Grade 5 Learning and Assessment Masters -...

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Grade 5 Learning and Assessment Masters

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iii

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

Physical Science

Investigate Matter Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Think Like a Scientist Develop a Model Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Think Like a Scientist Develop a Model Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Investigate Hardness Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Investigate Electrical Conductivity Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Investigate Solubility Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Investigate Changing States of Water Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Investigate Mixtures Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Think Like a Scientist Provide Evidence Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Think Like a Scientist Provide Evidence Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Think Like a Scientist Provide Evidence Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Investigate Chemical Reactions Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Think Like a Scientist Identify Materials Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Think Like a Scientist Identify Materials Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Think Like a Scientist Identify Materials Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Life Science

Investigate Hydroponics Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Investigate Hydroponics Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Investigate Hydroponics Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Think Like a Scientist Use Models Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Think Like a Scientist Use Models Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Investigate Interactions in a Model Pond Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Think Like a Scientist Develop a Model Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Think Like a Scientist Develop a Model Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Earth Science

Investigate Interactions of Earth’s Systems Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Think Like a Scientist Develop a Model Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Think Like a Scientist Develop a Model Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Investigate Plants and Pollution Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Investigate Using Solar Energy Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Think Like a Scientist Obtain and Combine Information Teacher Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

iv

Think Like a Scientist Obtain and Combine Information Student Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Investigate Gravity Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Investigate Apparent Brightness Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Investigate Sunlight and Shadows Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Investigate Moon Phases Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

v

Exploring Science Learning and Assessment Masters

Learning Masters are provided as needed for Investigate, Think Like a Scientist, and Think Like an Engineer features for Grades K-5.

Learning Masters provide convenient data collection tables and other resources for students to use as they work through selected Investigate, Think Like a Scientist, and Think Like an Engineer features. Encourage students to include these tables in their science notebooks.

Assessment Masters provide rubrics for teachers to assess student achievement in many of the Think Like a Scientist and Think Like an Engineer features. Student rubrics provide an opportunity for learners to reflect on their own progress in these activities.

MatterRecord Record your observations in the table below.

Observations of Evaporation of a Salt Solution

Appearance of Drops Before Evaporation

Appearance of Drops After Evaporation

Conclusion

Name Date

Investigate

1

Develop a Model

Name Date

Think Like a Scientist

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

4: Student performs with thorough understanding.3: Student performs with adequate understanding.2: Student performs with basic understanding.1: Student performs with limited understanding.

Rubric Scale

The student identified a type of matter to model. 4 3 2 1

The student designed a physical or conceptual model and gathered the appropriate materials.

4 3 2 1

The student included explanatory labels or captions that explained the interaction represented by the model.

4 3 2 1

The student evaluated the model to determine how to refine or improve it. 4 3 2 1

The student presented the model and communicated how it modeled the particulate matter and correctly described his or her evaluation process for the model’s effectiveness.

4 3 2 1

Overall Score 4 3 2 1

2

Develop a Model

Name Date


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

Rubric Yes Not Yet

1. I can decide on a type of matter to model.

2. I can draw and label a picture of my model and explain how it will work.

3. I can build a model, conduct an investigation that tests the model, and collect data from a test of the model.

4. I can evaluate whether the model does what I want it to do and revise it if necessary.

5. I can share my final model with my class.

3

HardnessRecord Record your observations in the table below.

Material What It Scratches What It Does Not Scratch

penny

nail

A (calcite)

B (quartz)

C (talc)

D (feldspar)

Name Date

Investigate

4

Electrical Conductivity

Name Date

Investigate

Record Record your predictions, observations, and conclusions in the table below.

Electrical Conductivity Data Table

Material Prediction (conductor or insulator)

Observation (bulb lights or not)

Conclusion (conductor or insulator)

5

Solubility

Name Date

Investigate

Record Record your observations in the table below.

Solubility of a Material in Water

Material Observations of Material Before Adding It to Water

Observations of Material After Stirring in Water

sand

salt

lemon juice

vegetable oil

6

Changing States of Water

Name Date

Investigate

Record Record your observations and measurements in the table below.

Data Table

Bag 1 Bag 2

Day 1state of mattermass (g)





7

Mixtures

Name Date

Investigate

Record Record your measurements in the table below.

Data Table

Mass (g) of Bag, Baking Soda, Cup, and Water Before Mixing

Mass (g) of Bag, Baking Soda, Cup, and Water After Mixing

8

Provide EvidenceRecord Record your measurements in the table below.

Data Table

Trial Mass (g) of Materials Before Melting Mass (g) of Materials After Melting

1

2

3

Name Date


9

Provide Evidence

Name Date




Rubric Scale

The student planned an investigation to answer the question: How can you measure and graph quantities to provide evidence that matter is conserved?

4 3 2 1

The student measured quantities accurately. 4 3 2 1

The student recorded data and graphed quantities accurately. 4 3 2 1

The student provided evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, matter is conserved.

4 3 2 1


10

Provide Evidence

Name Date



Rubric Yes Not Yet

1. I can plan an investigation to answer a question.

2. I can accurately measure mass.

3. I can record and organize data so they can be graphed and easily interpreted.

4. I can describe evidence to support the conservation of matter.

11

Chemical Reactions

Name Date

Investigate

Record Record your observations and measurements in the table below.

Chemical Reactions: Data Table

Observations Total Mass (g) Before Mixing Tablet With Water

Total Mass (g) After Mixing Tablet With Water

12

Identify Materials

Name Date

Record As you complete your investigation, use the information in the first table below. Then record your observations in the second table.

Properties of Baking Soda, Sugar, Baking Powder, and Starch

White Color Reacts With Vinegar Dissolves in Water Turns Blue-Black With Iodine Solution

• baking soda

• sugar

• baking powder

• starch

• baking soda

• baking powder

• baking soda

• sugar

• baking powder (partly)

• starch

• baking powder (if containing starch)

Observations of Four Unknown Materials

Material Color Reacts With Vinegar (yes, no)

Dissolves in Water(yes, no)

Turns Blue-Black With Iodine Solution

(yes, no)

1

2

3

4


13

Identify Materials

Name Date




Rubric Scale

The student planned an investigation to answer the question: How can you use observations and measurements to identify materials based on their properties?

4 3 2 1

The student made accurate observations about the properties of materials. 4 3 2 1

The student made accurate measurements of materials. 4 3 2 1

The student recorded and organized data in order to correctly identify materials based on properties.

4 3 2 1

The student used evidence from collected data to identify the unknown substances. 4 3 2 1


14

Identify Materials

Name Date



Rubric Yes Not Yet

1. I can plan an investigation to answer a question.

2. I can make accurate observations about the properties of materials.

3. I can accurately measure mass and other properties.

4. I can record and organize data so they can be easily interpreted.

5. I can describe evidence to support a scientific principle.

15

HydroponicsRecord Record your observations in the table below.

Observations of Plant Growing in Water

Day Number of Leaves Other Observations

1

2

3

4

5

Name Date

Investigate

16

Name Date

Investigate

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


Rubric Scale

The student made an accurate list of materials. 4 3 2 1

The student made valid comparisons with other students’ lists. 4 3 2 1

The student constructed an effective argument. 4 3 2 1


The student made rebuttals to any questions about the argument and made a reasonable generalization about how plants get the materials they need.

4 3 2 1


17

Name Date

Investigate

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

Rubric Yes Not Yet

1. I can study information and carry out the steps.

2. I can work with a group and compare information.

3. I can use information to support an argument and rebut questions to the argument.

4. I can describe how plants get the materials they need for growth.

18

Use Models

Name Date




Rubric Scale

The student identified an interaction to model. 4 3 2 1


4 3 2 1

The student included labels or captions that explained the interaction represented by the model.

4 3 2 1


The student presented the model and communicated how it modeled the relationships involved and correctly described their interactions.

4 3 2 1


19

Use Models

Name Date



Rubric Yes Not Yet

1. I can identify an interaction to model.

2. I can design a model and gather materials.

3. I can label my model to explain the interactions it shows.

4. I can analyze and revise my model.

5. I can communicate and share my model, describing the cycle of energy from the sun through food to animals.

20

Interactions in a Model PondRecord Record your observations in the table below.

Model Ecosystem

Day Observations

1

2

3

4

5

Name Date

Investigate

21

Develop a Model

Name Date




Rubric Scale

The student identified material and movement to model. 4 3 2 1


4 3 2 1


4 3 2 1


The student presented the model and communicated how it modeled the interactions and movement of materials in an ecosystem.

4 3 2 1


22

Name Date

Develop a Model



Rubric Yes Not Yet

1. I can identify material and movement to model.


3. I can include labels and captions that explain the interactions in my model.

4. I can evaluate my model and revise it based on additional information from research.

5. I can communicate and share my model, explaining how it shows interactions and movement of materials in an ecosystem.

23

Interactions of Earth’s SystemsRecord Record your observations in the table below.

Observations

Week 1

Week 2

Week 3

Name Date

Investigate

24

Develop a Model

Name Date




Rubric Scale

The student identified two spheres and an interaction to model. 4 3 2 1


4 3 2 1


4 3 2 1


The student presented the model, communicated how it modeled the spheres involved, and correctly described their interactions.

4 3 2 1


25

Develop a Model

Name Date



Rubric Yes Not Yet

1. I can identify Earth's spheres and interactions.

2. I can develop a model and carry out the steps.


4. I can analyze and revise my model.

5. I can communicate and share my model, identifying the spheres involved and describing their interactions.

26

Plants and PollutionRecord Record your observations in the table below.

Daily Observations of Rye Grass

Day Grass Watered With Clean Water Grass Watered With Polluted Water

1

2

3

4

Name Date

Investigate

27

Using Solar EnergyRecord Record your observations in the table below.

Observations of Water in Container

Day 1: Setup Two Days Later

Name Date

Investigate

28

Obtain and Combine Information

Name Date




Rubric Scale

The group planned a research project to answer the question. 4 3 2 1

The group accessed appropriate sources and gathered data that could serve as the basis for evidence to answer the question.

4 3 2 1

The group communicated their findings in an effective way. 4 3 2 1

The group connected important science ideas to community actions for protecting resources and the environment.

4 3 2 1


29

Obtain and Combine Information

Name Date



Rubric Yes Not Yet

1. I can work with a group to plan a project.

2. I can access sources of information to gather data from appropriate sources.

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

4. I can communicate my findings, using evidence from my research to support my conclusions.

30

GravityRecord Record your predictions and observations in the tables below.

Predictions of Effects of Gravity

Object Dropping Rolling Tossing

pencil

eraser

coin

crumpled paper

rubber ball

Observations of Effects of Gravity

Object Dropping Rolling Tossing

pencil

eraser

coin

crumpled paper

rubber ball

Name Date

Investigate

31

Apparent Brightness Record Record your observations in the table below.

Observations of Apparent Brightness

Trial Penlight Distance FromObserver

PredictedBrightness

ObservedBrightness

1

A 4 m

B 4 m

C 4 m

2

A 4 m

B 2 m

C 6 m

Name Date

Investigate

32

Sunlight and Shadows Record Record your observations in the table below.

Time of Day Sun’s Position in the Sky Length of Shadow (cm)

9:00 a.m.

10:00 a.m.

11:00 a.m.

12:00 p.m.

1:00 p.m.

2:00 p.m.

Name Date

Investigate

33

Moon Phases Record Record your observations in the table below. Write about your observations and make drawings.

Observations of Model Moon

One-Quarter Turn One-Half Turn Three-Quarter Turn One Complete Turn

Name Date

Investigate

34

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