Environments Folio WA Assessment · 2010. 8. 3. · Title: Environments Folio WA Assessment.indd Created Date: 1/25/2006 3:47:00 PM

MAGNETISM AND ELECTRICITY 1ENVIRONMENTS

WASHINGTON EDITION

Grade 5 Version

ASSESSMENTENVIRONMENTS

Grade 5 Version

This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at www.smerc.org, for more on how to use these classroom-based assessments.

Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations

The summative assessment scores more complex items with a 0-4 rubric. 4 going beyond expectations 3 meeting expectations 2 close to expectations 1 below expectations 0 off task, or no response

NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State.

The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle�- Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver.

ASSESSMENT CONTENTSInvestigations 1 - 6 2End-of-Module Assessment 58Assessment Blueprint 68

INVESTIGATION DUPLICATION MASTER CHANGESNew student sheets• no. 4a Response Sheet—Investigation 1

(Continued)• no. 6a Animal Investigations—Results• no. 16a Lake Erie Story• no. 18a Survival Factors• Inquiry Project Sheets

Modified student sheets• no. 3 Terrarium Map• no. 4 Response Sheet—Investigation 1

(replacing Terrestrial Environments)• no. 6 Animal Investigations—Planning

(replacing Animal Investigations)• no. 7 Response Sheet—Investigation 2

(replacing Bugs and Beetles)• no. 9 Plant Experiment Setup• no. 11 Response Sheet—Investigation 3

(replacing Water Tolerance)• no. 16 Response Sheet—Investigation 4

(replacing Aquatic Environments)• no. 17 Brine Shrimp Hatching• no. 18 Response Sheet—Investigation 5

(replacing Brine Shrimp Hatching)

2 FULL OPTION SCIENCE SYSTEM

INQUIRY INVESTIGATION SUMMARY

PART 1

Grade 5 Version

INVESTIGATION 1: TERRESTRIAL ENVIRONMENTS

RECORDING CHANGES

• How does the environment in the terrarium change over time?

Time: 10 minutes every 2–3 days for 2 weeks

PART 2

Students plant terrariums, mapping where they put pea, corn, barley, radish, and clover seeds. Students decide how much water the plants need.

SETTING UP TERRARIUMS

• What environmental factors affect the growth of seeds?

Time: 50 minutes

Students record observations about the changes taking place in the terrariums.

3ENVIRONMENTS

WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES

Grade 5 Version

Examples of questions students might generate for inquiry projects

• Is there a difference in the growth of the seedlings if the terrarium is covered or le� open?

• Does planting the seeds at different depths affect the growth of the seedlings?

• If the po�ing soil is replaced with sand, how would it affect the germination or growth of the plants?

Modified Student Sheet

Terrarium Map

Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)

Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1)

Modified and New Student Sheets

Response Sheets—Investigation 1 and Investigation 1 (continued)

Characteristics of Living Ma�er. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6)

Interdependence of Life. Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. (GLE 1.3.10)

• A relationship exists between a number of environmental factors (such as how much water plants get) and how well organisms grow.

• Environments change over time.

• Environment is everything that surrounds and influences an organism.

• An environmental factor is one part of an environment. It can be living or nonliving.

FULL OPTION SCIENCE SYSTEM4

FORMATIVE ASSESSMENT

Grade 5 Version

No. 3—Modified Student Sheet

INVESTIGATION 1: TERRESTRIAL ENVIRONMENTSPART 1: SETTING UP TERRARIUMS

Use modified student sheet no. 3 called Terrarium Map to assess students’ abilities to map seeds they are planting. (Maps should match terrariums planted by students.)

Student Sheet—Terrarium Map (Part 1)


Score If the student...

+ uses symbols properly and preserves the number, orientation, and location of seeds on the map.

uses symbols properly and preserves the orientation and location of seeds on the map.

– does not use symbols properly or needs additional instruction on how to create a map.

Student Sheet—Terrarium Map (Part 2)

Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1)


+ identifies any three parts of the terrarium system and describes how each part supports the growth of seeds in the system (see sample answers in sidebar).

can identify three parts of the terrarium system and describes each part’s function without giving supporting details (e.g. seeds need water).

– cannot identify three parts of the terrarium system or describe a function for each part.

KEY

TERRARIUM MAP

Investigation 1: Terrestrial EnvironmentsNo. 3—Modifi ed Student Sheet

WA Edition

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

Name ________________________________ Date ___________________________________

How much water did you put into your terrarium?

Where did you put the terrarium?

Part 2

Identify any three parts of the terrarium system other than the seeds. On the back of this sheet, describe one function for each part and how these parts support the growth of the seeds in the system.

Part 1

Sample Answer for Part 2

Soil, air, water (moisture)1. The soil provides nutrients for the seeds to grow, (Or The soil provides a place for the plant roots to hold the plant.)2. The air provides oxygen to keep the seeds alive.3. Seeds need water/moisture to sprout.

KEY

TERRARIUM MAP

Investigation 1: Terrestrial EnvironmentsNo. 3—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

How much water did you put into your terrarium?

Where did you put the terrarium?

Part 2

Identify any three parts of the terrarium system other than the seeds. On the back of this sheet, describe one function for each part and how these parts support the growth of the seeds in the system.

Part 1



Grade 5 Version

No. 4a—New Student Sheet

INVESTIGATION 1: TERRESTRIAL ENVIRONMENTSPART 2: RECORDING CHANGES

Use modified student sheet no. 4 called Response Sheet—Investigation 1 and new student sheet no. 4a called Response Sheet—Investigation 1 (continued).

NOTE: Students need to understand the terms systems and factors. (Add the word system to your word bank, as it is not used explicitly in the FOSS kit.)

Response Sheets—Investigation I and Investigation 1 (continued), Items a, c, and d

Characteristics of Living Matter. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6)


+ correctly answers item a (soil and light are nonliving) and item c (plants: broad-leafed plants, grassy plants, thin-leafed plants, flowering plants; animals: salamanders, cricket); states more than one characteristic that distinguishes plants from animals for item d (see teacher information regarding distin-guishing characteristics on next page).

gives correct answer for item #a and item #c, and states one characteristic that distinguishes plants from animals (see teacher information regarding distinguishing characteristics on next page).

– cannot sort living from nonliving factors; plants from animals; does not give a characteristic that distinguishes plants from animals.

RESPONSE SHEET—INVESTIGATION 1

Sayo used the picture above to make a list of all the environmental factors she saw in this terrestrial environment. She put an L next to each factor she identifi ed as a living factor. The list Sayo made is shown above.

a. Do you agree that all the factors Sayo marked with an L are living? ________ If not, tell which selected factors you don’t agree with and explain why it should be changed.

b. Describe how two of the nonliving factors might infl uence the living factors in this terrarium.

1)

2)

salamanders L

cricket L

rocks

pan of water

broad-leafed plants L

light L

grassy plants L

glass terrarium

thin-leafed plants L

soil L

fl owering plants L

temperature

Investigation 1: Terrestrial EnvironmentsNo. 4—Modifi ed Student Sheet

WA Edition


Name ________________________________ Date ___________________________________


RESPONSE SHEET—INVESTIGATION 1 (continued)

Investigation 1: Terrestrial EnvironmentsNo. 4a—New Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

c. Sort the living things on Sayo’s list into two groups: plants and animals.

Plants Animals

d. State one characteristic that distinguishes plants from animals.


WASHINGTON EDITION

Grade 5 Version

Response Sheet—Investigation I, Item b



+ describes how two nonliving factors might influence one or more living factors. For example, • Salamanders need water so they don’t dry out. • The plants need light to grow. Light provides energy. • The plants need soil to grow. Soil provides support and nutrients. • Both plants and animals need certain temperature ranges to thrive. Too hot or too cold might be harmful.

describes two nonliving factors but includes the influence for only one living factor.

– cannot identify two nonliving factors that might influence living factors.

NOTE: Teacher information regarding defining characteristics that distinguish living vs. non-living and for sorting pants and animals:

Most living things need food (nutri-ents), water, air and space to live.

All living things grow, reproduce and die.

Plants need light to make food.

Animals eat, breathe, and give off waste. (Movement is not a defining characteristic for animals.)


Sayo used the picture above to make a list of all the environmental factors she saw in this terrestrial environment. She put an L next to each factor she identified as a living factor. The list Sayo made is shown above.

a. Do you agree that all the factors Sayo marked with an L are living? ________ If not, tell which selected factors you don’t agree with and explain why they should be changed.

b. Describe how two of the nonliving factors might influence the living factors in this terrarium.

1.

2.

salamanders L

cricket L

rocks

pan of water

broad-leafed plants L

light L

grassy plants L

glass terrarium

thin-leafed plants L

soil L

flowering plants L

temperature

Investigation 1: Terrestrial EnvironmentsNo. 4—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

RESPONSE SHEET—INVESTIGATION 1 (continued)

Investigation 1: Terrestrial EnvironmentsNo. 4a—New Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

c. Sort the living things on Sayo’s list into two groups: plants and animals.

Plants Animals

d. State one characteristic that distinguishes plants from animals.



PART 1

Grade 5 Version

INVESTIGATION 2: BUGS AND BEETLES

PART 3

MAKING ANIMAL RUNWAYS• What type of environment do isopods and beetles prefer?

Time: 30 minutes

RESPONDING TO MOISTURE• How much moisture do isopods and beetles prefer?

Time: 30–40 minutes; 15 minutes the next day

RESPONDING TO LIGHT• How do isopods and beetles respond to different amounts of light?

Time: 30–40 minutes

Students construct aluminum foil runways in order to conduct investigations of organisms’ environmenta preferences.

PART 2

Using the constructed runways, students conduct an investigation of how isopods and beetles respond to the environmental factor of moisture.

PART 4

DESIGNING AN ANIMAL INVESTIGATION


Students design an animal investigation focusing on an environmental factor not yet tested.

Using the constructed runways, students conduct an investigation of how isopods and beetles respond to the environmental factor of light.

11ENVIRONMENTS


Grade 5 Version


• Which soil would an earthworm prefer, soil that is mostly clay, or mostly sand?• What type of environment do snails prefer?• Are there any environmental conditions that could speed up mealworm development (from larvae to adult)?

• Designing an investigation involves controlling the variables so that the effect of one factor can be observed.

• Every organism has a set of preferred environmental conditions.

• Isopods prefer moist environments; beetles prefer dry environments.

• Every organism has a set of preferred environmental conditions.

• Isopods and beetles prefer dark environments.

Teacher Observation

Anecdotal Notes

Science Notebook—Environment and behavior


Modified and New Student Sheets—Animal Investigations or Inquiry Project Sheets

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

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

• Apply content introduced in the previous investigations.

New Student Sheets

Inquiry Project Sheets

Investigating Systems: GLEs 2.1.1—2.1.3

Modified Student Sheet—Animal Investigations-Planning New Student Sheet—Animal Investigations-Results



Response Sheet—Investigation 2

Evaluating Methods of Investigation. Understand that results of scientific investigations can come from expected and unexpected sources. (GLE 2.2.4)



Grade 5 Version

INVESTIGATION 2: BUGS AND BEETLESPART 2: RESPONDING TO MOISTURE

Use modified student sheet no. 6 called Animal Investigations—Planning and new student sheet no. 6a called Animal Investigations—Results to assess students’ ability to plan an investigation of the question “What moisture condition do isopods and beetles prefer in their environment.”

NOTE: In order to meet the GLE expectation that students understand the need for repeated trials, it is important to provide an opportunity for different groups to compare their results.

Student Sheet—Animal Investigations—Planning



+ plans an investigation to manipulate the variable of moisture; describes and uses wet, dry, and moist soil; includes both a labeled diagram and a wri�en descrip-tion; includes the time given to allow the beetles to choose their preferred environment; gives more than one controlled variable, such as the amount of soil, number of animals, etc.

plans an investigation to manipulate the variable of moisture; describes and uses wet, dry, and moist soil; includes a well-labeled diagram or a wri�en descrip-tion; includes the time given to allow the beetles to choose their preferred environment; and gives only one controlled variable, such as the kind of soil.

– needs help to plan the investigation to control and ma-nipulate appropriate variables; cannot accurately draw the set-up.


ANIMAL INVESTIGATIONS-PLANNING

Investigation 2: Responding to MoistureNo. 6—Modifi ed Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

Question:

What conditions do (isopods or beetles) prefer in their environment?

Planning the Investigation a. Prediction: I think there will be more (isopods or beetles) in the environment a� er amount of time because . b. Materials: (List the materials and put a check by each material that is kept the same for all conditions)

c. Procedure: Describe, draw, and label how you set up the runway, making sure to include ● one variable kept the same (controlled) ● one variable changed (manipulated)

NOTE: Use anecdotal notes to assess students in Part 1 of this investigation.


WASHINGTON EDITION

Grade 5 Version

Student Sheet—Animal Investigations—Results (Part 1)

Communication Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)


+ makes an accurate and detailed record with labels (including dry, wet, moist soil), location (including detail of whether the animal is on the surface, buried or moving), and the amount of time that has passed.

makes an accurate record with labels (including dry, wet, moist soil), location, and the amount of time that has passed.

– needs help to record accurately.




+ forms a reasonable conclusion; uses data in the explanation to support answer (e.g. I think the sowbugs prefer a moist environment because three sowbugs were found in the moist environment and only one in the dry environment a�er 6 hours).

forms a reasonable conclusion; refers to data but gives only the lowest or highest supporting data (e.g. I think the sowbugs prefer a moist environment because more sowbugs were found in the moist area).

– does not form a conclusion or support one with data.

Part 1. Data Collection:

Record where each animal was and what it was doing (on surface, buried, or moving).

Short run. This is where the animals were a� er ________ minutes.

Long run. This is where the animals were a� er ________ hours.

Part 2. Conclusion

In order to make a reliable conclusion, scientists perform repeated trials. How does your conclusion compare to other students who investigated the same animal?

What did you fi nd out about the animals’ environmental preferences? In your conclusion be sure to:

• include supporting data.• explain how this data supports your conclusion.

ANIMAL INVESTIGATIONS-RESULTS

Investigation 2: Responding to MoistureNo. 6a—New Student Sheet

WA Edition


Name ________________________________ Date ___________________________________


(Use master on page 18 of this folio.)

Investigation 2 Part 2 continued on next page



Grade 5 Version


Use modified student sheet no. 7 called Response Sheet—Investigation 2 to check students’ ability to identify ways to increase the reliability of investigation results.


Evaluating Methods of Investigation. Understand how to make the results of scientific investigations reliable. (GLE 2.2.4)


+ points out that more than one variable changes at a time; suggests that moist soil should be used in all three areas, varying only temperature; and says that repeated trials increase reliability.

points out that more than one variable changes at a time and says that repeated trials increase reliability.

– does not recognize the variable problem or the need for repeated trials.

We put dry, moist, and wet soil in the runways just like we did before in class. Next we put an ice pack under the dry soil, no pad under the moist soil and a heating pad under the wet soil, to make three areas, each with a different temperature. That way we could fi nd out if isopods prefer cold, warm, or hot soil.

Results:After ten minutes we found some isopods in the warm and hot areas. After an hour we found all of the isopods in the warm area. Conclusion: Isopods like it warm.

RESPONSE SHEET—INVESTIGATION 2Bret wanted to fi nd out isopod preferences for temperature. Below is his notebook entry.

a. Identify what is wrong with Bret’s plan and explain what he needs to do diff erently.

b. Did you include repeated trials in your improvements above? Why does Bret need to

do repeated trials?

Cold area Warm area Hot area

Dry soil Moist soil Wet soil


WA Edition


Name ________________________________ Date ___________________________________

ANIMAL INVESTIGATIONS—PLANNING

Investigation 2: Responding to MoistureNo. 6—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

Question


Planning the InvestigationPredictionI think there will be more (isopods or beetles) in the environment a�er amount of time because .Materials List the materials and put a check by each material that is kept the same for all conditions.

Procedure Describe, draw, and label how you set up the runway. Be sure to include ● one variable kept that stays the same (controlled) ● one variable that changes (manipulated)



Short run. This is where the animals were a�er ________ minutes.

Long run. This is where the animals were a�er ________ hours.

Part 2. Conclusion

In order to make a reliable conclusion, scientists perform repeated trials. How does your conclusion compare to those of other students who investigated the same animal?

What did you find out about the animals’ environmental preferences? Your conclusion should include these parts.

• Supporting data• An explaination of how this data supports your conclusion.

ANIMAL INVESTIGATIONS—RESULTS


WA Edition


Name ________________________________ Date ___________________________________

We put dry, moist, and wet soil in the runways just like we did before in class. Next we put an ice pack under the dry soil, no pad under the moist soil, and a heating pad under the wet soil, to make three areas, each with a different temperature. That way we could find out if isopods prefer cold, warm, or hot soil.

ResultsAfter 10 minutes we found some isopods in the warm and hot areas. After an hour we found all of the isopods in the warm area. Conclusion: Isopods like it warm.

RESPONSE SHEET—INVESTIGATION 2Bret wanted to find out isopod preferences for temperature. Below is his notebook entry.

Identify what is wrong with Bret’s plan and explain what he needs to do differently.

Did you include repeated trials in your improvements above? Why does Bret need to

do repeated trials?

Cold area Warm area Hot area

Dry soil Moist soil Wet soil

Investigation 2: Responding to MoistureNo. 7—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________



Grade 5 Version

INVESTIGATION 2: BUGS AND BEETLESPART 3: RESPONDING TO LIGHTUse the science notebook prompt below to assess students’ understanding of how the environment influences an organism’s behavior.

Notebook Prompt:• Do you think light will affect the organisms’ behavior? What effect

do you think it will have and why?• Are there other environmental factors that you think can have

an influence on animal behaviors?

Science Notebook—Environment and Behavior



+ understands that the environment can affect the behavior of animals; gives specific examples.

understands that the environment can affect animal behavior; does not give clear examples.

– needs further instructions to see how the environment can affect animal behavior.


WASHINGTON EDITION

Grade 5 Version

Assess how well students plan an investigation and construct a reasonable explanation. You can use the modified and new student sheets nos. 6 and 6a called Animal Investigation—Planning and Animal Investigation—Results. If students are ready for a more open-ended approach, use the Inquiry Project Sheets (pages 58-61 in this folio)

.

Student Sheets—Animal Investigations or Inquiry Project Sheets



+ plans an investigation to manipulate the variable of light; describes and uses two conditions, light and dark; includes both a labeled diagram and wri�en description; includes the time given to allow the animal to choose a preferred environment; conducts the investigation according to the plan; makes an accurate and detailed record, including labels and the amount of time that has passed.

plans an investigation to manipulate the variable of light; describes and uses two conditions, light and dark; includes a labeled diagram or a wri�en description (does not include time allowed); conducts the investigation according to the plan; makes an accurate record, including labels and the amount of time that has passed.

– needs help to plan the investigation with controlled variables and a manipulated variable.

Investigation 2 Part 3 continued on next page.

Note: Use the master on page 18 of this folio.

Or use Inquiry Project Sheets on pages 58-61.

No. 6—Modified Student SheetNote: Use the master on page 17 of this folio.

ANIMAL INVESTIGATIONS-PLANNING


WA Edition


Name ________________________________ Date ___________________________________

Question:


Planning the Investigation a. Prediction: I think there will be more (isopods or beetles) in the environment a� er amount of time because . b. Materials: (List the materials and put a check by each material that is kept the same for all conditions)

c. Procedure: Describe, draw, and label how you set up the runway, making sure to include ● one variable kept the same (controlled) ● one variable changed (manipulated)




Short run. This is where the animals were a� er ________ minutes.

Long run. This is where the animals were a� er ________ hours.

Part 2. Conclusion

In order to make a reliable conclusion, scientists perform repeated trials. How does your conclusion compare to other students who investigated the same animal?

What did you fi nd out about the animals’ environmental preferences? In your conclusion be sure to:

• include supporting data.• explain how this data supports your conclusion.

ANIMAL INVESTIGATIONS-RESULTS


WA Edition


Name ________________________________ Date ___________________________________



Grade 5 Version




+ forms a reasonable conclusion; uses data in the explanation to support answer (e.g. I think the isopods prefer a darker environment because three isopods were under the black canopy and only one was in the uncovered area a�er 6 hours).

forms a reasonable conclusion; refers to data but does not give the lowest or highest supporting data (e.g. I think the isopods prefer a dark environment because more were in the dark area).

– does not form a conclusion or support one with data.


WASHINGTON EDITION

Grade 5 Version

INVESTIGATION 2: BUGS AND BEETLESPART 4: DESIGNING AN ANIMAL INVESTIGATION

As a class use the Inquiry Project Sheets on pages 58–61 to assess students’ ability to design and follow an investigation plan and draw a conclusion. Use this opportunity to build students’ skills in the inquiry process, which they will use again for their own independent investigation at the end of the module, and to familiarize them with the WASL format. As a class, come up with questions that they can choose from to investigate.

Student Sheeta—Inquiry Project Sheets

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)



Score If the student... 4 scores between 10 -14 value points of the total 14 value

points possible.3 scores between 8 - 9 value points of the total 14 value

points.2 scores between 6 - 7 value points of the total 14 value

points. 1 scores between 4 - 5 value points of the total 14 value

points.

STUDENT SHEET – INQUIRY PROJECTPlan an investigation to answer a question.

In your plan, be sure to include the:• question that can be investigated• prediction of the outcome of the investigation• materials needed to do the investigation• procedure that includes:

� logical steps to do the investigation � variables kept the same (controlled) � one variable changed (manipulated) � any variables being measured and recorded � how o� en measurements are taken and recordedQuestion:

Prediction:

Materials:

Date ___________________________________Name ________________________________

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

Inquiry ProjectStudent Sheet

WA Edition

INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.

Procedure:



WA Edition

STUDENT SHEET – WRITING A CONCLUSION Data Collected:

A� er completing your investigation, write a conclusion that explains whether your prediction was correct. In your conclusion be sure to: • include supporting data from your data table above • explain how this data supports your conclusion

Supporting Data:

Explanation:

Date ___________________________________Name ________________________________



WA Edition



WA Edition

STUDENT SHEET – INQUIRY PROJECT AND WRITING A CONCLUSION SCORING RUBRICStudent Sheet-Inquiry Project (Question)

Questioning. Understand how to ask a question about objects, organisms, and events in the environment (GLE 2.1.1)

Investigation A� ribute Description of A� ributeValue Point

Question The question must be phrased as one that can be investigated 1

Student Sheet-Inquiry Project (Planning and Conduction)

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

Planning Investigation A� ributes

Description of A� ributeThe procedure (wri� en or a labeled diagram) is evaluated as follows

Value Point

Prediction

Materials

Logical Steps

Variables Kept the Same (controlled)

One Changed Variable (manipulated)

One Measured Variable

Repeated Trials

Record Measurements

The prediction must be related to the investigative questions and include both the variable changed, as well as the variable measured A list of minimum materials needed to perform the procedure must be listed in this section

The steps of the investigation are logical with enough detail to repeat the procedure eff ectively

At least one variable kept the same is identifi ed or implied

Identifi es the correct variable to be changed

Identifi es an appropriate variable to be measured and the units to be used.

More than one trial is planned

The procedure explicitly states to “record” or gives a data table

1

1

1

1

1

1

1

1

Conducting Investigation A� ributes Description of A� ribute

Value Point

Conducts Investigation

Data Collection

Carries out investigation as planned or recognizes problems and makes appropriate adjustments

Collects and records data

1

1

Student Sheet-Inquiry Project (Conclusion)

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

Investigation A� ributes Description of A� ributeValue Point

Citing Data

Citing Data

Explanation

Cites lowest supporting data.

Cites highest supporting data

Uses data to form a reasonable explanation

1

1

1

See masters pages 58-61, Inquiry Project Sheets.



PART 1

Grade 5 Version

PART 2

PART 3

Using the Plant Profile sheet, students disassemble their planters and compare the growth of each plant in the different environments.

Students isolate one factor, water, in the environment of plants, and set up an experiment to determine the range of water tolerance for the early growth of four different plants.

Students make observations a�er 5 and 8 days of growth.

SETTING UP THE EXPERIMENT

• What are the optimal water conditions for each of four plants: corn, wheat, barley, and peas?

Time: 50 minutes

OBSERVING PLANTS AT 5 AND 8 DAYS

• What changes in the plants have taken place over time?

Time: two 30-minute sessions

OBSERVING PLANTS AT 11 OR MORE DAYS

• What changes in the plants have taken place over time?

Time: 50 minutes

INVESTIGATION 3: WATER TOLERANCE

23ENVIRONMENTS


Grade 5 Version

• Every organism has a range of tolerance for each factor in its environment.

• Organisms have specific requirements for successful growth, development, and reproduction.

• Optimum conditions are those most favorable to an organism.


Plant Experiment Setup





Science Notebook

Tolerance and optimum conditions



• Does the amount of fertilizer affect the growth of plants?

• Does the type of soil affect the growth of plants?



Grade 5 Version


INVESTIGATION 3: WATER TOLERANCE PART 1: SETTING UP THE EXPERIMENT

Use modified student sheet no. 9 called Plant Experiment Setup to look for improvement in students’ mapping abilities. Compare these maps to those created in Investigation 1, Part 1 (Terrarium Map).

Student Sheet—Plant Experiment Setup



uses symbols properly; preserves the orientation, number, and location of seeds on the map.

– does not use symbols properly or otherwise needs additional instruction on how to create a map.

PLANT EXPERIMENT SET-UP

Number of each seed planted:

Barley

Corn

Pea

Radish

Radish

Map on the diagram where each seed is planted.

Plant all four containers exactly the same way.

Barley

Planting date

PeaCorn

KEY

LABEL

Question:

How does the environmental factor aff ect seed growth?

Planning the Investigation: a. Prediction: I think the plant grown in soil will because . b. Procedure:

Environment Soil WaterDry dry noneMoist moist noneWet moist 40 mlVery Wet moist 80 ml

Investigation 3: Water ToleranceNo. 9—Modifi ed Student Sheet

WA Edition


Name ________________________________ Date ___________________________________

PLANT EXPERIMENT SET-UP

Number of each seed planted

Barley

Corn

Pea

Radish

Radish

Show on the diagram where each seed is planted.

Plant all four containers exactly the same way.

Barley

Planting date

PeaCorn

KEY

LABEL

Question

How does the environmental factor, , affect seed growth?

Planning the Investigation:Prediction:I think the plant grown in soil will because Procedure

Environment Soil Water Addeddry dry nonemoist moist nonewet moist 40 mlvery wet moist 80 ml

Investigation 3: Water ToleranceNo. 9—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________



Grade 5 Version

No. 11- Modified Student Sheet

INVESTIGATION 3: WATER TOLERANCEPART 2: OBSERVING PLANTS AT 5 AND 8 DAYSUse modified student sheet no. 11 called Response Sheet— Investigation 3.

Examples of possible improvements • Include observations from all conditions (moist, wet, superwet). For example, if there were no sprouts in the wet and super-wet cups on May 12, Carlos should have included that information. • Include quantitative observations such as the height of the plant, the length of the leaves , and so forth. • Include the planting date so the elapsed time since planting is known. • Include how many seeds were planted. For example, three out of ___ seeds sprouted.

• Perform multiple trials.




+ states that Carlos didn't collect enough data to compare data on all three sprouts and perform multiple trials, gives more than two suggestions for improvement.

states that Carlos didn't collect enough data; gives two suggestions for improvement.

– cannot explain why the conclusion is not reliable; does not give two suggestions for improvement.

Investigation 3: Water ToleranceNo. 11—Modifi ed Student Sheet

WA Edition

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

Date ___________________________________Name ________________________________

RESPONSE SHEET—INVESTIGATION 3Carlos designed an experiment to test for the water tolerance of sunfl ower seeds. He controlled all environmental factors except for the amount of water used. His design included three soil conditions:

Moist: 0 ml of water Wet: 50 ml of water Super-wet: 100 ml of water

Below are his recorded observations on two days and his conclusions.

May 10

There are 3 sprouts in the moist cup. All are green.

May 13

There are 3 sprouts in the moist cup and 5 sprouts in the wet cup. One in the wet cup is pretty tall. There is a tall one in the moist cup also. One of the plants in the wet cup has 4 leaves.

Conclusions:

The wet condition is best for growing sunfl owers.

a) Why can’t Carlos draw a reliable conclusion from this data?

b) What other data should Carlos collect to improve his investigation to make his

conclusion more reliable?

Investigation 3: Water ToleranceNo. 11—Modified Student Sheet

WA Edition


Date ___________________________________Name ________________________________

RESPONSE SHEET—INVESTIGATION 3Carlos designed an experiment to test for the water tolerance of sunflower seeds. He controlled all environmental factors except for the amount of water used. His design included three soil conditions.

Moist: 0 ml of water Wet: 50 ml of water Superwet: 100 ml of water

Below are his recorded observations on two days and his conclusion.

May 10

There are 3 sprouts in the moist cup. All are green.

May 13

There are 3 sprouts in the moist cup and 5 sprouts in the wet cup. One in the wet cup is pretty tall. There is a tall one in the moist cup also. One of the plants in the wet cup has 4 leaves.

Conclusion

The wet condition is best for growing sunflowers.

Why can’t Carlos draw a reliable conclusion from this data?

What other data should Carlos collect to improve his investigation so that his conclusion is

more reliable?



Grade 5 Version

INVESTIGATION 3: WATER TOLERANCEPART 3: OBSERVING PLANTS AT 11 OR MORE DAYS

Use science notebooks to assess students’ understanding of range of tolerance, optimum conditions, and why those are important things to know. As students complete student sheet no. 10 called Plant Observations and student sheet no. 12 called Plant Profile, ask them to answer the notebook prompts below.

Notebook Prompt• How does the environmental factor, water, affect the growth of a

plant? Write a conclusion about the range of tolerance and optimum water conditions for one kind of plant. In your conclusion be sure to (1) include supporting data (both lowest and highest

supporting data) and (2) explain how this data supports your conclusion.• Why would water tolerance be important or useful information?

Science Notebook—Tolerance and optimum conditions



+ identifies the range of tolerance for water and the optimum condition from the results of the investigation; explains how environment affects survival.

gives information with minor errors regarding range of tolerance and optimum condition based on results; is vague about how environment affects survival.

– does not understand the concepts of ranges of tolerance or optimum conditions.


WASHINGTON EDITION

Grade 5 Version

Blank Page



PART 1

Grade 5 Version

PART 2

PART 3

Students assemble freshwater aquariums and observe them over a period of time. They observe goldfish and monitor the environmental factors of water and temperature.

GOLDFISH AQUARIUMS

• What are two environmental factors to consider when se�ing up a goldfish aquarium?

Time: 40 minutes

NEW ORGANISMS

• What other organisms might live in the same environment as goldfish?


ACID IN WATER

• Do living organisms affect the quality of aquatic environments?

Time: two 30–40-minute sessions with a 30-minute break; next day two 10-minute sessions with a 30-minute break

INVESTIGATION 4: AQUATIC ENVIRONMENTS

Students use bromthymol blue indicator to compare the acidity of the water in the goldfish aquarium to a class aquarium containing only plants. Students relate the acid in the water to carbon dioxide produced by the fish.

Students create a more diverse aquarium by introducing pond snails and plants into the goldfish aquarium.

31ENVIRONMENTS


Grade 5 Version

• An aquatic environment can contain many different organisms.

• Organisms of different kinds living together form a community.

• Carbon dioxide produced by aquatic organisms changes the acidity of the water.

• Aquatic environments include living and nonliving factors.

• Water and temperature are two nonliving environmental factors to consider when se�ing up a goldfish aquarium.


• How does number of fish in a tank affect the acid content of the water?

• How does water from different sources (pond water, stream water, rain runoff) vary in acid content?

Student Sheet

Aquarium Log




Life Processes and the Flow of Ma�er and Energy. Understand that living things need constant energy and ma�er. (GLE 1.3.8)


New Student Sheet

Lake Erie Story

Environmental and Resource Issues. Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive. (GLE 3.2.4)



Grade 5 Version

No. 14—Student Sheet

INVESTIGATION 4: AQUATIC ENVIRONMENTSPART 1: GOLDFISH AQUARIUMS

Use student sheet no. 14 called Aquarium Log to check that students record data accurately (such as water temperature, water level) and make observations without inferences. Suggest that students note the time of feeding under the category of “were the fish fed?”

Student Sheet—Aquarium Log



+ has correctly filled in the chart with accurate measurements; has noted numerous specific details in observations column without making inferences.

has correctly filled in the chart with accurate measurements; has noted some details in observations column without making inferences.

– has le� out some measurements and observations, or provides incorrect information or no details.

Investigation 4: Aquatic EnvironmentsNo. 14—Student Sheet

WA Edition

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AQUARIUM LOGDate ___________________________________Name ________________________________


Investigation 4: Aquatic EnvironmentsNo. 14—Student Sheet

WA Edition

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AQUARIUM LOGDate ___________________________________Name ________________________________




Grade 5 Version


INVESTIGATION 4: AQUATIC ENVIRONMENTSPART 2: ACID IN WATER

Use modified student sheet no. 16 called Response Sheet— Investigation 4.

Response Sheet—Investigation 4 (Item a)

Life Processes and the Flow of Matter and Energy. Understand that living things need constant energy and matter. (GLE 1.3.8)


+ states that BTB is an indicator for acid; mentions that goldfish, like all aquatic animals, produce carbon dioxide when they breathe, which makes the water acidic; and explains that- the more carbon dioxide in water, the greater the acidity; says that BTB will make the water blue when acid level is very low, green when there is some acid, and yellow when the acid level is higher.

mentions that all animals produce carbon dioxide when they breathe; explains that the more carbon dioxide in the water, the more acid, which changes the color of the BTB.

– states that all animals produce carbon dioxide; does not explain the relationship to acid content and the color of the BTB.

Response Sheet—Investigation 4 (Item b)



+ states that the result would be the same because guppies also produce carbon dioxide when they breathe, so the BTB will change from blue to yellow for the guppy as well.

states that the result would be the same because guppies also breathe; doesn’t go into detail.

– cannot give a prediction or explain the answer.

Investigation 4: Aquatic EnvironmentsNo. 16—Modifi ed Student Sheet

WA Edition


Date ___________________________________Name ________________________________


Hiroshi did the BTB test with his group. They found that the blue water turned fi rst green and then yellow a� er the goldfi sh had been in it for about an hour.

Hiroshi wrote in his science notebook:

I don’t know why the color changes but I think the BTB would also change color if we tried it with another fi sh like a guppy. I would like to test this.

a. Explain to Hiroshi why the color of the BTB water changes when the goldfi sh is put into it.

b. Do you think the results would be the same with the guppy? Explain your answer.

Investigation 4: Aquatic EnvironmentsNo. 16—Modified Student Sheet

WA Edition


Date ___________________________________Name ________________________________


Hiroshi did the BTB test with his group. They found that the blue water turned first green and then yellow a�er the goldfish had been in it for about an hour.

Hiroshi wrote in his science notebook:

I don‛t know why the color changes, but I think the BTB would also change color if we tried it with another fish like a guppy. I would like to test this.

a. Explain to Hiroshi why the color of the BTB changes when the goldfish is put into it.

b. Do you think the results would be the same with the guppy? Explain your answer.



Grade 5 Version


INVESTIGATION 4: AQUATIC ENVIRONMENTSPART 3: NEW ORGANISMS

Read “Water Pollution: The Lake Erie Story” page 36 in the FOSS Science Stories. Use new student sheet no. 16a called Lake Erie Story to assess students’ understanding of how people can affect ecosystems.

NOTE: The word ecosystem should be introduced since as it is on the WASL vocabulary list. See definitions below.

Ecosystem: All the living and nonliving things in an area and their interactions with one another (the perspective is of the system as a whole).Environment: All the living and nonliving things that surround an organism where it lives (the perspective is from an organism or object, the organisms or object’s surroundings).

Student Sheet—Lake Erie Story



+ identifies the major pollutants and possible solutions for each pollutant; explains the impact on the quality of life and health of ecosystems.

identifies the major pollutants and possible solutions for each pollutant; a�empts to explain the impact on the quality of life and health of ecosystems, but expla-nation is not very clear.

– identifies some of the pollutants but not the solutions; cannot explain the impact on the quality of life and health of ecosystems.

LAKE ERIE STORY

1. Lake Erie is an ecosystem in which environmental factors are aff ecting its health. Complete the chart below. Show the sources of pollution that were a problem for Lake Erie, then describe the solutions for each problem.

Pollution Problems Solutions

2. What was the impact on the Lake Erie ecosystem when it was polluted?


Investigation 4: Aquatic EnvironmentsNo. 16a—New Student Sheet

WA Edition

Date ___________________________________Name ________________________________

LAKE ERIE STORY

Lake Erie is an ecosystem with many environmental factors affecting its health. Complete the chart below. Show the sources of pollution that were a problem for Lake Erie, then describe the solutions for each problem.

Pollution Problems Solutions

What was the impact on the Lake Erie ecosystem when it was polluted?


Investigation 4: Aquatic EnvironmentsNo. 16a—New Student Sheet

WA Edition

Date ___________________________________Name ________________________________



PART 1

Grade 5 Version

PART 2

PART 3

Students investigate the environmental factor of salinity in hatching brine shrimp eggs. They conduct a controlled experiment to determine which of four salt concentrations allow brine shrimp eggs to hatch.


• How can we find out if salinity has an effect on brine shrimp hatching?


DETERMINING VIABILITY

• Will brine shrimp eggs hatch when moved from salt environments outside their range of tolerance into environments within their range of tolerance?

Time: two 40–50 minute sessions

DETERMINING RANGE OF TOLERANCE

• What is the range of salinity in which brine shrimp eggs can hatch?

• What is the optimum environment for hatching brine shrimp eggs?

Time: two 15-minute sessions on 2 day: 40–60 minutes the next day

INVESTIGATION 5: BRINE SHRIMP HATCHING

Students monitor saltwater environments. They determine which environments are conducive to hatching brine shrimp eggs.

Students are challenged to manipulate the environment to see if they can get the dormant eggs to hatch and grow.

39ENVIRONMENTS


Grade 5 Version

• When we alter the environment to optimum salt concentration, brine shrimp eggs that were once dormant can hatch.

• Within a range of tolerance, there are optimum conditions that produce maximum growth.

• Brine shrimp eggs can hatch in a range of salt concentrations, but more hatch in environments with optimum salt concentration.

• Brine shrimp are crustaceans that live in marine or salt-pond environments.

• An environmental factor is one part of an environment. It can be living or nonliving.

• Organisms have ranges of tolerance for environmental factors.


• What are the optimum conditions for maintaining brine shrimp in the classroom?

• What is the effect of chemicals such as detergent or vinegar on brine shrimp hatching?

• Does light have an effect on the hatching of brine shrimp eggs?

Science Notebook

Writing a testable question

Writing a procedure



Teacher Observation & Modified Student Sheet

Brine Shrimp Hatching

Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1)





FULL OPTION SCIENCE SYSTEM40 Grade 5 Version


INVESTIGATION 5: BRINE SHRIMP HATCHINGPART 1: SETTING UP THE EXPERIMENT

Use the notebook prompts below, assigning the first prompt during Step 5 of the investigation and the second prompt a�er the class discussion in Step 6 (note: do not write the procedures on the board).

Notebook Prompts• Write a testable question and prediction for the “Brine Shrimp Hatching” experiment. Be sure to identify the measured (responding) and changed (manipulated) variables in the prediction.• List the materials you will need and the procedure you will follow for this investigation. The procedure should include wri�en steps and may include a labeled drawing.

Science Notebook—Writing a testable question



+ writes a testable question that includes both the variable changed and variable measured.

writes a testable question.

– needs help writing the question in a format that can be tested.


WASHINGTON EDITION

Grade 5 Version

Science Notebook—Writing a procedure



+ lists more than the minimum materials needed to perform the procedure (e.g. adds labels, stirring stick, etc.); gives a detailed procedure that could be repeated.

lists the minimum materials needed (cups, salt, water, measuring spoon, brine shrimp eggs) to perform the procedure; gives enough detail in the procedure that the investigation could be repeated.

– leaves important materials out of the list; cannot write logical steps to describe the procedure.



Grade 5 Version

No. 17 —Modified Student Sheet

INVESTIGATION 5: BRINE SHRIMP HATCHINGPART 2: DETERMINING RANGE OF TOLERANCE

Use teacher observation along with modified student sheet no. 17 called Brine Shrimp Hatching.

NOTE: Student’s conclusion should include supporting data (both lowest and highest).

Teacher Observation & Student Sheet—Brine Shrimp Hatching (Part 1)

Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1)

Score If the student....

+ records measurements and observations accurately and honestly.

records measurements and observations honestly; may have minor inaccuracies.

– pretends to see brine shrimp that probably aren’t there.

Student Sheet—Brine Shrimp Hatching (Part 2)


Score If the student....

+ states that the prediction is correct/incorrect; gives supporting data that include the salt conditions with least eggs hatched and most eggs hatched.

states that the prediction is correct/incorrect; gives supporting data, the salt conditions with the most eggs hatched.

– has li�le or no understanding of how to construct a reasonable explanation using evidence.

Investigation 5: Brine Shrimp HatchingNo. 17—Modifi ed Student Sheet

WA Edition

BRINE SHRIMP HATCHING


Date ___________________________________Name ________________________________

PART 2Prediction:

Place an “x” in the column that indicates the amount of hatching success.

Data: Amount of salt vs. amount of eggs hatched

Amount of Eggs Hatched

SaltConditions Most Some None

0 spoon2 spoons4 spoons6 spoons

Write a conclusion in your science notebook or on a separate piece of paper that explains whether your prediction was correct. In your conclusion be sure to:• include supporting data from the amount of salt vs. amount of eggs hatched data table.• explain how this data supports your conclusion.

PART 1Question: What is the optimal salt conditions of the water for hatching brine shrimp eggs?

What day of your experiment did you fi rst notice hatching?

(Count setup day as day 1)

Day 1 Day 2 Day 3 Day 4

In which container did you fi rst observe hatching?

0 spoons 2 spoons 4 spoons 6 spoons

What additional observations did you make?

Investigation 5: Brine Shrimp HatchingNo. 17—Modified Student Sheet

WA Edition

BRINE SHRIMP HATCHING


Date ___________________________________Name ________________________________

PART 2Prediction:

Place an X in the column that indicates the amount of hatching success.

Table: Amount of salt vs. how many eggs hatched

Eggs Hatched

Salt Most Some None0 spoons2 spoons4 spoons6 spoons

Write a conclusion in your science notebook or on a separate piece of paper that explains whether your prediction was correct. Your conclusionshould include these parts.• Supporting data from your data table• How data support your conclusion

PART 1Question: What is the optimal salt conditions of the water for hatching brine shrimp eggs?

What day of your experiment did you first notice hatching?

(Count setup day as day 1)

Day 1 Day 2 Day 3 Day 4

In which container did you first observe hatching?

0 spoons 2 spoons 4 spoons 6 spoons

What additional observations did you make?



Grade 5 Version

INVESTIGATION 5: BRINE SHRIMP HATCHINGPART 3: DETERMINING VIABILITY

Use modified student sheet no. 18 called Response Sheet— Investigation 5.




+ states that there is not sufficient evidence to conclude the eggs are dead; points out that the eggs are likely dormant, not dead, and that brine shrimp eggs can lie dormant for years until the right conditions are present for hatching; suggests that Terry try salt water of various concentrations to get the eggs to hatch.

states that there is not sufficient evidence to conclude the eggs are dead; suggests that Terry try salt water of various concentrations to get the eggs to hatch.

– agrees that the eggs are dead, or suggests that Terry be more careful next time.


RESPONSE SHEET—INVESTIGATION 5Terry wanted to hatch some brine shrimp. He went to a pet store and bought some brine shrimp eggs.

Terry had heard that brine shrimp eggs hatch when they are put in salt water, so he put some water in a bowl, dumped in a bunch of salt, and put the brine shrimp eggs into the salted water.

A� er 3 days, none of the brine shrimp eggs had hatched. Terry concluded that the eggs he got at the pet store were dead.

a. Can Terry conclude that the eggs are dead based on what he did with them? Explain why or why not.

b. Describe how Terry could investigate to fi nd out whether the eggs were dead or not.

Investigation 5: Brine Shrimp HatchingNo. 18—Modifi ed Student Sheet

WA Edition


Date ___________________________________Name ________________________________

RESPONSE SHEET—INVESTIGATION 5Terry wanted to hatch some brine shrimp. He went to a pet store and bought some brine shrimp eggs.

Terry had heard that brine shrimp eggs hatch when they are put in salt water, so he put some water in a bowl, dumped in a bunch of salt, and put the brine shrimp eggs into the salted water.

A�er 3 days, none of the brine shrimp eggs had hatched. Terry concluded that the eggs he got at the pet store were dead.

a. Can Terry conclude that the eggs are dead based on what he did with them? Explain why or why not.

b. Describe how Terry could investigate to find out whether the eggs were dead or not.

Investigation 5: Brine Shrimp HatchingNo. 18—Modified Student Sheet

WA Edition


Date ___________________________________Name ________________________________



PART 1

Grade 5 Version

PART 2

PART 3

Students set up a controlled experiment to test the effect of salinity on four kinds of plants. They plant four containers with identical arrays of seeds: barley, corn, peas, and radishes. They water each container with a different concentration of salt water.


• What is the salt tolerance of several common farm crops?


CHOOSING YOUR OWN INVESTIGATION

• Students ask their own questions and plan investigations or research to answer them.

Time: 4–6 sessions

OBSERVING PLANTS

• What changes in the plants can be observed over time?

Time: two 20-minute sessions on days 5 and 9; 40–60 minutes on day 13

INVESTIGATION 6: SALT OF THE EARTH

Students monitor growth of their plants at 5, 9, and 13 days a�er planting. They determine the salt tolerance of the four plants.

Students select a topic from their study of environments to investigate in greater depth. They share results of their project with the rest of the class in a formal presentation.

47ENVIRONMENTS


Grade 5 Version

• Apply environmental concepts.

• Plants have different tolerances for salt.

• Organisms have ranges of tolerance for environmental factors.

• In a controlled experiment, one variable is manipulated while all others are held constant.

New Student Sheet

Survival Factors

Biological Evolution. Understand that plant and animal species change over time. (GLE 1.3.9)

Science Notebook

Range of tolerance


Student Sheet

Response Sheet—Salt of the Earth



• What is the effect of acid rain on plants?

• What range of tolerance do plants have if different concentrations of “gray water” from the kitchen or shower are used to water the plants?

Performance Assessment

Inquiry or Design Project


or Designing Solutions: GLEs 3.1.1—3.1.3



Grade 5 Version

INVESTIGATION 6: SALT OF THE EARTHPART 1: SETTING UP THE EXPERIMENT

Use new student sheet no. 18a called Survival Factors to assess students’ understanding of how well plants survive in particular environments, to build toward the bigger idea of biological evolution.

Student Sheet—Survival Factors

Biological Evolution. Understand that plant and animal species change over time. (GLE 1.3.9)


+ gives an example of an environment in which an organism survives less well or cannot survive (e.g. brine shrimp has a range of tolerance for salt); provides more than one piece of evidence (e.g. when the water was diverted from Mono Lake, the salt concentration in the lake became so high that the brine shrimp population began to drop, and in our experi-ment we found that most brine shrimp eggs hatch within certain salt concentrations).

gives an example of an environment in which an or-ganism survives less well or cannot survive (range of tolerance); provides one piece of evidence.

– does not understand the conceptx of range of tolerance or optimum conditions.


SURVIVAL FACTORS

Investigation 6: Salt of the EarthNo. 18a—New Student Sheet

WA Edition


Date ___________________________________Name ________________________________

a) Drawing from your classroom investigations or the science stories, give an example of how some kinds of plants or animals survive less well or cannot survive in particular environments.

b) What is the evidence?

c) What do you predict will happen with the four types of plants in soils watered with diff erent salt solutions?

SURVIVAL FACTORS

Investigation 6: Salt of the EarthNo. 18a—New Student Sheet

WA Edition


Date ___________________________________Name ________________________________

Drawing from your classroom investigations or the science stories, give an example of how some kinds of plants or animals survive less well or cannot survive in particular environments.

What is the evidence?

What do you predict will happen with the four types of plants in soils watered with different salt solutions?



INVESTIGATION 6: SALT OF THE EARTHPART 2: OBSERVING PLANTS

Use the notebook prompt below to assess students’ ability to use the data collected in this investigation to identify range of tolerance and optimum condition for salt in the soil. You may have given this same assessment in Investigation 3, Part 3 (for water tolerance), so you can compare the results.

In order to meet WA GLE expectation that students understand the need for repeated trials, it is important to provide an opportunity for the class to compare the results from different groups.

Make sure students working on the same plant type come together in small groups to share their data. Students will create a table in their own notebook that compiles data from every student in the group about one criterion (e.g. number of plants that come up, height of plants, length of longest leaf, or length of longest root). These criteria are in student sheet no. 10, part 3.

A�er students complete student sheet no. 10 called Plant Observations and student sheet no. 12 called Plant Profile give the prompt below.

Notebook Prompt• What did you find out about the range of salt tolerance for your plant

type? In your conclusion be sure to(1) include supporting data (both lowest and highest supporting

data) and(2) explain how these data support your conclusion.



Investigation 3: Water ToleranceNo. 10—Student Sheet

WA Edition

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Date ___________________________________Name ________________________________


Root below

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Label the columns with the environments being studied. Tape the plants in place.

Dry

PLANT PROFILEEnvironmental factor Days of growthPlant type

Investigation 3: Water ToleranceNo. 12—Student Sheet

WA Edition

Date ___________________________________Name ________________________________



WASHINGTON EDITION

Grade 5 Version

Science Notebook—Range of tolerance



+ uses data to identify a plant’s range of tolerance for saltwater as well as the optimum conditions, includes both highest and lowest supporting data.

gives information with minor errors regarding range of tolerance and optimum conditions based on results; includes highest or lowest supporting data but not both.

– does not understand the concepts of ranges of tolerance or optimum conditions.

Use student sheet no. 19 called Response Sheet—Salt of the Earth.

Response Sheet—Salt of the Earth



+ lists more than two environmental factors and gives a good explanation of how they might affect the lack of insects (e.g. more predators, cooler temperature, water pollution).

lists at least one environmental factor that might affect the lack of insects, but gives only minimal explanation about how it might contribute to the lack of insects.

– does not complete the task, or gives information that has nothing to do with what was asked.


Investigation 6: Salt of the EarthNo. 19—Student Sheet

WA Edition

Date ___________________________________Name ________________________________


RESPONSE SHEET—SALT OF THE EARTHHere is a chance for you to help scientists solve a problem. Mike and Mary are two scientists who travel up small streams that fl ow into the large Amazon River in South America. They study the plants and animals along the streams. As they travel upstream, they usually fi nd that the number of insects around them increases. When they are near the headwaters where the streams begin, they expect to be surrounded by swarms of insects.

One day they traveled up a stream they had not been on before. As they got nearer to the source of the stream, the number of insects declined until there were almost none at the headwaters. The scientists were puzzled. List some ideas you have that might explain why this one stream had fewer insects near its source.

Investigation 6: Salt of the EarthNo. 19—Student Sheet

WA Edition

Date ___________________________________Name ________________________________


RESPONSE SHEET—SALT OF THE EARTHHere is a chance for you to help scientists solve a problem. Mike and Mary are two scientists who travel up small streams that flow into the large Amazon River in South America. They study the plants and animals along the streams. As they travel upstream, they usually find that the number of insects around them increases. When they are near the headwaters where the streams begin, they expect to be surrounded by swarms of insects.

One day they traveled up a stream they had not been on before. As they got nearer to the source of the stream, the number of insects declined until there were almost none at the headwaters. The scientists were puzzled. List some ideas you have that might explain why this one stream had fewer insects near its source.


WASHINGTON EDITION

Grade 5 Version

INVESTIGATION 6: SALT OF THE EARTHPART 3: CHOOSING YOUR OWN INVESTIGATION

INQUIRY OR DESIGN PROJECT

The inquiry or design project replaces “Choosing Your Own Investigation.” It can be completed at any point in the module with any lesson that lends itself to students’ independently carrying out an investigation, starting from their own question, to drawing a conclusion. See examples of inquiry questions at the bo�om of each At a Glance page.

Use materials available from the FOSS kit and add materials as needed or possible. Use the inquiry project sheets, which are also in the Assessment Overview with more detailed information.

NOTE: Students should complete an entire inquiry project at least once in each module to build understanding of the inquiry and design process by the fi�h and sixth grades.

INQUIRY OR DESIGN PROJECT SCORING GUIDES

Use the Student Project Scoring Rubric to grade projects. Score one point for each a�ribute in the list. By the end of fi�h grade, students should be able to score between 10 and 13 points for planning an investigation to meet standards on the WASL

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

� logical steps to do the investigation � variables kept the same (controlled) � one variable changed (manipulated) � any variables being measured and recorded � how o� en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________Name ________________________________


Inquiry Project Sheet (1 of 4) New Student Sheet

WA Edition


Procedure



WA Edition

Name ________________________________ Date ___________________________________

WRITING A CONCLUSION Data Collected

A� er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________Name ________________________________



WA Edition

Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


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

Question Asks a question that can be investigated. 1


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

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifi es at least one variable that stays the same.

Identify the correct variable that changes.

Identifi es the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

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

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

logical steps to do the investigation variables kept the same (controlled) one variable changed (manipulated) any variables being measured and recorded how o�en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________Name ________________________________



WA Edition


Procedure



WA Edition

Name ________________________________ Date ___________________________________

WRITING A CONCLUSION Data Collected

A�er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________Name ________________________________



WA Edition

Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC


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

Question Asks a question that can be investigated. 1


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

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifies at least one variable that stays the same.

Identify the correct variable that changes.

Identifies the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1


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

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


END-OF-MODULE ASSESSMENTThis assessment is used as an evaluative tool a�er all the investigations have been completed. It checks student content knowledge, skills in conducting investigations, and explanation building. Items are in three formats: a performance task, multiple-choice/short-answer (which gives students practice for standardized tests), and narrative items that require students to write short explanations.

MATERIALS FOR EACH TORTOISE INVESTIGATION STATION

1 Scissors * • Transparent tape • Assessment sheet no. 9 called Performance Assessment:

Studying Tortoises • Assessment sheet no. 10 called Performance Assessment:

Screen Materials

MATERIALS FOR MULTIPLE-CHOICE/SHORT-ANSWER AND NAR-RATIVE ITEMS

• Assessment sheet nos. 11–21

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

No. 7—Assessment Sheet



FOSS Variables Module

© The Regents of the University of California

Can be duplicated for classroom or workshop use.

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

Assessment ChartNo. 5—Assessment Sheet

STUDENT NAME

ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT

Performance Multiple-Choice Short-Answer NarrativeAssessment

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


END-OF-MODULE ENVIRONMENTSPERFORMANCE ASSESSMENT: SCREEN MATERIALS

Directions: This is screen material you can cut up for the tortoise experiment. Cut any shape and size you need.

NO LIGHT PASSES SOME LIGHT PASSES

MOST LIGHT PASSES ALL LIGHT PASSES

Summative AssessmentNo. 10—Assessment Sheet

SUMMATIVE ASSESSMENT


WASHINGTON EDITION

Grade 5 Version

GETTING READY1. SCHEDULE THE ASSESSMENT

You may need to give the assessment in two sessions: one for the performance item, and one for the multiple-choice/short-answer and narrative items. Read through Steps 2 and 3 below before deciding how you will proceed.

2. ADMINISTER THE PERFORMANCE ITEMSClassroom teachers have indicated that the maintenance of environments for the purpose of a performance assessment was too time-consuming. Thus this is one of the few FOSS modules for which an abbreviated performance assessment has been designed.

This task assesses student understanding of conducting an investigation to determine an environmental preference of tortoises. There is no equipment needed from the kit, so it is easy to assess all students at the same time. Simply pass out the sheets, scissors, and tape and let students get to work.

Students will need 20–30 minutes to complete the task and to fill in the assessment sheet.

3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER AND NARRATIVE ITEMS

Assessment items in content areas such as science o�en require a fairly high level of reading. If you feel that students will have a difficult time reading the items on their own, you can read each item and its possible answers (when appropriate) aloud. Have students mark their answers and move on to the next item, working together through the assessment, item by item.

4. COPY ASSESSMENT SHEETSMake copies of the assessment masters. Each student needs one set of sheets. Make a copy of assessment chart no. 7 to record scores.

NOTE: The four screens should have four color gradations, from black to white with two gray screens in between. If your copier does not print these screens properly, explain to students that they are four different screens that range from dark to light and have them number the screens from 1 to 4 for clarification.



PERFORMANCE ASSESSMENT ITEMS—EnvironmentsEND-OF-MODULE ASSESSMENT SCORING GUIDES

Performance Assessment Item—Studying Tortoises

Score If the student... 4 does all of the following: (1) tapes the four screens

so that each covers one quarter of the area of the pen, (2) tapes the four screens in the same orientation, (3) explains that each screen covers the same area, and (4) explains that where the tortoises move provides evidence of their preferences.

3 omits one of the features above, but has no other mistakes.

2 has used all four screens in the investigation, but the screens cover unequal area or have different orientations; or tapes the screens properly but does not refer to equal area and evidence of preferences.

1 does not use all four screens in the experiment or gives a minimal explanation of the way he or she set up the experiment.

0 does not complete the item, or gives information that has nothing to do with what was asked.

Multiple-Choice ItemsScore 1 point for each correct answer.

1. C 6. A 11. B

2. D 7. C 12. B

3. B 8. D 13. C

4. C 9. D

5. A 10. A


WASHINGTON EDITION

Grade 5 Version

Short-Answer Item 14

(a) Score 1 point if the student explains that knowing the range of tolerance for temperature is important to protect the puppy from environments that are either too hot or too cold.

(b) Score 1 point if the student explains that knowing the preference for temperature is important to find the environment in which the puppy will be most comfortable.


Score 1 point for a response that mentions that garbage generated by humans is a good source of food for rats and raccoons. Saying that rats and raccoons can eat human food is also acceptable.


Score 1 point if the student writes that the animals’ behavior suggests that moths prefer the light and beetles prefer the dark.


Score 1 point if the student states that the water in a river is nonliving but contains living organisms like fish and plants.


(a) Score 1 point for a list that includes light, temperature, plants, fish, and something about the water. (Acceptable answers include “water,” “water quality,” or “acidity.”) Listing factors other than these five, as long as they are correct, is also acceptable.

(b) Score 1 point if plants and fish are marked with an “L.” If the student listed additional living factors that were correct in (a), they must be marked “L” in order to receive the point.

(c) Score 1 point if the student provides any reasonable answer. One possible answer would state that light, temperature, and water quality must be within the range of tolerance of the plants and fish for them to survive.


(a) Score 1 point for at least two of the following: (1) there are more plants in some pots (more seeds germinated), (2) there are more leaves on some plants, (3) some of the plants grew taller.

(b) Score 1 point for at least two plausible reasons. Plausible reasons include amount of water, amount of light, temperature, and fertilizer.


(c) Score 1 point for two of the following questions: How much water did you use? How much light did the plants get? Did you use fertilizer? At what temperature did you keep the plants? Accept all reasonable answers.


Each part of this question is worth 1 point. Correct answers are

(a) “temperature” or “the temperature was too cold”

(b) “rain” or “amount of rain” or “too li�le rain”

(c) “oak”

(d) “20°C–40°C”

(e) “0°C–40°C”

Narrative Items

ITEM 21 Ms. Larson’s class


3 gives an explanation including all three of the following: (1) brine shrimp eggs have a range of tolerance for salt in order to hatch; (2) eggs can hatch in any condition within their range; (3) the salt solution the teacher accidentally made is still within the range of tolerance for those eggs that hatched.

2 gives an explanation including two of the statements above.

1 gives an explanation including one of the statements above.




WASHINGTON EDITION

Grade 5 Version

ITEM 22 John planted pea seeds...


3 disagrees with John’s conclusion; explains that varying two or more environmental factors at the same time cannot give specific information on the optimum amount of water for pea seeds to sprout and that two treatments are not enough to make a reliable conclusion about the optimum amount of water; or has minor errors in explanation but shows creative thinking, such as questioning whether the pots are in the same location or at the same temperature (not specified in the item).

2 disagrees with John’s conclusion; offers either that multiple factors are changing or that there are only two treatments; acknowledges that John has not designed an experiment that is conclusive regarding salt or water, since he is changing both factors.

1 thinks that the experiment is conclusive on either water or salt, e.g. concludes that 1 g of salt is the optimum amount of salt.

0 agrees without explanation or does not complete the item, or gives information that has nothing to do with what was asked.


ITEM 23 Designing an investigation


3 designs an investigation that includes (1) varying the amount of sunlight (2) across a reasonable number of plants (3) while holding other factors (such as temperature or amount of water) constant; includes (4) a place that is dark where the plants are kept when they are not receiving their exposure.

2 designs an investigation that includes features (1) and (3) above, but does not explicitly mention multiple plants or a dark place.

1 designs an investigation that includes only varying the amount of sunlight a plant receives.


ITEM 24 Relationships between environment and organisms


3 explains about the mutual influences of an environment and an organism, including an example.

2 explains about the mutual influences of an environment and an organism, without an example.

1 explains a one-way influence.




WASHINGTON EDITION

Grade 5 Version

ITEM 25 The mangrove is a unique tree...


3 writes a scenario; defends it with a plausible reason; explicitly mentions that the mangrove (like any living thing) can survive only if conditions are within its range of tolerance (the words “range of tolerance” are not strictly required, as long as the idea is clearly present); may mention nutrients in the soil or how the tree is watered as factors affecting the health of the mangrove.

2 writes a scenario and defends it with a plausible reason, but does not include the idea of range of tolerance.

1 writes a scenario without defending it with a plausible reason.


ITEM 26 In the ocean


3 mentions that the ocean differs from the surface to the floor on at least two of the following: water temperature, water quality or acidity, availability of food, amount of light, amount of air; states that fish A’s preferences on these factors can be found at the surface, while fish B’s can be found at the ocean floor.

2 mentions only one factor that differs from the ocean surface to the ocean floor; explains that the preferences of the fish for this factor lead them to live where they do.

1 names one or more factors without explaining that the fish’s preferences for these factors lead them to live where they do.



ITEM 27 Studying mealworms


3 correctly identifies temperature as the environmental factor; concludes that mealworms go through the life cycle more quickly at higher temperatures, at least up to 40°C.

2 correctly identifies temperature as the environmental factor; has some other (correct, but not as complete) conclusion, such as that there are more adults at 40°C; or does not identify temperature as the environmental factor, but concludes that mealworms go through the life cycle more quickly at higher temperatures, at least up to 40°C.

1 correctly identifies temperature as the environmental factor; makes an incorrect or no conclusion; or does not name temperature as the environmental factor, but makes some correct (but not complete) conclusion.




WASHINGTON EDITION

Grade 5 Version

Blank Page

FULL OPTION SCIENCE SYSTEM68 Grade 5 Version68

ENVIRONMENTS BLUEPRINT

SYSTEMS FORMATIVE SUMMATIVE COMMENTS

Inv. 2, Pt. 2Inv. 3, Pt. 2

Inv. 1, Pt. 2Inv. 2, Pt. 3Inv. 3, Pt. 3Inv. 6, Pt. 2

Inv. 1, Pt. 2

Inv. 4, Pt. 3

2, 9, 10, 17, 18

1, 4, 5, 15, 24, 25, 26

12, 16, 20, 22

Inv. 2, Pt. 2, 3, 4Inv. 5, Pt. 1Inv. 6, Pt. 2

PA, 19(c)), 23

Characteristics of Living Matter. Understand how to distinguish living from nonliving and how to use characteristics to sort common organisms into plant and animal groups. (GLE 1.1.6) Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1) Life Processes and the Flow of Matter and Energy. Understand that living things need constant energy and matter. (GLE 1.3.8) Biological Evolution. Understand that plant and animal species change over time. (GLE 1.3.9) Interdependence of Life. Understand that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives. (GLE 1.3.10)

Questioning. Understand how to ask a questions about objects, organisms, and events in the environment. (GLE 2.1.1)

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2) Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3) Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5) Intellectual Honesty. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations. (GLE 2.2.1) Evaluating Methods of Investigation. Understand how to make the results of scientific investigations reliable. (GLE 2.2.4)


Investigating Systems: GLEs 2.1.1–2.1.5 or

Designing Solutions: GLEs 3.1.1–3.1.3

Inv. 2, Pt. 2, 3, 4Inv. 4, Pt. 2Inv. 5, Pt. 2, 3Inv. 6, Pt. 2

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

Inv. 5, Pt. 2

Inv. 2, Pt. 2, 4Inv. 5, Pt. 1

19(a), 19(b), 21, 22, 27

Inv. 1, Pt. 1

Inv. 4, Pt. 2

INQUIRY

3-5 Grade Level Expectations (GLE) Assessment Opportunities

APPLICATION

INQUIRY OR DESIGN PROJECTProjects Important to do one project per

module

Published and distributed by

P.O. Box 300080 Northwest BoulevardNashua, NH 03063-40671-800-258-1302

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

Developed by

Full OptionScience System

Lawrence Hall of ScienceUniversity of California

Berkeley, CA 94720510-642-8941

Inv. 6 Pt. 1

3, 6, 7, 8, 13, 14

Covered in several other modules


Assessed throughout the grades in inquiry projects




Important to cover in this module






Documents

Environments Folio WA Assessment · 2010. 8. 3. · Title: Environments Folio WA Assessment.indd Created Date: 1/25/2006 3:47:00 PM