRAWING A PROFILE How can we draw the profile of a mountain from a topographic map? Time: minutes Students use their topographic maps to produce two-dimensional profiles, or cross sections, of their foam mountains. PART 3 FOSS CREEK MAP What information can we get from a topographic map? Time: minutes Students apply what they have learned to interpret a topographic map that describes the landforms in the Foss Creek area. 28 FULL OPTION SCIENCE SYSTEM

29 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES A topographic map uses contour lines to show the shape and elevation of the land. The change in elevation between two adjacent contour lines is always uniform. The closer the contour lines, the steeper the slope and vice versa. Science Notebook Contour lines Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) A profile is a side view or cross section of a landform. A profile can be drawn from information given on a topographic map. Science Notebook Mountain map and profile Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) All topographic maps use contour lines to show the shape and elevation of the land. Most topographic maps use the same types of symbols to represent landforms and other human-made and natural features. Modified Student Sheet Response Sheet Investigation 4 Science Notebook Shapes of the earth Components and Pa erns of Earth Systems. Understand that Earth s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. (GLE 1.2.4) Examples of questions students might generate for inquiry projects or design challenges Can you create a new topographic map for the same mountain using different contour intervals? Show the new map. LANDFORMS 29

30 FORMATIVE ASSESSMENT INVESTIGATION 4: BUILD A MOUNTAIN PART 1: MAKING A TOPOGRAPHIC MAP Use the science notebook prompt below. Notebook Prompts What do you notice about the contour lines on the steeper side of the mountain? How can you determine the contour interval on a map? Science Notebook Contour lines Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Score If the student... explains that contour lines close together represent a steep slope and that you can look at the scale or the difference between two adjacent contour lines to figure out the contour interval. does not understand that contour lines close together represent a steep slope or how to find out the contour interval. 30 FULL OPTION SCIENCE SYSTEM

31 WASHINGTON EDITION INVESTIGATION 4: BUILD A MOUNTAIN PART 2: DRAWING A PROFILE Use the science notebook prompt below. Notebook Prompt Compare the representations of Mt. Shasta models, describing advantages and disadvantages for a foam mountain model, the contour map, and the profile. Science Notebook Mountain map and profile Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Score If the student... + states an advantage and disadvantage for each representation (see sample answer in sidebar). states an advantage and disadvantage for each representation. cannot compare the advantages and disadvantages of the three models. Sample Answer The contour map can fit in a pack, shows all sides of the area, and shows elevation changes. But you have to understand how to read a contour map in order to visualize the terrain. The foam map makes it easier to understand what the terrain looks like amd shows all sides of the terrain. But it isn t easy to carry. The Profile map is easier to visualize a side view and you can carry it in a pack. But it onl.y shows one side of the terrain. LANDFORMS 31

32 FORMATIVE ASSESSMENT Name Date RESPONSE SHEET INVESTIGATION 4 William and his uncle hiked to Mallard Peak, a landform in a nearby park. William wrote these observations in his journal. We started our hike at the picnic area where we saw a flock of ducks in the marsh. We hiked past the lake until we got to the creek. It was a steep climb to the waterfall, but it was beautiful. Farther up the mountain, we found a spring in a large flat area before our final climb to the top. We ate lunch near the benchmark. The way down was not as steep and we stopped at some tables and cooled our feet in a spring. We finally ended up where we had parked our car near the highway. Draw the trail on the topographic map that William and his uncle took. Label the start and end points. Use arrows to show the direction they hiked. (NOTE: They never walked by the same place twice.) INVESTIGATION 4: BUILD A MOUNTAIN PART 3: FOSS CREEK MAP Use modified student sheet no. 19 called Response Sheet Investigation 4. Response Sheet Investigation 4 Components and Patterns of Earth Systems. Understand that Earth s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. (GLE 1.2.4) Score If the student... FOSS Landforms Module Investigation 4: Build a Mountain No. 19 Modified Student Sheet WA Edition No. 19 Modified Student Sheet correctly represents the trail taken by William and his uncle; adds arrows and labels. cannot identify the trail taken by William and his uncle. Answer What to look for The trail should start at the picnic area near the marsh, go along the lake to the creek, then up to the waterfall, the spring in the flats, and up to the peak. The trail should leave the peak, go down the gentle slope to the spring at 160 m and end at the picnic area near the highway. X End X Start Students should use arrows to indicate direction of travel (see illustration below). 32 FULL OPTION SCIENCE SYSTEM

33 WASHINGTON EDITION A er reading Shapes of the Earth pages in FOSS Science Stories use the science notebook prompt below. Notebook Prompt: Give four examples explaining how constructive processes such as earthquakes, volcanoes, and glaciers create landforms. Science Notebook Shapes of the earth Components and Patterns of Earth Systems. Understand that Earth s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. (GLE 1.2.4) Score If the student... + names more than four processes and the landforms they create. names four processes and the landforms they create. cannot name the processes and the landforms they create. Answers Tetonic plates push against each other causing upli s and forming mountains. Magma pushes upward on the crust to form dome mountains. Volcanoes create mountains and mountain ranges and form caves. Earthquakes create faults. Waves create beaches and dunes and form caves. Glaciers widen valleys and form plains. LANDFORMS 33

34 FORMATIVE ASSESSMENT Blank Page 34 FULL OPTION SCIENCE SYSTEM

35 Name Date RESPONSE SHEET INVESTIGATION 4 William and his uncle hiked to Mallard Peak, a landform in a nearby park. William wrote these observations in his journal. We started our hike at the picnic area, where we saw a flock of ducks in the marsh. We hiked past the lake until we got to the creek. It was a steep climb to the waterfall, but it was beautiful. Farther up the mountain, we found a spring in a large flat area before our final climb to the top. We ate lunch near the benchmark. The way down was not as steep. We stopped at some tables and cooled our feet in a spring. We finally ended up where we had parked our car near the highway. Draw the trail on the topographic map that William and his uncle took. Label the start and end points. Use arrows to show the direction they hiked. NOTE: They never walked by the same place twice. FOSS Landforms Module Investigation 4: Build a Mountain No. 19 Modified Student Sheet WA Edition

36 INVESTIGATION 5: BIRD S EYE VIEW INQUIRY INVESTIGATION SUMMARY PART 1 MT. SHASTA TOPOGRAPHIC MAP How do you read a topographic map? What do the symbols, colors, and textures on a topographic map mean? Students work with USGS topographic maps of Mt. Shasta, learning how to read the map s symbols and language. They compare their foam mountains to the maps and challenge each other to find mystery locations on the map. Time: minutes PART 2 MT. SHASTA AERIAL PHOTOS What are the similarities and differences between a topographic map and an aerial photo of the same area? Students compare an aerial photograph of Mt. Shasta to the topographic map and foam mountain. Time: minutes PART 3 DEATH VALLEY AND GRAND CANYON MAPS Can you make a map from an aerial photograph? Time: two minute sessions Students view aerial photographs of Death Valley and the Grand Canyon and compare them to their corresponding topographic maps. In an optional activity, students use the aerial photo and a grid to create their own landform maps of these areas. PART 4 CHOOSING YOUR OWN INVESTIGATION Students ask their own questions and plan investigations or research to answer them. Time: 4 6 sessions Students select a topic from their study of landforms and topographic maps to investigate in greater depth. They share results with the rest of the class in a formal presentation. 36 FULL OPTION SCIENCE SYSTEM

37 WASHINGTON EDITION AT A GLANCE CONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES A topographic map uses contour lines to show the shape and elevation of the land. Many symbols are used on topographic maps to provide important information. Science Notebook Aerial photography Relationship of Science and Technology. Understand that people have invented tools for everyday life and for scientific investigations. (GLE 3.2.2) Photographs and topographic maps are two ways to represent a real place. Photographs and topographic maps provide information about the area they represent. Student Sheet Mt. Shasta Questions Components and Pa erns of Earth Systems. Understand that Earth s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. (GLE 1.2.4) Student Sheet Response Sheet Bird s-eye View Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3) Maps can be drawn from aerial photographs. A photograph does not give enough information to make a complete topographic map. Science Notebook Death Valley Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Apply concepts concerning landforms and topographic maps. Performance Assessment Inquiry or Design Project Investigating Systems: GLEs or Designing Solutions: GLEs Examples of questions students might generate for inquiry projects or design challenges How could I create a topographical map to show the results of a stream table investigation? Show the new map. Does changing the earth material reduce the amount of erosion in the stream table? LANDFORMS 37

38 FORMATIVE ASSESSMENT INVESTIGATION 5: BIRD S EYE VIEW PART 1: MT. SHASTA TOPOGRAPHIC MAP A er reading Aerial Photography pages in FOSS Science Stories, use the science notebook prompt below. Notebook Prompt: How are aerial photograhs useful to cartographers? Science Notebook Aerial photography Relationship of Science and Technology. Understand that people have invented tools for everyday life and for scientific investigations. (GLE 3.2.2) Score If the student... gives an example of how aerial photography is useful to cartographers (e.g. gives more detailed pictures of the earth. can be overlapped to show large areas, helps us draw more accurate maps, can be used to create special-purpose maps). cannot give an example of how aerial photography solves a problem. 38 FULL OPTION SCIENCE SYSTEM

39 WASHINGTON EDITION Blank Page LANDFORMS 39

40 FORMATIVE ASSESSMENT INVESTIGATION 5: BIRD S EYE VIEW PART 2: MT. SHASTA AERIAL PHOTOS Use student sheet no. 21 called Mt. Shasta Questions, items 1, 6, and 8. See answer sheet in the teachers guide. Student Sheet Mt. Shasta Questions (Items #1, #6, #8) Name Date MT. SHASTA QUESTIONS Use the aerial photograph and topographic map of Mt. Shasta to answer the following questions. Components and Patterns of Earth Systems. Understand that Earth s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere. (GLE 1.2.4) 1. Describe two landforms you see in the aerial photograph. 2. Describe two human-made features you see in the aerial photograph. Score If the student... identifies landform in the aerial photograph. 3. What do you think the white areas are on the top of Mt. Shasta? cannot dentify landforms in the aerial photograph. 4. Find the landform called Shastina. What is its elevation? 5. Find Inconstance Creek. Which direction does it flow? 6. Find Whitney Glacier. Write down the names for two other landforms near the glacier s highest point. 7. Find North Gate. What is its elevation? 8. Find the following landforms on both the map and aerial photograph. Give the name of the feature if it is available or the name of a nearby feature. a. Spring b. Lake c. Mountain ridge d. Lava flow FOSS Landforms Module Investigation 4: Build a Mountain No. 21 Student Sheet WA Edition No. 21 Student Sheet 40 FULL OPTION SCIENCE SYSTEM

41 WASHINGTON EDITION Use student sheet no. 22 called Response Sheet Bird s-eye View. (For be er quality master, use the master in the teachers guide for copying rather than this folio.) Response Sheet Bird s-eye View Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3) Score If the student... + advises Ben to buy the topographic map; explains that although you can see landforms and structures on both the photo and the map, the topographic map provides more detail and includes other information (i.e. the changing elevations of the land ); identifies three matching structures or landforms. Name Date RESPONSE SHEET BIRD'S-EYE VIEW Ben is a student representative working with the city planning commission to plan a bike trail around his community. Last week he visited the U.S. Geological Survey s map center with his aunt. While he was there, he found a topographic map of the area where he lived. He also found an aerial photograph of the same area. He only had enough money to buy either the topographic map or the photograph, but he couldn t get both. If you were Ben, which would you buy if you wanted the one that would give you the most information for planning the bike trail? Explain why you chose the one you did. On the aerial photograph and the topographic map shown on this sheet, identify three common structures or landforms. Circle each on the map and photo and give them matching numbers to identify them as the same. advises Ben to buy the topographic map; explains that the topographic map provides more detail than the photo; identifies three matching structures or landforms. FOSS Landforms Module Investigation 4: Build a Mountain No. 22 Student Sheet WA Edition No. 22 Student Sheet advises Ben to buy the photo, or give inadequate explanation; cannot identify three matching structures or landforms. LANDFORMS 41

42 Name MT. SHASTA QUESTIONS Date Use the aerial photograph and topographic map of Mt. Shasta to answer the following questions. 1. Describe two landforms you see in the aerial photograph. 2. Describe two human-made features you see in the aerial photograph. 3. What do you think the white areas are on the top of Mt. Shasta? 4. Find the landform called Shastina. What is its elevation? 5. Find Inconstance Creek. Which direction does it flow? 6. Find Whitney Glacier. Write down the names for two other landforms near the glacier s highest point. 7. Find North Gate. What is its elevation? 8. Find the following landforms on both the map and aerial photograph. Give the name of the feature if it is available or the name of a nearby feature. a. Spring b. Lake c. Mountain ridge d. Lava flow FOSS Landforms Module Investigation 4: Build a Mountain No. 21 Student Sheet WA Edition

43 Name Date RESPONSE SHEET BIRD'S-EYE VIEW Ben is a student representative working with the city planning commission to plan a bike trail around his community. Last week he visited the U.S. Geological Survey s map center with his aunt. While he was there, he found a topographic map of the area where he lived. He also found an aerial photograph of the same area. He only had enough money to buy either the topographic map or the photograph, but he couldn t get both. If you were Ben, which would you buy if you wanted the one that would give you the most information for planning the bike trail? Explain why you chose the one you did. On the aerial photograph and the topographic map shown on this sheet, identify three common structures or landforms. Circle each on the map and photo and give them matching numbers to identify them as the same. FOSS Landforms Module Investigation 4: Build a Mountain No. 22 Student Sheet WA Edition

44 FORMATIVE ASSESSMENT INVESTIGATION 5: BIRD S EYE VIEW PART 3: DEATH VALLEY AND GRAND CANYON MAPS Have students use the Death Valley Photo and the Furnace Creek Map to answer the science notebook prompt below. Notebook Prompt What evidence do the map and phote give you that a large volume of water created the alluvial fan? Science Notebook Death Valley Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4) Score If the student... says that the sides of the valleys are steep and the alluvial fans are long and wide. cannot point to evidence that a large volume of water created the alluvial fan. 44 FULL OPTION SCIENCE SYSTEM

45 WASHINGTON EDITION INVESTIGATION 5: BIRD S EYE VIEW PART 4: 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. Name Date THINKING ABOUT MIXTURES 1. Is salt and water a mixture, a solution, or both? 2. Explain your answer. 3. Why can t you see salt when it dissolves in water? 4. Why was the screen or the filter successful in separating some mixtures, but not others? 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. FOSS Mixtures and Solutions Module Investigation 1: Separating Mixtures No. 3 Modifi ed Student Sheet WA Edition LANDFORMS 45

46 Name Date INQUIRY PROJECT Plan 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 recorded Question Prediction Materials FOSS Module Inquiry Project Sheet (1 of 4) New Student Sheet WA Edition

47 Name Date INQUIRY PROJECT (continued) You may use the space below for a labeled diagram to support your procedure. Procedure FOSS Module Inquiry Project Sheet (2 of 4) New Student Sheet WA Edition

48 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 FOSS Module Inquiry Project Sheet (3 of 4) New Student Sheet WA Edition

49 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... Question Asks a question that can be investigated. 1 Value Point 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... Prediction Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Value Point 1 Materials Logical steps Variables kept the same (controlled) One changed variable (manipulated) One measured variable Repeated trials Record measurements Conducts investigation Data collection 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 Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Investigation A ributes If the student... Cites data Reports lowest supporting data. Value Point 1 Cites data Explanation Reports highest supporting data. Uses data to form a reasonable explanation. 1 1 FOSS Module Inquiry Project Sheet (4 of 4) New Student Sheet WA Edition

50 SUMMATIVE ASSESSMENT END-OF-MODULE ASSESSMENT This 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 are in three formats: performance tasks, multiplechoice/short-answer items (which give students practice for standardized tests), and narrative items that require students to write short explanations. MATERIALS FOR EACH MAPPING STATION Colored pencils (optional) * Assessment sheet no. 7 called Performance Assessment: Mapping MATERIALS FOR EACH STREAM-TABLES STATION 1 Stream-Table Map folder (See Step 5 of Ge ing Ready.) Assessment sheet nos called Performance Assessment: Stream Tables MATERIALS FOR WRITTEN ASSESSMENT Assessment sheet nos * Supplied by the teacher Use the duplication master to make copies. ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT STUDENT NAME Performance Multiple-Choice Short-Answer Narrative Assessment variables #1 10 #11 14 #15 16 Portfolio Notes Assessment FOSS Variables Module FOSS Variables Module Assessment Chart No. 5 Assessment Sheet No. 5 Assessment Sheet 50 FULL OPTION SCIENCE SYSTEM

51 WASHINGTON EDITION GETTING READY 1. SCHEDULE THE 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 below before deciding how you will proceed. 2. ADMINISTER THE PERFORMANCE ITEMS The performance assessment is in two parts: one assesses understanding of making maps and the other interpretation of maps and logs. The Mapping Task. The mapping performance task requires only a pencil and the assessment sheet, so it is possible to assess all students at the same time. If you prefer that they not be able to look at each others papers, then set up eight stations around the room where students can work individually. The Stream-Tables Task. If you want students to work individually, you can assess eight students at a time. Set up eight identical stations for the streamtables task around the room. (If you are using stations for the mapping task also, you might set up both tasks at each station.) Students will need minutes to complete the assessment sheets. Send shi s of students to the stations until all have had a chance to complete both tasks. Students waiting to take their turn at the performance tasks can be completing the multiplechoice/short-answer and narrative items, or working on some other quiet activity. LANDFORMS 51

52 SUMMATIVE ASSESSMENT If you don t have time for each student to complete the Stream- Tables Map, have students work in groups. Have students discuss together the stream-table maps and logs. A er the group completes their discussion, each student fills in his or her assessment sheet individually. The completed assessment sheets should reflect each student s learning. 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 students will have a difficult time reading the items on their own, you can read each item and its possible answers (when appropriate) aloud. Have students mark their answers and move on to the next item, working together through the assessment, item by item. 4. COPY ASSESSMENT SHEETS Make copies of the assessment masters provided a er this folio. Each student needs one set of assessment sheet nos Make a copy of assessment chart no. 5 to record scores. 52 FULL OPTION SCIENCE SYSTEM

53 WASHINGTON EDITION 5. SET UP THE PERFORMANCE STATIONS Set up stations for the performance tasks as suggested below. Mapping Station Students will need a pencil, colored pencils (optional), the assessment sheet, and a full view of the classroom to complete this task. Stream-Tables Station Prepare a Stream-Table Map folder by a aching a copy of assessment sheet no. 8 to the le side of a manila folder and a copy of assessment sheet no. 9 to the right side of a manila folder. Put a Stream-Table Map folder at each station. NOTE: Students fill out two sheets at this station. Stream-Table Map Folder END-OF-MODULE ASSESSMENT for Landforms PERFORMANCE ASSESSMENT: STREAM TABLES STREAM TABLE MAP: NO SLOPE Name Date END-OF-MODULE ASSESSMENT for Landforms PERFORMANCE ASSESSMENT: STREAM TABLES STREAM TABLE MAP: SLOPE Name Date Drain hole Drain hole 20 cm 20 cm STREAM LOG STREAM LOG KEY Sand and clay ELAPSED TIME (minutes after start) IMPORTANT EVENTS KEY Sand and clay ELAPSED TIME (minutes after start) IMPORTANT EVENTS Sand 1/2 min. Hole in earth material under water source Sand 1/2 min. Hole in earth material under water source Clay 3 min. Earth material slumps. Clay 2 min. Earth material slumps. Water 3 1/2 min. Canyon forms. Water 2 1/2 min. Canyon forms. 4 min. Delta forms. 3 min. Delta forms. 4 1/2 min. Water cloudy. 3 1/2 min. Water cloudy. 5 min. Water stops flowing. 4 min. Water stops flowing. FOSS Landforms Module Summative Assessment No. 8 Assessment Sheet FOSS Landforms Module Summative Assessment No. 9 Assessment Sheet LANDFORMS 53

54 SUMMATIVE ASSESSMENT Landforms END-OF-MODULE ASSESSMENT SCORING GUIDES Performance Assessment Performance Assessment Item Mapping Score If the student... 4 draws the map from a bird s-eye view and includes the following features: tables/desks, chairs, doors, sink (if applicable), and other features of the room (e.g. chalkboards, U.S. flag, windows, etc.); accurately reflects the shape of the room in the map (be lenient when evaluating scale and proportion); represents chairs and tables symbolically; uses a key to explain the symbols. 3 draws the map from a bird s-eye view; omits one of the features above, but draws a map that is essentially correct. 2 draws the map mostly from a bird s-eye view; leaves off more than one important feature of the room, reverses or confuses the relative positions of the key features, or draws the room in a vastly different shape than reality; leaves off a key (or creates a nonsensical key), but draws a map that is otherwise correct and complete. 1 draws the map from a side view; omits several key features of the room and reverses or confuses the relative positions of features included; omits the key or creates a nonsensical key. 0 does not complete the task, or gives information that has nothing to do with what was asked. 54 FULL OPTION SCIENCE SYSTEM

55 WASHINGTON EDITION Performance Assessment Item Stream Tables Sample answers (accept all reasonable answers). a. Earth materials separated in both; both made a channel; sand is in the middle channel and clay on the sides. b. In the slope table the earth material went farther and the channel branched more. c. The events occurred in the same order in both logs. d. The events happened faster in the slope investigation. e. When there is a slope, things happen faster, the canyons get deeper, and the deltas get bigger because more material is being carried downstream. f. Events would happen even faster, canyons would be deeper, and there would be more material deposited in a delta. g. Canyons form when water erodes earth materials. h. Erosion. i. Deltas are formed when earth materials are carried to the mouth of a river and deposited there. j. Deposition. Score If the student... 4 answers all parts of the performance task with clear and correct explanations. 3 answers all parts of the performance task; clear and correct explanations for all but one or two. 2 answers all parts of the performance task; gives clear and correct answers at least half of the time. 1 answers most parts of the performance task; gives many unclear answers. 0 does not complete the task, or gives information that has nothing to do with what was asked. LANDFORMS 55

56 SUMMATIVE ASSESSMENT Name Date END-OF-MODULE ASSESSMENT for Landforms MULTIPLE-CHOICE/SHORT-ANSWER ITEMS Directions: For each of the questions below, circle the letter of the best answer. Multiple-Choice Items Score 1 point for each correct answer. 1. C 6. A 2. B 7. A 3. A 8. C 4. D 9. D 5. B 10. D 1. Which of these is NOT a model? A. a matchbox car B. a doll C. a van D. a teddy bear 2. If the scale of a map is 1:1000, a 10-cm-long field on the map has an actual length of A. 10 m. B. 100 m. C m. D. 10,000 m. 3. The process of wearing away earth materials by water, wind, or ice is called A. erosion. B. deposition. C. slump. D. flooding. 4. A fan-shaped deposit of earth materials at the mouth of a stream is called a A. valley. B. canyon. C. channel. D. delta. 5. Which of these statements about deposition is correct? A. Larger particles usually take longer to settle. B. Smaller particles usually take longer to settle. C. Large and small particles take the same time to settle. D. Sometimes larger particles take longer to settle, sometimes smaller ones do. 6. In the stream-table experiment, which of these can increase the amount of erosion and deposition? Short-Answer Items A. Use more water. B. Use less water. C. Make the slope flatter. D. Put a barrier in the water path. FOSS Landforms Module No. 12 Assessment Sheet Short-Answer Item 11 The answers are c mouth e mountain a valley b plateau d plain f canyon Score 3 points if the student labels 5 or 6 words correctly. Score 2 points if the student labels 4 words correctly. Score 1 point if the student labels 2 or 3 words correctly. Short-Answer Item 12 a. Score 1 point if the student writes that Lincoln Elementary will be twice as big as Wilkins Elementary on Billy s map because the scale of the map does not change the relative size of landforms or places. b. Score 1 point if the student writes that all drawings on Jane s map will be bigger because lengths are one 1000th of their actual size, twice the size as on Billy s. c. Score 1 point if the student writes that Jane s map will be bigger because the scale is larger. END-OF-MODULE ASSESSMENT for Landforms Summative Assessment No. 12 Student Sheet MULTIPLE-CHOICE/SHORT-ANSWER ITEMS Name Date Use the topographic map to answer the questions. 7. What letter indicates the highest point on the School map? Entrance A. A B. B C. C D. D 8. What is the actual distance between the park entrance and the C school? Park Entrance A. 5 cm B. 1 m C. 1 km D. 10 km 9. Which of these statements is correct about the elevation on this map? A. The closer the contour lines, the flatter the slope. B. The school is at sea level. C. The elevation between the school and the park entrance is greater than the elevation between the park entrance and Bear Lookout. D. The elevation between Bear Lookout and point B is the same as the elevation between the school and the park entrance. 10. The box to the right shows a map of a cafeteria including tables, chairs, and a food station. Which of the following is a possible key to this map? A. m Chair ; Food station n Table CAFETERIA B. mmmm Chair ; ; ; ; Food station ; ; ; ; n n n n Table n n n n C. mmmm Food station ; ; ; ; ; Table ; ; ; ; ; ; n Chair n n n n n n D. mmmm Food station ; ; ; ; ; ; ; Chair mmmm n Table FOSS Landforms Module Summative Assessment No. 13 Assessment Sheet No. 13 Assessment Sheet Name Date END-OF-MODULE ASSESSMENT for Landforms MULTIPLE-CHOICE/SHORT-ANSWER ITEMS 11. In the box next to each word, write the letter of the best definition for that word. mouth a. A low area between hills and mountains, where a river often flows. mountain b. Nearly level area that has been uplifted. valley c. Where a river enters another body of water. d. Nearly level area that has been eroded or where material plateau has been deposited. plain e. High, uplifted area with steep slopes. f. The V-shaped valley eroded by a river. canyon 12. Jane and Billy each have a map of Fossville. Both maps show exactly the same parts of the town. Jane s map has a scale of 1:1000, and Billy s has a scale of 1:2000. a. On Jane s map, Lincoln Elementary is twice as big as Wilkins Elementary. On Billy s map, will Lincoln Elementary be bigger, smaller, or the same size as Wilkins Elementary? Why do you think so? b. On whose map will the drawing of City Hall be larger? Or will they be the same? Why? c. If both maps are unfolded, whose is bigger, Jane s or Billy s, or are they the same? Explain why. FOSS Landforms Module Summative Assessment No. 14 Assessment Sheet No. 14 Assessment Sheet 56 FULL OPTION SCIENCE SYSTEM

57 WASHINGTON EDITION Narrative Items Item 13 What Causes the Most Change Score If the student... 4 argues that erosion and deposition change the land; defines both terms; gives an example of erosion and deposition causing changes from the real world or from stream-table work in class. 3 argues that erosion and deposition change the land; defines both terms; gives no example. 2 agrees with the student and fully explains deposition; or disagrees, mentions erosion, but does not define either term. Name Date END-OF-MODULE ASSESSMENT for Landforms NARRATIVE ITEMS 13. A student said that deposition causes the most change in landforms. Do you agree or disagree? Why or why not? 14a. How are models and maps different? How are they the same? b. If you wanted to understand better how a volcano works, would you make a model or a map? Why? 1 agrees with the student; a empts to explain deposition. 0 does not complete the task, or gives information that has nothing to do with what was asked. FOSS Landforms Module No. 15 Assessment Sheet Summative Assessment No. 15 Assessment Sheet LANDFORMS 57

58 SUMMATIVE ASSESSMENT Item 14 Models and Maps Score If the student... 4 explains that both maps and models are representations of real things, that models are threedimensional versus maps, which are two-dimensional, that models and maps may be very detailed or they may reflect only the main features of the real thing and that both help people to understand more about the real thing; explains that a model is probably be er to represent a volcano and gives a logical reason why. 3 describes three or four of the points above. 2 describes two of the points above. 1 describes one of the points above. 0 does not complete the task, or gives information that has nothing to do with what was asked 58 FULL OPTION SCIENCE SYSTEM

59 WASHINGTON EDITION Item 15 Comparing Maps Score If the student... END-OF-MODULE ASSESSMENT for Landforms NARRATIVE ITEMS Name Date 15. These two maps of Springville Elementary were made by fifth graders in Mr. Malone s class. Which map is the better map? Defend your answer by comparing the two maps. 4 argues that the map on the right (bird s-eye view) is be er because it shows the entire grounds of the school and the area of different buildings; says that it would be difficult to use the map on the le to get around if one were lost; mentions that the side-view map does give you more information about the features on the sides of the buildings. MAP A MAP B 3 argues as above without pointing out the one advantage of the side-view map. 2 states that the map on the right is be er; gives only one reason. 1 argues that the map on the right or le is be er without offering any reasons. FOSS Landforms Module Summative Assessment No. 16 Assessment Sheet No. 16 Assessment Sheet 0 does not complete the task, or gives information that has nothing to do with what was asked. LANDFORMS 59