Rocks and Minerals Unit
Rocks and Minerals Assessment Project
Laura Bohdel
Grade 5
Laura Bohdel
Rocks and Minerals Unit
Pre and Post Test Analysis
|Learning Target |Type of Target |Assessment Method |Total Points |[Post] Test Questions** |
|VSC: 5th grade-Earth Space Science | | | | |
|1.A.a.i |Identify and describe physical |Reasoning, Knowledge and|Selected Response |10pts |4,5,6,7,8,9,10, |
| |properties of minerals: color, |Skill | | |15[3pts] |
| |hardness, luster, and streak | | | | |
|1.A.a.ii |Classify minerals using physical |Knowledge |Selected Response |1pt |13 |
| |properties | | | | |
|1.A.a.iii |Identify some common mineral such as |Knowledge, Reasoning, |Performance Assessment* and|5pt |11 |
| |magnetite, |Skill, and Product* |Selected Responses | |[1 pt-Good observations |
| |calcite, quartz, and mica that have | | | |2 pts-Explanation of “how” |
| |distinctive physical properties | | | |2pts-correct identification] |
|1.A.a.iv |Identify the three types of rocks and |Reasoning and Knowledge |Extended written response |10pts |1,2,3, 12, |
| |compare minerals to rocks | |and Selected Response | |14[2 pts each] |
*Only used in the post-assessment
** Pre and Post assessment questions are identical but mixed up. The chart represents the question
numbers that correlate to the post-assessment to avoid confusion.
Assessment Planning
| |Pre-Test |Post-Test |
|Clear Purpose: |The pre-test was designed with regard to the |See pre-test. |
| |Maryland VSC standards. I looked closely at what |Also included in the post test design was a performance part|
| |students were expected to know/understand and gave |the required students to identify an unknown mineral using |
| |each standard a “weight”. The assessment was |their observation charts that they were responsible for |
| |designed with these weights, the VSC, and a |throughout the course of the unit. I also included |
| |post-test in mind; meaning, I designed the pre |additional questions to the post test that met with VSC |
| |assessment to also act as the culminating post |standards but were not appropriately addressed in the |
| |assessment. Truly I was designing a post assessment|pre-test to match how they were taught in class. |
| |all along. | |
|Clear Targets: |The learning targets that the assessment focused on |VSC standards (see test planning form) |
| |were strictly VSC standards. Because the VSC | |
| |standards are what students will eventually be | |
| |responsible for, I designed the assessment according| |
| |to the VSC. (see test planning form) | |
|Sound Assessment design: |Self evident in the assessments |
| |(see assessments) |
|Good Communication: |Written and oral directions were given before and during the assessment. |
| |Written directions are self evident in the assessments |
| |(see assessments) |
|Student Involvement: |Students verbally responded to problems through extended written response questions. Students were also required|
| |to keep a running observation chart during the unit that was used during the performance portion of the post |
| |assessment. (see attached) |
Assessments:
Rocks and Minerals Pre-Assessment
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
1._________Rocks are made up of one or more minerals
2._________There are three types of rocks
3._________Sedimentary rocks form in volcanoes
4._________Scientists identify minerals only by how they look
5._________Some minerals can be identified using a streak test
6._________A diamond is the hardest mineral
7._________Some minerals can be scratched by your fingernail
8._________Silver has a non-metallic luster
9._________Magnetite is a magnetic mineral
10. In the space provided, list as many observations of your artifact
as you can.
What is your artifact number?__________________
| |
11. Explain the relationship between a rock and a mineral.
________________________________________________________________________
12. Order the following minerals from softest to hardest:
Diamond, Quartz, Talc
________________________________________________________________________
13. What is your favorite mineral?
_______________________________________________________
14. In your own words explain the following three (3) words:
Igneous: ________________________________________________________________________________________________________________________________________________
Sedimentary: ________________________________________________________________________________________________________________________________________________
Metamorphic: ________________________________________________________________________________________________________________________________________________
KEY
Rocks and Minerals Pre-Assessment
Name: Date:
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
|1pt each |
|no partial credit |
1.____True______Rocks are made up of one or more minerals
2.____True______There are three types of rocks
3.____False_____Sedimentary rocks form in volcanoes
4.____False_____Scientists identify minerals only by how they look
5.____True_____Some minerals can be identified using a streak test
6.____True______A diamond is the hardest mineral
7.____True_____Some minerals can be scratched by your fingernail
8.____False______Silver has a non-metallic luster
9.____True______Magnetite is a magnetic mineral
10. In the space provided, list as many observations of your artifact
as you can.
| 3 point scoring rubric: |
|1pt-color |
|1pt-luster |
|1pt-texture/patterns |
|1. red/purple, non-metallic, smooth/sandy/dimples |
|2. white/gray, non-metallic, porous/conglomerate minerals |
|3. navy blue/Blue, non-metallic, smooth/banded |
|4. yellow/orange, non-metallic, smooth/quartz particles |
|5. white/silver, non-metallic, mica particles/dimples |
|6. orange/brown, non-metallic, yellow quartz particles/smooth |
|7. copper/white/gray, non-metallic, mica flecks/banded |
|8. salmon/pink, non-metallic, smooth/quartz particles/rounded |
|9. beige/tan, non-metallic, smooth/sandy/ridges |
|10. white/gray/copper, non-metallic, mica flecks/banded |
11. Explain the relationship between a rock and a mineral.
|1 pt. |
|no partial credit |
Rocks are made up of one or more minerals_____________
12. Order the following minerals from softest to hardest:
Diamond, Quartz, Talc
|1pt |
|no partial credit |
Talc, Quartz, Diamond_____________________________
13. What is your favorite mineral?
|1pt for naming any mineral |
Answers will vary______________________________________________
14. In your own words explain the following three (3) words:
|2 pts each: |
|1pt-mentioning that it is a type of rock |
|1pt-details about formation |
Igneous: rocks formed when melted rock material cools and hardens, can form from lava or magma (accept either).
Sedimentary: rocks formed on the earth’s surface when sediments are compressed.
Metamorphic: new rocks that form from existing rocks by undergoing a change caused by heat, pressure, and chemicals.
Unit Roadmap:
Day 1: Students will complete a Rocks and Minerals pre-assessment and a whole-class
KWL chart about rocks and minerals.
Day 2: Students will practice making “good observations” by observing people, plants,
animals, and still life in their science journals.
Day 3: Students will explore the five properties of minerals: naturally occurring,
inorganic, solid, definite composition, and regular internal structure. Students will test inanimate objects through the five properties and discuss why or why not they fit each property.
Day 4: Students will apply their knowledge of the properties of minerals to differentiate
between rock and mineral samples in a mixed set.
Day 5: Students will begin their properties of minerals observation charts to explore
color and luster of their 12 piece mineral sets
Day 6: Students will explore Moh’s scale for mineral hardness and record their findings
in their observation charts.
Day 7: Students will explore different mineral streaks as well as identifying
characteristics of some “special” minerals. Students will record their findings in their observation charts.
Day 8: Students will explore the three different types of rocks: Igneous, Metamorphic,
and Sedimentary.
Day 9: Students will complete a rocks and mineral sampling of their backyards and/or of
the playground. They will identify their samples using the rock key and mineral tests (observation charts). The students will compile their data and make a class graph of St. Mary’s County geological resources.
Day 10: Students will compare their backyard findings to the actual St. Mary’s County
geological surveys using county mineral/soil maps.
Day 11: Students will complete a post-assessment and finish their KWL charts from the
first day.
Rocks and Minerals Post-Assessment
Name: Date:
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
1.__________Rocks are made up of one or more minerals
2.__________There are three basic types of rocks
3.__________Sedimentary rocks form in volcanoes
4.__________Scientists identify minerals only by how they look
5.__________Some minerals can be identified using a streak test
6.__________A diamond is the hardest mineral
7.__________Some minerals can be scratched by your fingernail
8.__________Silver has a metallic luster
9.__________Magnetite is a magnetic mineral
10. What is your favorite mineral?
________________________________________________________________________
11. In the space provided, list as many observations of your mineral as you can.
What is your mineral number?______________________________________
| |
|Observations: |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Identify your mineral:______________________________ |
| |
|How do you know that your mineral is correctly identified? |
12. Explain the relationship between a rock and a mineral.
________________________________________________________________________________________________________________________________________________________________________________________________________________________
13. Order the following minerals from softest to hardest:
Diamond, Quartz, Talc
14. In your own words explain the following three (3) words:
Igneous:________________________________________________________________________________________________________________________________________________________________________________________________________________
Metamorphic:___________________________________________________________________________________________________________________________________________________________________________________________________________
Sedimentary:____________________________________________________________________________________________________________________________________________________________________________________________________________
15. What are 3 properties of minerals?
1.
2.
3.
Tell me one thing you liked about the unit:
________________________________________________________________________________________________________________________________________________
Tell me one thing you disliked about the unit.
________________________________________________________________________
________________________________________________________________________
STOP (Double check your work as you wait)!
This portion of the assessment will be completed at the back table as you are CALLED by Ms. Bohdel.
Task Assessment:
Using the provided ROCK KEY, identify your rock sample and write its name on the line below.
KEY Rocks and Minerals Post-Assessment
Name: Date:
Complete the following true/false answers by writing “true” or “false” in the space provided.
A. True/False:
|1pt each |
|no partial credit |
1.____True______Rocks are made up of one or more minerals
2.____True______There are three types of rocks
3.____False_____Sedimentary rocks form in volcanoes
4.____False_____Scientists identify minerals only by how they look
5.____True_____Some minerals can be identified using a streak test
6.____True______A diamond is the hardest mineral
7.____True_____Some minerals can be scratched by your fingernail
8.____False______Silver has a non-metallic luster
9.____True______Magnetite is a magnetic mineral
10. What is your favorite mineral?
|1pt for naming any mineral |
Answers will vary__________________________________
11. In the space provided, list as many observations of your mineral as you can.
What is your mineral number?______________________________________
| |
|Observations: |
| |
|1pt for clearly articulated observations about color |
|luster, hardness, streak, and/or special properties |
| |
| |
|Identify your mineral: |
|2pts for correctly identifying the mineral |
|1. |
| |
| |
| |
| |
|How do you know that your mineral is correctly identified? |
| |
|2pts for a well articulated explanation of the scientific tests they ran and/or how they used their observation charts |
|to determine to identity of the mineral |
| |
12. Explain the relationship between a rock and a mineral.
|1pt (accept partial credit) Minerals are made up of one substance and rocks are made up of two or more minerals. |
________________________________________________________________________________________________________________________________________________________________________________________________________________________
13. Order the following minerals from softest to hardest:
|1pt (no partial credit) Talc, Quartz, Diamond |
Diamond, Quartz, Talc
________________________________________________________________________
14. In your own words explain the following three (3) words:
|2 pts each: |
|1pt-mentioning that it is a type of rock |
|1pt-details about formation |
Igneous: rocks formed when melted rock material cools and hardens, can form from lava or magma (accept either).
Sedimentary: rocks formed on the earth’s surface when sediments are compressed.
Metamorphic: new rocks that form from existing rocks by undergoing a change caused by heat, pressure, and chemicals.
15. What are 3 properties of minerals?
|1pt per property listed: color |
|luster |
|hardness |
|streak |
|one material (definite composition) |
|regular internal structure |
|organic |
|naturally occurring |
|solid |
Tell me one thing you liked about the unit
|1pt |
_______________________________________________________________________________________________________________________________________________
Tell me one thing you disliked about the unit.
|1pt |
________________________________________________________________________
________________________________________________________________________
STOP (Double check your work as you wait)!
This portion of the assessment will be completed at the back table as you are CALLED by Ms. Bohdel.
Task Assessment:
Using the provided ROCK KEY, identify your rock sample and write its name on the line below.
Reflection:
Data Analysis:
|Pre-Test (x) |Post-Test (y) |
|7 |15 |
|10 |18 |
|8 |18 |
|13 |17 |
|7 |14 |
|5 |8 |
|17 |14 |
|8 |17 |
|9 |14 |
|8 |14 |
|9 |10 |
|10 |16 |
|12 |17 |
|4 |14 |
|12 |17 |
|11 |16 |
|7 |15 |
|14 |18 |
|7 |15 |
|12 |18 |
|5 |15 |
|9 |15 |
|12 |17 |
|10 |18 |
|8 |15 |
|13 |18 |
|12 |16 |
Figure 1. Pre and Post test cumulative scores (raw data) per student
|2-Variable Statistics |
|Sum (x) |259 |
|Mean (x) |9.5925 |
|Standard Deviation (x) |3.0414 |
|Sum (y) |419 |
|Mean (y) |15.519 |
|Standard Deviation (y) |2.3918 |
Figure 2. Variable statistics calculated on both pre (x) and post (y) test cumulative scores; derived from Figure 1.
|2-Sample t-Test |
|t |-7.9580 |
|p |1.0681 E -10** |
Figure 3. 2-sample t-test used for analyzing significant differences in student scores between pre and post tests
Analysis:
The t-test returns a p-value which can be used under different certainties to determine whether or not the students’ scores changed significantly. Significance can be held under different alpha values. If a p-value is less than the set alpha value, the comparison in populations is said to have a significant difference-it could not have happened by chance. When the alpha-value is set lower, (i.e. 0.01 vs. 0.05) the significant difference increases-it is less likely to have happened by chance.
For example:
p (1.0681 E -10) < 0.05 shows a significant difference*
p (1.0681 E -10) < 0.01 shows a “highly” significant difference**
Given the class pre and post score data, we can say with 99% confidence (p ................
................
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