SCHOOL NAME GRADE: Name Raquel MartínezLEVEL: SECTION:SUBJECT: ScienceTEACHER: Raquel Martínez

Item Value Item Value Item Value Item Value Item Value Item ValueSeries Series Series Series Series Series PER CONTENT

1 4 1 4 1 4 1 4 1 4 1 4

2 4 2 4 2 4 1 4 1 4 1 4

1 4 1 4 1 4 1 4 1 4 1 4

1 4 1 4 1 4 1 4

LEVEL 5 5 5 4 3 3 100 pointsITEMS 5 5 5 4 3 3 25.00

SERIESTOTAL

POINTS 0

ANALYSING EVALUATINGUNDERSTANDING

Electricity and M.

24

36

24

16

TOTALSCREATING

TOTALS

LEVEL

CONTENTS

Earth Cycles

The Universe

Matter

REMEMBERING APPLYING

CONTENT # OF WEEK # OF PERIODS REMEMBERING UNDERSTNADING APPLYING ANALYSING EVALUATING CREATING Earth cycles 2 9 3 1 2 1 1 1 The Universe 3 14 4 2 1 2 1 4 Matter 2 12 2 1 1 3 1 3 Electricity and Magnetism

1

5

1

1

1

1

8 WEEKS 40 PERIODS # OF ITEMS ON TEST: 25

BLUE PRINT CLASSWORK

dom lun mar mié jue vie sáb 1Topic:Vocabulary (Earth’s

Cycles) Objective:recognize the vocabu-lary words in context. Assessment activity: draw a pictu-re related to the vocabulary words.

2Topic: Earth’s Rotation Objective: Sudent knows basic patterns, sequences and cycles. Assessment activity: Explain how Earth’s rotation causes day and night.

3

4 5Topic: Earth’s Revolution Objective: Student knows that the tilt of the earth causes the change of seasons. Assessment activity: student draw in his/her notebook the four seasons.

6Topic: Phases of the Moon. Objective: Student understands the cause of the phases of the Moon. Assessment activity: using co-okies, students show the faces of the Moon.

7Topic: When does an eclipse occur? Objective: student understand what is a solar and a lunar eclipse. Assessment activity: Student list safe ways to observe a solar eclipse.

8Topic: Stars Objective: student understands the purpose of constellations. Assessment activity: students work on their star finder.

9Topic: Star patterns Objective: Students learn the conste-llation of their zodiac sign. Assessment activity: using a black construction paper students draw their constellation.

10

11 12Topic: Cause and Effect of Earth’s Cycles. Objective: Student créate a con-cept web using the knowledge acquired. Assessment activity: students créate a concept web.

13Topic: Blue Moon Objective: Stundents predict about blue moons Assessment activity: Determine when is going to occur the next blue moon.

14Topic: What makes up the Universe? Objective: Students use their creativity to explain eclipses Assessment activity: using the informa-tion of the chapter, students write a mini book (with pictures) explaining eclipses.

15Topic: Space vocabulary Objective: The student uses sim-ple strategies to determine meaning of vocabulary words. Assessment activity: students look for the meaning and draw each vocabulary Word.

16 Topic:Comets Objective: Student uses prior kno-wledge integrated with text features. Assessment activity:Student predicts the next time Halley´s Commet will pass close to Earth

17:

18 19Topic: What makes up the Uni-verse? (Part 1) Objective: Student understands what the universe is. Assessment activity: student look up for galaxies.

20Topic: What makes up the Universe? (Part 2) Objective:The student un-derstand s the arrengement of planets in our Solar System Assessment activity: students construct their solar system.

21:Topic: What are the inner planets? Objective: Student recognize the inner planets and their characteristics Assessment activity: students list the main characteristic of each planet.

22 Topic: Earth Objective: student understand what allows Earth to support life. Assessment A.: Compare and contrast the characteristics of other inner planets with Earth. (What allows life in our planet?)

23Topic: Inner planets Objective:Student knows that the planets differ in size, characteristics, and composition Assessment activity: Students cretate a concept web to organize ideas about the planets.

24

25 26 Topic:Why humans haven´t explore Mars yet? Objective: Students justify why humans haven´t landed on Mars. Assessment activity: Students write a two paragraph paper explaining why humans haven´t explore Mars.

27Topic:Outer planets Objective: Student lists the main characteristics of the outer pla-nets. Assessment activity: student draw the outer planets and write at least one characteristic of each.

28Topic: What is the largest planet in the solar system? Objective: student interprets the infor-mation given about Jupiter´s moons. Assessment activity: In which Jupiter´s moon could we live?life?

29Topic: Saturn, Uranus. Objective: What is the main cha-racteristic about Uranus Assessment activity: using the information write a chart of these planets.

30Topic: Neptune and Pluto Objective: Students analyse why pluto is considered a planetoid. Assessment activity:Students will work a power point of 10-12 slights presentation in the technology lab about solar system.

septiembre 2011

dom lun mar mié jue vie sáb 1

2 3Topic: Dorf-planets Objective: Stundents understand what is a dorf-planet Assessment activity: Students paraphrase the informa-tion about dorf-planets.

4Topic:Properties of Matter voca-bulary Objective: studentts understand and apply the meanings of vocabu-lary w. Assessment activity: student writes sentences using the v.words

5Topic:What is matter? Objective: students recognize the properties of matter. Assessment activity: Describe the properties of five objects (given by the teacher)

6Topic:States of matter Objective: student recognize the states of matter. Assessment activity: Draw a diagram to show the arrangement of particles for the states of matter.

7Topic:How is matter measured? Objective: Using the information given students meassure mass and volumen. A. Activity. Using metric units students measure mass and volumen of different objects (write findings).

8

9 10Topic: Density Objective: Students compare the different densities. Assessment activity: Students work a Project of different densi-ties of liquids.

11Topic: Density Objective: determines if an object An object´s density determines whether if floats or sinks in a liquid. Assessment activity: explain how does life jackets work.

12Topic:How do substances mix? Objective: Student understand what is a mixture. Assessment activity: students make a mixture, and explain their findings

13Topic: Solutions Objective: student understands and makes solutions. Assessment activity: students will make solutions using different mate-rials. (applying)

14Topic:How does matter change? Objective: students find actions that are physical changes. Assessment activity: students list the information given about physical change.

15

16 17Topic: Chemical change Objective: students compare and contrast the difference between chemical and physical change. Assessment activity: create a Benn diagram (judging)

18Topic: How to change the pro-perties of matter? Objective: students produce a change on matter. Assessment activity: students produce a new substance (gack)

19Topic: Matter Review Objective: students answer the review successfuly. Assessment activity: students answer the questions given and compare and contrast check point (page 343)

20Topic: Electricity and Magnetism Objective: students learn and identi-fies new vocabulary words. Assessment activity: students fill a worksheet (match meaning with word)

21Topic: How does matter become charged. Objective: students understand when static electricity happens. Assessment activity: students ex-plain in their own words what is static electricity.

22

23 24Topic:”Electricity” Objective: students learn and understand the origin of the word. Assessment activity: using the new information given tell, when do you use electricity?

25Topic: Electric fields Objective: students understand what is an electric field. Assessment activity: Answer: What effect will a charged object have on an object with the opposi-te charge? (Analyzing)

26Topic: Types of circuits Objective: students differenciate between parallel and series cir-cuits. Assessment: students elaborate a model of a parallel cicuit and present it. (Evaluating)

27Topic: How do electric charges flow? Objt.: students understand ways that energy can be transformed. Assessment activity: Answer: What is the difference between an insulator and a conductor?

28Topic: What are magnetic fields? Objective: student understands what is a magnetic field. Assessment: apply what they learn: answer: If you break a magnet into two pieces, what happens to its magnetic poles?

29

30 31Topic: What is the largest magnet in the world? Objective: student understands the relationship between a com-pass and a magnetic field.

Assessment: apply what they learn and answer: what are some ways that Earth is like a magnet?

My 40 periods end on Oc-tober 26. I use colors to separate Earth Cycles, Universe, Matter, and

Electricity and Magne-tism.

octubre 2011

Key:

UNIT TEST

Name:__________________________________________ Date: ____________________ Series 1. Vocabulary (4 points each). Instructions: Choose the word from the list on the left that completes each sentence on the right. Write the number of the word in the parenthesis.

Word List Sentence 0. electric current

( ) If charged particles in an object are not balanced, the object builds up _______.

1. magnetic field ( 0. ) A charge in motion is called a (n) _____.

2. magnetism ( ) ______ is the pushing or pulling force that exists when a magnetic material is near.

3. static electricity ( ) If charged particles in an object are not balanced, the object builds up _______.

4. static electricity ( ) Because of Earth´s _______ a compass needle points in a north-south direction.

Series 2. (4 points each) Instructions: Read each question and circle the best answer. 1. Why can’t you feel earth’s movement? a. Earth moves steadily and smoothly. b. earth moves only a few times each day. c. Earth moves at a different speed than the Sun d. Earth moves slower than other objects in the sky. 2. What is the spinning of earth around its axis called? a. orbit b. rotation c. ellipse d. revolution 3. Which of the following is a reason why day turns into night on Earth? a. Earth revolves around the sun. b. Earth rotates from west to east. c. Earth axis is tilted. d. Earth’s gravity pulls on the Moon.

4. What keeps Earth revolving around the Sun? a. the pull of the Moon b. the force of magnetism c. the force of gravity d. the pull of the outer planets 5. A teacher points out a group of objects in the night sky and calls the group a constellation. What is a constellation? a. the remains of stars b. a pattern of stars c. a group of planets d. several small asteroids 6. What occurs when the Moon passes through earth’s shadow? a. a new Moon occurs b. a constellation forms c. a solar eclipse occurs d. a lunar eclipse occurs 7. The science that studies objects in space is this? a. astrology b. physics c. biology d. astronomy 8. The ____________around Saturn are made of water, ice, dust, and chunks of rock. a. rings b. moons c. planets d. stars 9. What two features of Earth make life possible? a. liquid water and oxygen b. the atmosphere and oxygen c. carbon dioxide and liquid water. d. the atmosphere and liquid water. 10. Which can you use to compare and measure the volume of two solid boxes? a. a balance b. a metric ruler c. a thermometer d. a magnet 11. What is matter? a. a kind of particle b. the same thing as mass c. a measurement of gravity d. anything with mass and volume

Series 3. Reading comprehension (4 points each). Instructions: Read the following information,

then mark with an X if the statements below are true or false.

Mix it Up! Separate Particles in Different Kinds of Mixture

What You Need to Know

A mixture is a combination of two or more substances that can be separated by physical means. A solid that will dissolve in a liquid is said to be soluble in that liquid. A solid that will not dissolve in a liquid is insoluble in that liquid. Filtration is the physical process of using a porous substance (a filter) to separate a solid from a liquid. The liquid that passes through the filter is called the filtrate, and the solid collected by the filter is called the residue.

How Does a Mixture Work?

A mixture contains substances that retain their separate identities. The individual substances remain visible in some mixtures, such as a mixture of salt and pepper. In other mixtures, the dissolving substance breaks into particles that are too small to see. For example, a mixture of sugar and water forms a solution in which the sugar particles are present but are not visible.

What Does This Have to Do with Separating Substances in a Mixture?

The process of separating particles in a mixture depends on the characteristics of the particles. For example, an insoluble solid, such as a rock mixed with water, can be separated by filtration. Soluble substances must be separated by other methods. For example, a mixture of sugar and water forms a solution in which the sugar particles can be separated by evaporation of the water.

Statements True False 0. We can mix many materials X 1. A mixture is a combination of more than two substances. 2. A solid that will not dissolve in a liquid is called insoluble. 3. Filtration is the process used to separate a solid from a liquid. 4. If we mix sugar and water we can form a solution.

Series 4. Our solar system. (4 points each) Instructions: Fill in the blanks with the correct answer. 1. The planet closest to the sun is______________________________. 2. The biggest planet in the solar system is ______________________. 3. An icy rock that has a tail is called __________________________. 4. We call __________________________ the evening star. 5. The belt that separates the inner and outer planets is made up of ________________.

Series 5. Our solar system. (4 points) Instructions: Answer the following essay question. Your answer should be at least a two paragraphs long.

Question: compare the planets Earth and Mars. Could Mars support life? Why?

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DON’T FORGET TO CHECK YOUR TEST!!!

CONCLUSION

In order to elaborate a test that covers all the contents that we taught during a unit, it is important to use a blue print. We also have to take in consideration the differences between testing and assessing, we can assess almost every activity in the classroom in a very easy way. I hope this document to be helpful to anyone who read it.