Murray u07a1 Final Project

Assessment Final Project

Final Project

Grade 8 Science - Water Systems

Rod Murray

March 2010

For Course EDIM 520A

Using Assessment to Guide Instruction

Instructor: Sara Stroup

Wilkes University


Part 1: Goals, Standards, Instructional Activities, Learning Targets

Assessment Project Overview

Subject: Science and Technology

Unit Name: Water Systems

Grade: Eight

Textbook: Sandner, L. (2008). Investigating Science and Technology 8. Toronto:

Pearson.

Related Materials: (2001). Enduring Understandings 8. Mississauga: Peel District

School Board.

Description of Assessment Project

This Assessment Project is based on the Ontario Curriculum Grades 1-8: Science and

Technology (revised 2007) and is written to support the Grade 8 Science and

Technology Unit “Water Systems.”

Goals

The goals of the Ontario Curriculum Unit “Water Systems” are to increase the

understanding of the importance of water as a global resource, water’s effects on global

climate and to develop an appreciation of the need for sustainable management of

water resources.

Standards

The Unit is based on the Curriculum Expectations in Science and Technology

Grade 1-8 for the Province of Ontario. The specific expectations from the Curriculum

taught and assessed in this Unit Plan are numbered and referred to in the Learning

Targets below.


Instructional Activities

The Unit will be introduced with the film “An Inconvenient Truth” as well as a

series of school district supplied, as well as Discovery Education videos and their

accompanying supplementary study materials (worksheets, diagrams and an online

quiz) to introduce the basis concepts and vocabulary (Targets 1 & 2).

Near the beginning of the unit, a visit to the adjacent wetland will be conducted

where water sampling and testing will be completed (Targets 1 & 3). Also, near the start

of the unit, students will be given a demonstration of how a water purifier functions and

the instructions and the rubric for the construction of the technological challenge will

also be distributed - building a prototype water purifier (Target 4).

Students will work in groups, after viewing a video on the process of the water

cycle, to create a short tableau, play or skit that explains their understanding of the

water cycle. The drama will be assessed using a performance rubric that includes both

criteria for the scientific information as well as the quality of the performing. When

students have a grasp of the introductory concepts and vocabulary, a formative quiz will

be given to test knowledge attainment (Target 1).

The importance of water conservation will then be introduced as well as the skill

of measuring home consumption. Students will then be challenged to conduct a water

conservation experiment and track the daily home consumption for two weeks, the first

without conservation measures and the second after implementing one or more

conservation measures. Students will complete an experimental report of their results,

which includes data, tables, graphs and results (Target 3).

Other points of view on the topic of climate-change will be explored though the


media. Students will create posters or multi-media presentations comparing two points

of view on the topic. They will be assessed on a short presentation of their poster or

media work (Target 2).

Students will then research and report on a water resources issue (Target 5).

Learning Targets

1 Knowledge and Simple Understanding

Students will demonstrate their knowledge of the Water Cycle and related

vocabulary by correctly recognizing, matching and writing definitions for the unit

glossary words and identifying the steps of the Water Cycle on an unlabelled diagram.

(Curriculum Expectation 2.6)

2 Deep Understanding and Reasoning

Students will compare, contrast and analyze differing points of view on an issue

relating to water systems as presented in the media. Students will create an oral or

digital presentation, poster, multi-media presentation (e.g. Glogster, slideshow, video, or

podcast) comparing two points of view (e.g. compare “An Inconvenient Truth” and “The

Great Global Warming Swindle,” or the arguments for and against exporting water from

Canada to the United States, or the use of desalination plants to supply fresh water).

Students will demonstrate their agreement with a point of view in their presentation

using at least three arguments (Curriculum Expectations 1.2 and 1.3)

3 Skills

Students will demonstrate the skills of measuring, recording (in organized tables

or spreadsheets) and analyzing home water consumption. They will investigate various


means for reducing home water consumption and prepare a report on the results of an

experiment to reduce consumption in their home e.g. place a displacement device in

toilets to reduce water use for one week and compare to previous consumption. The

report will be assessed based on the rubric and a student-rated checklist. (Curriculum

Expectation 1.1)

4 Products

In a small group, students will design and build a prototype water purifier using

recycled and natural materials that adequately removes impurities from a sample of

dirty water. In their group, students will create detailed design drawings and a

promotional pamphlet for their water purifier that meets the criteria published in the

rubric. Students will evaluate themselves, as well as their peers, on the group skills and

contribution to the product using an online evaluation questionnaire. (Curriculum

Expectations 2.5 and 2.7)

5 Affect

Students will demonstrate an appreciation for the sustainability and stewardship

of water resources in the community. Students will deliver an oral report on the

campaign to save a local wetland, or the efforts of the local government or water

authority to reduce water consumption or the problems associated with life in a region of

the world that has limited or poor quality water supplies (e.g. Australia, First Nations

communities in Northern Canada, a drought plagued region of the world). Students will

be assessed on a Presentation Rubric that evaluates content and presentation skills.

(Curriculum Expectations 1.2 and 2.4).


Part 2: Assessment Plan- Alignment, Timeline, Types and Self/Peer

Assessments

Alignment to Standards

This Assessment Project is based on the Ontario Curriculum Grades 1-8:

Science and Technology (revised 2007) and is written to support the Grade 8 Science

and Technology Unit “Water Systems.” The elementary science curriculum for Ontario

covers four major strands each year: Understanding Life Systems, Understanding

Structures and Mechanisms, Understanding Matter and Energy and Understanding

Earth and Space Systems. The Grade 8 Unit Water Systems is the final elementary

science unit in the strand Earth and Space Systems and students attending Ontario

schools will have previously studied the following topics in this strand: Grade 1- Daily

and Seasonal Changes, Grade 2- Air and Water in the Environment, Grade 3- Soils in

the Environment, Grade 4- Rocks and Minerals, Grade 5- Conservation of Energy an

Resources, Grade 6- Space, and Grade 7- Heat in the Environment. In addition, a

number of others strands contain units of study that connect to the Water Systems unit,

and contain important knowledge expectations. They include: Grade 2- Properties of

Solids and Liquids, Grade 5- Properties of and Changes in Matter, and two units in

Grade 7- Interactions in the Environment and Pure Substances and Mixtures. Another

Grade 8 unit, Fluids, should be taught preceding Water Systems as the knowledge

contained in it is directly related. It should be noted that the Ontario Curriculum does not

prescribe the order in which the units are taught. The Ontario Secondary School

curriculum continues where the Elementary Curriculum terminates and includes units

that build on the knowledge, skills and attitudes learned in the earlier grades. These


units include: Grade 9- Sustainable Ecosystems and Grade 10- Earth’s Dynamic

Climate.

Assessment Alignment

The Knowledge and Simple Understanding Target uses a basic paper and pencil

test which includes Multiple Choice, True/False, Matching and Completion questions to

formatively assess the student’s knowledge acquisition over the first segment of the

unit. The Deep Understanding and Reasoning Target employs a Performance Task in

the form of a multi-media presentation that requires thoughtful arguments for and

against opposing points-of-view, as well as taking a stand on one view and supporting

the argument with three reasonable details. The Skills target is evaluated using a

extended Performance Task in the form of a Scientific Report showing their data

measuring, gathering, organization and analysis skills. Assessment is by a Rubric and

checklist. The Product target uses a more authentic Performance Task, in which a water

purifier is designed, constructed, tested, advertised and presented in a small group and

evaluated using a rubric, as well as a Peer evaluation of group contribution and

responsibilities. Finally, the Affect target will be assessed using a teacher rubric and

peer evaluation of the quality of the presentation.

All Rubrics are designed to follow the four levels of the Ontario Curriculum,

where Level 4 (A or above 80%) is a performance above the Provincial Standard and

expectations, Level 3 (B or 70-79%) meets the Provincial Standard and the

expectations, Level 2 (C or 60-69%) approaches the Provincial Standard and

expectations, and Level 1 (D or 50-59%) is well below the Provincial Standard and

expectations.


Assessment Timeline

The unit takes place over six weeks assuming three 45-minute classes per week.

The timeline is as follows:

Week 1

1. Introduction: 4 corners activity on water facts, videos and vocabulary, water cycle

worksheets, word wall activity

2. An Inconvenient Truth- view, list and brainstorm the main points

3. An Inconvenient Truth- discuss the arguments using a Triangle debate in small

groups

Week 2

4. Visit to Wetland: water sampling and testing- measure and compare dissolved

Oxygen, and other indicators of quality, benthic invertebrate monitoring

5. Comparing and analyzing water data to other sources- tap, bottled, etc

6. Introduction to Water Purifiers and Technical 3-D Drawing Instruction and

practice

Week 3

7. Water Purifier Planning in groups- materials brainstorm, begin drawings,

designing and planning

8. Intro to Measurement, Experimenting and Scientific Reporting on Water Use -

show video example of how to measure water consumption and how to reduce

water in toilets using displacement, groups brainstorm water saving tips,

experiment planning, homework: baseline measurement of water meter

9. Experiment planning- students will begin their experiment plan including daily


water consumption measurement and choosing a cause (independent) variable

to study

Week 4

10.“The Great Global Warming Swindle” view and then conduct and placemat

activity comparing arguments for and against the two films: “Inconvenient Truth”

and “Global Warming Swindle.” Students will record various arguments to use in

their presentations

11.Research, planning and development of Glogsters, Powerpoints or presentations

12.Presentation of water filter designs and drawings to the class

Week 5

13.Water as a resource- intro films on issues: desertification, drought, water sales,

Walkerton water disaster, Peel Water conservation resources, The Peel Water

Story, Northern Canada’s water issues, the local wetland: brainstorm a possible

issue to research and present

14.Water issues continued- students will write their oral presentations and practice

15.Presentation of experimental project results to the class

Week 6

16.Final work period on Glogsters

17.Oral Presentations on water issues- students will deliver them to the class

18.Glogster fair- students will demonstrate their Glogsters to classmates in a

Glogster Fair where peers will use a Peer checklist to determine the affective

value of the arguments


Part 3 Assessments and Rubrics

The following list of Assessments and Rubrics will be used to evaluate the Unit.

1. Vocabulary and Knowledge Quiz

2. Multimedia Presentation Rubric

3. Experimental Checklist and Rubric

4. Water Purifier Product Rubric

5. Oral Report with Teacher and Peer Assessments


1) Vocabulary and Basic Knowledge Quiz

Water Systems Quiz

Part A: Multiple Choice- Instructions: Write the letter that matches the best answer in

the blank.

______ 1) What percentage of the earth’s surface is covered with water?

A) 30%

B) 50%

C) 70%

D) 90%

______ 2) Humans have cut down trees and built houses over wetlands affecting the

water cycle. Which step in the water cycle is affected the most?

A) infiltration

B) run-off

C) evaporation

D) precipitation

______ 3) Which of the following is least likely to be affected by climate change?

A) diseases

B) the ozone layer

C) ocean levels

D) exotic species

______ 4) Why is chlorine used in a water treatment plant?

A) to separate solids from liquids

B) to remove odours

C) to remove foreign objects

D) to eliminate micro-organisms


______ 5) Which of the following is required in cloud formation?

A) dust

B) mountains

C) heat

D) oxygen

_____ 6) The major source of water wasted in the home is

A) showers

B) toilets

C) dishwashers

D) lawn sprinklers

_____ 7) The process in which plants release water into the air is known as

A) evaporation

B) condensation

C) sublimation

D) transpiration

_____ 8) The movement of particles in fluids from areas of high concentration to areas

of lower concentration is known as

A) diffusion

B) osmosis

C) evaporation

D) chlorination


Part B: True or False- Instructions: Write a “T” in the blank if the statement is True and

an “F” in the blank if the statement is False.

______ 1) Desalination is a process that makes sea-water into fresh water.

______ 2) pH is a measure of the oxygen content in water.

______ 3) The change of state of ice to a vapour is called evaporation

______ 4) An aquifer is a large supply of underground water stored in rocks and soil.

Part C: Matching- Instructions: Write the letter in the blank from the descriptions in

Column B that matches the steps of the Water Cycle in Column A. Each

word in Column B may be used once, or not at all.

Column A Column B

______ 1) water changing into vapour A) precipitation

______ 2) rain, snow, sleet and hail B) run-off

______ 3) water in glaciers, lakes and underground C) evaporation

______ 4) vapour changing into water D) storage

______ 5) water moving from the land into rivers E) condensation

F) transpiration

G) infiltration

H) sublimation

Part D: Completion- Instructions: Write a word or phrase in the blank that correctly

completes the sentence.

1) The measure of the percentage of salt in water is called ________________.

2) The area of land drained by one river is called _______________________.

3) The major source of wasted water in the home is _____________________.


1) Quiz Answer Key

Part A:

1. C

2. A

3. B

4. D

5. A

6. B

7. D

8. A

Part B:

1. T

2. F

3. F

4. T

Part C:

1. C

2. A

3. D

4. E

5. B

Part D:

1. Salinity

2. Watershed

3. Toilets

2) Multimedia Presentation Rubric

Water Issue Multimedia Rubric

Name: _____________________________________________________ Class: __________________

Instructions: Create a Glogster (or slideshow, Voicethread, video or podcast) that presents 2 points of view for and against the arguments in

the two media works or a water issue issues Choose an argument and support it with at least three supporting details Use visuals, voice, text, video or audio to creatively illustrate your points Support one argument with at least three details

Criteria Level 4 - A Level 3 - B Level 2 - C Level 1 - D

Arguments for the issue or media work

Clearly presents 2 arguments

Presents 2 arguments Presents 1 argument or arguments lack clarity

Limited presentation of argument for the issue

Arguments against the issue or media work

Clearly presents 2 arguments

Presents 2 arguments Presents 1 argument or arguments lack clarity

Limited presentation of argument for the issue

Effective and creative use of multimedia

Effective and clever use of a combination of visual, audio, colour and interactivity.Clever and insightful script writing

Uses a variety of media to present arguments.Clever script writing

Uses a few media types to present arguments.Satisfactory script writing

Limited use of multimedia.Limited use of creative elements

Chooses one argument and supports it with details

Fully supports opinion with more than 3 details

Opinion supported with at least 3 details

Opinions lack sufficient support or less than 3 details

Very little supporting details for opinion


3) Experimental Report Writing Rubric

Experimental Report Checklist

Name: _____________________________________________________ Class: __________________

Instructions:

Students will prepare their Experimental Report according to the following checklist They will check off each item under the Self-Assessment Column

1. Title

2. Hypothesis, including Independent, Dependent variables and controls

3. Materials

4. Experimental Design and Procedures

5. Data tables and/or Spreadsheet

6. Graphs

7. Observations

8. Conclusion- based on Hypothesis

9. Suggestions for Further Research

Water Conservation Experiment Rubric

Name: _____________________________________________________ Class: __________________

Instructions:

Design an experiment to test the effect of household conservation measures Choose an independent variable and write a hypothesis Create a table or spreadsheet, then measure and record household water consumption for one week Institute a water conservation measure (toilet dam, no running water, 4 minute showers etc.) and measure the effects Write a report on the results


Hypothesis Writes a clear hypothesis with independent and dependent variables identified and others controlled

Writes a hypothesis with independent and dependent variables identified and controls

Hypothesis may be unclear and/or variables not clearly identified, no controls

Did not write a testable hypothesis and variables not clear, no controls

Measuring and Recording Accurately measures and records data in a well organized table

Measures and records data in an organized table

Measures and records data in a table

Measurements and recording are incomplete

Analyzing and Concluding Clearly analyzes the data and reaches a logical conclusion about the hypothesis

Analyzes the data and reaches a logical conclusion about the hypothesis

Data lacks analysis and conclusion is weak or does not relate to hypothesis

Unclear conclusions, and does not relate to hypothesis

Charts, tables and graphs Proficiently uses spreadsheet to create fully labeled graphs that display clear results

Uses spreadsheet to create labeled graphs that display clear results

Graphs show basic data and are missing important labels

Graphs show basic data and are incomplete


4) Water Purifier RubricWater Filter Rubric

Name: _____________________________________________________ Class: __________________

Instructions:

Design and build a working water filter Draw Blueprints (detailed) – 3 views with labels Explain and justify your design (talk and type) Design and create Promotional pamphlet Use recycled materials and make you filter Environmentally friendly


Filtered Water looks clean and clear

Crystal clear, no sediment

Mostly clear water Some change in the water

Little change in the water

Sturdy Design and Construction Structure of the filter is very sturdy

Structure is mostly sturdy

Some weak or poorly designed features

Weak design, parts loose

Environmentally friendly, use of recycled materials

Made of all recycled materials

Mostly made of recycled materials

Made of some recycled materials

Few recycled materials

Blueprints are accurate, well labeled, explained, all 3 views included

Very accurate, detailed, neat pencil and ruler drawn plans of the filter using 3 views

Pencil and ruler drawn plans of the filter with most of the 3 views being accurate

Pencil and ruler drawn plans are somewhat accurate with at least 2 views

Simple drawings that lack accuracy or detail, with 1 view

Pamphlet is well designed and informative

Creative, colourful, detailed, attention grabbing pamphlet which draws viewer interest and shows clever advertising

Colorful and detailed pamphlet which has most of the details of the product and attracts viewers’ attention

Somewhat plain pamphlet which is lacking in detail or colour or design

Pamphlet shows poor design with limited information resulting in limited viewer interest

Presentation is unique and innovative

Always uses well projected, clear voice, eye contact, enthusiasm, and confidence in an innovative presentation

Usually uses a clear voice, eye contact enthusiasm and confidence to gain interest in product, some innovation

Sometimes uses a clear voice, eye contact to gain some interest in product

Rarely uses a clear voice and little eye contact resulting in little interest in product

Online Self and Peer Group Work Questionnaire

Students will fill in the questionnaire online (using the Google Form link provided by the teacher), based on the their

assessment of their own performance on two questions. They will award an overall grade based on the results for the

two questions.

They will do the same for the other members of their own work group.


Self Assessment Questions

Base on my work on the design, drawing, construction and testing of the Water Filter:

1- I found out what to do and stayed on task. I rate myself: Level 4= I always stayed on task, Level 3= I usually

stayed on task, Level 2= I sometimes stayed on task or Level 1= I needed reminders to say on task.

2- I made a contribution to the group. I rate myself: Level 4= I always made a contribution, Level 3= I usually

made a contribution, Level 2= I sometimes made a contribution or Level 1= I needed reminders to make a

contribution.

3- Overall, based on Question 1 and 2, I rate myself: 4, 4-, 3+, 3, 3-, 2+, 2, 2-, 1+, 1, 1-

Peer Assessment Questions

Peer #1 Name: _________________________

4- They found out what to do and stayed on task. I rate them: Level 4= always stayed on task, Level 3= usually

stayed on task, Level 2= sometimes stayed on task or Level 1= needed reminders to say on task.

5- They made a contribution to the group. I rate them: Level 4= always made a contribution, Level 3= usually

made a contribution, Level 2= sometimes made a contribution or Level 1= needed reminders to make a

contribution.

6- Overall, based on Question 1 and 2, I rate them: 4, 4-, 3+, 3, 3-, 2+, 2, 2-, 1+, 1, 1-

Peer #2 Name: _________________________

7- They found out what to do and stayed on task. I rate them: Level 4= always stayed on task, Level 3= usually

stayed on task, Level 2= sometimes stayed on task or Level 1= needed reminders to say on task.

8- They made a contribution to the group. I rate them: Level 4= always made a contribution, Level 3= usually

made a contribution, Level 2= sometimes made a contribution or Level 1= needed reminders to make a

contribution.

Overall, based on Question 1 and 2, I rate them: 4, 4-, 3+, 3, 3-, 2+, 2, 2-, 1+, 1, 1-


Oral Presentation Rubric

Name: _____________________________________________________ Class: __________________

Teacher Evaluator:_____________________________________________

Peer Evaluator: _______________________________________________

Instructions:

Choose a water resources issue from the list supplied by the teacher (e.g. wetlands, desalination, drought etc) Research 10 facts about this issue that your classmates need to know to better understand it Provide 2 arguments for why this issue should be more prominent in the media Present your report in a 5 minute presentation using a few visuals to illustrate your points or arguments Peers Evaluators will provide feedback on the Presentation Skills below only


Timing About 5 minutes About 5 minutes Much less than 5 minutes

Less than 3 minutes

Arguments supported by facts More than 10 points/facts presentedPoints are clear and relevant

Ten points/facts presentedPoints are relevant

Fewer that 10 points/facts/presentedSome points not clear or relevant

Very limited points/facts made with little or no relevance

Presentation skills Clear, well projected voiceEye contact most of the timeEffectively uses appropriate visuals

Mostly clear, projected voiceEye contact some of the timeUses appropriate visuals

Voice clear at timesUsed eye contact occasionallyUses some visuals

Voice rarely clearUsed little eye contact Visuals not used

References

Mcmillan, J. H. (2006). Classroom Assessment: Principles and Practice for

Effective Standards-Based Instruction (4th Edition) (4 ed.). Boston, MA:

Allyn & Bacon.

Ontario Curriculum Grade 1-8: Science and Technology. (2007, January 1). Ministry of

Education, Ontario. Retrieved February 15, 2010, from

www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf

Sandner, L. (2008). Investigating Science and Technology 8. Toronto: Pearson.

The Ontario Curriculum: Exemplars Grade 7 & 8. (2002, January 1). Ontario Ministry

of Education. Retrieved March 19, 2010, from

www.edu.gov.on.ca/eng/curriculum/elementary/scientec78ex/scieng7_8.pdf


Enduring Understandings 8. (2001). Mississauga: Peel District School Board.

Murray u07a1 Final Project

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