Science MSP Support
Science MSP Practice:
Activities & Resources
5th Grade
ELEMENTS OF SCIENCE MSP PRACTICE:
1. Let’s Get Comfortable!—Model the testing conditions and the use/understanding of test materials & test item types (especially the scenario-based sets of items, which are new to 5th graders). Give plenty of opportunities for students to figure out science scenarios on their own…with practice, they’ll “get smarter” at this.
2. Do Some Scenario Items—Practice with released items and PCAs (Powerful Classroom Assessments). Pay special attention to written-response items that ask students to “defend with evidence or reasoning,” not merely to give an answer. For example, students are asked to:
o Write a conclusion from the data of an investigation.
o Propose reasons for different results in an investigation.
o Describe reasons for choosing a solution to a problem.
3. Discuss Our Reasoning—Students discuss their reasoning for specific items (in pairs, groups, and whole class). If possible, have students read or investigate to find answers. Don’t give answers until public discussion/investigation is complete (if even then).
4. Understand Scoring—
o Display a rubric, and have students talk about it…Why does it make sense?
o Students use rubrics to score OSPI-provided “example student responses.”
o Students practice scoring their own responses.
5. Formative Assessment —
o Student self-assessment...What am I doing well? What should I practice?
o Teacher tracking of student practice...Which types of items to practice more?
Resources @ OSPI:
• WA Science Test & Item Specifications (2011)... WA Science Standards (2009)
• 5th Grade Science Assessment Update (2012)
• Released Items + Powerful Classroom Assessments (WARNING! These are based on our old science standards)
• “Lessons Learned” from prior tests (2011)
Table of Contents – MSP Teacher Guide
Section 1: What is the Science MSP like? (page 4)
A. What are the test items like?
1. Scenarios (Systems, Inquiry, Application)
2. Types of items in a scenario (Multiple Choice, Completion, Short Answer)
B. Which Science concepts (standards) are tested?
1. 70% Systems, Inquiry, Application
2. 30% Domains of Science (Physical, Earth, Life)
C. How challenging are the test items?
1. “Cognitive Complexity” that can be expected
2. “Lessons Learned” ( Item types that were most challenging for students on prior tests
Section 2: Classroom Practice + Discussion (page 8)
A. Sample Calendars for Practice & Discussion
1. 8 weeks @ two sessions/week
2. 10 weeks @ two sessions/week
B. Plans for Practice + Discussion ( MSP Practice scenarios + Leading students to analyze and talk about the test
1. Pre-Practice Student Survey + Looking at an example scenario
2. Plans for Practice + Discussion
• Mid-Practice Student Survey (10-week calendar)
3. Plans for Practice + Discussion
• Post-Practice Student Survey (8-week calendar)
4. Formative Assessment from practice sessions
• Teacher’s Tracking Tool for diagnostic support ( If they struggle with ______, give practice + discussion with ______.
• Student Self-Assessment ( Guide their approach to Extra Practice.
5. Plans for Extra Practice + Discussion
6. Debrief after the MSP exam ( Improving students’ awareness of their test preparation, and our understanding of the ways that MSP Practice is helpful to students.
Section 3: Master Copies (page 23)
Practice Test Materials (see the matrix of practice tools on next page)
1. MSP Practice Scenarios
2. Student Rubrics
3. Examples of Student Work
Overview of Included Scenarios
|Scenario Title |Scenario Type |Short Answer Item Types |(Number of Pages) |
| | | |Practice |Student Rubric|Examples of |
| | | |Scenario | |Student Work |
|Purpose: Become familiar with general scenario structure & short answer items. |
|Heat’s On |INQ: |Conclusion |(5) |N/A—not for practice |
| |Cont.Exper. |Procedure | | |
|Purpose: Practice test items + discuss with rubrics + revise short answers. |
|Around the Bend |INQ: |Conclusion |(5) |(1) |(2) |
| |Cont.Exper. |Procedure | |(1) |(3) |
|Feathered Friends |SYS: |Solutions |(3) |(1) |(2) |
| |Design | | | | |
|Rocket Challenge |APP: |Improve the design |(4) |(1) |(1) |
| |Design | | | | |
|Schoolyard Ecosystem1 |
|Better Boiling |INQ: |Conclusion |(4) |(1) |(2) |
| |Cont.Exper. | | | | |
|The Birds |SYS |How birds respond |(4) |(1) |(2) |
|State Tree |SYS |No SA |(3) |0 |0 |
|Heat’s On |INQ: |Conclusion |(5) |(1) |(2) |
| |Cont.Exper. |Procedure | |(1) |(3) |
1Schoolyard Ecosystem is not an OSPI-released scenario (Developed by Bethel School District).
Section 1:
What is the Science MSP like?
What are the test items like? p. 5
Scenarios (Systems, Inquiry, Application)
Types of items in a scenario
(Multiple Choice, Completion, Short Answer)
Which Science concepts (standards) are tested? p. 6
70% Systems, Inquiry, Application
30% Domains of Science (Physical, Earth, Life)
How challenging are the test items? p. 6
“Cognitive Complexity” that can be expected
“Lessons Learned” ( Item types that were most challenging for students on prior tests
What are the test items like?
Items appear in “scenarios”
• Text describing a scientific situation
• Includes diagram and/or a table
• 1-2 pages long
• Sets the context for 6-8 items on following pages
Item Types & Number:
• 20-25 Multiple Choice
• 1-6 Completion
• 4 Short Answer
• (30 total items)
• Expect about 4-5 scenarios with 6-8 items each on MSP.
Which Science concepts (standards) are tested?
The Science MSP test “map” designates the following proportions of points:
← At least 20% Systems (with connected EALR 4 content)
← 30% Inquiry
← 20% Application (which will apply EALR 4 content)
← 30% (at most) EALR 4 domain knowledge (Physical, Earth, Life) that is not associated with a cross-cutting concept or ability*
*EALR 4 content may be assessed in questions that only assess EALR 4, or in questions that cut across both EALR 4 and a cross-cutting concept or ability (Systems, Inquiry, or Application).
How challenging are the test items?
Summary of possible “Cognitive Levels” for each area of the Science Standards:
| |EALR 1 |EALR 2 |EALR 3 |EALR 4 |
|Cognitive Level |Systems |Inquiry |Application |Physical |Earth Science |Life Science |
| | | | |Science | | |
|1 | | | |X |X |X |
|2 |X |X |X |X |X |X |
|3 |X |X |X | | | |
|4 | | | | | | |
NOTE: Level 4 is NOT assessed on the MSP. These activities often require extended time for multiple steps.
|Level 1 |Level 2 |Level 3 |Level 4 |
|Recall & Reproduction |Skills & Concepts |Strategic Thinking |Extended Thinking |
|Recall or recognize a fact, term, |Interpret information from a simple |Interpret information from a complex |Select or devise approach among many|
|definition, simple procedure (such |graph |graph (such as determining features of |alternatives to solve problem |
|as one step), or property |Describe and explain examples and |the graph or aggregating data in the |Based on provided data from a |
|Represent in words or diagrams a |non-examples of science concepts |graph) |complex experiment that is novel to |
|scientific concept or relationship |Organize, represent, and compare data|Use reasoning, planning, and evidence |the student, deduct the fundamental |
|Provide or recognize a standard |Make a decision as to how to approach|Identify research questions and design |relationship between several |
|scientific representation for |the problem |investigations for a scientific problem |controlled variables |
|simple phenomenon |Classify, organize, or estimate |Form conclusions from experimental or |Conduct an investigation, from |
|Perform a routine procedure, such |Compare data |observational data |specifying a problem to designing |
|as measuring length |Make observations |Justify a response when more than one |and carrying out an experiment, to |
|Identify, calculate, or measure | |answer is possible |analyzing its data and forming |
| | | |conclusions |
“Lessons Learned” (prior MSP exams)
The Science Assessment Team would like to share observations about student responses and areas of science where students appear to be struggling. Lessons Learned from Scoring Student Work lists item types that were most challenging for students + actions students could take to increase their scores.
Short Answer questions
When answering short answer questions that have two bullets after an “in your description, be sure to” statement, students sometimes only answer the first bullet. For example:
Describe two ways to solve the problem. In your description be sure to:
• Identify two solutions to the problem
• Describe how each solution will solve the problem
Students very often identify two solutions to the problem, but do not attempt the second bullet. They typically must at least attempt to address the second bullet to earn any points.
Conclusions
Students need to write decisive conclusive statements. They should not write vague statements like “the height of the car does have an effect on the distance.” Students should write a complete comparison, for example:
• Car A went the fastest;
• Car A went faster than car B and car C;
• The higher up the car started, the faster the car went.
Students need to include supporting data and/or descriptive text from the data table. They should quote appropriately from the data table just like they quote a text from a passage in reading. Numbers (data) should not be rounded or qualified with phrases like around or about.
New Procedures
• Students sometimes write conclusions or predictions instead of the steps for a procedure. Students should have opportunities to practice with the format of the item.
• The changed and measured variables do not need to be specifically named or listed (e.g., Changed variable: Temperature) in order to receive credit for them; the variables just need to be used correctly in the procedure to be credited. Sometimes students switch the identities of the changed and measured variables and contradict their procedure.
• Students need to be very clear about what they are measuring. Many students write “record the data,” “measure the data,” or “watch what happens and record the measurements” without actually stating the measured variable. They should write things like “record the time for the car to reach the end of the ramp,” “measure the height of the plant,” or “measure the length of the mudflow” to earn credit for the measured variable.
• Students need to write procedures that use the changed and measured variables given in the new experimental or field study question. Many students use the same measured variable as was used in the original scenario. A procedure that does not use the correct changed variable cannot answer the experimental question and no points can be earned on the item.
Section 2:
Classroom Practice + Discussion
Sample Calendars for Practice & Discussion p. 9-10
10 weeks @ two sessions/week
8 weeks @ two sessions/week
Plans for Practice + Discussion ( MSP Practice scenarios + Leading students to analyze and talk about the test p. 11-23
Pre-Practice Student Survey + Looking at an example scenario
Plans for Practice + Discussion
Mid-Practice Student Survey (10-week calendar)
Plans for Practice + Discussion
Post-Practice Student Survey (8-week calendar)
Formative Assessment from practice sessions
Teacher’s Tracking Tool for diagnostic support ( If they struggle with ______, give practice + discussion with ______.
Student Self-Assessment ( Guide their approach to Extra Practice.
Plans for Extra Practice + Discussion
Debrief after the MSP exam ( Improving students’ awareness of their test preparation, and our understanding of the ways that MSP Practice is helpful to students.
|10-Week Calendar |
|Week # |Day 1 |Day 2 |
|1 |Pre-Practice Survey & Discussion |Around the Bend: |
| |Confidence Line sticky dots |Model the test-taking conditions |
| |Compare to Math & Reading tests |Don’t discuss the answers |
|2 |Around the Bend: |Around the Bend: |
| |Discuss multiple choice (#1,3,4) |Discuss short answer (#2) |
|3 |Around the Bend: |Mid-Practice Survey & Discussion |
| |Discuss short answer (#5) |Revisit the Confidence Line |
| | |Likes about test; practice that helped |
|4 |Feathered Friends: |Feathered Friends: |
| |Model the test-taking conditions |Discuss multiple choice (#6,7,9,10) |
| |Don’t discuss the answers | |
|5 |Feathered Friends: |Rocket Challenge: |
| |Discuss short answer (#8) |Model the test-taking conditions |
| | |Don’t discuss the answers |
|6 |Rocket Challenge: |Rocket Challenge: |
| |Discuss multiple choice (#11,12,13) |Discuss short answer (#14) |
|7 |Schoolyard Ecosystem: |Schoolyard Ecosystem: |
| |Model the test-taking conditions |Discuss multiple choice (#1,2,5,6) |
| |Don’t discuss the answers | |
|8 |Schoolyard Ecosystem: |Schoolyard Ecosystem: |
| |Discuss short answer (#3) |Discuss short answer (#7) |
| |Discuss short answer (#4) | |
|9 |Self-Assessment: |Extra Practice: |
| |Which items am I good at? |Use additional scenarios |
| |Which items would I like to practice? |Model the test-taking conditions |
|10 |Extra Practice Discussion: |Post-Practice Survey & Discussion |
| |Use student rubrics to self-score |Revisit the Confidence Line |
| | |Likes about test; practice that helped |
|8-Week Calendar |
|Week # |Day 1 |Day 2 |
|1 |Pre-Practice Survey & Discussion |Around the Bend: |
| |Confidence Line sticky dots |Model the test-taking conditions |
| |Compare to Math & Reading tests |Don’t discuss the answers |
|2 |Around the Bend: |Around the Bend: |
| |Discuss multiple choice (#1,3,4) |Discuss short answer (#2) |
|3 |Around the Bend: |Feathered Friends: |
| |Discuss short answer (#5) |Model the test-taking conditions |
| | |Don’t discuss the answers |
|4 |Feathered Friends: |Feathered Friends: |
| |Discuss multiple choice (#6,7,9,10) |Discuss short answer (#8) |
|5 |Rocket Challenge: |Rocket Challenge: |
| |Model the test-taking conditions |Discuss multiple choice (#11,12,13) |
| |Don’t discuss the answers | |
|6 |Rocket Challenge: |Schoolyard Ecosystem: |
| |Discuss short answer (#14) |Model the test-taking conditions |
| | |Don’t discuss the answers |
|7 |Schoolyard Ecosystem: |Schoolyard Ecosystem: |
| |Discuss multiple choice (#1,2,5,6) |Discuss short answer (#3) |
| | |Discuss short answer (#4) |
|8 |Schoolyard Ecosystem: |Post-Practice Survey & Discussion |
| |Discuss short answer (#7) |Revisit the Confidence Line |
| | |Likes about test; practice that helped |
About the Student Surveys
These activities and conversations are important for building students’ self-awareness (metacognition) about the test and about strategies that can help them “get smarter” for testing. They can go a long way toward getting comfortable in test situations (reduce test anxiety), and believing that “smartness” is something that improves with exercise, just like muscle power.
Pre-Practice Student Survey
Make a “confidence line” poster (see model).
Have students place a sticky dot for themselves.
(save the poster for later...they’ll place new dots to talk about how their confidence has changed)
Have students give reasons for their level of confidence, and talk about what they think they need to get ready for the Science MSP:
1. What do you remember about the state math, reading, or writing tests last year?
• How do you think the Science MSP will be...similar?...different?
2. How confident are you about the Science MSP, if you had to take it tomorrow?
Example Scenario—This next part will familiarize students with the features of science scenarios. Today’s purpose is not to practice the test items, but to become familiar with scenario structure in general, and INQUIRY scenario thinking (controlled experiments) in particular. Distribute copies of the example scenario, Heat’s On (p.62)... Start by looking at the typical text features of scenarios. One way to have this discussion is using talk structures like Think-Pair-Share (individual & pair-talk time before having whole-class discussion):
1. First, look at the drawing on page 62 and the data table on page 63...
a. What do you think this scenario is about?
b. Why do you think that? What else in the drawing or table can give us clues?
2. Next, read the text in the upper half of page 62...
a. Now what do you know about this scenario?
b. What are Maddie & Dayton trying to figure out with their controlled experiment?
c. What do you think their procedure will be like?
3. Look at the procedure on page 63...
a. How does the procedure relate to the drawing on page 62?
b. (step 3) Why do Maddie & Dayton want the lamps to be the same type?
• Keeping most of the variables the same is an important part of doing controlled experiments in science. What else are Maddie & Dayton keeping the same in this controlled experiment?
c. (step 6) What’s the difference between “measure” and “record?”
d. (step 7) Why do Maddie & Dayton want to repeat steps 1-6?
• How does step 7 of the procedure relate to the data table on this page?
4. Look at the data table on page 63...
a. What happened to the soil and water in this controlled experiment?
• Did the results agree with Maddie & Dayton’s prediction?
• What might be a reason that soil heats up faster than water?
• Why do you think the soil did not heat up to the same exact temperature in Trials 1, 2, and 3?
Plans for Practice + Discussion
There are four MSP scenarios to give students practice (see the 8 & 10-week calendars). Throughout the practice and discussion sessions, emphasize to students that they can “get smarter” about state testing and science reasoning by practicing and then discussing their reasoning.
1. (Day 1) Model the test conditions ( do the 5-item scenario
• Distribute copies of the test scenario, and have students complete all 5 items in one sitting.
• Don’t help students to interpret the scenario or the test items.
• Distribute & collect papers just as in a testing situation.
• Discuss the testing conditions and formats, but not the answers.
o Have students compare the Science items to math, reading & writing MSP items.
2. (Day 2) Discuss the multiple choice items #1, 3, 4 ( Don’t reveal answers until after discussion.
• Use a “Think-Pair-Share” or similar discussion structure.
• Post public notes of students’ reasons in a whole-class discussion (Praise students for effort and sharing their thinking, but don’t correct or praise student answers).
• Ask how they know, how they could find out, how they could test their ideas.
3. (Day 3) Discuss short answer #2 ( Many legitimate responses are possible!
• Post public notes of students’ responses & reasons in a whole-class discussion.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
4. (Day 4) Discuss short answer #5 ( Many legitimate responses are possible!
• Have students share procedures with a partner by reading the procedure aloud and providing verbal feedback to each other.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
o Advise students to use the existing procedure in the scenario as a model. Be sure that they understand how to alter it to fit the new variables in the problem.
Formative Assessment ( Teacher’s Tracking Tool
This data table is for you to tally student data on the types of items after practicing each scenario.
|Scenario |Science |Item Type |Answer |Science Target |# students with | | |
| |Domain | | | |each score: | | |
|(INQ) |Earth |MC 1 |A |Variables | | |N/A |
|Around the Bend | | | | | | | |
| | |MC 3 |C |Erosion | | |N/A |
| | |MC 4 |C |Multiple Trials | | |N/A |
| | |SA 2 |SA |Write a Conclusion | | | |
| | |SA 5 |SA |Write a Procedure | | | |
|(SYS) |Life |MC 6 |A |Function of Parts | | |N/A |
|Feathered Friends | | | | | | | |
| | |MC 7 |B |Consumers | | |N/A |
| | |MC 9 |B |Inheritance | | |N/A |
| | |MC 10 |C |Research Solutions | | |N/A |
| | |SA 8 |SA |Describe Solutions | | | |
|(APP) |Physical |MC 11 |B |Type of Energy | | |N/A |
|Rocket Challenge | | | | | | | |
| | |MC 12 |A |Gravity-Weight | | |N/A |
| | |MC 13 |A |Speed | | |N/A |
| | |SA 14 |SA |Improve the Design | | | |
|(INQ) |Life |MC 1 |B |Variables | | |N/A |
|Schoolyard Ecosystem | | | | | | | |
|OPTIONAL | | | | | | | |
| | |MC 2 |D |Variables | | |N/A |
| | |MC 5 |B |Consumers & Producers | | |N/A |
| | |MC 6 |D |Inputs/Outputs | | |N/A |
| | |SA 3 | |Write a Conclusion | | | |
| | |SA 4 | |Energy Transfer | | | |
| | |SA 7 | |Write a Procedure | | | |
Mid-Practice Student Survey
(Facilitate this conversation if you are on the 10-week calendar.)
Revisit the “confidence line” poster from “pre-practice.” Have students place a new-color sticky dot for themselves. Have students give reasons for their new level of confidence, and talk about which parts of MSP Practice have helped them to get ready for the Science MSP. You can display these questions to help focus the conversation:
1. How confident are you now about the Science MSP, if you had to take it tomorrow?
2. What do you like about the Science test scenarios and items that you’ve practiced with?
3. Which parts of the practice + discussion have helped you so far? How so?
Plans for Practice + Discussion
1. (Day 1) Model the test conditions ( do the 5-item scenario
• Distribute copies of the test scenario, and have students complete all 5 items in one sitting.
• Don’t help students to interpret the scenario or the test items.
• Distribute & collect papers just as in a testing situation.
• Discuss the testing conditions and formats, but not the answers.
2. (Day 2) Discuss the multiple choice items #6, 7, 9, 10 ( Don’t reveal answers until after discussion.
• Use a “Think-Pair-Share” or similar discussion structure.
• Post public notes of students’ reasons in a whole-class discussion (Praise students for effort and sharing their thinking, but don’t correct or praise student answers).
• Ask how they know, how they could find out, how they could test their ideas.
3. (Day 3) Discuss short answer #8 ( Many legitimate responses are possible!
• Post public notes of students’ responses & reasons in a whole-class discussion.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
1. (Day 1) Model the test conditions ( do the 4-item scenario
• Distribute copies of the test scenario, and have students complete all 4 items in one sitting.
• Don’t help students to interpret the scenario or the test items.
• Distribute & collect papers just as in a testing situation.
• Discuss the testing conditions and formats, but not the answers.
2. (Day 2) Discuss the multiple choice items #11, 12, and 13 ( Don’t reveal answers until after discussion.
• Use a “Think-Pair-Share” or similar discussion structure.
• Post public notes of students’ reasons in a whole-class discussion (Praise students for effort and sharing their thinking, but don’t correct or praise student answers).
• Ask how they know, how they could find out, how they could test their ideas.
3. (Day 3) Discuss short answer #14 ( Many legitimate responses are possible!
• Post public notes of students’ responses & reasons in a whole-class discussion.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
Post-Practice Student Survey
(Facilitate this conversation if you are on the 8-week calendar.)
Revisit the “confidence line” poster from “pre-practice. Have students place a new-color sticky dot for themselves.
Have students give reasons for their new level of confidence, and talk about which parts of MSP Practice have helped them to get ready for the Science MSP. You can display these questions to help focus the conversation:
1. How confident are you now about the Science MSP, if you had to take it tomorrow?
2. What do you like about the Science test scenarios and items that you’ve practiced with?
3. Which parts of the practice + discussion have helped you? How so?
Formative Assessment ( Student Self-Assessment ( Extra Practice
(Facilitate this conversation if you are on the 10-week calendar.)
Purpose ( This exercise has two purposes: (1) provide feedback to teacher and student about areas of strength + improvement leading into the MSP, and (2) continue building students’ self-awareness of the test and ways for them to “get smarter” about taking the test.
|Science MSP Test Area |I Need the Most Practice in |I Need Practice |One of My Strengths|Strongest Area for Me |
| |this Area | | | |
|INQUIRY scenarios (in general) | | | | |
|Writing Conclusions | | | | |
|Writing Procedures | | | | |
|APPLICATION scenarios (in general) | | | | |
|Design solutions for a problem | | | | |
|Improving the design for a solution | | | | |
Once students and teacher identify areas of Strength and Need-to-Practice, then Extra Practice + discussion will give students the chance to continue getting comfortable with Science scenarios and Short Answer test items. Have students fill out the self-assessment table below, then use the matrix after the Table of Contents to select additional scenarios for students to practice + discuss.
What else were you good at during MSP Practice?
What else do you think you’d like to practice to do your best on the MSP?
Formative Assessment ( Extra Practice Scenarios
(Facilitate this conversation if you are on the 10-week calendar.)
Use your Teacher’s Tracking Tool + Student Self-Assessments + any notes you have from Pre/Mid/Post-Practice Surveys. Determine which type(s) of scenarios and/or items your students would most benefit students to have Extra Practice + Discussion. Use the table below to help you select scenarios for Extra Practice.
Depending on how much you want to differentiate the extra practice, you can group students by the type of scenario they are practicing + discussing, or group them in ways that will help them to talk about their self-assessed areas of Need-to-Practice.
|Scenario Title |Scenario Type |Short Answer Item Types |(Number of Pages) |
| | | |Practice |Student |Examples of |
| | | |Scenarios |Rubrics |Student Work |
|*Better Boiling |INQ: |Conclusion |(4) |(1) |(2) |
| |Cont.Exper. | | | | |
|*The Birds |APP |How birds respond |(4) |(1) |(2) |
|*State Tree |SYS |NONE |(3) |0 |0 |
|*Heat’s On |INQ: |Conclusion |(5) |(1) |(2) |
| |Cont.Exper. |Procedure | |(2) |0 |
| | |Energy Transfer | | | |
Section 3 of this MSP Practice Guide has copy masters for Extra Practice.
The following pages have lesson plans for Extra Practice.
Plans for Extra Practice + Discussion
1. (Day 1) Model the test conditions ( do the 4-item scenario
• Distribute copies of the test scenario, and have students complete all 4 items in one sitting.
• Don’t help students to interpret the scenario or the test items.
• Distribute & collect papers just as in a testing situation.
• Discuss the testing conditions and formats, but not the answers.
2. (Day 2) Discuss the multiple choice items #3, 5, and the completion item #4 ( Don’t reveal answers until after discussion.
• Use a “Think-Pair-Share” or similar discussion structure.
• Post public notes of students’ reasons in a whole-class discussion (Praise students for effort and sharing their thinking, but don’t correct or praise student answers).
• Ask how they know, how they could find out, how they could test their ideas.
3. (Day 3) Discuss short answer #6 ( Many legitimate responses are possible!
• Have students share conclusions with a partner (or group) by reading it aloud and then listening for verbal feedback.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
Note: This scenario was originally an APPLICATION scenario, and so you’ll see a Problem-Solving situation described. However, the short answer item is really just a SYSTEM task, not part of a problem-solving task (problem-solving would ask about solutions, testing solutions, and refining solutions).
1. (Day 1) Model the test conditions ( do the 3-item scenario
• Distribute copies of the test scenario, and have students complete all 3 items in one sitting.
• Don’t help students to interpret the scenario or the test items.
• Distribute & collect papers just as in a testing situation.
• Discuss the testing conditions and formats, but not the answers.
2. (Day 2) Discuss the multiple choice items #7, 8 ( Don’t reveal answers until after discussion.
• Use a “Think-Pair-Share” or similar discussion structure.
• Post public notes of students’ reasons in a whole-class discussion (Praise students for effort and sharing their thinking, but don’t correct or praise student answers).
• Ask how they know, how they could find out, how they could test their ideas.
3. (Day 3) Discuss short answer #6 ( Many legitimate responses are possible!
• Have students share answers with a partner (or group) by reading it aloud and then listening for verbal feedback.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
1. (Day 1) Model the test conditions ( do the 4-item scenario
• Distribute copies of the test scenario, and have students complete all 4 items in one sitting.
• Don’t help students to interpret the scenario or the test items.
• Distribute & collect papers just as in a testing situation.
• Discuss the testing conditions and formats, but not the answers.
2. (Day 2) Discuss the multiple choice items #10, 11, 12 ( Don’t reveal answers until after discussion.
• Use a “Think-Pair-Share” or similar discussion structure.
• Post public notes of students’ reasons in a whole-class discussion (Praise students for effort and sharing their thinking, but don’t correct or praise student answers).
• Ask how they know, how they could find out, how they could test their ideas.
3. (Day 3) Look at scenario again through a Systems lens
• Have students write the functions of the different subsystems in the State Tree diagram. (trunk, branch, roots, needles, cones, etc)
• Have pairs of students identify:
o Inputs to the State Tree system (air, water, light, nutrients)
o Outputs from the State Tree system (
• Based on student responses- you may want to revisit ideas about inputs/outputs and/or some basic ideas about the needs of plants..
1. (Day 1) Model the test conditions ( do the 6-item scenario
• Distribute copies of the test scenario, and have students complete all 6 items in one sitting.
• Don’t help students to interpret the scenario or the test items.
• Distribute & collect papers just as in a testing situation.
• Discuss the testing conditions and formats, but not the answers.
o Have students compare the Science items to math, reading & writing MSP items.
2. (Day 2) Discuss the multiple choice items #8,9,10,11 ( Don’t reveal answers until after discussion.
• Use a “Think-Pair-Share” or similar discussion structure.
• Post public notes of students’ reasons in a whole-class discussion (Praise students for effort and sharing their thinking, but don’t correct or praise student answers).
• Ask how they know, how they could find out, how they could test their ideas.
3. (Day 3) Discuss short answer #12 ( Many legitimate responses are possible!
• Have students share answers with a partner (or group) by reading it aloud and then listening for verbal feedback.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
4. (Day 4) Discuss short answer #13 ( Many legitimate responses are possible!
• Have students share answers with a partner (or group) by reading it aloud and then listening for verbal feedback.
• Display the rubric for this item, and have students make sense of it.
• Have pairs of students score the “sample student responses.”
o Have students give rubric-based reasons for their scores.
o Ask students “What’s missing in this response?” or “What’s not clear to you?”
• Have students revise their own response for this item, no matter how good it already is.
o Advise students to use the existing procedure in the scenario as a model. Be sure that they understand how to alter it to fit the new variables in the problem.
Debrief the class after taking the MSP
Purpose ( This conversation has two purposes: (1) inform the teacher about the value of various strategies and tools for increasing student confidence for the MSP, and (2) continue building students’ self-awareness of themselves as test-takers and how they can “get smarter” about taking tests of all kinds.
1. So...how well prepared were you for the Science MSP?
2. Which parts of the test did you like best?
3. Which parts of the practice helped you get ready for the Science MSP?
a. Doing the practice tests
b. Talking about the test questions
c. Using rubrics to score example student answers
4. What other types of practice would have helped you?
Section 3:
Practice Test Materials
Practice and Discussion Resources
MSP Practice Scenarios (unchanged from OSPI)
Around the Bend p. 24
Feathered Friends p. 30
Rocket Challenge p. 34
Schoolyard Ecosystem (a non-OSPI sample of a field investigation)
see separate link
Scoring Rubrics (Modified to be student friendly) p. 38
Examples of Student Work (Modified to be student friendly) p. 42
“Extra Practice” and Discussion Resources
MSP Practice Scenarios (unchanged from OSPI)
Better Boiling p. 51
The Birds p. 55
State Tree p. 59
Heat’s On (with revised item 10) p. 62
Scoring Rubrics (Modified to be student-friendly) p. 70
Around the Bend
Directions: Use the following information to answer questions 1 through 5 on pages 12 through 15.
Tia and Mike wondered if the number of bends in a stream affects the amount of erosion in a stream system. They made a model of a stream and did the following controlled experiment.
Question: What is the effect of different numbers of bends in a stream model on the amount of sand that washes away?
Prediction: The stream model with the most bends will have the least amount of sand wash away.
Materials:
sand
trays with drain holes (each tray is 43 centimeters long)
jars water
beaker
drip cups with drain holes wooden blocks
rulers timer
Controlled Experiment Setup
Procedure:
1. Put the same amount of sand into three trays sitting on wooden blocks. Use a ruler to carve out a stream with zero bends in the first tray, a stream with one bend in the next tray, and a stream with two bends in the last tray. Make each stream 43 centimeters long.
2. Use rulers to set drip cups above the start of each stream. Put a jar under each
tray’s drain hole.
3. Pour 1 liter of water into each of the three drip cups. Let water and sand drain through each stream model into the jars.
4. Wait 30 minutes.
5. Measure and record the height of sand in each jar as Trial 1.
6. Repeat steps 1 through 5 two more times as Trials 2 and 3.
7. Find and record the average amount of sand collected for each number of bends.
Data:
Number of Bends vs. Height of Sand
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| |Height of Sand |
|Number of Bends |(millimeters) |
|(in stream model) | |
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| |Trial 1 |Trial 2 |Trial 3 |Average |
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|Zero |25 |23 |25 |24 |
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|One |17 |19 |18 |18 |
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|Two |9 |12 |16 |12 |
1 Which variable was kept the same (controlled) in this experiment?
o A. Volume of water poured into each drip cup
o B. Amount of sand washed away
o C. Shape of each streambed
2 Write a conclusion for this experiment.
In your conclusion, be sure to:
• Answer the experimental question.
• Include supporting data from the Number of Bends vs. Height of
Sand table.
• Explain how these data support your conclusion.
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|Question: What is the effect of different numbers of bends in a stream |
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3 Tia and Mike used a model of a stream to investigate erosion. Which of the following is an example of erosion in a real stream?
o A. Sunlight heating the stream
o B. Leaves falling into the stream
o C. Rocks rolling in the stream
4 Why did Tia and Mike use three trials in their experiment?
o A. To get the right data to match the prediction
o B. To keep all of the variables controlled
o C. To be more sure of their results
5 Plan a controlled experiment to answer the question in the box. You may use any materials and equipment in your procedure.
In your procedure, be sure to include:
• logical steps to do the experiment
• one changed (manipulated) variable
• one measured (responding) variable
• how often measurements should be taken and recorded
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|Question: What is the effect of different types of soil (garden soil, sandy soil, |
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|clay soil) on the time for the water to flow through the stream model? |
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Feathered Friends
Directions: Use the following information to answer questions 6 through
10 on pages 17 through 19.
Cole and Bella observed two goldfinches getting seeds from a bird feeder in a park. They also saw a goldfinch sitting on a thistle plant as shown in the Goldfinches in Park diagram.
[pic]
6 What is a function of goldfinch feathers?
o A. Feathers help the goldfinch fly.
o B. Feathers help the goldfinch sing.
o C. Feathers help the goldfinch open seeds.
7 Why is the goldfinch a consumer in this habitat?
o A. The goldfinch is eaten by other animals.
o B. The goldfinch needs to eat food to live.
o C. The goldfinch makes its own food.
8 Cole and Bella noticed that fewer goldfinches were using the bird feeder in the park than last week. Describe how the students could attract more goldfinches to the bird feeder.
In your description, be sure to:
• Identify two changes that could attract more goldfinches to the bird feeder.
• Describe how each change attracts goldfinches to the bird feeder.
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9 Why do all goldfinches have some yellow feathers?
o A. Goldfinches change their feather color to fit their habitat.
o B. Goldfinches inherit their feather color from their parents.
o C. Goldfinches learn their feather color from other goldfinches.
10 Cole and Bella want to attract goldfinches to their backyard. Which question should they research?
o A. How fast do goldfinches fly?
o B. Which type of goldfinch lives the longest?
o C. What do goldfinches use to build their nest?
Rocket Challenge
Directions: Use the following information to answer questions 11 through
14 on pages 22 through 23.
Justin and Maddy decided to do the School Rocket Challenge. They recorded the stages of their design process as follows:
Challenge: Make a rocket that will travel at least 4.0 meters.
Rules:
1. Any materials may be used to make rockets.
2. Rockets may be up to 40 centimeters (cm) long.
3. All rockets will be launched in the same way from the same rubber band rocket launcher.
Research the Problem: Use a pencil to model a rocket. Investigate the effect of length, weight, and fins on how a pencil travels. Launch the pencil straight off a table several times in the same way. Record how the pencil traveled.
[pic]
Explore Ideas:
⎫ Use small fins on the end of the rocket.
⎫ Make the rocket out of light weight materials.
⎫ Make the rocket 40 cm long because longer pencils traveled farther.
⎫ Add weight to the back end of the rocket to help the rocket point up.
Plan Summary: Build a rocket out of a lightweight cardboard tube with a paper nose cone. Tape the cardboard fins to the end of the rocket to help the rocket go straight.
Steps to Do the Plan:
1. Make a nose cone from a piece of paper.
2. Make four fins from a piece of cardboard.
3. Tape the nose cone and fins to a cardboard tube as shown in the Diagram of
Solution.
4. Be sure rocket is 40 cm long.
Diagram of Solution:
[pic]
Test Solution: Launch the Tube Rocket three times. Measure and record the distance the rocket traveled. Find the average distance traveled.
Test Results:
[pic]
11 What form of energy does the rocket have because the rocket is traveling?
o A. Light energy
o B. Motion energy
o C. Electrical energy
12 Which is a measurement of the force of gravity on the rocket?
o A. Weight of the rocket o B. Sound of the rocket o C. Length of the rocket
13 Three rockets were timed to see how long they took to travel 2 meters. The grey rocket took 2 seconds, the yellow rocket took 4 seconds, and the blue rocket took
5 seconds. Which describes the speed of the rockets?
o A. The grey rocket flew fastest.
o B. The blue rocket flew highest.
o C. The yellow rocket flew slowest.
14 Justin and Maddy decided to redesign the Rocket Launcher to make the rocket travel farther.
Rocket Launcher
Explain how to redesign the Rocket Launcher. You may use any materials in your redesign.
In your explanation, be sure to:
• Describe how to redesign the original Rocket Launcher.
• Explain how the redesign would make the rocket travel farther than the original Rocket Launcher.
Around the Bend
(Inquiry Scenario for a Controlled Experiment)
Item #2: Write a Conclusion (for a controlled experiment)
Science Standard INQ-G: “Scientific explanations” (conclusions) have three qualities, (1) they answer the scientific question, (2) they use evidence (data) from an investigation, and (3) they use scientific knowledge (reasoning) to say why the explanation makes sense. The explanation must also be logical (not confused or vague).
2 Points The scientific explanation is complete. It has all three parts:
(1) Claim: Answers the scientific question correctly,
(2) Evidence: Uses data from the investigation, and
(3) Reasoning: Uses scientific knowledge to say why the conclusion makes sense.
Notes:
• Claim ( Be specific, not vague (This is NOT specific: “The number of bends affects the amount of sand.” This IS specific: “Increasing the number of bends decreases the amount of sand washed away.”)
• Evidence ( Use data from the whole range in the table (0 bends ( 2 bends). Use exact data values (don’t round off).
• Reasoning ( Repeating the question or the answer to the question does not add your own scientific knowledge, and does not count as reasoning.
2-Point Example:
|The stream with the most bends had the least amount of sand washed away. The stream model with two bends washed away an average|
|of only 12 mm of sand. The stream model without any bends washed away an average of 24 mm of sand. Adding two bends to the |
|stream model made only half as much sand wash away. |
1 Point Partial, but incomplete, scientific explanation. Missing only one of the three qualities of a scientific explanation.
0 Points Little or no understanding of scientific explanation. Missing two or more of the three qualities of a scientific explanation.
Notes:
• Claim ( If the scientific question is not answered correctly, then no points can be given, even if the Evidence and Reasoning are OK.
Around the Bend
(Inquiry Scenario for a Controlled Experiment)
Item #5: Write a Procedure (for a new controlled experiment)
Science Standard INQ-B: Scientists plan different kinds of investigations, depending on the question they’re trying to answer. Types of investigations include controlled experiments, field studies, etc. The procedure for a controlled experiment has these parts: (1) Logical steps (not incomplete or confusing), (2) changed (manipulated) variable, (3) measured (responding) variable, (4) step-by-step procedure describing how to measure and record the variables, (5) repeated trials.
2 Points The procedure is complete (or almost!). It has four or all five parts:
(1) Logical Steps: Tells how to do all steps from beginning to end. Describes how & when to make measurements. Is not confusing.
(2) Changed Variable: Has only one changed (manipulated) variable.
(3) Measured Variable: Describes which variable is being measured (responding).
(4) Recording Data: Includes recording the data (not just “taking measurements”).
(5) Repeated Trials: Includes more than one trial for each measurement.
Notes:
• This task is to describe how to do a new procedure, NOT to predict what will happen.
• Logical Steps ( A diagram can help to represent the steps, but it must work with the written steps to include all steps needed to do the experiment. Be specific about what to measure (NOT good: “measure the water.” Good: “measure the time to pour all the water out.”)
• Variables ( A data table with good labels can help to identify which variables are changed and measured. Include only one changed variable, and only one responding variable.
• Repeated Trials ( A data table with spaces for repeated trials can help to show this. Just saying, “Repeat” is not good enough. Be specific about which steps to repeat.
1 Point Partial, but incomplete, procedure. Has two or three of the five parts of controlled experiment procedures.
0 Points Little or no understanding of procedures. Has none or only one of the five parts of controlled experiment procedures.
Feathered Friends
(System Scenario with a Design Problem)
Item #8: Describe Multiple Solutions to a Problem
Science Standard APP-D: Describe several solutions to a design problem, and give reasons for each solution.
2 Points Two possible solutions are given. Each solution has two parts:
(1) Solution: (the new idea) Identify a change to the bird feeder,
(2) Reason: (why it should work) Describe how that change will attract more goldfinches to the feeder.
Notes:
• Solutions ( Two different solutions can have the same reasoning. (“plant a tree for birds to perch” is different from “put sticks in the ground for birds to perch”)
|Examples (any two of these would get 2 points): |
|Identify change: |Describe how change attracts goldfinches: |
|Use different type of food |Birds may come to the feeder if there is food they prefer |
|Change the perch or hole |So the perch is more natural for the birds |
|Change the position of the feeder |The feeder will be safer for the birds |
|Keep the feeder full |To be sure food is available for the birds |
|Use brighter colors on the feeder |So the birds will see the feeder |
|Remove predators |So the area is safer for the birds |
|Move people stuff like picnic tables away |So birds are not scared away |
|Add a feeder with food for other types of birds away from the |So the goldfinches do not have to compete |
|goldfinch feeder | |
1 Point Partial, but incomplete, solutions.
One Solutions: A good solutions with a sensible reason.
Two Solutions: Two solutions, but the reasons are missing or incomplete.
0 Points Little or no understanding of solutions and reasons. Has less than what’s in the description for “1 Point” above.
Rocket Challenge
(Application Scenario)
Item #14: Modify a Design to Improve the Results
Science Standard APP-E: Use the results from testing a design (testing a solution) to improve the design. Give a reason why the new design should perform better than the old one when it is tested.
2 Points The new design is complete. It has both parts:
(1) New Design: Describe the new design. Be specific about which part(s) to change, and how to change them.
(2) Reasoning: Explain why the new design will work better when tested.
|Examples (any one of these would get 2 points): |
|Describe the new design: |Explain how the new design helps the rocket travel farther: |
|Use a bigger (longer, thicker, stronger, tighter, smaller, |Exert more force on the rocket |
|newer) rubber band |Can pull the band back farther |
|Angle the launcher upward |More time in the air |
| |Fly higher |
|Pull the rubber band back farther |Exert more force on the rocket |
|Raise the base |More time in the air |
|Launch from a higher place |Send the rocket higher |
|Use one pole |More force on the rocket |
|Move pole | |
|Tape or nail the launcher down |So the launcher will not move |
| |For more stability |
|Lubricate, use rollers, or smoother material on top surface of |Reduce friction so more force acts on the rocket |
|launcher | |
1 Point Partial, but incomplete, new design description. Either the new design or the reasoning is vague or incomplete.
Notes:
• If the new design is specifically described, but the reasoning is vague or incomplete.
• If the new design is vague or incomplete, but the reasoning makes sense.
0 Points Little or no understanding of new design descriptions. Incomplete, missing, or vague on both parts (new design + reasoning).
2 Write a conclusion for this experiment.
In your conclusion, be sure to:
• Answer the experimental question.
• Include supporting data from the Number of Bends vs. Height of Sand table.
• Explain how these data support your conclusion.
Student A wrote:
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|Question: What is the effect of different numbers of bends in a stream |
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|model on the amount of sand that washes away? |
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|The effect of the number of bends in a stream model on the amount of sand that washes away |
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|is that the more bends there are, the least amount of sand is washed away this shows when the |
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|tray with 2 bends only had an average of 12 milliliters wash away, and the one with 1 bend |
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|only had an average of 18 milliliters wash away and when the tray with 0 bends had an |
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|average of 24 milliliters wash away making the tray with the most bends have the least |
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|amount of sand wash away as shown above and the tray with the least amount of bends have |
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|the most sand wash away as shown above. |
Student B wrote:
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|Question: What is the effect of different numbers of bends in a stream |
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|model on the amount of sand that washes away? |
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|Tia and Mike’s prediction was correct. On the Number of Bends vs. Height of Sand data table |
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|shows the different amounts of sand washed away. For model number one (zero bends model) |
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|had 25 millimeters left in model one. The model number two (one bend) had 17 millimeters |
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|left. For the end of trial three, model three (two bends) had 9 millimeters left. After trials 2 |
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|and 3, the average amount for the models were 24, 18, and 12 millimeters. This data used |
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|helped to find the amount of sand washed away. Therefore, the different number of bends |
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|do affect. |
Student C wrote:
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|Question: What is the effect of different numbers of bends in a stream |
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|model on the amount of sand that washes away? |
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|Yes, the number of bends in a stream effects the amount of sand that washes away. The |
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|average amount of sand in the jar was 24 millimeters tall with no bends and 12 millimeters |
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|with 2 bends. This shows that the amount of bends in a stream effects the amount of erosion, |
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|or the amount of sand washed away. |
Student D wrote:
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|Question: What is the effect of different numbers of bends in a stream |
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|model on the amount of sand that washes away? |
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|The more bends there is the Less sand will get in the Jar. The Less bends there is the more |
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|sand will get in the Jar. |
5 Plan a controlled experiment to answer the question in the box. You may use any materials and equipment in your procedure.
In your procedure, be sure to include:
• logical steps to do the experiment
• one changed (manipulated) variable
• one measured (responding) variable
• how often measurements should be taken and recorded
Student A wrote:
Student B wrote:
Student C wrote:
Student D wrote:
|Question: What is the effect of different types of soil (garden soil, sandy soil, |
|clay soil) on the time for the water to flow through the stream model? |
|Procedure: |
|Clay in one stream model. Garden soil in the next. The sandy soil in the third. See how long |
|it takes for the three liters to get through the stream models. |
8 Cole and Bella noticed that fewer goldfinches were using the bird feeder in the park than last week. Describe how the students could attract more goldfinches to the bird feeder.
In your description, be sure to:
• Identify two changes that could attract more goldfinches to the bird feeder.
• Describe how each change attracts goldfinches to the bird feeder.
Student A wrote:
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|One change: |
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|put in more feaders because then they would want to com because they arent’ so crouded |
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|Another change: |
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|make it big so there is more food for them to share. |
Student B wrote:
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|One change: |
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|put more brid feeder in the park so ever brid can have some food not just 1 or 2 brid. This |
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|will help bring them back so they do not have to hunt on the ground. |
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|Another change: |
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|They could make the park not to noise and loud but peace and quit. |
Student C wrote:
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|One change: |
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|is that Bella could fill up the bird feeder with a different kinds of seeds, and see how many |
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|birds come to the bird feeders. |
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|Another change: |
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|is that Cole can make a bird feeder and Bella can fill it up with seeds and they can put it by the |
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|othe bird feeder |
14 Justin and Maddy decided to redesign the Rocket Launcher to make the rocket travel farther. Explain how to redesign the Rocket Launcher. You may use any materials in your redesign.
In your explanation, be sure to:
• Describe how to redesign the original Rocket Launcher.
• Explain how the redesign would make the rocket travel farther than the original Rocket Launcher.
Student A wrote:
Put the rocket launcher closer to the edge of the table
Student B wrote:
Use a bigger rubber band in the launcher and the rocket will travel farther
Student C wrote:
Make the launcher a few inches bigger
Better Boiling
Directions: Use the following information to answer questions 3 through 6 on pages 12 through 13.
Joel heard that cold water will begin boiling (bubbling at the surface) faster than hot water when heated the same. He and his father did the following controlled experiment.
Question: What is the effect of different starting temperatures of water (5° C,
11° C, 51° C) on the time for the water to begin boiling?
Prediction: The lower the water’s starting temperature, the quicker the water will begin boiling.
Materials:
empty cans of the same size labeled A, B, C
large pan stove burner
water (5° C, 11° C, 51° C)
beaker thermometer stopwatch
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Procedure:
1. Put three empty cans into the large pan.
2. Pour 5° C water into Can A. Pour the same amount of 11° C water into Can B
and the same amount of 51° C water into Can C.
3. Place the pan on the stove burner. Turn the burner on to medium heat.
4. Measure and record the time for the water to begin boiling in each can as
Trial 1.
5. Turn the burner off, and let the pan cool.
6. Repeat steps 1 through 5 two more times as Trials 2 and 3.
7. Find and record average time for the water to boil for each starting temperature.
Data:
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3 What variable was the measured (responding) variable in this experiment?
o A.
Amount of water
o B. Time to boil
o C. Size of pan
4 What variable was the changed (manipulated) variable in this experiment?
Write your answer in the box.
5 Why did Joel repeat steps 1 through 5 two more times?
o A.
o B.
o C.
To be sure the average time to boil was correct
To fill out his data table with results
To make the results fit his prediction
6 Write a conclusion for this controlled experiment.
In your conclusion, be sure to:
• Answer the experimental question.
• Include supporting data from the Starting Temperature vs. Time to Boil table.
• Explain how these data support your conclusion.
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|Question: What is the effect of different starting temperatures of |
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|water (5° C, 11° C, 51° C) on the time for water to begin boiling? |
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The Birds
Directions: Use the following information to answer questions 7 through 9 on pages 16 through 17.
Tim’s family moved to a new house with a fenced yard and a deck. The yard had no grass or plants. Tim helped his parents design a yard to attract birds and recorded the stages of their design process.
Problem: Attract birds to the yard.
Research the Problem: For two weeks, walk around the neighborhood for one hour each afternoon and record in the Bird Observations table what birds are seen doing.
Bird Observations
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|Where birds were seen |Bird actions; What birds were doing |
| |Flew from tree branch to bird feeder, picked up seed, flew back to branch or |
|Bird feeder in tree |ate seed on feeder |
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|Neighbor’s rooftop |Standing on roof, looking around |
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|Telephone wires |Large group of birds perched on wire |
| |Pecking grass and picking up worms, insects, and other things from the soil |
|Grassy area | |
| |Drinking, jumping, splashing, and bobbing in the puddle |
|Puddle of water | |
| |Some birds flying with grass material dangling from beak; other birds circling|
|Flying in the air |and looking down |
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|Sitting in the tree |Sitting in the tree and making birdcalls |
Explore Ideas:
π Plant grass, flowers, shrubs, and trees.
π Put in a bird feeder, a birdbath, and birdhouses.
π Plan how to keep the plants healthy, the bird feeder full of seeds, and the birdbath clean and full of water.
Plan Summary: Plant grass for the birds to peck. Put in a bird feeder and keep the feeder full of seeds. Keep the fence clear for birds to stand or sit like birds do on rooftops, telephone wires, and trees.
Steps to Do the Plan:
1. Plant grass leaving bare soil under the deck and around the house.
2. Water the grass.
3. Buy a bird feeder and install on the deck rail as shown in the Diagram of
Solution.
4. Keep the bird feeder full of seed.
Diagram of Solution:
[pic]
Test Solution: Count the birds in the yard one hour every afternoon for two weeks.
Test Results: Only 10 birds landed on the fence, flew into the yard, or came to the bird feeder during the two weeks.
Grade 5—Student
7 Tim wants to attract more birds to his new yard. To gather more information, which question should Tim research?
o A. When do birds in his neighborhood sleep?
o B. What do the birds in his neighborhood eat?
o C. What birds in his neighborhood sing the most?
8 What is the role of the birds in the yard ecosystem?
o A. Consumer
o B. Decomposer
o C. Producer
9 Tim observed birds doing things necessary for the birds to live.
• Select two bird actions from the Bird Observations table.
• Describe why these bird actions are necessary for the birds to live.
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State Tree
Directions: Use the following information to answer questions 10 through
12 on page 19.
The state tree for Washington is the western hemlock. The western hemlock tree is an important part of many forest ecosystems in Washington State.
The seeds of a hemlock tree can be found in the cones made by the tree. The
Western Hemlock Tree diagram shows the cones on the branches.
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10 The leaves (needles) on one western hemlock tree look just like the leaves on another western hemlock tree. Why do all western hemlock trees have the same type of leaves?
o A. The shape and color keep insects from eating the tree.
o B. The trees inherit their leaf shape and color from the parent trees.
o C. The needle shape and color produces the right amount of shade for the trees.
11 Scientists want to know how to make western hemlock trees grow faster. Which evidence should they gather?
o A. The types of animals that live in western hemlock trees.
o B. The time of year that western hemlock trees produce cones.
o C. The amount of water that is needed by western hemlock trees.
12 A person’s lungs help to take in air that people need to live. Trees also need air to live. What part of the tree helps the tree to take in air?
o A. Needles
o B. Trunk
o C. Cones
ANSWER KEY
Heat’s On
(Item 10 revised Dec. 2011)
Directions: Use the following information to answer questions 1 through 10.
During the summer, Maddie and Dayton visited a lake with a beach. They noticed the soil felt warmer than the water on their feet. They did the following investigation.
Question: What is the effect of the type of Earth material (soil or water) on the temperature of the material when heated with a lamp?
Prediction: Water will increase in temperature more than soil.
Materials:
Earth materials: soil and water
plastic containers
lamps
thermometer
metric ruler
white paper
timer
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Procedure:
1. Pour soil into one plastic container and the same amount of water into the other.
2. Put the lamps and white paper as shown in the Investigation Setup diagram.
3. Be sure the lamps are the same type and are 30 centimeters (cm) above the plastic containers.
4. Measure and record the starting temperatures of the soil and of the water 1 cm below the surface.
5. Turn on the lamps for 15 minutes.
6. Measure and record the temperatures of the soil and of the water 1 cm below the surface as Trial 1.
7. Repeat steps 1 through 6 two times as Trials 2 and 3.
8. Find and record the average ending temperatures.
Data:
|Earth Materials vs. Temperature |
|Earth Materials |Temperature (˚ C) |
| |Trial 1 |Trial 2 |Trial 3 |Average |
|Soil |53 |55 |51 |53 |
|Water |32 |34 |33 |33 |
|Note: The starting temperatures of the soil and water were |
|22˚ C for all the trials. |
1 Which of the following variables was kept the same (controlled) in this investigation?
o A. The temperature of the material after being heated
o B. The distance the lamps were placed above the material
o C. The different types of material in the containers
2 Which variable was the changed (manipulated) variable in this investigation?
o A. The type of Earth materials that were tested
o B. The final temperature of each Earth material used
o C. The amount of time each Earth material was heated
3 Which variable was the measured (responding) variable in this investigation?
o A. The temperature of the air after 15 minutes
o B. The temperature of the lamps after 15 minutes
o C. The temperature of the Earth materials after 15 minutes
4 Why did Maddie and Dayton investigate with a model instead of measuring the temperatures of the soil on the beach and the water in the lake?
o A. Thermometers are easy to use in a model.
o B. Light energy can be controlled in a model.
o C. Temperatures of Earth materials can be changed in a model.
5 Write a conclusion for this investigation.
In your conclusion, be sure to:
• Answer the investigative question.
• Include supporting data from the Earth Material vs. Temperature table.
• Explain how these data support your conclusion.
|Question: What is the effect of the type of Earth material (soil or water) on the |
|temperature of the material when heated with a lamp? |
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6 Maddie and Dayton want to be more sure of the results of their investigation. What should they do?
o A. Do the same investigation again.
o B. Change the amount of the Earth material.
o C. Use different lamps to put over the material.
7 What is the state of matter of the water used in this investigation?
o A. Gas
o B. Solid
o C. Liquid
8 Maddie and Dayton’s prediction was different from the results of the investigation.
What should they do?
o A. Fix the prediction to match the results.
o B. Repeat the investigation and compare results.
o C. Complete a brand new procedure to get better results.
9 Describe one energy transfer as the Earth material increases in temperature.
In your description, be sure to:
• Identify the forms of energy before and after the transfer.
• Describe where the energy transfer happened.
You may use words, labeled pictures, and/or labeled diagrams on the diagram in the box.
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10 Plan a controlled experiment to answer the question in the box. You may use any materials and equipment in your procedure.
In your procedure, be sure to include:
• logical steps to do the experiment
• one changed (manipulated) variable
• one measured (responding) variable
• how often measurements should be taken and recorded
|Question: What is the effect of different distances between the lamp and the soil on the |
|temperature of the soil? |
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|Title: Heat’s On (G5 2008 WASL) |Authors: OSPI and SALT |Grade: 5 |
|Description: An inquiry scenario on the effects of the type of Earth material on the temperature of the material when heated with a lamp. |
|Item Description |Grade Level Expectation & |Answers & |
| |Evidence of Learning Codes |2008 or Typical Results |
|WASL Evidence of Learning |System of Science |Inquiry |Application |A |B |C |
|for the Grade Level Expectation | |in Science |of Science | | | |
| |Properties |Structure |Changes | | | | | |
| |of Systems |of Systems |in Systems | | | | | |
| *1 |Identify variables kept the same | | | |IN02b | |5% |
| |(controlled) in an investigation. | | | |2.1.2 | | |
| *6 |Identify how the method of investigation | | | |IN09a | |80% correct |
| |ensures reliable results. | | | |2.2.4 | | |
|10 |Construct a logical plan for a controlled | | | |IN02e | |ER Rubric |
| |investigation. | | | |2.1.2 | | |
|Point Total = 15 |3 |12 |0 |MC = 7 pts, SA = 4 pts, |
| |20% |80% |0% |ER = 4 pts |
|Actual 2008 Grade 5 WASL = 49 pts. |40% |40% |20% |43% MC, 41% SA, 16% ER |
|Note: Points on the WASL are balanced among the Systems of Science with 33% Physical Systems, 33% Earth/Space Systems, and 33% Living Systems. |
|*Typical pilot results. These items were not part of the 2008 Grade 5 Operational Science WASL. |
Better Boiling
(Inquiry Scenario for a Controlled Experiment)
Item #6: Write a Conclusion (for a controlled experiment)
Science Standard INQ-G: “Scientific explanations” (conclusions) have three qualities, (1) they answer the scientific question, (2) they use evidence (data) from an investigation, and (3) they use scientific knowledge (reasoning) to say why the explanation makes sense. The explanation must also be logical (not confused or vague).
2 Points The scientific explanation is complete. It has all three parts:
(1) Claim: Answers the scientific question correctly,
(2) Evidence: Uses data from the investigation, and
(3) Reasoning: Uses scientific knowledge to say why the conclusion makes sense.
Notes:
• Claim ( Be specific, not vague (This is NOT specific: “The starting temperature did affect the time for water to boil.” This IS specific: “The higher the starting temperature, the faster the water will boil.”)
• Evidence ( Use data from the whole range in the table (5o C ( 51o C). Use exact data values (don’t round off).
• Reasoning ( Repeating the question or the answer to the question does not add your own scientific knowledge, and does not count as reasoning.
2-Point Example:
The higher the starting temperature of water, the faster the water boiled. Water at 5˚ C took 268 seconds to begin to boil. The 51˚ C water took 140 seconds to begin to boil. The 5˚ C water took 128 seconds longer to boil than the 51˚ C water.
1 Point Partial, but incomplete, scientific explanation. Missing only one of the three qualities of a scientific explanation.
0 Points Little or no understanding of scientific explanation. Missing two or more of the three qualities of a scientific explanation.
Notes:
• Claim ( If the scientific question is not answered correctly, then no points can be given, even if the Evidence and Reasoning are OK.
The Birds
(Application Scenario)
Item #9: Describe How Living Systems Respond
Science Standard LS1-D: Describe how animals (or plants) respond to internal needs with their behavior (or structures).
2 Points Name two bird actions (behaviors) from the table + say why each action (behavior) helps the bird to live:
(1) Bird Behavior: Identify a bird action (behavior) from the table,
(2) Need to Live: Describe why the bird needs that action (behavior) in order to live.
Notes:
• Bird Behavior ( Copy directly from the table (does not have to be word-for-word if it means the same thing). Must NOT combine bird actions from two different cells in the table.
|Examples (any two of these would get 2 points): |
|Bird observation copied from the table: |Why birds are doing this to live: |
|Flew from tree branch to bird feeder, picked up seed, flew back to branch |All animals need to eat food for energy to survive |
|or ate seed on feeder | |
|Standing on roof looking around |Looking for safety |
|Large group of birds perched on wire |Looking for food to eat |
|Pecking grass and picking up worms, insects, and other things from the |Getting food to eat |
|soil | |
|Drinking, jumping, splashing, and bobbing |Birds need to clean themselves to live |
|in the puddle | |
|Some birds flying with grass material dangling from beak; other birds |Birds can use grass material for nests for shelter |
|circling and looking down | |
|Sitting in the tree and making bird calls |Communicate to other birds |
1 Point Partial, but incomplete, behavior + needs for living.
One Behavior: Copied only one behavior from the table + described a need for living.
Two Behaviors: Two behaviors copied from the table, but the needs for living are missing or incomplete.
0 Points Little or no understanding of behaviors + needs for living. Has less than what’s in the description for “1 Point” above.
Heat’s On
(Inquiry Scenario for a Controlled Experiment)
Item #12: Write a Conclusion (for a controlled experiment)
Science Standard INQ-G: “Scientific explanations” (conclusions) have three qualities, (1) they answer the scientific question, (2) they use evidence (data) from an investigation, and (3) they use scientific knowledge (reasoning) to say why the explanation makes sense. The explanation must also be logical (not confused or vague).
2 Points The scientific explanation is complete. It has all three parts:
(1) Claim: Answers the scientific question correctly,
(2) Evidence: Uses data from the investigation, and
(3) Reasoning: Uses scientific knowledge to say why the conclusion makes sense.
Notes:
• Claim ( Be specific, not vague (This is NOT specific: “The type of Earth material did affect the time for it to heat up.” This IS specific: “The soil heated up faster than the water.”)
• Evidence ( Use data from the whole range in the table (soil ( water). Use exact data values (don’t round off).
• Reasoning ( Repeating the question or the answer to the question does not add your own scientific knowledge, and does not count as reasoning.
2-Point Example:
The soil had a higher temperature than the water when heated by a lamp. The average temperature of the soil was 53° C. The average temperature of the water was 33° C. The soil increased 20° C more than the water.
1 Point Partial, but incomplete, scientific explanation. Missing only one of the three qualities of a scientific explanation.
0 Points Little or no understanding of scientific explanation. Missing two or more of the three qualities of a scientific explanation.
Notes:
• Claim ( If the scientific question is not answered correctly, then no points can be given, even if the Evidence and Reasoning are OK.
Heat’s On
(Inquiry Scenario for a Controlled Experiment)
Item #13: Write a Procedure (for a new controlled experiment)
Science Standard INQ-B: Scientists plan different kinds of investigations, depending on the question they’re trying to answer. Types of investigations include controlled experiments, field studies, etc. The procedure for a controlled experiment has these parts: (1) Logical steps (not incomplete or confusing), (2) changed (manipulated) variable, (3) measured (responding) variable, (4) step-by-step procedure describing how to measure and record the variables, (5) repeated trials.
2 Points The procedure is complete (or almost!). It has four or all five parts:
(1) Logical Steps: Tells how to do all steps from beginning to end. Describes how & when to make measurements. Is not confusing.
(2) Changed Variable: Has only one changed (manipulated) variable.
(3) Measured Variable: Describes which variable is being measured (responding).
(4) Recording Data: Includes recording the data (not just “taking measurements”).
(5) Repeated Trials: Includes more than one trial for each measurement.
Notes:
• This task is to describe how to do a new procedure, NOT to predict what will happen.
• Logical Steps ( A diagram can help to represent the steps, but it must work with the written steps to include all steps needed to do the experiment. Be specific about what to measure (NOT good: “measure the water.” Good: “measure the temperature of the water.”)
• Variables ( A data table with good labels can help to identify which variables are changed and measured. Include only one changed variable, and only one responding variable.
• Repeated Trials ( A data table with spaces for repeated trials can help to show this. Just saying, “Repeat” is not good enough. Be specific about which steps to repeat.
1 Point Partial, but incomplete, procedure. Has two or three of the five parts of controlled experiment procedures.
0 Points Little or no understanding of procedures. Has none or only one of the five parts of controlled experiment procedures.
-----------------------
Schoolyard Ecosystem was created due to the fact that OSPI currently has no released items that model a Field Study.
Schoolyard Ecosystem is a separate document and is NOT included in this packet.
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How Confident Are You?
Kinda Very
Worried Confident
“Around the Bend”
An INQUIRY scenario, Earth Science Domain
Standards—INQ and ES2
3 multiple choice (cognitive level = 1 & 2)
2 short answer (cognitive level = 3)
o Write a Conclusion
o Plan a New Procedure
How Confident Are You?
Kinda Very
Worried Confident
“Feathered Friends”
A SYSTEMS scenario, Life Science Domain:
Standards—ES2, Inquiry, and Application
4 multiple choice (cognitive level = 1 & 2)
1 short answer (cognitive level = 3)
o Choosing Solutions
“Rocket Challenge”
An APPLICATION scenario, Physical Science Domain:
Standards—ES2, Inquiry, and Application
3 multiple choice (cognitive level = 1 & 2)
1 short answer (cognitive level = 3)
o Redesign a solution
How Confident Are You?
Kinda Very
Worried Confident
“Better Boiling”
An INQUIRY scenario, Physical Science Domain
Standards—INQ and PS2
2 multiple choice (cognitive level = 1 & 2)
1 completion (cognitive level = 2)
1 short answer (cognitive level = 3)
o Write a Conclusion
“The Birds”
An APPLICATION scenario, Life Science Domain:
Standards—LS1
2 multiple choice (cognitive level = 1 & 2)
1 short answer (cognitive level = 2)
o Identify how living things respond
“State Tree”
An SYSTEM scenario, Life Science Domain:
Standards—INQ, LS1 and LS3
3 multiple choice (cognitive level = 1 & 2)
“Heat’s On”
An INQUIRY scenario, Earth Science Domain
Standards—ES2, PS3, Inquiry
4 multiple choice (cognitive level = 1 & 2)
2 short answer (cognitive level = 3)
o Write a Conclusion
o Plan a New Procedure
[pic]
[pic]
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
|Question: What is the effect of different types of soil (garden soil, sandy soil, |
|clay soil) on the time for the water to flow through the stream model? |
|Procedure: |
|1) Place sandy soil in box a, garden soil in box b, and clay soil in box c. 2) Put the end of |
|each box on top of a wooden block. 3) Dump water over each box and start stopwatchs. |
|4) When all the water from one of the boxes has drained into a jar, stop a stopwatch. |
|5) Repeat step 4 twice for the other boxes. 6) Record results. 7) Repeat steps 1-6 twice for |
|trials 2 and 3. 8) Find average time for each different soil and record. (Hints) Make sure you |
|pour same amount of water into each box. |
Score ___________
Use the rubric to explain why you gave this score
|Question: What is the effect of different types of soil (garden soil, sandy soil, |
|clay soil) on the time for the water to flow through the stream model? |
|Procedure: |
|First, put three trays with drain holes out. Put one block under each tray. Fill the first tray |
|with clay soil, second with sandy, then third with garden soil. Then put 2 rulers on each tray. |
|Put a drain cup on the rulers. Also put a jar right below the trays. Finally, fill the beaker and |
|pour water into each drain cup. Then time they trays to see wich soil affects the time for the |
|water to flow through the stream model. Do this experiment about 3 times just to make sure |
|your question is correctly answered. |
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
|Question: What is the effect of different types of soil (garden soil, sandy soil, |
|clay soil) on the time for the water to flow through the stream model? |
|Procedure: |
|1. Make sure all stream models are exactly the same size. 2. Fill a beaker to the top with |
|water. 3. Pour water into clay soil model. 4. Time how long the water takes to flow through |
|the model. 5. Repeat steps 2-4 with sandy soil. 6. Repeat steps 2-4 with garden soil. |
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
Score ___________
Use the rubric to explain why you gave this score
|Item Description |Item Specification Code | |
| | | |
| | | |
|Item Specification Text | | |
| | | | |Physica|Earth/s|Life | |Cognitive|
| |Systems|Inquiry|Applica|l |pace |Science|Answer |Level** |
| | | |tion |Science|Science| | | |
| | | | | | | | | | |
|3 |Identify the measured (responding) variable*** in a given description of a scientific| |INQC | | | | |B |2 |
| |investigation. | | | | | | | | |
| | | | | | | | | | |
|4 |Identify the changed (manipulated) variable*** in a given description of a scientific| |INQC | | | | |CP* |2 |
| |investigation. | | | | | | | | |
| | | | | | | | | | |
|5 |Describe that repeated trials are needed to be sure results are reliable. | |INQE | | | | |A |1 |
| |Generate a conclusion for a scientific investigation, including supporting data, | | | | | | | | |
|6 |given a description of and results from the investigation. | |INQG | | | | |SA* |3 |
| | | |(1) | | | | | | |
| |Describe research that would provide a better understanding of a given problem that | | | | | | | | |
|7 |can be solved using a technological design process. | | |APPC | | | |B |2 |
| | | | |(2) | | | | | |
| | | | | | | | | | |
| |Compare/describe the role(s) of producer(s), consumer(s), and/or decomposer(s) in an | | | | | |LS2C |A |1 |
| |ecosystem. | | | | | | | | |
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|8 | | | | | | | | | |
| | | | | | | |LS1D | | |
|9 |Describe a plant or animal response to an internal need. | | | | | |(1) |SA* |2 |
| | | | | | | | | | |
|10 |Describe that many characteristics of an organism are inherited from the organism’s | | | | | |LS3B |B |1 |
| |parents. | | | | | | | | |
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|11 |Given a brief description of an investigation, identify the question being asked. | |INQA | | | | |C |2 |
| | | | | | | |LS1B | | |
|12 |Describe the function(s) served by a structure of an organism. | | | | | |(2) |A |1 |
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