Form 1 Grade 8 Performance Tasks · 2018-03-16 · evidence for how wind changes a landform on the Earth’s surface. (CTAS-MS-ESS2-2) 4. Provide examples showing that water can exist

Form 1

Grade 8 Performance Tasks

Storyline 1: Earth Systems

Storyline 3: Living Organisms

Storyline 5: Forces and Motion

Earth Science

Storyline 1: Earth

Systems

Grade 8 Performance Task

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment Earth Science

Storyline 1: Earth Systems Grade 8 Performance Task

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Earth Science Storyline 1: Earth Systems Grade 8 Performance Task

Guiding Questions: How does water affect the Earth’s surface? How does water move through the Earth’s atmosphere and land? What factors affect the weather?

NGSS Learning

Progressions

Grade 8 NGSS Standard Performance

Expectations Connecticut Alternate Science

Essence Statements Core Extensions

ESS2.C The Roles of Water in Earth's Surface Processes

MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

CTAS-MS-ESS2-2 Construct an explanation based on evidence for how the movements of water, ice, and wind can change the Earth’s surface. CTAS-MS-ESS2-4 Use a model to explain how the sun’s energy and gravity cause water to cycle between the land and the atmosphere.

1. From provided visuals, identify the effect of waves on a beach over time. (CTAS-MS-ESS2-2)

2. From provided visuals, describe how ice freezing and melting can change the land. (CTAS-MS-ESS2-2)

3. Construct an explanation based on provided evidence for how wind changes a landform on the Earth’s surface. (CTAS-MS-ESS2-2)

4. Provide examples showing that water can exist as a solid, a liquid, or a gas, depending on its temperature. (CTAS-MS-ESS2-4)

5. From given components, complete a model of the water cycle by describing the relationships among the components (i.e., evaporation of water on land condensation/cloud formation precipitation of rain or snow falls back to the land). (CTAS-MS-ESS2-4)

6. Given a model of the water cycle, describe the effect that the sun’s energy (heat) and the Earth’s gravity have on water. (CTAS-MS-ESS2-4)

ESS2.D Weather and Climate

MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

CTAS-MS-ESS2-5 Use data to provide evidence of atmospheric conditions that result in precipitation.



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NGSS Learning

Progressions




7. Based on the provided evidence, relate cloud types to associated weather. (CTAS-MS-ESS2-5)

8. When given a set of temperature data, make a connection between the temperature change and precipitation. (CTAS-MS-ESS2-5)

Appropriate Vocabulary

Precipitation, evaporation, condensation, gravity, water cycle, heat, solid, liquid, gas, temperature, thermometer, cloud types/descriptions (white and fluffy vs. dark and heavy)



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Earth Science Storyline 1: Earth Systems Grade 8 Performance Task

General Overview: Earth’s surface is constantly changing through the actions of wind and water. Water continually cycles between different forms on Earth and in the atmosphere. Students will explore how landforms look before and after weathering. Students will describe different roles acting within the water cycle. Students will use a model and data to understand how evidence of cloud types and temperature data can help scientists predict coming weather patterns.

List of Materials Needed: Teacher-Provided Resources: ACTIVITY 4

• 1 Cup of Room Temperature Water Instructions for Preparing Materials: Teachers need to print all Resources provided in the Resource Packet as indicated below (e.g., Cards, Posters, Sentence Strips, and Strips) prior to the administration of each activity. Resources must be printed in color ink. The Card, Sentence Strip, and Strip Resources will need to be cut out. Resources are listed according to the Resource Identifier, which appears on the back of each Resource. The Resources needed for the administration of each activity are listed according to these Resource Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align to the correct Resources, please make sure to set your printer preferences to print double-sided, in color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).

Figure 1. Printer Preferences – Resource Packet Preparation



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List of Resources: • Activity 1 Resource 1: Sandcastle Poster • Activity 1 Resource 2: Cards 2a – 2c

o Card 2a – tall sandcastle o Card 2b – flat sand o Card 2c – hole in sand

• Activity 1 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – carried sand away o Sentence Strip 3b – made sand cleaner o Sentence Strip 3c – sand into rock

• Activity 2 Resource 1: Before and After Freezing Poster • Activity 2 Resource 2: Cards 2a – 2c

o Card 2a – bigger o Card 2b – smaller o Card 2c – warmer

• Activity 2 Resource 3: Before and After Snow Melt Poster • Activity 2 Resource 4: Cards 4a – 4c

o Card 4a – bigger o Card 4b – smaller o Card 4c – slower

• Activity 3 Resource 1: Sand Dune Poster • Activity 3 Resource 2: Sentence Strips 2a – 2c

o Sentence Strip 2a – new sand dune o Sentence Strip 2b – moved sand dune o Sentence Strip 2c – sand dune taller

• Activity 4 Resource 1: Cards 1a – 1c o Card 1a – solid o Card 1b – gas o Card 1c – liquid

• Activity 5 Resource 1: Water Cycle Poster 1 • Activity 5 Resource 2: Cards 2a – 2c

o Card 2a – Runoff o Card 2b – Evaporation o Card 2c – Condensation

• Activity 6 Resource 1: Water Cycle Poster 2 • Activity 6 Resource 2: Cards 2a – 2d

o Card 2a – Runoff o Card 2b – Evaporation o Card 2c – Condensation o Card 2d – Precipitation



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• Activity 6 Resource 3: Strips 3a – 3c o Strip 3a – water o Strip 3b – sidewalk o Strip 3c – raindrops

• Activity 7 Resource 1: Cloud Types Poster • Activity 7 Resource 2: Cloud Type Chart Poster • Activity 7 Resource 3: Cards 3a – 3d

o Card 3a – Cirrus o Card 3b – Stratus o Card 3c – Cumulus o Card 3d – Cumulonimbus

• Activity 8 Resource 1: Weather Data Table Poster • Activity 8 Resource 2: Strips 2a – 2c

o Strip 2a – Day 1 and 2 o Strip 2b – Day 2 and 3 o Strip 2c – Day 3 and 4

• Activity 8 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – warmest o Sentence Strip 3b – freezing o Sentence Strip 3c – same



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ACTIVITY 1 Essence Statement: CTAS-MS-ESS2-2 Construct an explanation based on evidence for how the movements of water, ice, and wind can change the Earth’s surface. Core Extension 1: From provided visuals, identify the effect of waves on a beach over time. (CTAS-MS-ESS2-2) Teacher Notes: Collect the following resources for this activity:

• Activity 1 Resource 1: Sandcastle Poster • Activity 1 Resource 2: Cards 2a – 2c

o Card 2a – tall sandcastle o Card 2b – flat sand o Card 2c – hole in sand

• Activity 1 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – carried sand away o Sentence Strip 3b – made sand cleaner o Sentence Strip 3c – sand into rock

Steps to Follow: 1. Say, “In this activity, we are going to talk about some ways that water, ice, and wind can change

Earth’s surface.” 2. Display Resource 1: Sandcastle Poster for the student. 3. Indicate Resource 1 and say, “A boy builds a sandcastle on a beach (indicate the first box). After

a while, the ocean waves came closer and closer to the sandcastle. The second picture shows the sandcastle after the first wave hit the sand castle (indicate the second box).”

4. Ask the student, “Which picture shows how the sandcastle will change when another wave hits it?”

5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card. a. Card 2a – “tall sandcastle” b. Card 2b – “flat sand” c. Card 2c – “hole in the sand”

6. Allow student to respond and record response. If no response or if incorrect response, proceed to scaffolding instructions.

7. Indicate Card 2b and say, “The boy watched the waves change the sandcastle. When another wave hit the sandcastle, there was nothing left of the sandcastle and there was just flat sand.”

8. Ask the student, “Which sentence describes why the sandcastle changed?” 9. Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 3a – “Waves carried the sand away.” b. Sentence Strip 3b – “Waves made the sand cleaner.” c. Sentence Strip 3c – “Waves turned the sand into rock.”

10. Allow student to respond and record response. 11. Indicate Sentence Strip 3a and say, “Waves carried the sand away.” 12. Say, “We are now finished with this activity.”



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Scoring Guidance and Scaffolding Correct answers are as follows:

1. Which picture shows how the sandcastle will change when another wave hits it? a. Card 2b – flat sand

2. Which sentence describes why the sandcastle changed? a. Sentence Strip 3a – Waves carried the sand away.

Content Guidance Rating Score Student…

• gives NO response. OR

• is unable to make a prediction about how the sandcastle will change when another wave hits the sandcastle (Card 2b); and

• is unable to describe why the sandcastle changed (Sentence Strip 3a).

The student does not demonstrate understanding.

0

Student… • is able to make a prediction about how the

sandcastle will change when another wave hits the sandcastle (Card 2b); and

• is unable to describe why the sandcastle changed (Sentence Strip 3a).

OR • is unable to make a prediction about how the


• after scaffolding, is able to describe why the sandcastle changed (Sentence Strip 3a).

Scaffold: After student makes first incorrect attempt, indicate Card 2b and say, “The boy watched the waves change the sandcastle. When another wave hit the sandcastle, there was nothing left of the sandcastle and there was just flat sand (indicate Card 2b).” Ask the student, “Which sentence describes why the sandcastle changed?” Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”

The student demonstrates limited understanding typically requiring additional support.

1

Student… • is able to make a prediction about how the


• is able to describe why the sandcastle changed (Sentence Strip 3a).

The student demonstrates understanding independently.

2



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ACTIVITY 2 Essence Statement: CTAS-MS-ESS2-2 Construct an explanation based on evidence for how the movements of water, ice, and wind can change the Earth’s surface. Core Extension 2: From provided visuals, describe how ice freezing and melting can change the land. (CTAS-MS-ESS2-2) Teacher Notes: Collect the following resources for this activity:

• Activity 2 Resource 1: Before and After Freezing Poster • Activity 2 Resource 2: Cards 2a – 2c

o Card 2a – bigger o Card 2b – smaller o Card 2c – warmer

• Activity 2 Resource 3: Before and After Snow Melt Poster • Activity 2 Resource 4: Cards 4a – 4c

o Card 4a – bigger o Card 4b – smaller o Card 4c – slower

Steps to Follow: 1. Say, “In this activity, we are going to talk about how when ice freezes and melts it can change

the land.” 2. Display Resource 1: Before and After Freezing Poster for the student. 3. Indicate Resource 1 and say, “These are two pictures of the same rock before and after water

freezes in a crack of the rock. Here is a crack in a rock that fills with water (indicate ‘Before Freezing’). When the temperature gets cold, the water freezes in the crack (indicate ‘After Freezing’).”

4. Ask the student, “What happens to the crack in the rock after the water freezes?” 5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “bigger” b. Card 2b – “smaller” c. Card 2c – “warmer”


7. Indicate Card 2a and say, “The crack in the rock gets bigger after the water freezes.” 8. Display Resource 3: Before and After Snow Melt Poster for the student. 9. Indicate Resource 3 and say, “These are two pictures of the same stream before and after snow

melts. Here is a stream with just a little bit of water in it (indicate ‘Before Snow Melt’). As ice melts from snow, more water fills the stream (indicate ‘After Snow Melt’).”

10. Ask the student, “What happens to the stream after the snow melts?” 11. Provide Resource 4: Cards 4a – 4c to the student. Indicate and read each Card.

a. Card 4a – “bigger” b. Card 4b – “smaller” c. Card 4c – “slower”

12. Allow student to respond and record response. 13. Indicate Card 4a and say, “The stream gets bigger after the snow melts.” 14. Say, “We are now finished with this activity.”



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1. What happens to the crack in the rock after the water freezes? a. Card 2a – bigger; The crack in the rock gets bigger after the water freezes.

2. What happens to the stream after the snow melts? a. Card 4a – bigger; The stream gets bigger after the snow melts.



• is unable to identify what happens to the crack in the rock when the water freezes (Card 2a); and

• is unable to identify what happens to the stream after the snow melts (Card 4a).


0

Student… • is able to identify what happens to the crack

in the rock when the water freezes (Card 2a); and

• is unable to identify what happens to the stream after the snow melts (Card 4a).

OR • is unable to identify what happens to the

crack in the rock when the water freezes (Card 2a); and

• after scaffolding, is able to identify what happens to the stream after the snow melts (Card 4a).

Scaffold: After student makes a first incorrect attempt, indicate Card 2a and say, “The crack in the rock gets bigger when ice freezes (indicate Card 2a).” Ask the student, “What happens to the stream after the snow melts?” Provide Resource 4: Cards 4a – 4c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify what happens to the crack

in the rock when the water freezes (Card 2a); and

• is able to identify what happens to the stream after the snow melts (Card 4a).


2



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ACTIVITY 3 Essence Statement: CTAS-MS-ESS2-2 Construct an explanation based on evidence for how the movements of water, ice, and wind can change the Earth’s surface. Core Extension 3: Construct an explanation based on provided evidence for how wind changes a landform on the Earth’s surface. (CTAS-MS-ESS2-2) Teacher Notes: Collect the following resources for this activity:

• Activity 3 Resource 1: Sand Dune Poster • Activity 3 Resource 2: Sentence Strips 2a – 2c

o Sentence Strip 2a – new sand dune o Sentence Strip 2b – moved sand dune o Sentence Strip 2c – sand dune taller

Steps to Follow: 1. Say, “In this activity, we are going to talk about how wind can change the Earth’s surface.” 2. Display Resource 1: Sand Dune Poster for the student. 3. Indicate Resource 1 and say, “A sand dune used to look like this (indicate the sand dune on the

left). The sand dune was tall. Over time, part of the sand dune moved to the right (indicate the sand dune on the right).”

4. Ask the student, “Which sentence describes how the wind changed the sand dune over time in this picture?”

5. Provide Resource 2: Sentence Strips 2a – 2c to the student. Indicate and read each sentence strip.

a. Sentence Strip 2a – “The wind created a new sand dune.” b. Sentence Strip 2b – “The wind moved the sand dune.” c. Sentence Strip 2c – “The wind made the sand dune taller.”


7. Indicate Sentence Strip 2b and say, “The wind moved the sand dune.” 8. Say, “We are now finished with this activity.”



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Scoring Guidance and Scaffolding The correct answer is as follows:

1. Which sentence describes how the wind changed the sand dune over time in this picture? a. Sentence Strip 2b – The wind moved the sand dune.



• is unable to describe how the sand dune changed over time (Sentence Strip 2b).


0

Student… • after scaffolding, is able to describe how the

sand dune changed over time (Sentence Strip 2b).

Scaffold: After student makes first incorrect attempt, remove Sentence Strip 2a and say, “The wind did not create a new sand dune (remove Sentence Strip 2a).” Ask the student again, “Which sentence describes why the sand dune changed over time?” After the student responds, say, “We are now finished with this activity.”


1

Student … • is able to describe how the sand dune

changed over time (Sentence Strip 2b).


2



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ACTIVITY 4 Essence Statement: CTAS-MS-ESS2-4 Use a model to explain how the sun’s energy and gravity cause water to cycle between the land and the atmosphere. Core Extension 4: Provide examples showing that water can exist as a solid, a liquid, or a gas, depending on its temperature. (CTAS-MS-ESS2-4) Teacher Notes: Collect the following resources for this activity:

• Activity 4 Resource 1: Cards 1a – 1c o Card 1a – solid o Card 1b – gas o Card 1c – liquid

Teacher-Provided Resources:

• 1 Cup of Room Temperature Water Steps to Follow:

1. Say, “In this activity, we are going to talk about how water can change forms based on the temperature of the water.”

2. Place one cup of room temperature water on the table for the student. 3. Indicate the cup of water and say, “Here is a cup of water. The water in the cup is liquid.” 4. Ask the student, “What will happen to the water after it freezes? Will the water become a solid,

become a gas, or stay a liquid?” 5. Provide Resource 1: Cards 1a – 1c to the student. Indicate and read each Card.

a. Card 1a – “solid” b. Card 1b – “gas” c. Card 1c – “liquid”


7. Indicate Card 1a and say, “Water will become a solid after it freezes.” 8. Ask the student, “What will happen to the water after it boils? Will the water become a solid,

become a gas, or stay a liquid?” 9. Provide remaining Resource 1: Card 1b and Card 1c to the student. Indicate and read each

remaining Card. a. Card 1b – “gas” b. Card 1c – “liquid”

10. Allow student to respond and record response. 11. Indicate Card 1b and say, “Water will become a gas after it boils.” 12. Say, “We are now finished with this activity.”


1. What will happen to the water after it freezes? Will the water become a solid, become a gas, or stay a liquid?

a. Card 1a – solid; Water will become a solid after it freezes. 2. What will happen to the water after it boils? Will the water become a solid, become a gas, or

stay a liquid? a. Card 1b – gas; Water will become a gas after it boils.



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• is unable to identify what happens to liquid water after it freezes (Card 1a); and

• is unable to identify what happens to liquid water after it boils (Card 1b).


0

Student… • is able to identify what happens to liquid

water after it freezes (Card 1a); and • is unable to identify what happens to liquid

water after it boils (Card 1b). OR

• is unable to identify what happens to liquid water after it freezes (Card 1a); and

• after scaffolding, is able to identify what happens to liquid water after it boils (Card 1b).

Scaffold: After student makes first incorrect attempt, indicate Card 1a and say, “Water will become a solid after it freezes (indicate Card 1a).” Ask the student, “What will happen to the water after it boils? Will the water become a solid, become a gas, or stay a liquid?” Provide remaining Resource 1: Card 1b and Card 1c to the student. Indicate and read each remaining Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify what happens to liquid

water after it freezes (Card 1a); and • is able to identify what happens to liquid

water after it boils (Card 1b).


2



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ACTIVITY 5 Essence Statement: CTAS-MS-ESS2-4 Use a model to explain how the sun’s energy and gravity cause water to cycle between the land and the atmosphere. Core Extension 5: From given components, complete a model of the water cycle by describing the relationships among the components (i.e., evaporation of water on land condensation/cloud formation precipitation of rain or snow falls back to the land). (CTAS-MS-ESS2-4) Teacher Notes: Collect the following resources for this activity:

• Activity 5 Resource 1: Water Cycle Poster 1 • Activity 5 Resource 2: Cards 2a – 2c

o Card 2a – Runoff o Card 2b – Evaporation o Card 2c – Condensation

Steps to Follow: 1. Say, “In this activity, we are going to talk about the water cycle.” 2. Display Resource 1: Water Cycle Poster 1 for the student. 3. Indicate Resource 1 and say, “This poster shows the water cycle. This part of the water cycle is

where rain or snow falls to the ground from clouds in the sky (indicate ‘Precipitation’). This part of the water cycle is called ‘Precipitation.’”

4. Provide Resource 2: Card 2a to the student. 5. Indicate Card 2a and say, “This card is labeled ‘Runoff.’ Runoff occurs when water on the land

flows toward the ocean. Where should the label ‘Runoff’ be placed on the water cycle?” 6. Allow student to respond and record response. If no response or if incorrect response, proceed

to scaffolding instructions. 7. If the student chose the correct answer, reiterate the student’s correct answer. Place chosen

answer Card in the correct location on the Resource 1: Water Cycle Poster 1. 8. Provide Resource 2: Card 2b to the student. 9. Indicate Card 2b and say, “This card is labeled ‘Evaporation.’ Evaporation occurs when water on

Earth’s surface turns into vapor and moves into the atmosphere. Where should the label ‘Evaporation’ be placed on the water cycle?”

10. Allow student to respond and record response. 11. If the student chose the correct answer, reiterate the student’s correct answer. Place chosen

answer Card in the correct location on the Resource 1: Water Cycle Poster 1. 12. Provide Resource 2: Card 2c to the student. 13. Indicate Card 2c and say, “This card is labeled ‘Condensation.’ Condensation occurs when water

vapor in the atmosphere turns back into a liquid and forms a cloud. Where should the label ‘Condensation’ be placed on the water cycle?”

14. Allow student to respond and record response. 15. If the student chose the correct answer, reiterate the student’s correct answer. Place chosen

answer Card in the correct location on the Resource 1: Water Cycle Poster 1. 16. Say, “We are now finished with this activity.”



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1. Where should the label “Runoff” be placed on the water cycle? a. Card 2a – Runoff should be placed in the box on the green hill.

2. Where should the label “Evaporation” be placed on the water cycle? a. Card 2b – Evaporation should be placed in the box directly above the ocean.

3. Where should the label “Condensation” be placed on the water cycle? a. Card 2c – Condensation should be place in the box on the cloud.



• is unable to place any of the labels in the correct position on the water cycle poster.


0

Student… • is able to place one or two labels in the correct

position on the water cycle poster. OR

• after scaffolding, is able to place one or two labels in the correct position on the water cycle poster.

Scaffold: After student makes first incorrect attempt, place Card 2a in the correct position on the Resource 1: Water Cycle Poster 1. Indicate the correctly placed Card 2a and say, “Runoff occurs here on the hill (indicate Card 2a). Gravity pulls the water downhill, and it flows to the ocean.” Indicate Card 2b and say, “This card is labeled ‘Evaporation.’ Evaporation occurs when water on Earth’s surface turns into vapor and moves into the atmosphere. Where should the label ‘Evaporation’ be placed on the water cycle?” After the student responds, say, “We are now finished with this activity.” Note: Optionally, you may ask the student the third question, “Where should the label “Condensation” be placed on the water cycle?”, if the scaffold is applied. However, if you choose to ask the third question and the student answers the third question correctly, the student will still receive one point.


1

Student… • is able to place all three labels in the correct

position on the water cycle poster.


2



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ACTIVITY 6 Essence Statement: CTAS-MS-ESS2-4 Use a model to explain how the sun’s energy and gravity cause water to cycle between the land and the atmosphere. Core Extension 6: Given a model of the water cycle, describe the effect that the sun’s energy (heat) and the Earth’s gravity have on water. (CTAS-MS-ESS2-4) Teacher Notes: Collect the following resources for this activity:

• Activity 6 Resource 1: Water Cycle Poster 2 • Activity 6 Resource 2: Cards 2a – 2d

o Card 2a – Runoff o Card 2b – Evaporation o Card 2c – Condensation o Card 2d – Precipitation

• Activity 6 Resource 3: Strips 3a – 3c o Strip 3a – water o Strip 3b – sidewalk o Strip 3c – raindrops

Steps to Follow: 1. Say, “In this activity, we are going to talk about how the sun’s energy and the Earth’s gravity

affect the water in the water cycle.” 2. Display Resource 1: Water Cycle Poster 2 for the student. 3. Indicate Resource 1 and say, “Here is a completed water cycle (read and indicate each labeled

part of the water cycle).” 4. Ask the student, “What is one part in the water cycle where gravity pulls water downward?” 5. Provide Resource 2: Cards 2a – 2d to the student. Indicate and read each Card.

a. Card 2a – “Runoff” b. Card 2b – “Evaporation” c. Card 2c – “Condensation” d. Card 2d – “Precipitation”


7. Ask the student, “How does heat from the sun affect water in the water cycle?” 8. Provide Resource 3: Strips 3a – 3c to the student. Indicate and read each Strip.

a. Strip 3a – “warms water until it evaporates” b. Strip 3b – “warms the sidewalk until it is hot” c. Strip 3c – “warms raindrops into snowflakes”

9. Allow student to respond and record response. 10. Indicate Strip 3a and say, “Heat from the sun warms water until it evaporates.” 11. Say, “We are now finished with this activity.”


1. What is one part in the water cycle where gravity pulls water downward? a. Card 2a – Runoff b. Card 2d – Precipitation

2. How does heat from the sun affect water in the water cycle? a. Strip 3a – warms water until it evaporates



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• is unable to identify one part in the water cycle where gravity pulls water downward (Card 2a or Card 2d); and

• is unable to describe how heat from the sun affects water in the water cycle (Strip 3a).


0

Student… • is able to identify one part in the water cycle

where gravity pulls water downward (Card 2a or Card 2d); and

• is unable to describe how heat from the sun affects water in the water cycle (Strip 3a).

OR • is unable to identify one part in the water

cycle where gravity pulls water downward (Card 2a or Card 2d); and

• after scaffolding, is able to describe how heat from the sun affects water in the water cycle (Strip 3a).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and Card 2d and say, “Gravity pulls water downward as runoff (indicate Card 2a) and as precipitation (indicate Card 2d) in the water cycle.” Ask the student, “How does heat from the sun affect water in the water cycle?” Provide Resource 3: Strips 3a – 3c to the student. Indicate and read each Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify one part in the water cycle

where gravity pulls water downward (Card 2a or Card 2d); and

• is able to describe how heat from the sun affects water in the water cycle (Strip 3a).


2



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ACTIVITY 7 Essence Statement: CTAS-MS-ESS2-5 Use data to provide evidence of atmospheric conditions that result in precipitation. Core Extension 7: Based on the provided evidence, relate cloud types to associated weather. (CTAS-MS-ESS2-5) Teacher Notes: Collect the following resources for this activity:

• Activity 7 Resource 1: Cloud Types Poster • Activity 7 Resource 2: Cloud Type Chart Poster • Activity 7 Resource 3: Cards 3a – 3d

o Card 3a – Cirrus o Card 3b – Stratus o Card 3c – Cumulus o Card 3d – Cumulonimbus

Steps to Follow: 1. Say, “In this activity, we are going to talk about cloud types. We will talk about what type of

weather each cloud type is related to.” 2. Display Resource 1: Cloud Types Poster for the student. 3. Indicate Resource 1 and say, “Here are images of some common types of clouds. Cirrus clouds

are thin and high in the sky (indicate the circus clouds). Stratus clouds are low and flat in the sky (indicate the stratus clouds). Cumulus clouds are low and rounded in the sky (indicate the cumulus clouds). Cumulonimbus clouds are very tall and thick in the sky (indicate the cumulonimbus clouds).”

4. Display Resource 2: Cloud Type Chart Poster for the student. 5. Indicate Resource 2 and say, “Here is a chart. The left side of the chart is labeled ‘Weather.’ The

right side of the chart is labeled ‘Cloud Type.’” 6. Ask the student, “Which cloud type is likely to be in the sky when there is stormy weather?” 7. Provide Resource 3: Cards 3a – 3d to the student. Indicate and read each Card.

a. Card 3a – “Cirrus” b. Card 3b – “Stratus” c. Card 3c – “Cumulus” d. Card 3d – “Cumulonimbus”


9. Indicate Card 3d and say, “When there is stormy weather, there will be Cumulonimbus, or tall and thick, clouds in the sky.”

10. Ask the student, “Which cloud type is likely to be in the sky when there is sunny weather?” 11. Provide remaining Resource 3: Cards 3a – 3c to the student. Indicate and read each remaining

Card. a. Card 3a – “Cirrus” b. Card 3b – “Stratus” c. Card 3c – “Cumulus”

12. Allow student to respond and record response. 13. Indicate Card 3a and 3c and say, “When there is sunny weather, there will either be Cirrus (thin

and high) or Cumulus (low and rounded) clouds in the sky.”



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14. Say, “We are now finished with this activity.” Scoring Guidance and Scaffolding Correct answers are as follows:

1. Which cloud type is likely to be in the sky when there is stormy weather? a. Card 3d – Cumulonimbus

2. Which cloud type is likely to be in the sky when there is sunny weather? a. Card 3a – Cirrus b. Card 3c - Cumulus


• gives NO response; OR

• is unable to predict the cloud type that is likely to be in the sky when there is stormy weather (Card 3d); and

• is unable to predict the cloud type that is likely to be in the sky when there is sunny weather (Card 3a or Card 3c).


0

Student… • is able to predict the cloud type that is likely

to be in the sky when there is stormy weather (Card 3d); and

• is unable to predict the cloud type that is likely to be in the sky when there is sunny weather (Card 3a or Card 3c).

OR • is unable to predict the cloud type that is

likely to be in the sky when there is stormy weather (Card 3d); and

• after scaffolding, is able to predict the cloud type that is likely to be in the sky when there is sunny weather (Card 3a or Card 3c).

Scaffold: After student makes first incorrect attempt, indicate Card 3d and say, “When there is stormy weather, there will be Cumulonimbus, or tall and thick, clouds in the sky.” Ask the student, “Which cloud type is likely to be in the sky when there is sunny weather?” Provide remaining Resource 3: Cards 3a – 3c to the student. Indicate and read each remaining Card. After the student responds, say, “We are now finished with this activity.”


1



20

Student… • is able to predict the cloud type that is likely

to be in the sky when there is stormy weather (Card 3d); and

• is able to predict the cloud type that is likely to be in the sky when there is sunny weather (Card 3a or Card 3c).


2



21

ACTIVITY 8 Essence Statement: CTAS-MS-ESS2-5 Use data to provide evidence of atmospheric conditions that result in precipitation. Core Extension 8: When given a set of temperature data, make a connection between the temperature change and precipitation. (CTAS-MS-ESS2-5) Teacher Notes: Collect the following resources for this activity:

• Activity 8 Resource 1: Weather Data Table Poster • Activity 8 Resource 2: Strips 2a – 2c

o Strip 2a – Day 1 and 2 o Strip 2b – Day 2 and 3 o Strip 2c – Day 3 and 4

• Activity 8 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – warmest o Sentence Strip 3b – freezing o Sentence Strip 3c – same

Steps to Follow: 1. Say, “In this activity, we are going to talk about how temperature and precipitation.” 2. Display Resource 1: Weather Data Table Poster for the student. 3. Indicate Resource 1 and say, “Students measured the temperature outside for four days in a

row. They recorded whether there was precipitation. On Day 1, the temperature was 40o with precipitation (indicate ‘Day 1’ row). On Day 2, the temperature was 38o with precipitation (indicate ‘Day 2’ row). On Day 3, the temperature was 30o with precipitation (indicate ‘Day 3’ row). On Day 4, the temperature was 29o with precipitation (indicate ‘Day 4’ row).”

4. Ask the student, “During which days did it most likely snow?” 5. Provide Resource 2: Strips 2a – 2c to the student. Indicate and read each Strip.

a. Strip 2a – “Day 1 and 2” b. Strip 2b – “Day 2 and 3” c. Strip 2c – “Day 3 and 4”


7. Indicate Strip 2c and say, “Snow likely occurred during Day 3 and Day 4.” 8. Ask the student, “What evidence shows that snow most likely occurred during Day 3 and Day

4?” 9. Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 3a – “Day 3 and Day 4 had the warmest temperatures.” b. Sentence Strip 3b – “Day 3 and Day 4 had freezing temperatures.” c. Sentence Strip 3c – “Day 3 and Day 4 had nearly the same temperatures.”

10. Allow student to respond and record response. 11. Indicate Sentence Strip 3b and say, “Day 3 and Day 4 had freezing temperatures.” 12. Say, “We are now finished with this activity.”



22


1. During which days did it most likely snow? a. Strip 2c – Day 3 and 4

2. What evidence shows that snow most likely occurred during Day 3 and Day 4? a. Sentence Strip 3b – Day 3 and Day 4 had freezing temperatures.



• is unable to identify the days during which snow most likely occurred (Strip 2c); and

• is unable to identify the evidence that shows that snow most likely occurred during Day 3 and Day 4 (Sentence Strip 3b).


0

Student… • is able to identify the days during which snow

most likely occurred (Strip 2c); and • is unable to identify the evidence that shows

that snow most likely occurred during Day 3 and Day 4 (Sentence Strip 3b).

OR • is unable to identify the days during which

snow most likely occurred (Strip 2c); and • after scaffolding, is able to identify the

evidence that shows that snow most likely occurred during Day 3 and Day 4 (Sentence Strip 3b).

Scaffold: After student makes first incorrect attempt, indicate Strip 2c and say, “Snow most likely occurred during Day 3 and Day 4 (indicate Strip 2c).” Ask the student, “What evidence shows that snow most likely occurred during Day 3 and Day 4?” Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify the days during which snow

most likely occurred (Strip 2c); and • is able to identify the evidence that shows

that snow most likely occurred during Day 3 and Day 4 (Sentence Strip 3b).


2

Life Science Storyline 3: Living

Organisms




Life Science Storyline 3: Living Organisms

Grade 8 Performance Task 1



Guiding Questions: What are living organisms made of? What structures and behaviors do plants and animals have that allow them to survive?

NGSS Learning

Progressions




LS1.A Structure and Function

MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

CTAS-MS-LS1-1 Use the results of an investigation as evidence that living things are made of different types of cells.

1. Identify a structure in a plant that the plant uses to survive or reproduce (e.g., a cone falls from a tree to distribute seeds and allows another tree to grow). (CTAS-MS-LS1-4)

2. Determine how an animal’s behavior helps the animal to survive (e.g., bears hibernate to survive in the winter). (CTAS-MS-LS1-4)

3. Use provided evidence to make and support a claim for how a behavior of an animal or a structure of a plant helps them survive and reproduce. (CTAS-MS-LS1-4)

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

CTAS-MS-LS1-3 Make and support a claim based on evidence that the human body is made up of cells and tissues that form body systems.

Connecticut Alternate Science Assessment Life Science

Storyline 3: Living Organisms Grade 8 Performance Task

2

NGSS Learning

Progressions




LS1.B Growth and Development of Organisms

MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

CTAS-MS-LS1-4 Make and support a claim based on evidence for how animal behaviors and plant structures affect their ability to survive and reproduce.

4. Identify that all living things are made of cells, which is the smallest unit of life. (CTAS-MS-LS1-1)

5. Given a human body system, recognize that each system is made of specific types of cells. (CTAS-MS-LS1-3)


Living organism, cell, organ, behavior, survival, reproduce, structure, function





Grade 8 Performance Task General Overview: Students complete a series of activities focused on cells, human body systems, and how animal behaviors and plant structures affect their ability to survive and reproduce. The student considers how all living things are made up of cells and how human body systems, which are made up of cells, perform various and unique functions. The student considers how plant structures affect reproduction and how animal behaviors affect survival.

List of Materials Needed: Teacher-Provided Resources: There are no Teacher-Provided Resources that are required for this Performance Task. Instructions for Preparing Materials: Teachers need to print all Resources provided in the Resource Packet as indicated below (e.g., Cards, Posters, Sentence Strips, and Strips) prior to the administration of each activity. Resources must be printed in color ink. The Card, Sentence Strip, and Strip Resources will need to be cut out. Resources are listed according to the Resource Identifier, which appears on the back of each Resource. The Resources needed for the administration of each activity are listed according to these Resource Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align to the correct Resources, please make sure to set your printer preferences to print double-sided, in color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).




4

List of Resources: • Activity 1 Resource 1: Eastern Hemlock Pine Tree Poster • Activity 1 Resource 2: Cards 2a – 2c

o Card 2a – pine tree cones o Card 2b – pine tree needles o Card 2c – pine tree trunk

• Activity 2 Resource 1: Cards 1a – 1c o Card 1a – climbing o Card 1b – sleeping o Card 1c – eating

• Activity 2 Resource 2: Sentence Strips 2a – 2c o Sentence Strip 2a – saves energy o Sentence Strip 2b – gets food o Sentence Strip 2c – grows more fur

• Activity 3 Resource 1: Squirrel Survival Data Table Poster • Activity 3 Resource 2: Cards 2a – 2d

o Card 2a – Squirrel A o Card 2b – Squirrel B o Card 2c – Squirrel C o Card 2d – Squirrel D

• Activity 3 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – berries o Sentence Strip 3b – acorns o Sentence Strip 3c – shelter

• Activity 3 Resource 4: Cards 4a – 4b o Card 4a – Yes o Card 4b – No

• Activity 4 Resource 1: Student with Microscope Poster • Activity 4 Resource 2: Cards 2a – 2c

o Card 2a – bear o Card 2b – house o Card 2c – rock

• Activity 4 Resource 3: Cards 3a – 3c o Card 3a – bacteria cell o Card 3b – plant cell o Card 3c – animal cell

• Activity 5 Resource 1: Circulatory System Poster • Activity 5 Resource 2: Cards 2a – 2c

o Card 2a – red blood cells o Card 2b – nerve cells o Card 2c – skin cells



5

• Activity 5 Resource 3: Cards 3a – 3c o Card 3a – skeletal and digestive systems o Card 3b – digestive and circulatory systems o Card 3c – circulatory and respiratory systems



6

ACTIVITY 1 Essence Statement: CTAS-MS-LS1-4 Make and support a claim based on evidence for how animal behaviors and plant structures affect their ability to survive and reproduce. Core Extension 1: Identify a structure in a plant that the plant uses to survive or reproduce (e.g., a cone falls from a tree to distribute seeds and allows another tree to grow). (CTAS-MS-LS1-4) Teacher Notes: Collect the following resources for this activity:

• Activity 1 Resource 1: Eastern Hemlock Pine Tree Poster • Activity 1 Resource 2: Cards 2a – 2c

o Card 2a – pine tree cones o Card 2b – pine tree needles o Card 2c – pine tree trunk

Steps to Follow: 1. Say, “In this activity, we are going to talk about parts of a pine tree that help the tree to survive

and make new pine trees.” 2. Display Resource 1: Eastern Hemlock Pine Tree Poster for the student. 3. Indicate Resource 1 and say, “Eastern hemlock pine trees are seed-producing pine trees that

spread their seeds using pine cones. These pine cones fall from the tree onto the ground and open to allow the seeds to make new trees.”

4. Ask the student, “Which part of the pine tree helps the tree reproduce (make new pine trees)?” 5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “pine tree cones” b. Card 2b – “pine tree needles” c. Card 2c – “pine tree trunk”


7. Indicate Card 2a and say, “Pine tree cones help the tree reproduce (make new pine trees).” 8. Ask the student, “Which part of the pine tree supports the tree branches?” 9. Provide remaining Resource 2: Card 2b and Card 2c to the student. Indicate and read each

remaining Card. a. Card 2b – “pine tree needles” b. Card 2c – “pine tree trunk”

10. Allow student to respond and record response. 11. Indicate Card 2c and say, “The pine tree trunk supports the tree branches.” 12. Say, “We are now finished with this activity.”


1. Which part of the pine tree helps the tree reproduce? a. Card 2a – pine tree cones

2. Which part of the pine tree supports the tree branches? a. Card 2c – pine tree trunk



7



• is unable to identify that the pine tree cones are a part of the pine tree that helps the tree to reproduce (Card 2a); and

• is unable to identify that the pine tree trunk is a part of the tree that supports the tree branches (Card 2c).


0

Student… • is able to identify that the pine tree cones are a

part of the pine tree that helps the tree to reproduce (Card 2a); and

• is unable to identify that the pine tree trunk is a part of the tree that supports the tree branches (Card 2c).

OR • is unable to identify that the pine tree cones are a


• after scaffolding, is able to identify that the pine tree trunk is a part of the tree that supports the tree branches (Card 2c).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “Pine tree cones help the pine tree reproduce (indicate Card 2a).” Ask the student, “Which part of the pine tree supports the tree branches?” Provide remaining Resource 2: Card 2b and Card 2c to the student. Indicate and read each remaining Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify that the pine tree cones are a


• is able to identify that the pine tree trunk is a part of the tree that supports the tree branches (Card 2c).


2



8

ACTIVITY 2 Essence Statement: CTAS-MS-LS1-4 Make and support a claim based on evidence for how animal behaviors and plant structures affect their ability to survive and reproduce. Core Extension 2: Determine how an animal’s behavior helps the animal to survive (e.g., bears hibernate to survive in the winter). (CTAS-MS-LS1-4) Teacher Notes: Collect the following resources for this activity:

• Activity 2 Resource 1: Cards 1a – 1c o Card 1a – climbing o Card 1b – sleeping o Card 1c – eating

• Activity 2 Resource 2: Sentence Strips 2a – 2c o Sentence Strip 2a – saves energy o Sentence Strip 2b – gets food o Sentence Strip 2c – grows more fur

Steps to Follow: 1. Say, “In this activity, we are going to talk about how bears survive during the winter. Bears rest

for long periods of time during the winter months to help them survive. This behavior is called hibernating.”

2. Ask the student, “Which picture shows the bear hibernating?” 3. Provide Resource 1: Cards 1a – 1c to the student. Indicate and read each Card.

a. Card 1a – “climbing” b. Card 1b – “sleeping” c. Card 1c – “eating”


5. Indicate Card 1b and say, “This picture of the bear sleeping in a cave shows the bear hibernating.”

6. Say, “There is much less food available to bears during the winter.” 7. Ask the student, “How does hibernating during winter help the bear to survive?” 8. Provide Resource 2: Sentence Strips 2a – 2c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 2a – “The bear saves energy.” b. Sentence Strip 2b – “The bear gets food.” c. Sentence Strip 2c – “The bear grows more fur.”

9. Allow student to respond and record response. 10. Indicate Sentence Strip 2a and say, “The bear saves energy.” 11. Say, “We are now finished with this activity.”


1. Which picture shows the bear hibernating? a. Card 1b – sleeping

2. How does hibernating during winter help the bear to survive? a. Sentence Strip 2a – The bear saves energy.



9



• is unable to choose the picture that shows the bear hibernating (Card 1b); and

• is unable to identify that hibernating during winter helps the bear to survive because the bear saves energy (Sentence Strip 2a).


0

Student… • is able to choose the picture that shows the

bear hibernating (Card 1b); and • is unable to identify that hibernating during

winter helps the bear to survive because the bear saves energy (Sentence Strip 2a).

OR • is unable to choose the picture that shows

the bear hibernating (Card 1b); and • after scaffolding, is able to identify that

hibernating during winter helps the bear to survive because the bear saves energy (Sentence Strip 2a).

Scaffold: After student makes first incorrect attempt, indicate Card 1b and say, “This picture of the bear sleeping in a cave shows the bear hibernating (indicate Card 1b). There is much less food available to bears during the winter.” Ask the student, “How does hibernating during winter help the bear to survive?” Provide Resource 2: Sentence Strips 2a – 2c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to choose the picture that shows the

bear hibernating (Card 1b); and • is able to identify that hibernating during

winter helps the bear to survive because the bear saves energy (Sentence Strip 2a).


2



10

ACTIVITY 3 Essence Statement: CTAS-MS-LS1-4 Make and support a claim based on evidence for how animal behaviors and plant structures affect their ability to survive and reproduce. Core Extension 3: Use provided evidence to make and support a claim for how a behavior of an animal or a structure of a plant helps them survive and reproduce. (CTAS-MS-LS1-4) Teacher Notes: Collect the following resources for this activity:

• Activity 3 Resource 1: Squirrel Survival Data Table Poster • Activity 3 Resource 2: Cards 2a – 2d

o Card 2a – Squirrel A o Card 2b – Squirrel B o Card 2c – Squirrel C o Card 2d – Squirrel D

• Activity 3 Resource 3: Sentence Strips 3a – 3c o Sentence Strip 3a – berries o Sentence Strip 3b – acorns o Sentence Strip 3c – shelter

• Activity 3 Resource 4: Cards 4a – 4b o Card 4a – Yes o Card 4b – No

Steps to Follow: 1. Say, “In this activity, we are going to discuss why some squirrels survive through the winter and

why other squirrels do not survive through the winter.” 2. Display Resource 1: Squirrel Survival Data Table Poster for the student. 3. Indicate Resource 1 and say, “This is a data table that shows the survival of three different

squirrels (indicate ‘Squirrel’ column). Each squirrel stored acorns before winter and was affected by the number of acorns they stored (indicate ‘Number of Acorns Stored’ column). Squirrels that stored more than ten acorns survived through winter. Squirrels that did not store at least ten acorns did not survive through winter.”

4. Ask the student, “Which squirrel was able to survive through winter?” 5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “Squirrel A” b. Card 2b – “Squirrel B” c. Card 2c – “Squirrel C”


7. Indicate Card 2b and say, “Only Squirrel B was able to survive through winter.” 8. Ask the student, “Why was Squirrel B the only squirrel that was able to survive through

winter?” 9. Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 3a – “Only Squirrel B collected berries.” b. Sentence Strip 3b – “Only Squirrel B stored enough acorns.” c. Sentence Strip 3c – “Only Squirrel B found shelter.”

10. Allow student to respond and record response.



11

11. Indicate Sentence Strip 3b and say, “Only Squirrel B stored enough acorns.” 12. Provide Resource 2: Card 2d to the student. 13. Indicate Card 2d and say, “Squirrel D collected 20 acorns.” 14. Ask the student, “Will Squirrel D survive through winter?” 15. Provide Resource 4: Cards 4a – 4b to the student. Indicate and read each Card.

a. Card 4a – “Yes” b. Card 4b – “No”

16. Allow student to respond and record response. 17. Indicate Card 4a and say, “Yes, Squirrel D will survive through the winter.” 18. Say, “We are now finished with this activity.”


1. Which squirrel was able to survive through winter? a. Card 2b – Squirrel B

2. Why was Squirrel B the only squirrel that was able to survive through winter? a. Sentence Strip 3b – Only Squirrel B stored enough acorns.

3. Will Squirrel D survive through the winter? a. Card 4a – Yes



• is unable to identify that only Squirrel B was able to survive through winter (Card 2b); and

• is unable to identify that only Squirrel B was able to survive through the winter because only Squirrel B stored enough acorns (Sentence Strip 3b); and

• is unable to predict that Squirrel D will survive through the winter (Card 4a).


0



12

Student… • is able to identify that only Squirrel B was

able to survive through winter (Card 2b); and • is unable to identify that only Squirrel B was

able to survive through the winter because only Squirrel B stored enough acorns (Sentence Strip 3b); and


OR • is able to identify that only Squirrel B was

able to survive through winter (Card 2b); and • is able to identify that only Squirrel B was

able to survive through the winter because only Squirrel B stored enough acorns (Sentence Strip 3b); and


OR • is unable to identify that only Squirrel B was

able to survive through winter (Card 2b); and • after scaffolding, is able to identify that only

Squirrel B was able to survive through the winter because only Squirrel B stored enough acorns (Sentence Strip 3b).

Scaffold: After student makes first incorrect attempt, indicate Card 2b and say, “Only Squirrel B was able to survive through winter (indicate Card 2b).” Ask the student, “Why was Squirrel B the only squirrel that was able to survive through winter?” Provide Resource 3: Sentence Strips 3a – 3c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.” Note: Optionally, you may ask the student the third question, “Will Squirrel D survive through the winter?” if the scaffold is applied. However, if you choose to ask the third question and the student answers the third question correctly, the student will still receive one point.


1

Student… • is able to identify that only Squirrel B was

able to survive through winter (Card 2b); and


2



13

• is able to identify that only Squirrel B was able to survive through the winter because only Squirrel B stored enough acorns (Sentence Strip 3b); and

• is able to predict that Squirrel D will survive through the winter (Card 4a).



14

ACTIVITY 4 Essence Statement: CTAS-MS-LS1-1 Use the results of an investigation as evidence that living things are made of different types of cells. Core Extension 4: Identify that all living things are made of cells, which is the smallest unit of life. (CTAS-MS-LS1-1) Teacher Notes: Collect the following resources for this activity:

• Activity 4 Resource 1: Student with Microscope Poster • Activity 4 Resource 2: Cards 2a – 2c

o Card 2a – bear o Card 2b – house o Card 2c – rock

• Activity 4 Resource 3: Cards 3a – 3c o Card 3a – bacteria cell o Card 3b – plant cell o Card 3c – animal cell

Steps to Follow: 1. Say, “In this activity, we are going to talk about cells. All living things are made of cells.” 2. Display Resource 1: Student with Microscope Poster for the student. 3. Indicate Resource 1 and say, “Here is a picture of a student with a microscope. The microscope

makes small things look big enough to see. The student uses the microscope to see cells.” 4. Ask the student, “Which of these is made of cells?” 5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “bear” b. Card 2b – “house” c. Card 2c – “rock”


7. Indicate Card 2a and say, “Bears are living things. Bears are made of cells.” 8. Ask the student, “What cell type makes up a bear?” 9. Provide Resource 3: Cards 3a – 3c to the student. Indicate and read each Card.

a. Card 3a – “bacteria cell” b. Card 3b – “plant cell” c. Card 3c – “animal cell”

10. Allow student to respond and record response. 11. Indicate Card 3c and say, “The animal cell type makes up a bear. Many animal cells are needed

to make up a bear.” 12. Say, “We are now finished with this activity.”


1. Which of these is made of cells? a. Card 2a – bear

2. What cell type makes up a bear? a. Card 3c – animal cell



15



• is unable to identify that a bear is made of cells (Card 2a); and

• is unable to identify that the animal cell type makes up a bear (Card 3c).


0

Student… • is able to identify that a bear is made of cells

(Card 2a); and • is unable to identify that the animal cell type

makes up a bear (Card 3c). OR

• is unable to identify that a bear is made of cells (Card 2a); and

• after scaffolding, is able to identify that the animal cell type makes up a bear (Card 3c).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “Bears are made of cells (indicate Card 2a) because bears are living things.” Ask the student, “What type of cell makes up a bear?” Provide Resource 3: Cards 3a – 3c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify that a bear is a living thing and

is made of cells (Card 2a); and • is able to identify that the animal cell type makes

up a bear (Card 3c).


2



16

ACTIVITY 5 Essence Statement: CTAS-MS-LS1-3 Make and support a claim based on evidence that the human body is made up of cells and tissues that form body systems. Core Extension 5: Given a human body system, recognize that each system is made of specific types of cells. (CTAS-MS-LS1-3) Teacher Notes: Collect the following resources for this activity:

• Activity 5 Resource 1: Circulatory System Poster • Activity 5 Resource 2: Cards 2a – 2c

o Card 2a – red blood cells o Card 2b – nerve cells o Card 2c – skin cells

• Activity 5 Resource 3: Cards 3a – 3c o Card 3a – skeletal and digestive systems o Card 3b – digestive and circulatory systems o Card 3c – circulatory and respiratory systems

Steps to Follow: 1. Say, “In this activity, we are going to talk about different human body systems.” 2. Display Resource 1: Circulatory System Poster for the student. 3. Indicate Resource 1 and say, “This is a diagram of the circulatory system. The Circulatory System

is made up of the heart (indicate the heart), arteries (indicate a red artery), veins (indicate a blue vein), and blood. The heart, arteries, and veins are made up of different types of cells.”

4. Ask the student, “Which type of cells are in the circulatory system?” 5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.

a. Card 2a – “red blood cells” b. Card 2b – “nerve cells” c. Card 2c – “skin cells”


7. Indicate Card 2a and say, "Red blood cells are the type of cells that are in the circulatory system. These cells carry oxygen throughout the body."

8. Ask the student, “What two human body systems work together to get oxygen to the cells?” 9. Provide Resource 3: Cards 3a – 3c to the student. Indicate and read each Card.

a. Card 3a – “respiratory and digestive systems” b. Card 3b – “digestive and circulatory systems” c. Card 3c – “circulatory and respiratory systems”

10. Allow student to respond and record response. 11. Indicate Card 3c and say, “The circulatory and respiratory systems work together to get oxygen

to the cells.” 12. Say, “We are now finished with this activity.”



17


1. Which type of cells are in the circulatory system? a. Card 2a – red blood cells

2. What two human body systems work together to get oxygen to the cells? a. Card 3c – circulatory and respiratory systems



• is unable to identify that red blood cells are the type of cells that are in the circulatory system (Card 2a); and

• is unable to identify that the circulatory and respiratory systems work together to get oxygen to the cells (Card 3c).


0

Student… • is able to identify that red blood cells are the

type of cells that are in the circulatory system (Card 2a); and

• is unable to identify that the circulatory and respiratory systems work together to get oxygen to the cells (Card 3c).

OR • is unable to identify that red blood cells are

the type of cells that are in the circulatory system (Card 2a); and

• after scaffolding, is able to identify that the circulatory and respiratory systems work together to get oxygen to the cells (Card 3c).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, "Red blood cells are the type of cells that are in the circulatory system (indicate Card 2a). These cells carry oxygen throughout the body." Ask the student, “What two human body systems work together to get oxygen to the cells?” Provide Resource 3: Cards 3a – 3c to the student. Indicate and read each Card. After the student responds, say, “We are now finished with this activity.”


1



18

Student… • is able to identify that red blood cells are the

type of cells that are in the circulatory system (Card 2a); and

• is able to identify that the circulatory and respiratory systems work together to get oxygen to the cells (Card 3c).


2

Physical Science

Storyline 5: Forces and Motion




Physical Science Storyline 5: Forces and Motion




Guiding Questions: How can the motion of an object be described? What factors affect the motion of an object?

NGSS Learning

Progressions

Grade 8 NGSS Standard

Performance Expectations Connecticut Alternate Science


PS2.A Forces and motion

MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

CTAS-MS-PS2-2 Use and evaluate the results of an investigation to provide evidence that the change in an object’s motion depends on the forces acting on the object and the mass of the object.

1. Recognize the relative strength (e.g., stronger or weaker) of two different forces on an object. (CTAS-MS-PS2-2)

2. Use the results of an investigation to support a claim about the effect of two (balanced or unbalanced) forces on the motion of an object. (CTAS-MS-PS2-2)

3. Using equipment (e.g., a balance or scale), measure the mass of an object in grams. (CTAS-MS-PS2-2)

4. Use the results of an investigation to support a claim about the effect of an object’s mass on its motion when force is applied (e.g., an object with more mass will take more force to move). (CTAS-MS-PS2-2)

5. Identify the changing (independent) variable and one constant in the provided investigation. (CTAS-MS-PS2-2)


Strength of forces (weaker, stronger), investigation, claim, mass, grams, motion, independent variable, constant

Connecticut Alternate Science Assessment Physical Science

Storyline 5: Forces and Motion Grade 8 Performance Task

2


Grade 8 Performance Task General Overview: This performance task focuses on the motion of objects and how forces (pushes or pulls) and mass (or weight) can affect motion. Students will consider how the motion of an object is affected by the forces pulling on it. Students will also conduct an investigation to study how changing the mass of the object affects the force needed to move it. Note: Students are not expected to know the difference between mass and weight (i.e., the term weight may be used instead of mass throughout the performance task.)

List of Materials Needed: Teacher-Provided Resources: ACTIVITY 3:

• Table • Balance (double beam, triple beam, or electronic) • 3 Books (of similar weights/masses, such as paperback books)

Make sure that the mass of three books together does not exceed the capacity of the balance. Activities 3, 4, and 5 should be completed back-to-back.

ACTIVITY 4: Use the materials and instructions included in Activity 4 Resource 1 to set up the investigation according to the diagram included in Activity 4 Resource 2. The investigation must be set up prior to the administration of the activity. The following materials are needed for the investigation:

• Table • 1 Piece of Cardboard (approximately 8.5” x 11”) • 1 Roll of Strong Tape (e.g., duct tape or packing tape) • 1 Large Paper Clip • 1 Large Rubber Band • 3 Books (of similar weights/masses such as paperback books) • 1 Ruler • Impact Safety Glasses, 1 each for teacher and student(s)



3

Instructions for Preparing Materials: Teachers need to print all Resources provided in the Resource Packet as indicated below (e.g., Cards, Posters, Sentence Strips, and Strips) prior to the administration of each activity. Resources must be printed in color ink. The Card, Sentence Strip, and Strip Resources will need to be cut out. Resources are listed according to the Resource Identifier, which appears on the back of each Resource. The Resources needed for the administration of each activity are listed according to these Resource Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align to the correct Resources, please make sure to set your printer preferences to print double-sided, in color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).




4

List of Resources: • Activity 1 Resource 1: Shopping Cart Poster 1 • Activity 1 Resource 2: Card 2a and Card 2b

o Card 2a – Person on Left o Card 2b – Person on Right

• Activity 1 Resource 3: Shopping Cart Poster 2 • Activity 1 Resource 4: Card 4a and Card 4b

o Card 4a – Person on Left o Card 4b – People on Right

• Activity 2 Resource 1: Balanced Forces Poster • Activity 2 Resource 2: Unbalanced Forces Poster • Activity 2 Resource 3: Sentence Strips 3a – 3c

o Sentence Strip 3a – boy’s side o Sentence Strip 3b – girl’s side o Sentence Strip 3c – both sides

• Activity 2 Resource 4: See-saws Poster • Activity 2 Resource 5: Cards 5a – 5e

o Card 5a – 100 kg o Card 5b – 25 kg o Card 5c – 100 kg o Card 5d – 50 kg o Card 5e – 50 kg

• Activity 2 Resource 6: Claim Sentence Strip • Activity 3 Resource 1: Forces Data Table Poster • Activity 4 Resource 1: Teacher Directions for Forces Investigation – Forces Investigation

Materials • Activity 4 Resource 2: Teacher Directions for Forces Investigation – Forces Investigation Diagram • Activity 4 Resource 3: Use Semi-Completed Activity 3 Resource 1: Forces Data Table Poster • Activity 4 Resource 4: Sentence Strips 4a – 4c

o Sentence Strip 4a – More Force/More Mass o Sentence Strip 4b – Less Force/More Mass o Sentence Strip 4c – More Force/Less Mass

• Activity 4 Resource 5: Sentence Strips 5a – 5c o Sentence Strip 5a – 1 Book o Sentence Strip 5b – 2 Books o Sentence Strip 5c – 3 Books

• Activity 5 Resource 1: Cards 1a – 1c o Card 1a – mass o Card 1b – table o Card 1c – rubber band



5

• Activity 5 Resource 2: Strips 2a – 2c o Strip 2a – mass in each trial o Strip 2b – type of books used o Strip 2c – length of rubber band

• Activity 5 Resource 3: Use Completed Activity 3 Resource 1: Forces Data Table Poster



6

ACTIVITY 1 Essence Statement: CTAS-MS-PS2-2 Use and evaluate the results of an investigation to provide evidence that the change in an object’s motion depends on the forces acting on the object and the mass of the object. Core Extension 1: Recognize the relative strength (e.g., stronger or weaker) of two different forces on an object. (CTAS-MS-PS2-2) Teacher Notes: Collect the following resources for this activity:


o Card 2a – Person on Left o Card 2b – Person on Right


o Card 4a – Person on Left o Card 4b – People on Right

Steps to Follow: 1. Say, “In this activity, we are going to look at pictures of different forces pulling on the same

object.” 2. Display Resource 1: Shopping Cart Poster 1 for the student. 3. Indicate Resource 1 and say, “This picture shows two people pulling a shopping cart in opposite

directions. The person pulling the shopping cart to the left is much stronger than the person pulling the shopping cart to the right.”

4. Ask the student, “Which person will pull the shopping cart with greater force?” 5. Provide Resource 2: Card 2a and Card 2b to the student. Indicate and describe each Card.

a. Card 2a – “The person on the left.” b. Card 2b – “The person on the right.”


7. Indicate Card 2a and say, “The person on the left.” 8. Display Resource 3: Shopping Cart Poster 2 for the student. 9. Indicate Resource 3 and say, “This picture shows three people pulling a shopping cart. All three

people are the same size and have the same strength. There is one person pulling the shopping cart to the left. There are two people pulling the shopping cart to the right. Each person pulls on the shopping cart with the same force.”

10. Ask the student, “Who will likely give the shopping cart a stronger pull?” 11. Provide Resource 4: Card 4a and Card 4b to the student. Indicate and describe each Card.

a. Card 4a – “The person on the left.” b. Card 4b – “The people on the right.”

12. Allow student to respond and record response. 13. Indicate Card 4b and say, “The people on the right.” 14. Say, “We are now finished with this activity.”



7

Scoring Guidance and Scaffolding Correct responses are as follows:

1. Which person will pull the shopping cart with greater force? a. Card 2a – The person on the left.

2. Who will likely give the shopping cart a stronger pull? a. Card 4b – The people on the right.


• gives NO response; OR

• is unable to identify that the person on the left will pull the shopping cart with greater force because the person on the left is stronger (Card 2a); and

• is unable to identify that the people on the right will give the shopping cart a stronger pull (Card 4b).


0

Student… • is able to identify that the person on the left

will pull the shopping cart with greater force because the person on the left is stronger (Card 2a); and

• is unable to identify that the people on the right will give the shopping cart a stronger pull (Card 4b).

OR • is unable to identify that the person on the

left will pull the shopping cart with greater force because the person on the left is stronger (Card 2a); and

• after scaffolding, is able to identify that the people on the right will give the shopping cart a stronger pull (Card 4b).

Scaffold: After student makes first incorrect attempt, indicate Card 2a and say, “The person on the left will pull the shopping cart with greater force because the person on the left is stronger (indicate Card 2a).” Ask the student, “In the second picture (indicate Resource 3), who will likely give the shopping cart a stronger pull?” Provide Resource 4: Card 4a and Card 4b to the student. Indicate and describe each Card. After the student responds, say, “We are now finished with this activity.”


1



8

Student… • is able to identify that the person on the left

will pull the shopping cart with greater force because the person on the left is stronger (Card 2a); and

• is able to identify that the people on the right will give the shopping cart a stronger pull (Card 4b).


2



9

ACTIVITY 2 Essence Statement: CTAS-MS-PS2-2 Use and evaluate the results of an investigation to provide evidence that the change in an object’s motion depends on the forces acting on the object and the mass of the object. Core Extension 2: Use the results of an investigation to support a claim about the effect of two (balanced or unbalanced) forces on the motion of an object. (CTAS-MS-PS2-2) Teacher Notes: Collect the following resources for this activity:

• Activity 2 Resource 1: Balanced Forces Poster • Activity 2 Resource 2: Unbalanced Forces Poster • Activity 2 Resource 3: Sentence Strips 3a – 3c

o Sentence Strip 3a – boy’s side o Sentence Strip 3b – girl’s side o Sentence Strip 3c – both sides

• Activity 2 Resource 4: See-saws Poster • Activity 2 Resource 5: Cards 5a – 5e

o Card 5a – 100 kg o Card 5b – 25 kg o Card 5c – 100 kg o Card 5d – 50 kg o Card 5e – 50 kg

• Activity 2 Resource 6: Claim Sentence Strip Steps to Follow:

1. Say, “In this activity, we are going to talk about balanced and unbalanced forces.” 2. Display Resource 1: Balanced Forces Poster for the student. 3. Indicate Resource 1 and say, “In this investigation, students studied the effect of forces on the

motion of an object. The object is a see-saw. In the first image (indicate Resource 1) the mass on each side of the see-saw is 10 kilograms. Both boxes have equal masses (indicate each box). These boxes represent balanced forces because the see-saw is balanced. In this picture, the see-saw does not move up or down because balanced forces do not change the motion of the object.”

4. Display Resource 2: Unbalanced Forces Poster for the student. 5. Indicate Resource 2 and say, “In this picture, there is a see-saw with a 10-kilogram box on each

side of the see-saw (indicate each 10-kilogram box). The see-saw is balanced. A boy standing to the left of the see-saw holds a 30-kilogram box (indicate the boy on the left), and a girl standing to the right of the see-saw holds a 10-kilogram box (indicate the girl on the left). Each student will place their boxes on the see-saw. There will be 40 kilograms on the left side of the see-saw (indicate the 40-kilogram mass below the see-saw) and 20 kilograms on the right side of the see-saw (indicate the 20-kilogram mass below the see-saw).”

6. Ask the student, “How will the see-saw move?” 7. Provide Resource 3: Sentence Strips 3a – 3c for the student. Indicate and read each Sentence

Strip. a. Sentence Strip 3a – “The boy’s side of the see-saw will go down.” b. Sentence Strip 3b – “The girl’s side of the see-saw will go down.”



10

c. Sentence Strip 3c – “Both sides of the see-saw will go down.” 8. Allow student to respond and record response. If no response or if incorrect response, proceed

to scaffolding instructions. 9. Indicate Sentence Strip 3a and say, “The side with more mass will move down. The boy’s side

has more mass, so the boy’s side of the see-saw will go down. These different mass values represent unequal forces. Unequal forces cause an object to move.”

10. Display Resource 4: See-saws Poster for the student. 11. Indicate Resource 4 and say, “Now we are going to look at two see-saws. The see-saw on the

left is balanced (indicate the balanced see-saw on the left) and the see-saw on the right is not balanced (indicate the unbalanced see-saw on the right).”

12. Say, “Let’s look at four boxes with different weights.” 13. Provide Resource 5: Cards 5a – 5e to the student. Read and indicate each Card.

a. Card 5a – “100 kg” b. Card 5b – “25 kg” c. Card 5c – “100 kg” d. Card 5d – “50 kg” e. Card 5e – “50 kg”

14. Indicate Resource 4 and say, “Let’s choose two boxes to place at each end of the balanced see-saw to keep the see-saw balanced (indicate balanced see-saw).”

15. Ask the student, “Which two boxes belong on the balanced see-saw?” 16. Provide Resource 5: Cards 5a – 5e to the student. Read and indicate each Card.


17. Allow student to respond and record response. Teacher may physically assist the student in moving each box to the location that the student chooses.

18. Indicate Resource 4 and say, “Let’s choose two boxes to place at each end of the unbalanced see-saw to keep the see-saw unbalanced (indicate unbalanced see-saw).”

19. Ask the student, “Which two boxes belong on the unbalanced see-saw?” 20. Provide Resource 5: Cards 5a – 5e to the student. Read and indicate each Card.


21. Allow student to respond and record response. Teacher may physically assist the student in moving each box to the location that the student chooses.

22. Display Resource 6: Claim Sentence Strip for the student. 23. Indicate Resource 6 and say, “This is a claim. ‘Claim: Unequal forces make an object move.’” 24. Ask the student, “Which see-saw supports the claim: a balanced see-saw (indicate the balanced

see-saw) or an unbalanced see-saw (indicate the unbalanced see-saw)?” 25. Allow student to respond and record response.



11

26. Indicate the unbalanced see-saw on Resource 4 and say, “The unbalanced see-saw supports this claim.”

27. Say, “We are now finished with this activity.” Scoring Guidance and Scaffolding

1. How will the see-saw move? a. Sentence Strip 3a – The boy’s side of the see-saw will go down.

2. Which two boxes belong on the balanced see-saw? a. Card 5a – 100 kg / Card 5c – 100 kg b. Card 5d – 50 kg / Card 5e – 50 kg

3. Which two boxes belong on the unbalanced see-saw? a. Card 5b – 25 kg / Card 5d – 50 kg b. Card 5b – 25 kg / Card 5e – 50 kg c. Card 5b – 25 kg / Card 5a – 100 kg d. Card 5b – 25 kg / Card 5c – 100 kg e. Card 5d – 50 kg / Card 5a – 100 kg f. Card 5d – 50 kg / Card 5c – 100 kg g. Card 5e – 50 kg / Card 5c – 100 kg h. Card 5e – 50 kg / Card 5a – 100 kg

4. Which see-saw supports the claim: a balanced see-saw or an unbalanced see-saw? a. Student indicates the unbalanced see-saw.



• is unable to identify that the boy’s side of the see-saw will move down (Sentence Strip 3a); and

• is unable to identify two boxes that belong on the balanced see-saw and/or two boxes that belong on the unbalanced see-saw; and

• is unable to identify that the unbalanced see-saw supports the claim.


0



12

Student… • is able to identify that the boy’s side of the see-

saw will move down (Sentence Strip 3a); and • is unable to identify two boxes that belong on the

balanced see-saw or two boxes that belong on the unbalanced see-saw; and


OR • is able to identify that the boy’s side of the see-

saw will move down (Sentence Strip 3a); and • is able to identify two boxes that belong on the

balanced see-saw and/or two boxes that belong on the unbalanced see-saw; and


OR • is unable to identify that the boy’s side of the

see-saw will move down (Sentence Strip 3a); and • after scaffolding, is able to identify two boxes

that belong on the balanced see-saw. Scaffold: After student makes first incorrect attempt, indicate Sentence Strip 3a and say, “There is more mass on the boy’s side, so the boy’s side of the see-saw will go down (indicate Sentence Strip 3a).” Indicate Resource 4 and say, “Let’s choose two boxes to place at each end of the balanced see-saw to keep the see-saw balanced (indicate balanced see-saw).”Ask the student, “Which two boxes belong on the balanced see-saw?” Provide Resource 5: Cards 5a – 5e to the student. Read and indicate each Card. After the student responds, say, “We are now finished with this activity.” Note: Optionally, you may ask the student the third question, “Which two boxes belong on the unbalanced see-saw?” and/or fourth question, “Which see-saw supports the claim: a balanced see-saw or an unbalanced see-saw?” if the scaffold is applied. However, if you choose to ask the third question and/or the fourth question and the student answers the third question and/or fourth question correctly, the student will still receive one point.


1



13

Student… • is able to identify that the boy’s side of the see-

saw will move down (Sentence Strip 3a); and • is able to identify two boxes that belong on the

balanced see-saw and two boxes that belong on the unbalanced see-saw; and

• is able to identify that the unbalanced see-saw supports the Claim.


2



14

ACTIVITY 3 Essence Statement: CTAS-MS-PS-2 Use and evaluate the results of an investigation to provide evidence that the change in an object’s motion depends on the forces acting on the object and the mass of the object. Core Extension 3: Using equipment (e.g., a balance or scale), measure the mass of an object in grams. (CTAS-MS-PS2-2) Teacher Notes: Collect the following resources for this activity:

• Activity 3 Resource 1: Forces Data Table Poster Teacher-Provided Resources:

• Table • Balance (double beam, triple beam, or electronic) • 3 Books (of similar weights/masses, such as paperback books)

Make sure that the mass of three books together does not exceed the capacity of the balance. Activities 3, 4, and 5 should be completed back-to-back. Steps to Follow:

1. Place the balance on the table. 2. Place the three books on the table. 3. Say, “In this activity, we are going to record the mass of each object using the balance (indicate

the balance). We will measure the mass of these books (indicate the books). We will use the mass of these books in the next activity.”

4. Display Resource 1: Forces Data Table Poster for the student. 5. Indicate Resource 1 and say, “There are three columns in the data table. (Indicate each heading

as you read the following text). This column heading says ‘Trial’. This column heading says ‘Object(s)’. This column heading says ‘Mass’. We will be filling in this column during this activity. This column heading says, ‘Rubber Band Stretch’. We will fill in this column during the next activity. We will take three different measurements in different Trials (indicate each row). During Trial 1, we will measure one book alone. During Trial 2, we will measure two books together. During Trial 3, we will measure three books together.”

6. Indicate the balance and Resource 1 and say, “This balance can be used to measure the mass of an object. We will measure the mass in grams of each book in front of you. We are going to use this data table to record our measurements (indicate Resource 1).”

7. Ask the student, “What is the mass of one book alone?” 8. Allow the student to record the mass of one book alone in the data table (with teacher

assistance, if necessary.) If no response or if incorrect response, proceed to scaffolding instructions.

9. Ask the student, “What is the mass of two books together?” 10. Allow the student to record the mass of two books together in the data table (with teacher

assistance, if necessary.) 11. Ask the student, “What is the mass of three books?” 12. Allow the student to record the mass of three books together in the data table (with teacher

assistance, if necessary.) 13. Say, “We are now finished with this activity.”



15


1. What is the mass of one book alone? a. Student is able to measure, report, and/or record the mass of one book alone in Trial 1.

2. What is the mass of two books together? a. Student is able to measure, report, and/or record the mass of two books together in

Trial 2. 3. What is the mass of three books together?

a. Student is able to measure, report, and/or record the mass of three books together in Trial 3.



• is unable to measure the mass of the books in Trial 1, Trial 2, or Trial 3.

OR • is able to measure the mass of the book in Trial 1;

and • is unable to measure the mass of the books in Trial

2 and Trial 3. Note: If student is unable to measure the mass of the books in any Trial, teacher must model the activity for the student and complete Resource 1. Resource 1 is used in Activity 4 and in Activity 5.


0



16

Student… • after scaffolding, is able to measure the mass of

the books in Trial 2. Scaffold: After student makes first incorrect attempt, demonstrate how to measure the mass of an object in grams using the balance. Then, assist the student in repeating the process for the measurement of two books together. Ask the student, “What is the mass of two books together?” Note: If student is unable to measure the mass of the books in any Trial, teacher must model the activity for the student and complete Resource 1. Resource 1 is used in Activity 4 and in Activity 5. Note: Optionally, you may ask the student the third question, “What is the mass of three books together?” if the scaffold is applied. However, if you choose to ask the third question and the student answers the third question correctly, the student will still receive one point.


1

Student… • is able to measure the mass of the books in Trial 1,

Trial 2, and Trial 3.


2



17

ACTIVITY 4 Essence Statement: CTAS-MS-PS2-2 Use and evaluate the results of an investigation to provide evidence that the change in an object’s motion depends on the forces acting on the object and the mass of the object. Core Extension 4: Use the results of an investigation to support a claim about the effect of an object’s mass on its motion when force is applied (e.g., an object with more mass will take more force to move). (CTAS-MS-PS2-2) Teacher Notes: Collect the following resources for this activity:

• Activity 4 Resource 1: Teacher Directions for Forces Investigation – Forces Investigation Materials

• Activity 4 Resource 2: Teacher Directions for Forces Investigation – Forces Investigation Diagram • Activity 4 Resource 3: Use Semi-Completed Activity 3 Resource 1: Forces Data Table Poster • Activity 4 Resource 4: Sentence Strips 4a – 4c

o Sentence Strip 4a – More Force/More Mass o Sentence Strip 4b – Less Force/More Mass o Sentence Strip 4c – More Force/Less Mass

• Activity 4 Resource 5: Sentence Strips 5a – 5c o Sentence Strip 5a – 1 Book o Sentence Strip 5b – 2 Books o Sentence Strip 5c – 3 Books

Teacher-Provided Resources: Use the materials and instructions included in Resource 1 to set up the investigation according to the diagram included in Resource 2. The investigation must be set up prior to the administration of the activity. The following materials are needed for the investigation:

• Table • 1 Piece of Cardboard (approximately 8.5” x 11”) • 1 Roll of Strong Tape (e.g., duct tape or packing tape) • 1 Large Paper Clip • 1 Large Rubber Band • 3 Books (of similar weights/masses such as paperback books) • 1 Ruler • Impact Safety Glasses, 1 each for teacher and student(s)

Activities 3, 4, and 5 should be completed back-to-back. Steps to Follow:

1. Use the materials and instructions included in Resource 1: Teacher Directions for Forces Investigation – Forces Investigation Materials to set up the investigation according to the Resource 2: Teacher Directions for Forces Investigation – Forces Investigation Diagram.

2. Display semi-completed Resource 3: Forces Data Table Poster for the student. 3. Indicate Resource 3 and say, “In this activity, we will use the measurements of the mass of the

books that we recorded on the data table to complete this activity. When you pull on the rubber band, the piece of cardboard moves (demonstrate for student). The length the rubber band stretches shows how much force is needed to move the cardboard.”



18

4. Place the first book on the piece of cardboard and say, “We will use the rubber band to pull the cardboard. Let’s see how much force is needed to pull this book that has a mass of ‘[insert measurement of 1 Book]’ grams. We will record how much the rubber band stretches in our data table for each trial (indicate Resource 3).”

5. Trial 1, teacher pulls the first book and student measures how many inches the rubber band stretches.

6. Student records the estimate or measurement in the data table (with teacher assistance, if necessary.)

7. Repeat process for Trial 2 with two books on top of the cardboard. Teacher pulls the books and student measures how many inches the rubber band stretches. Student records the measurement in the data table (with teacher assistance, if necessary).

8. Repeat the process for Trial 3 with three books on top of the cardboard. Teacher pulls the books and student measures how many inches the rubber band stretches. Student records the measurement in the data table (with teacher assistance, if necessary).

9. Ask the student, “Based on the investigation, how does the mass of an object affect the force needed to pull it?”

10. Provide Resource 4: Sentence Strips 4a – 4c to the student. Indicate and read each Sentence Strip.

a. Sentence Strip 4a – “It will take more force to move an object with more mass.” b. Sentence Strip 4b – “It will take less force to move an object with more mass.” c. Sentence Strip 4c – “It will take more force to move an object with less mass.”


12. Indicate Sentence Strip 4a and say, “It will take more force to move an object with more mass.” 13. Ask the student, “What evidence from the data table supports the claim that it will take more

force to move an object with more mass?” 14. Provide Resource 5: Sentence Strips 5a – 5c to the student. Indicate and read each Sentence

Strip. a. Sentence Strip 5a – “The rubber band stretched more with 1 book.” b. Sentence Strip 5b – “The rubber band stretched less with 2 books.” c. Sentence Strip 5c – “The rubber band stretched the most with 3 books.”

15. Allow student to respond and record response. 16. Indicate Sentence Strip 5c and say, “The rubber band stretched the most with 3 books.” 17. Say, “We are now finished with this activity.”


1. Based on the investigation, how does the mass of an object affect the force needed to pull it? a. Sentence Strip 4a – It will take more force to move an object with more mass.

2. What evidence from the data table supports the claim that it will take more force to move an object with more mass?

a. Sentence Strip 5c – The rubber band stretched the most with 3 books.



19



• is unable to determine how the mass of an object affects the force needed to pull it (Sentence Strip 4a); and

• is unable to identify the evidence from the data table that supports the claim that it will take more force to move an object with more mass (Sentence Strip 5c).


0

Student… • is able to determine how the mass of an

object affects the force needed to pull it (Sentence Strip 4a); and

• is unable to identify the evidence from the data table that supports the claim that it will take more force to move an object with more mass (Sentence Strip 5c).

OR • is unable to determine how the mass of an


• after scaffolding, is able to identify the evidence from the data table that supports the claim that it will take more force to move an object with more mass (Sentence Strip 5c).

Scaffold: After student makes first incorrect attempt, indicate Sentence Strip 4a and say, “It will take more force to move an object with more mass (indicate Sentence Strip 4a).” Ask the student, “What evidence from the data table supports the claim that it will take more force to move an object with more mass?” Provide Resource 5: Sentence Strips 5a – 5c to the student. Indicate and read each Sentence Strip. After the student responds, say, “We are now finished with this activity.”


1



20

Student… • is able to determine how the mass of an


• is able to identify the evidence from the data table that supports the claim that it will take more force to move an object with more mass (Sentence Strip 5c).


2



21

ACTIVITY 5 Essence Statement: CTAS-MS-PS2-2 Use and evaluate the results of an investigation to provide evidence that the change in an object’s motion depends on the forces acting on the object and the mass of the object. Core Extension 5: Identify the changing (independent) variable and one constant variable in the provided investigation. (CTAS-MS-PS2-2) Teacher Notes: Collect the following resources for this activity:

• Activity 5 Resource 1: Cards 1a – 1c o Card 1a – mass o Card 1b – table o Card 1c – rubber band

• Activity 5 Resource 2: Strips 2a – 2c o Strip 2a – mass in each trial o Strip 2b – type of books used o Strip 2c – length of rubber band

• Activity 5 Resource 3: Use Completed Activity 3 Resource 1: Forces Data Table Poster Activities 3, 4, and 5 should be completed back-to-back. Steps to Follow:

1. Say, “In this activity, we are going to talk about the different variables in our investigation. In a scientific investigation, the variable being tested is changed. This is also called the ‘independent’ variable. Other variables that are not being tested should be held constant or stay the same. These variables are also called constants. This makes for a fair test.”

2. Display completed Resource 3: Forces Data Table Poster for the student. 3. Indicate Resource 3 and say, “Let’s look at our data table and think about our investigation.” 4. Ask the student, “Which variable was the changing (or independent) variable that was tested in

this investigation?” 5. Provide Resource 1: Cards 1a – 1c to the student. Indicate and read each Card.

a. Card 1a – “mass” b. Card 1b – “table” c. Card 1c – “rubber band”


7. Indicate Card 1a and say, “Mass was the changing (or independent) variable that was tested in this investigation.”

8. Ask the student, “What is one variable in this investigation that should be held constant, or stay the same, to make it a fair test?”

9. Provide Resource 2: Strips 2a – 2c to the student. Indicate and read each Strip. a. Strip 2a – “the mass in each trial” b. Strip 2b – “the type of books used” c. Strip 2c – “the length of the rubber band”

10. Allow student to respond and record response. 11. Indicate Strip 2b and say, “The variable that should be held constant, or stay the same, to make

it a fair test is the type of books used.”



22

12. Say, “We are now finished with this activity.” Scoring Guidance and Scaffolding Correct answers are as follows:

1. Which variable was the changing (or independent) variable that was tested in this investigation? a. Card 1a – mass

2. What is one variable in this investigation that should be held constant, or stay the same, to make it a fair test?

a. Strip 2b – the type of books used Content Guidance Rating Score

Student… • gives NO response.

OR • is unable to identify mass as the changing (or

independent) variable that was tested in this investigation (Card 1a); and

• is unable to identify the type of books used as the variable in this investigation that should be held constant (or stay the same) (Strip 2b).


0



23

Student… • is able to identify mass as the changing (or


• is unable to identify the type of books used as the variable in this investigation that should be held constant (or stay the same) (Strip 2b).

OR • is unable to identify mass as the changing (or


• after scaffolding, is able to identify the type of books used as the variable in this investigation that should be held constant (or stay the same) (Strip 2b).

Scaffold: After student makes first incorrect attempt, indicate Card 1a and say “Mass was the changing (or independent) variable that was tested in this investigation (indicate Card 1a).” Ask the student, “What is one variable in this investigation that should be held constant (or stay the same) to make it a fair test?” Provide Resource 2: Strips 2a – 2c to the student. Indicate and read each Strip. After the student responds, say, “We are now finished with this activity.”


1

Student… • is able to identify mass as the changing (or


• is able to identify the type of books used as the variable in this investigation that should be held constant (or stay the same) (Strip 2b).


2

Documents

Form 1 Grade 8 Performance Tasks · 2018-03-16 · evidence for how wind changes a landform on the Earth’s surface. (CTAS-MS-ESS2-2) 4. Provide examples showing that water can exist