WASHINGTON EDITION ASSESSMENT EDITION Grade 5 Version ... This folio contains a variety of resources...

1LANDFORMS

WASHINGTON EDITION

Grade 5 Version

ASSESSMENTLANDFORMS

Grade 5 Version

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 www.smerc.org, 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

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 CONTENTSInvestigations 1 – 4 2End-of-Module Assessment 50Assessment Blueprint 60

INVESTIGATION DUPLICATION MASTER CHANGESNew student sheets• no. 10a Stream-Table Data• no. 10b Stream-Table Conclusion• Inquiry Project SheetsModified 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)

2 FULL OPTION SCIENCE SYSTEM

INQUIRY INVESTIGATION SUMMARY

PART 1

Grade 5 Version

INVESTIGATION 1: SCHOOLYARD MODELS

PART 2

PART 3

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: 40–50 minutes, in 1 or 2 sessions

VIEW FROM ABOVE

• How is a map like a model?

• How is a map different from a model?

Time: 25–30 minutes

MAPMAKING

• How can you change the size of a map without changing the information given?


Students work in pairs to create a model of their school site, using earth materials and plastic cubes in a stream table.

Students place a plastic grid over their schoolyard models and trace the locations of landforms and structures in their models.

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.

3LANDFORMS

WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES

Grade 5 Version

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)

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.

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)

Science Notebook

Comparing a map and a physical model


• A model can represent landforms and human structures.

• Maps can be generated from models.

• A map can represent landforms and human structures.

• A cartographer is a person who constructs maps.

• Maps can be transferred from one scale to another.

• Maps have certain advantages over models; for example, they are much more portable.

FULL OPTION SCIENCE SYSTEM4

FORMATIVE ASSESSMENT

Grade 5 Version

INVESTIGATION 1: SCHOOLYARD MODELSPART 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


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.

5LANDFORMS

WASHINGTON EDITION

Grade 5 Version

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



+ 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.

FULL OPTION SCIENCE SYSTEM6 Grade 5 Version


INVESTIGATION 1: SCHOOLYARD MODELSPART 2: VIEW FROM ABOVE

Use modified student sheet no. 4 called Response Sheet—Investigation 1.




+ 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.No. 4—Modified Student Sheet

FOSS Landforms Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 1: Schoolyard ModelsNo. 4—Modifi ed Student Sheet

WA Edition

RESPONSE SHEET—INVESTIGATION 1Name ________________________________ Date ___________________________________

Adri and a group from her Girl Scout troop were studying a local park to fi nd 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?

Sample map advantagesGives more detailHas a scale with measurements

Sample model advantagesProvides a three-dimensional viewProvidess a visual image of a completed playground.


Investigation 1: Schoolyard ModelsNo. 4—Modified Student Sheet

WA Edition

RESPONSE SHEET—INVESTIGATION 1Name ________________________________ Date ___________________________________

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?


INVESTIGATION 1: SCHOOLYARD MODELSPART 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



+ 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 FURTHERIf 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.


Sample similarityBoth show landforms and objects and their placement in the schoolyard.

Sample differencesThe 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.

The physical model shows height comparisons, while the map doesn’t.

9LANDFORMS

WASHINGTON EDITION

Grade 5 Version

Blank Page



PART 1

Grade 5 Version

INVESTIGATION 2: STREAM TABLES

PART 2

EROSION

• What happens when water flows over earth materials?


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: 40–50 minutes, in 1 or 2 sessions

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.

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.

11LANDFORMS


Grade 5 Version

• A landform is a shape of the land.• 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.

• The flow of water in a stream is affected by barriers in its path caused by erosion and deposition.

Science Notebook

Simulation model


Erosion and landforms

Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4)


Science Notebook

Force of moving water


Student Sheet

Response Sheet—Investigation 1 (Stream Tables)


Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)

• 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?



Grade 5 Version

INVESTIGATION 2: STREAM TABLESPART 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)



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)



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.

13LANDFORMS

WASHINGTON EDITION

Grade 5 Version

INVESTIGATION 2: STREAM TABLESPART 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



+ 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



Grade 5 Version

No. 9—Student Sheet

Use student sheet no. 9 called Response Sheet—Stream Tables.

Response Sheet—Stream Tables




+ 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 FURTHERMake 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.


Investigation 2: Stream TablesNo. 9—Student Sheet

WA Edition

RESPONSE SHEET—STREAM TABLESName ________________________________ Date ___________________________________

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.

What to Look ForErosion wears away earth materials by water, wind, or ice.

Deposition is the process by which eroded earth materials se�le out in another place.


Investigation 2: Stream TablesNo. 9—Student Sheet

WA Edition

RESPONSE SHEET—INVESTIGATION 2 (STREAM TABLES)

Name ________________________________ Date ___________________________________

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.



PART 1

Grade 5 Version

PART 2

FLOOD

• How does the amount of water that flows through a stream affect erosion and deposition?


Students continue to experiment with the stream tables by testing the effects of different amounts of flowing water. They record information on a map.

• 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


PART 3

SLOPE

• How does the slope of the stream table affect erosion and deposition?


Students continue their stream-table experiments, investigating how slope of the land affects erosion and deposition. Students record their observations on Stream-Table Maps.

DESIGNING AN INVESTIGATION

• What variable can you test to find out more about stream processes?

Time: 20–30 minutes for planning; 30–40 minutes for the investigation and for preparing results; 40–50 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.

INVESTIGATION 3: GO WITH THE FLOW

17LANDFORMS


Grade 5 Version

PART 2

FLOOD

• How does the amount of water that flows through a stream affect erosion and deposition?


Students continue to experiment with the stream tables by testing the effects of different amounts of flowing water. They record information on a map.

• During a flood, the stream’s velocity increases dramatically, increasing erosion and deposition.

Science Notebook

Effect of water volume




Response Sheet-Investigation 3


• 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.

• Apply content introduced in previous parts.

Modified Student Sheet Stream-Table Investigation

New Student Sheets

Stream-Table Data

Stream-Table Conclusion

Investigating Systems: GLEs 2.1.2—2.1.5



Stream-Table Investigation

New Student Sheets

Stream-Table Data

Stream-Table Conclusion


• 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?



INVESTIGATION 3: GO WITH THE FLOWPART 1: SLOPEUse 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

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)


+ 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.

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)



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.

FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 3: Go With the FlowNo. 10—Modifi ed Student Sheet

WA Edition

STUDENT SHEET – STREAM TABLE INVESTIGATIONIn 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 recordedQuestion: 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.

Date ___________________________________Name ________________________________

Dra

in h

ole

20 cm

No. 10—Modified Student Sheet

19LANDFORMS

WASHINGTON EDITION

Grade 5 Version

.

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)


draws a map of the stream table; records the important events of erosion and deposition.

– cannot draw a reasonable representation of the stream table in the map space; does not record important events.

Student Sheet—Stream-Table Conclusion



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.

– states that the earth materials in the slope tray moved farther; does not use data from student sheet no. 10 to explain the observation.

No. 10a—New Student Sheet


Investigation 3: Go With the FlowtNo 10 b-New Student Sheet

WA Edition

STREAM TABLE CONCLUSIONWriting a Conclusion:

A� er completing your investigation, compare the results for the standard and modifi ed 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:

Explanation:

Date ___________________________________Name ________________________________

No. 10b—New Student Sheet

Sand

Sand/clayearth mixture

Clay

KEY

Dra

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(minutesafter start)

Elapsed time Important events

This is what my stream table looks like at the end of my investigation.

STREAM-TABLE DATA20 cm

Record Events

Date ___________________________________Name ________________________________


Investigation 3: Go With the FlowNo. 10a—New Student Sheet

WA Edition

STREAM-TABLE INVESTIGATIONYour 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 recordedQuestion Prediction: If .... then ... because

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.


Investigation 3: Go with the FlowNo. 10—Modified Student Sheet

WA Edition

Date ___________________________________Name ________________________________

Dra

in h

ole

20 cm

Sand


Clay

KEY

Dra

in h

ole




STREAM-TABLE DATA

Record events.

Date ___________________________________Name ________________________________


Investigation 3: Go with the FlowNo. 10a—New Student Sheet

WA Edition


Investigation 3: Go with the FlowtNo 10b—New Student Sheet

WA Edition

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. 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

Date ___________________________________Name ________________________________

23LANDFORMS

WASHINGTON EDITION

Grade 5 Version

INVESTIGATION 3: GO WITH THE FLOWPART 2: FLOODUse the science notebook prompt below.

Notebook Prompts1) 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)



+ 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.

– 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)



+ 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.

Answer for Prompt 1In 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 materi-als to move farther, erode faster, travel farther and spread more.

Investigation 3 Part 2 continued on next page



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).




+ gives all three pieces of evidence from the list below; uses specific data from the example.

gives two of the three pieces of evidence; gives specific data from the example.

– gives one piece of evidence; does not give specific data from the example.


RESPONSE SHEET—INVESTIGATION 3


Investigation 3: Go with the FlowNo. 11—Modifi ed Student Sheet

WA Edition

Name ________________________________ Date ___________________________________

Will and Sandi wanted to investigate stream tables further. They decided to fi nd out what eff ect fl ooding would have on a stream with a steep slope. They ran two tests, both with the same slopes but one with normal water fl ow and one with fl ood water fl ow. They drew a map and recorded elapsed time and important events for each run.

When they fi nished, Sandi said, “Now I understand why fl oods cause so much damage.”

How do the results of the investigation above support Sandi’s statement?

Key: Sand Clay

Steep slope and normal fl ow Steep slope and fl ood fl owElapsed 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

appear5:29 End of fl ow 3:13 End of fl ow



Investigation 3: Go with the FlowNo. 11—Modified Student Sheet

WA Edition

Name ________________________________ Date ___________________________________

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.

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?

Key: Sand Clay

Steep slope and normal flow Steep slope and flood flowElapsed 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

appear5:29 End of flow 3:13 End of flow



Grade 5 Version


Investigation 3: Go With the FlowNo. 10—Modifi ed Student Sheet

WA Edition

STUDENT SHEET – STREAM TABLE INVESTIGATIONIn 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 recordedQuestion: 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.

Date ___________________________________Name ________________________________

Dra

in h

ole

20 cm

Masters found on pages 20-22

INVESTIGATION 3: GO WITH THE FLOWPART 3: DESIGNING AN INVESTIGATION

Use the Stream Table Investigation Sheets (pages 20-22 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.

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)




4 scores between 10 and 14 points out of a possible 14.



1 scores between 4 and 5 points out of a possible 14. 0 scores less than 4 points.

Sand


Clay

KEY

Dra

in h

ole




STREAM-TABLE DATA20 cm

Record Events

Date ___________________________________Name ________________________________


Investigation 3: Go With the FlowNo. 10a—New Student Sheet

WA Edition


Investigation 3: Go With the FlowtNo 10 b-New Student Sheet

WA Edition

STREAM TABLE CONCLUSIONWriting a Conclusion:

A� er completing your investigation, compare the results for the standard and modifi ed 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:

Explanation:

Date ___________________________________Name ________________________________


Inquiry Project Sheet (4 of 4) New Student Sheet

WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


Investigation A�ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A�ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. 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.

1

1

1

1

1

1

1

1

1

1



Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1



PART 1

Grade 5 Version

PART 2

PART 3

MAKING A TOPOGRAPHIC MAP

• How can we make a map that depicts different elevations of a mountain?


DRAWING A PROFILE

• How can we draw the profile of a mountain from a topographic map?


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.

Students use their topographic maps to produce two-dimensional profiles, or cross sections, of their foam mountains.

FOSS CREEK MAP

• What information can we get from a topographic map?


Students apply what they have learned to interpret a topographic map that describes the landforms in the Foss Creek area.

INVESTIGATION 4: BUILD A MOUNTAIN

29LANDFORMS


Grade 5 Version

• 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.

• A profile is a side view or cross section of a landform.

• A profile can be drawn from information given on a topographic map.

• 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.

Science Notebook

Contour lines



Science Notebook

Mountain map and profile




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)

• Can you create a new topographic map for the same mountain using different contour intervals?

Show the new map.



Grade 5 Version

INVESTIGATION 4: BUILD A MOUNTAINPART 1: MAKING A TOPOGRAPHIC MAP


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



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.

31LANDFORMS

WASHINGTON EDITION

Grade 5 Version

INVESTIGATION 4: BUILD A MOUNTAINPART 2: DRAWING A PROFILE


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



+ 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.



Grade 5 Version


INVESTIGATION 4: BUILD A MOUNTAINPART 3: FOSS CREEK MAP

Use modified student sheet no. 19 called 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)


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



Investigation 4: Build a MountainNo. 19—Modifi ed Student Sheet

WA Edition

Name ________________________________ Date ___________________________________

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 fl ock 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 fl at area before our fi nal 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 fi nally 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.)

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.

Students should use arrows to indicate direction of travel (see illustration below).

X Start

X End

33LANDFORMS

WASHINGTON EDITION

Grade 5 Version

A�er reading “Shapes of the Earth “pages 27-34 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



+ 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.



Grade 5 Version

Blank Page



Investigation 4: Build a MountainNo. 19—Modified Student Sheet

WA Edition

Name ________________________________ Date ___________________________________

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.



PART 1

Grade 5 Version

INVESTIGATION 5: BIRD’S EYE–VIEW

PART 2

PART 3

MT. SHASTA TOPOGRAPHIC MAP

• How do you read a topographic map?

• What do the symbols, colors, and textures on a topographic map mean?


MT. SHASTA AERIAL PHOTOS

• What are the similarities and differences between a topographic map and an aerial photo of the same area?


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.

Students compare an aerial photograph of Mt. Shasta to the topographic map and foam mountain.

DEATH VALLEY AND GRAND CANYON MAPS

• Can you make a map from an aerial photograph?

Time: two 40–50 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.

37LANDFORMS


Grade 5 Version

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)


• 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?

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


Science Notebook

Death Valley


• 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.

• Photographs and topographic maps are two ways to represent a real place.

• Photographs and topographic maps provide information about the area they represent.

• Maps can be drawn from aerial photographs.

• A photograph does not give enough information to make a complete topographic map.

Performance Assessment

Inquiry or Design Project


or Designing Solutions: GLEs 3.1.1—3.1.3

• Apply concepts concerning landforms and topographic maps.



Grade 5 Version

INVESTIGATION 5: BIRD’S–EYE VIEWPART 1: MT. SHASTA TOPOGRAPHIC MAP

A�er reading “Aerial Photography” pages 35-36 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)


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.

39LANDFORMS

WASHINGTON EDITION

Grade 5 Version

Blank Page



Grade 5 Version

No. 21—Student Sheet

INVESTIGATION 5: BIRD’S–EYE VIEWPART 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)



identifies landform in the aerial photograph.

– cannot dentify landforms in the aerial photograph.

Name ________________________________ 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 fl ow? _____________________________

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 fl ow ______________________________

MT. SHASTA QUESTIONS


Investigation 4: Build a MountainNo. 21—Student Sheet

WA Edition

41LANDFORMS

WASHINGTON EDITION

Grade 5 Version

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



+ 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.

advises Ben to buy the topographic map; explains that the topographic map provides more detail than the photo; identifies three matching structures or landforms.

– advises Ben to buy the photo, or give inadequate explanation; cannot identify three matching structures or landforms.

No. 22— Student Sheet

RESPONSE SHEET—BIRD'S-EYE VIEWBen 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.

Name ________________________________ Date ___________________________________



WA Edition

Name ________________________________ 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 ______________________________

MT. SHASTA QUESTIONS



WA Edition

RESPONSE SHEET—BIRD'S-EYE VIEWBen 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.

Name ________________________________ Date ___________________________________



WA Edition



Grade 5 Version

INVESTIGATION 5: BIRD’S–EYE VIEWPART 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



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.

45LANDFORMS

WASHINGTON EDITION

Grade 5 Version

INVESTIGATION 5: BIRD’S–EYE VIEWPART 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.

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© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 1: Separating MixturesNo. 3—Modifi ed Student Sheet

WA Edition

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 fi lter successful in separating some mixtures, but not others?

THINKING ABOUT MIXTURESName ________________________________ Date ___________________________________



WA Edition

Date ___________________________________Name ________________________________

INQUIRY PROJECTPlan 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 recordedQuestion

Prediction

Materials



WA Edition

INQUIRY PROJECT (continued)

You may use the space below for a labeled diagram to support your procedure.

Procedure

Date ___________________________________Name ________________________________



WA Edition

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

Date ___________________________________Name ________________________________



WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


Investigation A�ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1



Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. 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.

1

1

1

1

1

1

1

1

1

1



Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


SUMMATIVE ASSESSMENT

END-OF-MODULE ASSESSMENTThis 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, multiple-choice/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:

MappingMATERIALS FOR EACH STREAM-TABLES STATION

1 Stream-Table Map folder (See Step 5 of Ge�ing Ready.)� • Assessment sheet nos. 8–11 called Performance Assessment:

Stream Tables

MATERIALS FOR WRITTEN ASSESSMENT

� • Assessment sheet nos. 12-16

* Supplied by the teacher� Use the duplication master to make copies.

No. 5—Assessment Sheet

FOSS Variables Module

© The Regents of the University of California

Can be duplicated for classroom or workshop use.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

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30.

31.

32.

FOSS Variables Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Assessment ChartNo. 5—Assessment Sheet

STUDENT NAME

ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT

Performance Multiple-Choice Short-Answer NarrativeAssessment

variables #1–10 #11–14 #15–16 Portfolio NotesAssessment

51LANDFORMS

WASHINGTON EDITION

Grade 5 Version

GETTING READY1. 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 ITEMSThe 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 stream-tables 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 10–15 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 multiple-choice/short-answer and narrative items, or working on some other quiet activity.



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. 7–16. Make a copy of assessment chart no. 5 to record scores.

53LANDFORMS

WASHINGTON EDITION

Grade 5 Version

5. SET UP THE PERFORMANCE STATIONSSet 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.


Summative AssessmentNo. 8—Assessment Sheet

STREAM LOG

Drainhole

20 cm

Sand and clay

Sand

Clay

ELAPSEDTIME


IMPORTANT EVENTS

KEY

Water

1/2 min. Hole in earth material under water source

3 min. Earth material slumps.

3 1/2 min. Canyon forms.

4 min. Delta forms.

4 1/2 min. Water cloudy.

5 min. Water stops flowing.

END-OF-MODULE ASSESSMENT for LandformsPERFORMANCE ASSESSMENT: STREAM TABLES

STREAM TABLE MAP: NO SLOPE

Name ____________________________________

Date _____________________________________


END-OF-MODULE ASSESSMENT for LandformsPERFORMANCE ASSESSMENT: STREAM TABLES

STREAM TABLE MAP: SLOPE


STREAM LOG

Drainhole

20 cm

Sand and clay

Sand

Clay

ELAPSEDTIME


IMPORTANT EVENTS

KEY

Water

1/2 min. Hole in earth material under water source

2 min. Earth material slumps.

2 1/2 min. Canyon forms.

3 min. Delta forms.

3 1/2 min. Water cloudy.

4 min. Water stops flowing.

Name ____________________________________

Date _____________________________________

Stream-Table Map Folder



LandformsEND-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 rela-tive 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.

55LANDFORMS

WASHINGTON EDITION

Grade 5 Version

Performance Assessment Item—Stream TablesSample 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.





END-OF-MODULE ASSESSMENT for LandformsMULTIPLE-CHOICE/SHORT-ANSWER ITEMS

Summative AssessmentNo. 12—Student Sheet

Name ____________________________________

Date _____________________________________

Directions: For each of the questions below, circle the letter of the best answer.

1. Which of these is NOT a model?

A. a matchbox carB. a dollC. a vanD. 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. 1000 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 anddeposition?

A. Use more water.B. Use less water.C. Make the slope flatter.D. Put a barrier in the water path.

Multiple-Choice ItemsScore 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

Short-Answer Items

Short-Answer Item 11The answers are c—mouth e—mountain a—valley b—plateau d—plain f—canyonScore 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 12a. 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.




Name ____________________________________

Date _____________________________________

Use the topographic map to answer the questions.

7. What letter indicates thehighest point on themap?

A. AB. BC. CD. D

8. What is the actualdistance between thepark entrance and theschool?

A. 5 cmB. 1 mC. 1 kmD. 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 foodstation. Which of the following is a possible key to this map?

A. m Chair; Food stationn Table

B. mmmm Chair; ; ; ; Food stationn n n n Table

C. mmmm Food station; Tablen Chair

D. mmmm Food station; Chairn Table

; ; ; ;n n n n; ; ; ;

; ; ; ; ; ; n n n n n n ; ; ; ; ; ;

mmmm

CAFETERIA

SchoolEntrance

ParkEntrance

C





Name ____________________________________

Date _____________________________________

11. In the box next to each word, write the letter of the best definition for that word.

a. A low area between hills and mountains, where a riveroften flows.

b. Nearly level area that has been uplifted.

c. Where a river enters another body of water.

d. Nearly level area that has been eroded or where materialhas been deposited.

e. High, uplifted area with steep slopes.

f. The V-shaped valley eroded by a river.

12. Jane and Billy each have a map of Fossville. Both maps show exactly the same parts ofthe 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’smap, will Lincoln Elementary be bigger, smaller, or the same size as WilkinsElementary? 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.

mouth

mountain

valley

plateau

plain

canyon



57LANDFORMS

WASHINGTON EDITION

Grade 5 Version

Narrative Items

Item 13 What Causes the Most Change


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.

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. No. 15—Assessment Sheet


END-OF-MODULE ASSESSMENT for LandformsNARRATIVE ITEMS


Name ____________________________________

Date _____________________________________

13. A student said that deposition causes the most change in landforms. Do you agree ordisagree? 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 ora map? Why?



Item 14 Models and Maps


4 explains that both maps and models are representations of real things, that models are three-

dimensional 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

59LANDFORMS

WASHINGTON EDITION

Grade 5 Version



END-OF-MODULE ASSESSMENT for LandformsNARRATIVE ITEMS

15. These two maps of Springville Elementary were made by fifth graders in Mr. Malone’sclass. Which map is the better map? Defend your answer by comparing the two maps.

Name ____________________________________

Date _____________________________________

MAP A MAP B


Item 15 Comparing 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.

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.


60



Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1) Processes and Interactions in the Earth System. Know processes that change the surface of Earth. (GLE 1.3.4)

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) Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4) Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)

Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3) Relationship of Science and Technology. Understand that people have invented tools for everyday life and for scientific investigations. (GLE 3.2.2)

Investigating Systems: GLEs:2.1.1-2.1.5 or Designing Solutions: GLEs 3.1.1-3.1.3

GRADE 5 VERSION LANDFORMS BLUEPRINT

SYSTEMS FORMATIVE SUMMATIVE COMMENTS

Inv. 4, Pt. 3Inv. 5, Pt. 2

APPLICATIONS

INQUIRY

Inv. 3, Pt. 2

Inv. 2, Pt. 1, 2Inv. 5, Pt. 3

Inv. 3, Pt. 3

Inv. 1, Pt. 1Inv. 2, Pt. 1Inv. 3, Pt. 1,Inv. 4, Pt. 1, 2 Inv. 3, Pt. 1

Inv. 5, Pt. 1

INQUIRY OR DESIGN PROJECTProjects Important to do one project per module.

3-5 Grade Level Expectations (GLE) Assessment Opportunities

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The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, state-ments, and recommendations expressedherein are those of the authors and donot necessarily reflect the views of NSF.

Developed by

Full OptionScience System

Lawrence Hall of ScienceUniversity of California

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Inv. 3, Pt. 1, 3

Inv. 1, Pt. 2Inv. 5, Pt. 2

Inv. 2, Pt. 2

Inv. 3, Pt. 1–3

Inv. 3, Pt. 2 Covered in several modules.

Important to cover in this module.




Assessed throughout grades in inquiry projects.

Covered in several modules.

Covered in several modules.




PA-Stream Table e, f, g, i 6, 13

4, 11

PA-Stream Table a-i 6

PA-Stream Table e-j 3, 5, 13

PA-StreamTable a-i 9, 10, 12, 13

PA-Mapping PA-Stream Table 1, 2, 7, 8, 10, 12. 14., 15

9

13b

14b, 15

WASHINGTON EDITION ASSESSMENT EDITION Grade 5 Version ... This folio contains a variety of resources...

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Transcript of WASHINGTON EDITION ASSESSMENT EDITION Grade 5 Version ... This folio contains a variety of resources...