Strand: Matter and Energy Reporting Topic: Forms of Energy In addition to, in-depth inferences or applications that go beyond level. For predict how light will behave when reflected back and forth from one medium to another. ME2A 3.5 In addition to performance, in-depth inferences and applications with partial success. observe and explain that objects can only be seen when light is reflected from the object to the receiver. recognize and explain that light transfers from a source to the receiver through space in straight lines. identify the sun as the primary source of light energy that also causes temperature change on Earth. With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Conduct an experiment in which students will use four or five mirrors to create a mirror maze that shows how light from a flashlight can be reflected onto each of the other mirrors bending and reflecting the light until the light is reflected onto the final mirror. Create a T-chart with the labels reflected and not reflected and have student list three situations in which an object could be seen due to the reflection of light and list three situations in which an object would not be seen for lack of light reflection. Example Assessment Items Given a diagram of an eye and a light producer, students will draw a straight line from the producer to the receiver (eye). Among a picture collection of light producers, identify the sun as the primary source of energy for temperature change on Earth.
Strand: Force and Motion Reporting Topic: Mechanical Systems In addition to, in-depth inferences or applications that go beyond level. For apply information learned to a new situation involving the use of simple machines and effort needed to move a load. FM2A, FM2F 3.5 In addition to performance, in-depth inferences and applications with partial success. compare the measurements on a spring scale that indicate the effort needed to lift a load with and without the use of simple machines. observe and explain how simple machines change the amount of effort and direction of force. identify examples of simple machines. explain how work can be done on an object. recognize or recall specific terminology: o work o resistance force With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Generate and test the amount of effort needed and direction of force using other simple machines (e.g., a wheel and axle, lever and fulcrum, pulley, screw). Based on the ramp task from the previous scoring guide from Types of Forces, have students illustrate and explain why the spring scale readings were lower when pulling the load up the smallest incline. Explain what would happen if the load were lifted straight up in the air, perform the task and compare the reading with that of the inclined plane. Example Assessment Items Labels a picture of simple machines (e.g., wedge, incline plane, screw, wheel and axle, pulley, lever). Provide an example of a simple machine and explain how that machine makes work easier. On a drawing student is able to label where work and resistance force occurs.
Strand: Living Organisms Reporting Topic: Biological Classifications In addition to, in-depth inferences or applications that go beyond level. For apply the use of a dichotomous key to other items for correct classification. LO1D, LO1E 3.5 In addition to performance, in-depth inferences and applications with partial success. describe how plants make their own food (they use sunlight) and how animals get their energy (by consuming food). classify animals as vertebrates or invertebrates. classify vertebrates into the classes of birds, fish, amphibians, reptiles, mammals based on their characteristics. compare structures that serve as similar functions for animals belonging to different vertebrate classes. identify examples of plants as producers and animals as consumers. identify examples of animals as vertebrate and invertebrate. recognize or recall specific terminology: o vertebrate o invertebrate o dichotomous key With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Use various alien picture cards (e.g., bean cards or something similar) and organize each into a dichotomous key and explain the characteristics of each alien subgroup. Draw a diagram showing a food web, beginning with the sun showing how plants derive their energy from the sun. Finish the web connecting all animals with their possible food sources within the web. Sort ten animals into the categories of vertebrates and invertebrates. Add one more animal for each category and explain why the animals were placed where they were. Using a comparison matrix, students can classify a particular animal into a vertebrate class based on its type of body coverings, way it moves and how it gets oxygen. Example Assessment Items Under the headings of producer and consumer draw three of each. Given several pictures, identify which animals are vertebrates and which are invertebrates.
Strand: Living Organisms LO2C Reporting Topic: Body Systems In addition to, in-depth inferences or applications that go beyond level. For demonstrate learning by showing the importance of the interactions among the body systems and how they are dependent upon each other. 3.5 In addition to performance, in-depth inferences and applications with partial success. explain the functions of the major body systems (e.g., the support, reproductive, digestive, circulatory, excretory, response). name the major body systems. recall the functions of the major body systems. With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Predict what effect would happen to the rest of the body if any particular body system were to become impaired. Create chants in which each body system s function is stated. Example Assessment Items Match the body system to the correct descriptor and function.
Strand: Earth s Systems Reporting Topic: Atmosphere, Weather and Climate In addition to, in-depth inferences or applications that go beyond level. For identify the importance of the atmosphere to the survival of living things on earth. create another example that shows how water vapor condenses. ES1C, ES2F 3.5 In addition to performance, in-depth inferences and applications with partial success. describe that the atmosphere is composed of gases, condensed water and minute particles. identify and use the appropriate tools needed to collect weather data. observe and summarize relationship between weather data collected over a period of time. identify tools used to collect weather data (e.g., anemometer, barometer, hygrometer, thermometer, and wind vane). recognize or recall specific terminology: o atmosphere o anemometer o barometer o hygrometer o thermometer o wind vane With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Predict the effects upon living things on the earth if the atmosphere were to diminish. Fill a clear plastic cup with water and place it in a baggie. Tape the baggie to a window with light exposure, observe how condensation is occurring over the week and report out findings. Generate and test a hypothesis about how water vapor in the air condenses on objects in the room. Place several ice cubes into a clear plastic container and place on desk. Observe the condensation that occurs on the outside of the container. Explain the results. Give students various statements regarding weather and have them determine the appropriate tool to use to collect the data. Give students various weather collection points, have them make comparisons among the data and predict future weather patterns. Example Assessment Items The word atmosphere will be filled into the correct blank on a written quiz.
Strand: Earth s Systems Reporting Topic: Human Impact on Earth In addition to, in-depth inferences or applications that go beyond level. For identify and explain the importance of water quality and quantity. ME1D, ME1I, ES1B, ES2E 3.5 In addition to performance, in-depth inferences and applications with partial success. explain how major bodies of water are important natural resources for human activity. describe how human needs and activities have affected the quantity and quality of major bodies of fresh water. recognize accurate statement about the importance of water as a natural resource for humans. With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Propose solutions to problems related to water quality and quantity. List all ways in which humans use water as a natural resource. Explain the importance of water as it meets each need. Based on what you know about the limited amount of fresh water available on our earth and the technological advancements of our society, explain the negative effects that have impacted our fresh water supply. Make suggestions for future improvements. Example Assessment Items Answer forced choice or fill in the blank type questions about the importance of water as a natural resource for humans.
Strand: Earth s Systems Reporting Topic: Water Cycle In addition to, in-depth inferences or applications that go beyond level. For explain the importance of balance in the stages of the water cycle. ES2A 3.5 In addition to performance, in-depth inferences and applications with partial success. describe the path of water as it cycles including surface run-off and groundwater flow. classify water in its various forms (e.g., snow, rain, sleet, fog, clouds, dew) as it circulates through the water cycle. classify bodies of water as fresh or salt water, flowing or stationary, large or small, solid or liquid, surface or ground. classify matter as a solid, liquid or gas at room temperature based on its physical properties. predict the effect of heat on the physical properties of water. demonstrate that the mass of water remains constant as it changes states of matter. recall the steps of the water cycle (evaporation, condensation, precipitation, and run-off). classify major bodies of surface water. recognize or recall specific terminology: o hydrosphere o condensation o run-off o dew o sleet With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Describe the effects upon an area of land and the living things in that environment if there were too much evaporation and not enough precipitation or too much precipitation and not enough evaporation. Create a diagram of the water cycle, labeling the four paths of water. Then, write a summary of the cycle beginning with evaporation. Explain what forms of water occurs during the various phases of the water cycle. Tell what criteria would determine which type of water would occur at each stage. Given various picture examples of matter, students will determine to which category each belongs. Explain what would have happened in order to make an ice cube melt. Conduct an investigation of water s mass as it goes through changes in states of matter and write an essay explaining the results and why the mass of water remained constant as it changes states of matter.
Example Assessment Items On a diagram showing the water cycle, label each cycle. Given a fill-in-the-blank tests, students are able to place the terms evaporation, condensation, precipitation and hydrosphere in the correct context.
Strand: Universe Reporting Topic: Solar System In addition to, in-depth inferences or applications that go beyond level. For identify the concepts that are necessary to support life and apply those concepts to the features of the moon. UN1A, UN1B 3.5 In addition to performance, in-depth inferences and applications with partial success. explain why the planets and sun appear to be moving across the sky. describe physical features of earth that allows life to exist (e.g., air, water, correct temperature). compare the physical features of earth to the features of the sun, moon and other planets. identify the earth as one of several planets within the solar system that orbits the sun. define orbit and recognize or recall that the moon orbits the earth. identify that planets look like stars and appear to move across the sky. identify that the moon and planets can be seen due to the reflection of the sun s light upon them. recognize or recall specific terminology: o orbit With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Determine the best strategies that would allow for humans to be able to live on the moon. Draw a diagram that shows how the earth and planets revolve around the sun. Contrast the difference among the planets movement with the sun s stationary position. Identify the critical or essential elements needed for life to exist on earth. Explain the importance of each element on living things and/or explain what would happen to a living thing if each element was missing. Using a comparison matrix, compare and contrast the physical features of the sun, moon and other planets. Example Assessment Items Using a chart and a given list of physical features, correctly place the features under the correct celestial body (earth, sun, moon and other planet). On a drawing of the sun, earth, moon, and planets draw arrows showing what body orbits what other body. On a T-chart list what celestial objects in the sky are producers and which are reflectors of light. Identify in writing that the moon and planets can be seen because they are reflectors of the sun s light.
Strand: Earth s Systems Reporting Topic: Motions of Objects in the Universe In addition to, in-depth inferences or applications that go beyond level. For transfer knowledge of the correct sequence of the images of the eight moon phases to another student. UN2B, UN2C 3.5 In addition to performance, in-depth inferences and applications with partial success. sequence the images of the eight phases of the moon s cycle. explain rotate and relate changes in shadow lengths to the time of day and position of the sun as determined by earth s rotation. relate the apparent motion of the sun, moon and stars to the rotation of the earth. identify the eight phases of the moon s cycle. recognize or recall accurate statements about the length of shadows, position of the sun and the earth s 24 hour rotation. recognize or recall specific terminology: o rotate With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Analyze errors that were made on a student s labeling of the eight moon phases. Analyze errors that were made on a student s drawing of shadow lengths at various times of the day. Students draw and label the sequence of moon phase images and explain why the lighted portions of the moon occur where they do. Based on a diagram of a person and the sun at various positions (e.g., morning, noon and evening, draws the correct direction and length that the person s shadow would be based on the respective positions of the sun). Explain why the sun appears to be moving across the sky creating the different shadow lengths. Example Assessment Items Label the diagrams of the eight moon phases that appear in the correct sequential order. Label diagrams of shadows at various times of the day. Answers fill in the blank questions about the Earth s 24-hour rotation.
Strand: Scientific Inquiry Reporting Topic: Developing Investigations In addition to, in-depth inferences or applications that go beyond level. For develop all steps necessary in order to conduct an inquiry and determine results. IN1A ST3A, 3.5 In addition to performance, in-depth inferences and applications with partial success. formulate a testable question and hypothesis that includes independent, dependent, and constant variables (e.g., related to the topic of force and motion). determine the fairness of an investigation using the characteristics of a fair test. list the steps of the scientific process in the correct order. recognize or recall specific terminology: o testable question With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Decide what would be the best way to conduct the experiment to determine results. Given a fifth grade scientific topic such as resistant force, formulate a testable question that includes independent and dependent variables. Write an accompanying hypothesis for the testable question. Given a scientific investigation in which there are two different independent variables, determine the test as an unfair one. Explain why the test is unfair. Rewrite the investigation to make it fair. Example Assessment Items When give the steps of the scientific process, list them in the correct order. Recall the definition of a hypothesis.
Strand: Scientific Inquiry Reporting Topic: Conducting Investigations In addition to, in-depth inferences or applications that go beyond level. For explain the process needed to make qualitative and quantitative observations. IN1A, 1N1B 3.5 In addition to performance, in-depth inferences and applications with partial success. determine the appropriate scientific tools to collect data. use the five senses to make qualitative observations. measure and compare measurements from dependent variables collected from the inquiry. recognize or recall various scientific tools. determine which human sense would be best utilized to make qualitative observations. compare the difference in measurements taken from an inquiry. recognize or recall specific terminology: o dependent variable o independent variable With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Conducts an experiment to determine mass, volume and the density of an object Given a fifth grade scientific scenario, students will set up a scientific inquiry and determine appropriate tools in which to collect data and measure outcomes. For example using a barometer, anemometer, or thermometer to collect weather data. During the inquiry, students will record qualitative observations on record sheet. Students then compare measurement results. Example Assessment Items Draw arrows connecting pictures of scientific tools with their names. Given pictures or scenarios of various inquiries, determine which human sense would be best for utilizing qualitative observations (e.g., hearing, sight, taste, touch, smell). Add or subtract to compare the differences in measurement data of an inquiry.
Strand: Scientific Inquiry Reporting Topic: Evaluating and Analyzing Results In addition to, in-depth inferences or applications that go beyond level. For predict and generalize results of future experiments based upon original experiment design. predict what would happen if a variable changes. INI1C 3.5 In addition to performance, in-depth inferences and applications with partial success. use quantitative and qualitative data to support reasonable explanations. use data as support for observed patterns and relationships. analyze whether evidence supports proposed explanations interpret data from an inquiry. With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Evaluate the reasonableness of an explanation and analyze whether evidence supports proposed explanations. Using information from a graph or data table analyze results, recognize patterns, and predict where the data would lie if the investigation were repeated or continued into the next grade. Example Assessment Items Looking at the data from an inquiry, students are able to convey the basic results.
Strand: Scientific Inquiry Reporting Topic: Communicating Results In addition to, in-depth inferences or applications that go beyond level. For communicate results in a variety of ways. IN1D 3.5 In addition to performance, in-depth inferences and applications with partial success. communicate the procedures and results of investigations and explanations through symbolisms, oral presentations or writings. label results of an investigation to identify data from a scientific inquiry. With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Uses more than two ways from the to communicate data from an inquiry Communicates the procedures and results of investigations and explanations through: o Oral presentations o Drawings and maps o Data tables o Graphs o Equations and writings Example Assessment Items Write the conclusion of the results of an inquiry based on the data shown on a data table, graph and drawing. Match the correct data results with the correct graph, data table and drawing.
Strand: Science, Technology and Human Activity Reporting Topic: Technology In addition to, in-depth inferences or applications that go beyond level. For recognize the importance in the evolution of scientific tools as society progresses. ST1B, ST1C 3.5 In addition to performance, in-depth inferences and applications with partial success. describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, electronic microscopes, x-ray technology, computers, ultrasounds, computer probes, thermometers). describe how the effects of inventions or technological advances may be helpful, harmful or both. recognize examples of a variety of new scientific tools. With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Select a particular scientific tool and predict future changes that may occur to it in order to make the tool even more effective. Write an essay explaining the positive advancements in the technology of scientific tools. Create a Venn Diagram that displays the helpful and harmful effects of inventions or technological advances. Also include how the advances can fall under both categories. Example Assessment Items List five new scientific tools scientists use for investigations.
Strand: Science, Technology and Human Activity Reporting Topic: History of Science In addition to, in-depth inferences or applications that go beyond level. For evaluate the greater importance of one invention or scientific discovery over another. ST2A 3.5 In addition to performance, in-depth inferences and applications with partial success. independently research biographical information about various scientists and inventors from different gender and ethnic backgrounds and describes how their work contributed to science and technology. identify three influential scientists and list a major scientific contribution each made. With help, a partial understanding of the content and some of the content. 0.5 With help, a partial understanding of the content and none of the content. Defend the scientist that you feel made the biggest contribution to mankind. Choose a person of scientific significance and explain how their contribution is significant and what barriers (e.g., gender, ethnicity) they had to overcome. Create a foldable (e.g., who, what, when, where book) or poster depicting the contributions of scientists within a particular field of study. Example Assessment Items Identify each of three scientists and describe a major scientific contribution made by each.